Classroom Management

THEORIES OF INSTRUCTIONAL
MANAGEMENT
(JACOB KOUNIN)
BUILDING THE FOUNDATION
(SKINNER, GLASSER, GORDON)
RUBA
AMIRAH
AFIF
Question
Compare and contrast
on the two theories
researched and present
your findings
CONTENT
Definition
Approaches or Strategies
Strengths and weaknesses

Practicality of theories in ESL
classroom
Why does the model look appeal to
us?
DEFINITI
ONS
DEFINITION
S
INSTRUCTION
AL
MANAGEMEN
T
(JACOB
KOUNIN)
Focused on a
teachers
ability to
affect students
behavior
through
BUILDING THE
FOUNDATION
(B.F
SKINNER)
The practice
of providing
consequence
s for both
positive and
negative
behaviour.
BUILDING THE
FOUNDATION
(WILLIAM
GLASSER)
The choice
theory states
that behavior is
inspired by
what a person
wants or
needs most at
any given time
BUILDING THE
FOUNDATION
(THOMAS
GORDON)
Discipline is
best achieved
through pupil
self-control.
Teacher use I
messages in
influencing pupil
behaviour.
Quotes Jacob Kounin
APPROACHES
& STRATEGIES
RIPPLE EFFECT
TRANSITION
SMOOTHNESS
MANAGEMENT
TECHNIQUES
OVERLAPPING
DESISTS
WITHITNESS
Techniques
Definition
Examples
Ripple Effect
By correcting the misbehaviour of one

student it can positively influence the
behaviour of another students.
Teacher gives
encouragement or
reprimands can continue or
stop students' behavior.
Desists
Efforts to stop a misbehaviour.

Be ensure that desists are spoken clearly
and can be understood.
The corrected misbehave

student will ripples to other
students, causing them to
behave better
Withitness
Awareness of what is going on in all

parts of the classroom.
Teachers have eyes on the

back of their heads!
- Students less likely to
misbehave.
Overlapping
Ability to attend to two or more issues /

students at the same time.
Teacher monitor students

behavior at the same
time continue teaching
process.
Transition
smoothness
Teachers management of various

activities throughout the day
Teachers must be well

prepared Appropriate pace
and progression through a
SATIATION
JERKINESS
SLOWDOWNS
FLIPFLOPS
TRUNCATIO
N
INSTRUCTIONAL
TECHNIQUES
STIMULUS
BOUND
THRUST
DANGLE
Techniqu
es
Definition
Solutions
Satiation
Occurs when a teacher teaches the same

lesson for so long and students get tired
of the topic
Offering challenges throughout

the lesson
Add variety activities to lesson.
Jerkiness
Lack of lesson smoothness and

momentum.
To avoid this situation, a teacher

should maintain the focus of
the learning topics.
Do not ask questions that are not
related to the topic the lesson.
Stimulus
bound
It is a situation where a teacher has the
A teacher needs to recognize and
students engaged in a lesson and
make a genuine commitment
something else attracts the teachers
towards the lesson.
attention.
When this happen, the teacher is stimulus
bound.
Thrust
According to Kounin (1970), a thrust consist

of a teachers sudden bursting in on
Teachers should consider the

suitable time for him or her to
Techinques
Dangle
Truncation
Flip-flops
Slow-down
Definition
Solution
Occurs when a teacher starts an activity and

then leaves it hanging in mid air by
beginning another activity and later resume
the original activity.
Teachers need to focus and stay

on track for the lesson to be
smooth in instructional momentum.
Similar to dangle but the teacher doesnt

resume the original activity
Teachers need to alert and stay

focus on what has been taught.
Occurs only at transitional points, such as

when the teacher terminates one activity and
begins another and then reverts to the first
activity
Can cause confusion among students.
Realizing the importance of

smoothness and momentum in
order to become good instructional
management teachers.
Two types of slowdowns:

