What Teacher Behaviors Manifest With It Ness

Withitness is the ability to accurately and carefully identify the demands of your students. Teachers who utilize withitness pay attention to all pupils' conduct and are fast to respond to unexpected circumstances. They pay considerable attention to nonverbal and verbal responses from kids. When events depart from expectations, a teacher who employs withitness adjusts the pace of the class, moves around the room, and interacts with students to redirect and refocus attention and learning (“Withitness – WikEd,” 2008).

What is kounin's concept of with it ness?

Do your students believe you have “eyes in the back of your head”? Can you cope efficiently with multiple pupils' needs at the same time? Are you good at sustaining instructional momentum, changing activities when students lose interest, or altering activities to keep students occupied? If that's the case, you're employing many of the tactics that Kounin put into his disciplinemodel.

Preventive discipline is the center of Kounin's concept, which includes techniques and strategies aimed at preventing the occurrence of disciplinary issues in the first place.

Effective lesson management, according to Kounin, is the foundation of successful classroom management. The “rippleeffect,” “withitness,” “overlapping,” successful transitions, classmanagement, and satiation are some of Kounin's main concepts.

Ripple Effect is a term used to describe a phenomenon that occurs when When a teacher corrects a student's misbehavior, the “ripple effect” occurs, which positively influences the behavior of other close students. The clarity and firmness of the correction have an impact on the ripple effect. When the teacher explicitly defines the incorrect behavior and explains why it must stop, the effect is amplified. The ripple effect is boosted by firmness, or projecting a “I mean it” attitude. The ripple effect is strongest at the start of the year and fades as the year goes on. At the high school level, Kounin discovered that respect for the instructor, along with a strong desire to learn, leads to the most student involvement and the least amount of misconduct.

Withitness. “Withitness” is a phrase coined by Kounin to characterize a teacher's constant awareness of what is going on in the classroom. This is sometimes referred to as “having eyes in the back of the head.” To be effective, pupils must believe that the teacher is truly aware of what is happening in the gym. If pupils are off-task or messing around, the teacher must convey a clear message to the students stating that the teacher notices that they are not working and that they must get back to work. With practice, such as learning how to effectively employ systematic strategies to scan the class, withitness can be enhanced. Maintaining your “back to the wall” position throughout the class allows you to see the big picture and be more aware of what's going on.

When the teacher can correctly identify the kid who started the incident, the effectiveness of withitness increases. Students believe that teachers who target the wrong kid for a warning or a reprimand don't understand what's going on (i.e., not”withit”). When multiple incidents of misbehavior occur at the same time, it is critical that teachers address the most serious one first. Another facet of withitness is timing. When dealing with misconduct, teachers should intervene early and often. Failure to do so allows for the spread of misbehavior.

Overlapping. Attending two or more events at the same time is known as overlapping. For example, a teacher can provide specific feedback to a student at one station while also offering a quick word of encouragement to students working at another station. Alternatively, a teacher can deal with an interruption while keeping an eye on what's going on across the gym. Teachers who were adept at overlapping were also more aware of what was going on in the classroom or displayed withitness, according to Kounin. Students are more likely to stay on track if they believe their teacher is aware of their activities and can assist them when necessary.

Transitions. The smoothness and effectiveness of transitions between tasks in a class have an impact on student behavior. Failure to capture students' attention, unclear and muddled instructions, lengthy explanations, an emphasis on minutiae rather than main themes, and allowing students to take too long transitioning from one activity to the next all lead to student misconduct. Routines that are well-established, a consistent signal for getting class attention, clear directions that prepare students to shift their focus from one activity to another, and brief explanations that highlight the task's important aspects all help to prevent student misbehavior. Smooth and successful transitions, according to Kounin, are one of the most significant tactics for retaining student attention and class management.

Concentrate on the group. Maintaining an efficient classroom and reducing student misbehavior requires the capacity to keep members of the class or group focused on the task at hand. Effective grouping encourages active involvement and keeps students interested in what they're studying. Accountability is a strong motivator for pupils to stay on track. Accountability measures can include record-keeping (checklists, task cards, etc.) by both teachers and students, public acknowledgment, skill testing, and written work. Student misbehavior diminishes when students understand that they will be held accountable for their learning and behavior, and teachers understand how each student is progressing. Another key approach is alerting, which involves directing the group's attention. Utilizing crucial cues in the demonstration to direct students' attention, using questions to check for understanding, and varying the student who is called upon to give an answer are all strategies to focus the class's attention. When teachers keep the class's attention, student participation rises and misbehavior falls.

