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    Metacognitiv E Questions

    Uploaded by

    Prince Ricky Varona
    The document discusses principles of classroom management according to Jacob Kounin. It describes techniques for preventative discipline like the ripple effect, with-it-ness, and movement management. The ripple effect refers to correcting one student's misbehavior to positively influence others. With-it-ness means the teacher is aware of all parts of the classroom through techniques like classroom layout. Movement management keeps lessons smooth, at an appropriate pace, and keeps students focused and involved. The document also identifies "red flags" to avoid, like dangling or flip-flopping between unrelated topics. Key concepts in classroom management discussed include planned ignoring, proximity control, touch control, direct appeal, removing seductive objects, and physical restraint.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Metacognitiv E Questions

    Uploaded by

    Prince Ricky Varona
    51 views33 pages
    The document discusses principles of classroom management according to Jacob Kounin. It describes techniques for preventative discipline like the ripple effect, with-it-ness, and movement management. The ripple effect refers to correcting one student's misbehavior to positively influence others. With-it-ness means the teacher is aware of all parts of the classroom through techniques like classroom layout. Movement management keeps lessons smooth, at an appropriate pace, and keeps students focused and involved. The document also identifies "red flags" to avoid, like dangling or flip-flopping between unrelated topics. Key concepts in classroom management discussed include planned ignoring, proximity control, touch control, direct appeal, removing seductive objects, and physical restraint.

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    Jacob-Kounin-PRVarona.pptx

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    The document discusses principles of classroom management according to Jacob Kounin. It describes techniques for preventative discipline like the ripple effect, with-it-ness, and movement management. The ripple effect refers to correcting one student's misbehavior to positively influence others. With-it-ness means the teacher is aware of all parts of the classroom through techniques like classroom layout. Movement management keeps lessons smooth, at an appropriate pace, and keeps students focused and involved. The document also identifies "red flags" to avoid, like dangling or flip-flopping between unrelated topics. Key concepts in classroom management discussed include planned ignoring, proximity control, touch control, direct appeal, removing seductive objects, and physical restraint.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    51 views33 pages

    Metacognitiv E Questions

    Uploaded by

    Prince Ricky Varona
    The document discusses principles of classroom management according to Jacob Kounin. It describes techniques for preventative discipline like the ripple effect, with-it-ness, and movement management. The ripple effect refers to correcting one student's misbehavior to positively influence others. With-it-ness means the teacher is aware of all parts of the classroom through techniques like classroom layout. Movement management keeps lessons smooth, at an appropriate pace, and keeps students focused and involved. The document also identifies "red flags" to avoid, like dangling or flip-flopping between unrelated topics. Key concepts in classroom management discussed include planned ignoring, proximity control, touch control, direct appeal, removing seductive objects, and physical restraint.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 33

    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/

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