Kounin’s Theories on Lesson Management and Discipline in the Classroom
Kounin’s theories on lesson management and discipline in the classroom shaped education as we know it. This article will discuss his basic theories known as withitness, momentum, smoothness, group alerting, accountability, overlapping and satiation. CONTENT: Kounin’s theories on lesson management and discipline in the classroom shaped education as we know it. Kounin was an educational psychologist who “became known for his detailed investigations into the effects of classroom management and lesson management on student behavior.” (Charles & Senter, 2004, pp.56). This article will discuss his basic theories known as withitness, momentum, smoothness, group alerting, accountability, overlapping and satiation (Charles & Senter, 2004, pp.56).
Withitness
This simple term means to know what is happening in all areas of the classroom at all moments. Teachers are much like managers because they must know what is going on with all the students just like a manager must know what all the employees are doing.
Momentum
Kounin described this skill as “starting lessons with dispatch, keeping lessons moving ahead, making transitions among activities efficiently, and bringing lessons to a satisfactory close” (Charles & Senter, 2004, pp.58). Momentum keeps the lesson moving. It creates discipline through lesson management.
Smoothness
This ability is important in a classroom in order to keep students focused on the lesson. Management of distractions and consistency will add to discipline throughout the lesson. Smoothness keeps students involved and active in the classroom.
Group Alerting
Lesson Management and discipline rely on group alerting to keep students focused in the busy classroom. Successful teachers have “systems for gaining student attention and clarifying expectations” ( Charles & Senter, 2004, pp. 58).
Accountability
Effective lesson management is achieved through the theory of accountability. Teachers can manage a classroom and instill discipline in students by making sure to keep them accountable for the actions and their learning. This method should be practiced “regularly calling on students to respond, demonstrate, or explain” (Charles & Senter, 2004, pp.59).
Overlapping
When trying to instill discipline in a classroom overlapping is a valuable tool. Overlapping requires teachers to focus on more than one area of the classroom at the same time. A teacher must be able to “attend to two or more events simultaneously” (Charles & Senter, 2004, pp.60). This lesson skill will achieve lesson management in a classroom and promote discipline.
Satiation
In effective lesson management a teacher will inspire and maintain a students involvement, but a teacher must also monitor it. Effective lesson management requires a teacher to know when “students have had their fill of the topic as indicated through disengagement, boredom, and misbehavior” (Charles & Senter, 2004, pp.61). Discipline in the classroom is easier to achieve when students remain interested in the subject matter. It is important for a teacher to know when to move on.
Kounin’s theories on lesson management and discipline in the classroom are still held in high regards in our educational system today. Teachers must understand and utilize the theories of withitness, momentum, smoothness, overlapping, group alerting, accountability, overlapping, and satiation to effective instill discipline through lesson management.
Reference:
Charles, C. M., & Senter, G. W. (2004).Building Classroom Discipline (8th Edition)(8 ed.). Boston, MA: Allyn & Bacon.
Originally published at https://sarahganly.blogspot.com.