Jacob Kounin was an educational psychologist and classroom management theorist. He studied classroom behavior and developed principles for managing student behavior and movement in the classroom. Some of his key principles included with-it-ness, where the teacher is aware of what all students are doing; overlapping, where the teacher attends to multiple events at once; and momentum, where lessons are kept moving with smooth transitions to maintain student engagement. Kounin's work emphasized the importance of actively involving all students, addressing misbehaviors promptly, and designing engaging lesson plans to minimize off-task behavior.

1. Classroom Management: Jacob Kounin Done By: NoorNabeel- HajarAmeer- Sara Juma- Jassim Isa

2. What Kounin say’s about himself? He’s a classroom behaviorist theorist, who specialized in classroom behavior and discipline. He was born in 1912 in Cleveland, Ohio He based in his work to Glasser in classroom management. He began as an educational psychologist at Wayne State University in 1946. in 1970s he published two books. “Teachers and Children” “Discipline and Group Management in Classrooms”.

3. What Kounin say’s about himself? He’s first observation to students behaviour was when he asked a student in his classroom to put something away, then he noticed that the whole students around him started focusing their attention. So the correction of one’s behaviour, lets the other students inappropriate behaviours. Also according to his observations and studies he noticed that it has to be something that the teacher could do to prevent the misbehaviour of the students. He believed that it has to be connection between management and teaching engage students, which need a good lesson movement. Kounin worked to combine both discipline and learning in the classroom.

4. Teaching Principles (Managing Behavior)

5. With-it-ness The teacher is aware of what is going on in all areas in the classroom. And have eye contact with the students. “Eyes in the back of head” The classroom’s physical arrangement benefits the teachers to see the all part of the classroom easily.

6. Over Lapping Attending to two or more events at the same time. Ex: If a student finished an assignment early, there is something else for them to do (reading a story). At the time the students finish the teacher can turn around the class and have a look to the students work

7. Ripple Effect Correct the behavior (Discipline) directed one student influences on the behavior of others.

8. Teaching Principles (Movement Management)

10. Gaining students full attention before moving on and giving new directions/information.

11. The whole class are ready if youany question to anyone in the class.

13. Uninterrupted instructions, keep the lessons moving and make transitions smooth and in addition have effective conclusions.

14. Keeping a timer for the lesson.

15. lets the lesson short so students don’t get bored.

16. It’s all about making the lesson easier and meaningful.

19. Have Fun with The video !!!! Kounin CM

20. Implementation Address several situations at one time. Keep all students actively involved to the tasks and activities. Provide interesting lesson plan that helps the students acquire information in different ways. Able to attend more than one event at the same time. Intervene before misbehaviours escalate.

21. Implementation Avoiding off task behaviour and boredom by interesting lessons. Give the students chance to discuss and exchange their idea after finishing their tasks early. Let the students be aware that they will be graded for their participation and contribute with the groups. Designing short activities for the students that develop their skills so they don’t get bored. Ex: drawing, coloring.

23. All the students are aware that they are observed for their actions and behavior.

24. All students are accountable for their actions and education.

25. The teacher can Reduce students misbehavior if the plans are effective and enjoyable.

26. It’s difficult to address how to correct the students misbehavior while it occurs.

27. Some students will have difficulties at the beginning to understand the teachers style in teaching and managing the classroom.

29. Refrences Kounin, Jacob S. (Jacob Sebatian), 1977, c1970,Discipline and group management in classrooms , R. E. Krieger Pub. http://en.wikibooks.org/wiki/Classroom_Management_Theorist_and_Theories/Jacob_Kounin. www.nipissingu.ca/faculty/elkem/EDUC4203/.../Jacob_KouninPres.ppt. www.calstatela.edu/faculty/.../erinkernaghanCMP.htm. Wolfgang, Charles H. Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers. New York: John Wiley and Sons, 2001.