Keeping People's Interest and Involvement Kounin uses the term “satiation,” which means “being satisfied” or “having enough,” to characterize students' growing lack of interest in the work. Other behaviors develop when kids are satiated or bored. Students may add variety to the activity, work on it mechanically without giving it much thought, or try to add excitement by joking about with a classmate or participating in other sorts of misconduct. Reduce satiation by giving pupils a sense of progress, delivering challenges during the course, and being passionate, according to Kounin. Variety alleviates boredom and lowers satiation. Adding variation to the class by varying the level of challenges, rearranging groups, prolonging the assignment, and employing diverse teaching techniques.

Summary. Implementing Kounin's classmanagement approaches can help to prevent student misconduct and promote a healthy learning environment. Here's a quick rundown of how you can put Kounin's ideas to use.

• Keep an eye on everything going on in the gym. Scanning should be done often and methodically, with your back to the wall.
• Intervene before the situation becomes out of hand. Correct the suitable student first, and then address the most serious ones.
• Attract the attention of the students. To keep kids on track, use routines, clear explanations, and easy transitions.
• Using challenges, prolonging activities, alerting pupils of progress, and providing variation to teachings might help to reduce satiation or boredom.

T.H. Allen, T.H. Allen, T.H. Allen, T (1999). Creating a self-discipline strategy for you. (http://www.humboldt.edu/~tha1/discip-options.html)

C.M. Charles, C.M. Charles, C.M. Charles, C (1996). Creating a disciplined classroom (5thed.). Longman, New York.

J. Kounin, J. Kounin, J. Kounin, J (1977). In the classroom, there is discipline and group management. Holt, Rinehart, and Winston, New York.

How do you manifest these personal qualities of a good teacher?

3) Passion for the subject. Again, this is critical. I spent four years visiting Mike Thayer's classroom because watching him teach physics or mathematics helped me comprehend how someone could be passionate about something that had always been a mystery to me. Great teachers are passionate about their subjects and like sharing their enthusiasm with their students.

4) Recognize the importance of a school in a child's life. High school is more than just a collection of classes. It's a time to learn, explore, try on many identities, and discover joys that could last a lifetime. On basketball courts, in the halls after a lesson, at a local coffee shop, or in a theatre classroom, we sometimes do our best teaching. The best teachers understand that they are educators for far longer than the time they are in the classroom.

5) A willingness to adapt to new situations. This one, I believe, is sometimes neglected. This is something I've written about before, but it needs repeating. We often talk about how schools should alter students, but I believe they can also transform instructors. It has to be a two-way street if you want youngsters to be changed by their interactions with you.

What is the importance of with it ness in classroom management?

Almost every student has had at least one instructor who could write notes on the board while also telling students at the back of the room to stop making faces at each other. Most of us have also had a few teachers who were completely unaware of what was going on right in front of their eyes. Teachers who are unaware of what is going on in their classes—students passing notes, cheating, or even bullying classmates—have to deal with far more discipline issues than teachers who are said to be aware of what is going on in their classes “It-ness” is a term used to describe a person's ability Nobody is born with the trait of being on top of things; academic and behavioral success is the result of a carefully cultivated approach to classroom management.

Jacob Kounin, an educational researcher, was the first to invent the term “In his 1977 book Discipline and Group Management in Classrooms, published by R. E. Krieger, he wrote about “with-it-ness.” What does it mean to be in the know? Simply expressed, it means that a teacher is always aware of what is going on in the classroom. This constant awareness enables a teacher to balance the competing needs of a classroom while keeping each student focused.

With-it-ness is essential for preventing classroom discipline issues. Teachers who are aware of what their kids are doing are considerably more likely to be able to prevent or reduce issues; rather than checking email or dealing with just one student while ignoring surrounding pupils who may also be misbehaving, they are tuned in to all of their students.

