Lessons with good flow keep students' attention and prevent deviation because most of the cues for behavior during the lesson are focused on behaviors appropriate for the lesson. Kounin’s concepts include:
Preventing misbehaviour
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Withitness:
A teachers ability to correct
misbehaviour before it gets out of control and before other students in the
class see it and also begin to do it.
Allgegenwärtigkeit der Lehrkraft (Withitness):
Examples:
A teacher who is ‘withit’ is
able to physically move towards a student who is misbehaving while continuing
with the lesson.
The teacher makes eye contact with a student who is about
to “shoot a basket “ with a wad of paper.The student behind him, who has seen the interaction, decides he is not likely to get away with shooting a basket either
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Overlapping:
How a teacher deals with two or more
events that are going on in the classroom at the same time.
Überlappung von inhaltlicher Arbeit, Regelung von Organisationskram und Störungsprävention (Overlapping)
Example:
During group activities a
teacher is able to provide assistance to a student at one centre while
providing words of encouragement to students at other stations.
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Manage the lesson
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Momentum:
Refers to the teachers ability
to have a steady movement or pacing throughout a lesson.
Reibungslosigkeit und Schwung (Momentum)
Example:
A teacher is able to notice that
the class is taking too much time dwelling on a minor concept and quickly
moves on while making a mental note to go more in-depth the next day.
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Smoothness:
Is the lessons continuity.
Geschmeidigkeit des Ablaufs (Smoothness)
Example:
The teacher avoids allowing
comments that may distract the attention away from the key points of the
lesson.
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Maintaining group focus
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Group Alerting:
Is engaging the attention of the whole
class while individuals are responding.
Group alerting is a technique to keep the
entire class involved in the learning process so that students are,
potentially, active participants at all times.
Die ganze Lerngruppe im Blick (Group Focus):
Example:
Tell students they might be
called on next.
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Encouraging Accountability:
Communication to the students the their
participation will be observed and evaluated.
Example:
At the end of a discussion and practice of a new skill, students are
told to turn to a neighbour and explain the process to him or her.
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High Participation Formats:
Using lessons that define behaviour of
students when they are not directly answering a teacher’s question.
High participation formats occur when
students are expected to write answers, solve problems, read along, and use
manipulative material.
Erkennen und Vermeiden vorgetäuschter Schüleraufmerksamkeit (Avoiding Mock Participation)
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Transition management
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Transitions:
The interval between any two activities.
Kounin found that smooth and effective
transitions are one of the most important techniques in maintaining student
involvement and class control.
Geschicktes Management der Übergänge (Managing Transitions)
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