i) Over dwelling
ii) fragmentation
Over dwelling a situation when a teacher
dwells on corrective behaviour longer than
needed most students understanding &
interest(Kounin,1970)
Fragmentation happens when a teacher
breaks down an activity into subparts.
STRENGTHS
AND
WEAKNESSES
Jacob Kounin
STRENGTHS
WEAKNESSES
Teacher act as an administrator in the

classroom.
Might lead to overdwelling / fragmentation.
Behaviour problems are reduced to the

minimum.
Limited use in the classroom.
Provide the teacher with a specific, detailed

approach to handle the discipline problems.
Shows to avoid disciplinary problems but not to

provide effective way to solve serious discipline
problems.
Offers techniques for making desists effective.
Does not help the students in forming selfdiscipline.
eg. teacher can quiet the whole class by using

desist in order to keep one pair of students from
talking. (Morris, 1996)
Teacher will avoid from frustration, yelling to

students or sarcasm.
Does not work with every problematic

students in the classroom.
It is quite impossible for a teacher to know
Practicality of theories
in ESL classroom
RIPPLE-EFFECT
PROBLEM
Siti was not paying attention in the class. She always disturbed her
friends and loved to play around in the class.
SOLUTION
Teacher managed that behavioral problem by punishing her. She was
asked to go in front of the class and recited a poem aloud. The other
students who make a lot of noises in the class tend to behave well
because they did not want to be punished by the teacher.
QUOTES OF SKINNER
Did not approve

the use of
punishment in
school?
Key
ideas
The goal of
psychology should
be practical
The best way to

modify behavior
was to modify
environment
1. Operant
conditioning
2. Reinforcement
stimulus
STRATEGIES
OF THE
THEORY
Behavior that act on

the surrounding
environment to
produce
consequences
2 categories :
i. Continuous
reinforcement schedule
ii. Partial reinforcement
schedule
Advocate for
immediate praise,
feedback and reward
to encourage change
in behavior
Behaviour modification is
widely used today to shape
student behaviourin
desirable directions
through systematic
reinforcement.
IMPLEMENTATIO
N OF THE
THEORY
Did not advocate using

punishment in shaping
behaviour, as he considered
its effects unreliable.
Advocates for teacher

identification and
reflection on
environmental effects
on pupils behavior
Strengths and Weaknesses

Strengths
Weaknesses
The use of positive reinforcement give

pleasant result more effective than
negative reinforcement
Rewards avoids the possibility to find

intrinsic motivation
Suitable and can be used to modify pupils

behavior
The use of reward trains humans to expect

rewards to what they do
Sometimes negative reinforcement is also

suitable to achieve desire behavior
(Extrinsic motivation)
Teacher have to go through failure in order

to get success
The classroom environment is appropriate

in learning
Students will behave to get the reward.
Speed up and strengthen learning and help

students change their behavior for the
better.
Overly cumbersome and inefficient in

teaching students the way they should and
shouldn't behave
PRACTICALITY OF THEORY IN
CLASSROOM
Ajrul in Mr Lims class is quite passive and obedient. He never create a fuss and does
little socializing with his peers. However, he rarely participate in class activities and
doesnt care about completing homework and exercises given. He just follow the flow
of the class and doesnt show any effort to improve himself.
When Ajrul is being good by doing anything
that is appropriate, reward him whenever he
participates or works
Reiterate the class rules regarding class
work. Praise Ajrul whenever he follows the
rule or active in the class.
Consider stronger reinforces. If praise is
ineffective, use points, tokens, or other
tangible to reinforce and shape Ajruls
improvement.
Set up a contract with Ajrul. Identify a
reward that is exceptionally attractive to
him. Outline what he must do in order to
earn the reward.
Quotes of Glasser
APPROACHES
AND
STRATEGIES
Students behaviour
is determined by
students
choice
not
teachers
control
We are driven to
satisfy basic
needs: survival,
love, belonging,
power, freedom
and fun
THE CHOICE
THEORY
To replace
external control
psychology
Teacher must share

with pupils that they
have a say in what they
learn
IMPLEMENTATION
OF THE THEORY
Students
determine what
they want
Teaching through the