They're also the professors who have good rapport with their students. Positive relationships are beneficial for a variety of reasons, but they also help teachers predict student behavior. To proactively prevent or limit misbehavior, teachers must have a thorough understanding of their students, maintain continual monitoring, and be able to imagine what can go wrong in the classroom.

Teachers who have polished their with-it-ness abilities understand that actively supervising their kids isn't enough. What matters is that teachers communicate their alertness to their students in a variety of subtle ways, such as a nod, a pleasant grin, a confused frown, or proximity. Allowing kids to know that you are aware of their actions frequently persuades them that misbehaving is not worth the bother.

With a little care and work, you can master with-it-ness in no time. Here are some basic techniques for cultivating your sense of knowing what you're doing when dealing with a large group of kids.

• Pay attention to students' emotions throughout student arrival time. This will enable you to anticipate and defuse situations such as student disputes, furious outbursts, or unusual distractions.
• Learn your pupils' talents, weaknesses, peculiarities, and preferences as quickly as possible. This understanding will make it easier for you to anticipate their actions.
• Develop your own multitasking abilities. It is easier to monitor courses for teachers who have the ability to overlap their focus. Teachers who take attendance with a fast glance around the room at the beginning of class while students are engaged in autonomous warm-up activities, for example, will have fewer issues than those who waste several minutes calling roll.
• Pace lessons so that the workflow can assist you in student management. Instead than expecting early finishers to sit quietly with nothing to do while others finish, have assignments waiting for them.
• Arrange your classroom furniture such that you can see and hear every student from every desk.
• Keep your wits about you and keep an eye on your kids. Instead than sitting at your desk or standing in one place for too long, move around the room.

One of the most challenging classroom with-it-ness abilities to cultivate, aside from whole-group interactions, is keeping the rest of the class on task while you work with an individual or a small group. This is tough to control since kids often take advantage of the opportunity to misbehave when they notice you are distracted.

Experienced teachers, on the other hand, have discovered that with perseverance and a little forethought, even this tough skill can be mastered. To begin, try some of these ideas to increase your ability to stay on top of things while working with small groups or individuals.

• Make sure your expectations for student behavior during small group meetings are clear. Spend time discussing the procedures you want all students to follow as they complete their tasks at the start of an activity. Make sure to offer information that will assist students who finish their work ahead of schedule. Modeling what students should do when working independently might assist to clarify expectations.
• Arrange for student specialists to assist any students who require support or confidence that they are working in the right direction. It will be easier if you plan ahead of time rather than trying to fit it in on the spur of the moment.
• Set up a spot for students to post questions, which you may respond to when you have time.
• The way you organize your furniture is crucial. Set up your classroom so that you can face the class and have a conference area: A cluster of desks in the room's front corner is perfect. Make sure your chair is facing the class and the students you're speaking with are facing you.
• Stay away from the little group. Make a conference schedule and stick to it.
• Continue to scan the room while working with the small group to keep an eye on the other students. Keep everyone on track with gentle verbal reminders or praise for on-task behavior directed to the entire group.

What are off task behaviors?

In the TeachLivE simulator, a teacher teaches how to utilize the 4:1 approach to reduce off-task behavior. Before demonstrating and reflecting, the teacher must finish all steps of planning.

What is off-task behavior?

Off-task behavior is characterized as actions that are unrelated to the classroom's goals, rules, or lessons. The following are examples of typical off-task behaviors:

Students actively participate in the class through small-group or whole-group discussions, independent work, or listening to and obeying the teacher's instructions.

What is a negative comment?

A negative comment is a statement made by a teacher to students in order to dissuade them from engaging in certain behaviors.

• Your grade will be reduced because you did not finish your homework for class today.
• Today you were late for class. You will be required to stay after school for detention if this persists.

What would the 4:1 technique look like in a classroom?

The 4:1 method can be utilized in any classroom, with any age group, and at any level of education. To promote a good classroom climate and prevent off-task behaviors, the instructor will utilize praise (see definitions and examples above).

How does Withitness help maintain classroom order?

