METACOGNITIV

E QUESTIONS
1. Who among the following needs least verbal counseling but needs more concrete and operational forms of assistance?
a. a child who has mental retardation
b. a child who has attention deficit disorder
c. a child who has learning disability
d. a child who has conduct disorder
1. Who among the following needs least verbal counseling but needs more concrete and operational forms of assistance?
a. a child who has mental retardation
b. a child who has attention deficit disorder
c. a child who has learning disability
d. a child who has conduct disorder
2. If you are a rationalist teacher, which
among the following will be your guiding
principle?
a. Teachers should teach the students that
they can never have real knowledge of
anything.
b. Teachers should teach the students all
bodies of knowledge, skill, and value that he
needs for the better future.
c. Teachers should teach the students to be
firm with their religious beliefs.
d. Teachers should teach the students to
develop their mental powers to the fullest.
2. If you are a rationalist teacher, which
among the following will be your guiding
principle?
a. Teachers should teach the students that
they can never have real knowledge of
anything.
b. Teachers should teach the students all
bodies of knowledge, skill, and value that he
needs for the better future.
c. Teachers should teach the students to be
firm with their religious beliefs.
d. Teachers should teach the students to
develop their mental powers to the
3. Mr. Varona always tells his
students that pleasure is not
the highest good. His teaching
is against which philosophy?
a. Idealism
b. Realism
c. Essentialism
d. Hedonism
3. Mr. Varona always tells his
students that pleasure is not
the highest good. His teaching
is against which philosophy?
a. Idealism
b. Realism
c. Essentialism
d. Hedonism
4. In a treatment for alcoholism, Mark
was made to drink an alcoholic
beverage and then made to ingest a
drug that produces nausea. Eventually,
he was nauseated at the sight and
smell of alcohol and stopped drinking
alcohol. Which theory explains this?
a. operant conditioning
b. social learning theory
c. associative learning
d. attribution theory
4. In a treatment for alcoholism, Mark
was made to drink an alcoholic
beverage and then made to ingest a
drug that produces nausea. Eventually,
he was nauseated at the sight and
smell of alcohol and stopped drinking
alcohol. Which theory explains this?
a. operant conditioning
b. social learning theory
c. associative learning
d. attribution theory
In a treatment for alcoholism, Mark
was made to drink an alcoholic
beverage and then made to ingest a
drug that produces nausea. Eventually,
he was nauseated at the sight and
smell of alcohol and stopped drinking
alcohol. Which theory explains this?
a. operant conditioning
b. social learning theory
c. associative learning
d. attribution theory
5. Based on Edgar Dale’s
Cone of Experience, which
activity is closest to the real
thing?
a. listening to recording
b. watching a demonstration
c. viewing images
d. attending exhibit
5. Based on Edgar Dale’s
Cone of Experience, which
activity is closest to the real
thing?
a. listening to recording
b. watching a demonstration
c. viewing images
d. attending exhibit
JACOB KOUNIN
Classroom Management
Principles
Prince Ricky A. Varona, BSEd, LPT
 Focuses on preventative
discipline: using techniques and
strategies to prevent
misbehaviours from occurring.
 Achieving Classroom Management Through
Preventative Discipline

Key Ideas:
• Ripple Effect
• “With-it-ness”
• Overlapping
• Movement Management
 Smoothness
Momentum
Group Focus and Accountability
 Ripple
Effect
By correcting the
misbehaviour of one student
it can positively influence
the behaviour of another
‘Withitness’
Awareness of what is going on in all
parts of the classroom.
Teachers have eyes on the back of
their heads!
Classroom layout benefits the teachers
ability to see all students at all times.
Overlapping
• When teachers can effectively tend to
two or more events simultaneously
• Students are more likely to stay on task
if they know that the teacher is aware
of what they are doing (body language)
Movement Management
• Smoothness:
Smooth transitions between activities
• Momentum:
Appropriate pace and progression
through a lesson
• Group Focus and Accountability:
Keep the whole class involved and
interested
When Managing the
Classroom, try to
AVOID :

THE RED FLAGS

• Dangling:
Teacher leaves a topic and
introduces new, unrelated
material
• Flip-flop:
like dangling, except that the
teacher inserts left-over
materials from a previous
lesson
• Thrust:
 teacher forgets to give clear
instructions at the appropriate time of a
lesson.
Teacher must then re-explain the
instructions to each student on an
individual level
• Stimulus-bound:
Teacher is distracted by an outside
stimulus and draws the class’s attention
to it
KEY CONCEPTS
IN CLASSROOM
MANAGEMENT
Planned
Ignoring
Proximity
Control
 Touch
Control
Direct
Appeal
Removing
Seductive
Object
Physical
Restraint
Antiseptic
Bouncing
SOURCES
Kounin 1970
http://www.educ.uvic.ca/epls/faculty/rowles/kounin1.htm

Jacob Kounin
http://scied.gsu.edu/Hassard/mos/10.2.html

Kounin, Jacob from WikEd

http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob

Learning Environment Article from The Premiere Website for Health and Physical
Education http://www.pecentral.org/climate/april99article.html

Maine Education Association

http://www.maine.nea.org/index.htm

The Kounin Model from Approaches to Discipline

http://www.solwebs.net/sgfl/teaching/discplan/koun1.htm

West Dunbartonshire Council

http://www.wdcweb.info/home/