use of skits or roleplaying
Provide
opportunities
for students to take an
active role in their
learning
Teacher could
encourage pupils to
made creative
representations to show
the importance of
STRENGTHS
AND
WEAKNESSE
S
STRENGTHS (GLASSER)
WEAKNESSES
promote a high degree of autonomy and

responsibility for students.
it is difficult for teachers to help

students satisfy their need for control
without feeling threatened themselves.
help students see a wide range of

possible consequences for their
behaviour.
it is difficult to react properly when

communicating with students about
their inappropriate behaviours.
allow students to determine solutions to

their own discipline problems.
Classroom meetings may consume

more time than is desirable.
help students understand their needs

and how to satisfy these need
legitimately.
It may be difficult to help students who do

not want to be in school to make plans to
improve their behaviour.
explain clearly what a teacher needs to

do for every misbehaving student.
Practicality in the Primary ESL classroom
Quotes from gordon

Mito insert Gordon part.
State whether the

theories appeal
to you and provide
reasons
JACOB KOUNIN
SKINNER
GLASSER
GORDON
Yes, because Jacob

Kounin
focuses on the ways of
how the teacher
manages the class and
this is the first way to
take control over the
class.
Ruba x tau kertas tu

wey.
Yes, Help students see

what behaviour they can
control and make
plans to reach
attainable goals
Yes, Problem solving is a

process that should be
taught and practiced in
all classrooms
We agree that classroom

management should
start from the teacher
and not only blaming on
the pupils negative
behavior
This is because if the
lesson plan is perfect, it
does not mean that the
pupils will learn from it if
the teacher fails to
control the class.
By helping children find

their own solutions to
Teacher canchoose
problems, it will foster
behaviours that will help more independence,
students meet their
more control over their
needs more effectively
own destiny, and higher
in the future
self-esteem.
Pupils are more

motivated and
confident when they
feel they have more
control over their
environment (selfcontrolled)
Administrators and
teachers can
concentrate more on
education and less on
discipline.
Teachers will make
schooling far more
CONCLUSION
In conclusion, the theory proposed by each theory is
very effective in promoting a conducive atmosphere to
learning. The strategies suggested are very helpful in
dealing with the students misbehaviors. However, the
teacher should be aware that each student is different,
thus the teacher needs to modify or improves the
techniques to make it compatible with the students

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THEORIES OF INSTRUCTIONAL

Strengths and weaknesses

Quotes Jacob Kounin

By correcting the misbehaviour of one

Efforts to stop a misbehaviour.

The corrected misbehave

Awareness of what is going on in all

Teachers have eyes on the

Ability to attend to two or more issues /

Teacher monitor students

Teachers management of various

Teachers must be well

Occurs when a teacher teaches the same

Offering challenges throughout

Lack of lesson smoothness and

To avoid this situation, a teacher

It is a situation where a teacher has the

A teacher needs to recognize and

students engaged in a lesson and

make a genuine commitment

something else attracts the teachers

towards the lesson.

According to Kounin (1970), a thrust consist

Teachers should consider the

Occurs when a teacher starts an activity and

Teachers need to focus and stay

Similar to dangle but the teacher doesnt

Teachers need to alert and stay

Occurs only at transitional points, such as

Realizing the importance of

Two types of slowdowns:

Teacher act as an administrator in the

Might lead to overdwelling / fragmentation.

Behaviour problems are reduced to the

Limited use in the classroom.

Provide the teacher with a specific, detailed

Shows to avoid disciplinary problems but not to

Offers techniques for making desists effective.

Does not help the students in forming selfdiscipline.

eg. teacher can quiet the whole class by using

Teacher will avoid from frustration, yelling to

Does not work with every problematic

Did not approve

The best way to

Behavior that act on

Did not advocate using

Advocates for teacher

Strengths and Weaknesses

The use of positive reinforcement give

Rewards avoids the possibility to find

Suitable and can be used to modify pupils

The use of reward trains humans to expect

Sometimes negative reinforcement is also

Teacher have to go through failure in order

The classroom environment is appropriate

Students will behave to get the reward.

Speed up and strengthen learning and help

Overly cumbersome and inefficient in