Every teacher must make use of his or her inherent sense of awareness in the conflict of classroom management vs teacher sanity. While these self-evaluation “superpowers” aren't quite as strong as the Incredible Hulk or Spiderman's, they are powerful enough to keep the classroom running smoothly even on the busiest of days. This set of abilities is referred to as “witness” by educators.

While most teachers succeed at multitasking, the finest ones are “with it.”

The art of directing a classroom while keeping your eyes in the back of your mind is known as “witness.”

It's that weird moment during the math lecture when you realize Johnny is misbehaving, so you keep writing on the chalkboard and say, “Johnny, stop blowing spit bubbles.”

Your “withit” superpower is having eyeballs at the back of your head, much to the surprise of the class.

Johnny stops blowing spit bubbles, and the pupils return to being attentive and well-behaved.

The concept of “witness” encompasses more than having eyes in the back of your skull.

A “withit” instructor also has the ability to look into the future.

The teacher can predict when Johnny will start disturbing class by blowing spit bubbles if he uses this superpower correctly.

This allows the teacher to alleviate the issue before it becomes a problem.

After all, prevention is preferable to cure.

Remember that tremendous power comes with great responsibility, therefore “withit” teachers should utilize their superpowers for good rather than evil.

Teachers who are “on top of everything” are more effective because they are always aware of everything going on in the classroom, especially the pupils who are doing well.

Teachers who use “Withit” may bring attention to a student who is behaving well in order to create a “ripple effect” of excellent behavior throughout the classroom.

If you catch one student doing something excellent, other pupils will want to do the same.

Teachers who are “withit” are just that: teachers.

They are “in the know” because they know who is the instigator of good behavior and who is the instigator of bad behavior.

A “withit” teacher knows who is making difficulty in the classroom because he or she has been observing the dynamics of the classroom, just as Batman knows who is causing trouble in Gotham City.

A teacher who is “on it” is fair and does not inadvertently reprimand or reward the wrong pupil.

While there is justice in correcting the appropriate student's behavior, there is also justice in correcting the appropriate student at the appropriate moment.

For example, following a cool down period in private, a student with an emotional behavioral disorder who has just had a tantrum may need to have his or her behavior adjusted to prevent further outbursts.

A teacher who is “on it” has the “superpower” of knowing his or her students well enough to predict how and when they will respond to correction.

Finally, the famed “teacher look” is one of the most powerful “superpowers” possessed by a “withit” teacher.

Every instructor has an unique “look” that communicates to students whether they need to change their conduct or are doing an excellent job.

The “teacher look” isn't utilized on a regular basis in the classroom; it's only employed when necessary to keep its potency. It's incredible how much control a teacher can have over a class by simply smiling or lifting an eyebrow.

What is kounin's strategy for effective classroom management?

Teachers, according to Kounin, must be aware of all areas of the classroom. Effective teachers, he argues, keep students focused and actively involved. Following his research, Kounin discovered that how teachers handle disobedience is similar to how they treat their class at the start of each school year. While giving a lesson, Kounin instructed one of his students to put down the newspaper and pay attention to the lecture. While Kounin simply instructed this one student to get back to work, other pupils who were off task abruptly laid down their work and began listening to the lecture. When one student's behavior is reprimanded, it typically influences the behavior of another student nearby, which is known as the “Ripple Effect.” To summarize his opinions concerning effective and poor classroom managers, Kounin created a book called “Discipline and Group Management in Classrooms.” Following his research, Kounin came to the conclusion that the secret to a successful classroom is not how a teacher handles misbehavior when it occurs, but rather what teachers do to entirely avoid classroom management issues from ever occurring. Kounin also discovered that effective classroom management requires solid organization and planning, as well as a high level of student involvement and proactive behavior. Teachers, according to Kounin, need strong lesson movement in order to have an efficient connection between teaching and classroom management. Lesson movement is produced by five factors, according to Kounin: withitness, overlapping, momentum, smoothness, and group focus. Kounin coined the term “witness” to explain how teachers are always aware of what is going on in their classroom. This can be accomplished by scanning the classroom from time to time to give the impression that you are continuously watching what they are doing. (AO)

What should be the Behaviour of a student?

Follow the guidelines. Learning necessitates behavior that allows you to completely participate in the class while also allowing other students to work. A prepared, active, safe, interactive, and assisting student is a good student.