INSTRUCTIONAL

CLASSROOM
MANAGEMENT
• Introduction
• The Kounin Model
• The Jones Model

INTRODUCTION Well-planned and wellimplemented instruction will prevent most classroom problems and make the pupils engage more in the learning process with activities that meet their interest. needs and abilities. .

THE KOUNIN MODEL .

INTRODUCTION • Successful managers (teachers). totally aware of everything in the classroom environment • Prevent classroom problems • Keep pupils actively engaged • Conducted well-planned lesson with smooth transitions .

SKILLS Movement Manageme nt & group focus Withitness Overlapping Activities .

Skill to know what is going on in all parts of the classroom at all times Withitness “Withit” teachers respond immediately to pupil misbehaviour – detect who Major components: 1) Scanning the class frequently 2) Establishing eye contact with individual pupils 3) Having eyes in the back of your head 4) Do not make timing errors (waiting too long) 5)Do not make target errors (blaming wrong person) .

while also helping other pupils with their seatwork The ability to monitor the whole class at all times .Skilled at Overlapping Overlapping – handling two or more activities or groups at the same time Example: Keeping a small group on task.

MOVEMENT MANAGEMENT & GROUP FOCUS • The ability to make smooth lesson transitions • Keep an appropriate pace and involve all pupils in the lesson • Do not leave the lesson hanging • Keep pupils alert by holding their attention .

THE JONES MODEL .

INTRODUCTION • Frederick Jones (1979) found that teachers lose 50% or more of their instructional time through pupils’ time-wasting (walking and talking around class). STRATEGIES Giving Help Efficiently Limit Setting Body Language Incentive System .

Limit Setting • The establishment of classroom boundaries for appropriate behaviour. • Limits: -Should include the formation of rules of behaviour -What to do when stuck on seatwork -What to do when finished with assigned seatwork .

direct eye contact. facial expressions and voice tone .Body Language • A set of physical mannerisms that tend to get pupils back to work • Most effective ways: – Physical proximity to pupils. body position.

free reading. when it’s free time-on computer (motivational reward for desired behavior) • Using peer pressure (quite effective motivator) – Time can be deducted (to misbehave pupils) – Using stopwatch placed in classroom .Incentive Systems • Using preferred activities: – Educational games.

Giving Help Efficiently • Related time on task • Average – teacher spends 4minutes helping individual pupils (having difficulty with seatwork) • Can be cut to not more than 2seconds per pupil • More pupils to be helped and reduces the tendency for pupils to work only when the teacher is standing near them .