• Accountability - Ability to keep students attentive and actively involved.
• Activity Movement - Psychological and physical progression of lessons.
• Challenge - The ability to hold off satiation by making statements or questions that challenge students.
• Desists - Remarks and reprimand to stop misbehaviors.
• Group Alerting - System for gaining student attention and clarifying expectation.
• Momentum - Refers to teachers getting activities started promptly, keeping them moving ahead, and bringing them to efficient closure or transition.
• Overlapping - Ability to attend to two or more events simultaneously.
• Ripple Effect - Nature of desist and the spread of their effects.
• Satiation - Evidence of boredom, resistance and misbehavior.
• Smoothness - Teacher's ability to avoid abrupt changes that interfere with student activities or thought process.
• Teacher Enthusiasm - Zeal used to gain and keep students' attention.
• Variety - Refers to teachers implementing varied insructional techniques.
• Withitness - The ability of a teacher to know what is going on in all parts of the classroom at all times.

• This model requires that teachers constantly show "withitness."  This requires that the students perceive the teacher as being aware of what is going on in the classroom at all times.  The teacher communicates this awareness through behavior or verbal cues.  This model asserts that the following behaviors of teachers show evidence of withitness:  (1) Teachers select the proper student for correction.  (2) Teachers attend to the more serious problem first.  (3) Teachers have "timing," meaning that they address problems immediately without allowing the misbehavior to spread without taking action.
• Teachers should practice "group alerting."  Teachers speak to groups of students or the whole class in order to quickly get students' attention as well as informing students of what they are supposed to do.
• Teachers prevent "satiation," because students are more likely to misbehave if they are bored.
• Teachers create lessons that have momentum and smoothness.
• Teachers should have the ability to attend to two or more events simultaneously - "overlapping."

• The teacher immediately addresses problems as they occur, and singles out the correct misbehaving student to redirect.
• The teacher keeps students active and engaged.  Accountability comes into play when the students recognize that the teacher will hold them accountable, which keeps students motivated and on task.
• This model promotes enthusiasm, instructional variation, challenging the students.
• This model asserts that lessons and educational activities should be started promptly and should be kept moving ahead.  Efficient closure and transitions are also a must.
• The teacher is often seen working with a small group of students at one table in the classroom, while addressing problems arising at another area of the classroom, while also monitoring students working at their desks.

• The model creates and maintains a classroom atmosphere that is conducive to learning.
• The model applies to all students, regardless of emotional stability.
• The model avoids punitiveness and restrictiveness.
• The model is easily learned and performed by teachers.

• The model is not a well-rounded approach to classroom management.
• Withitness requires students to be fully convinced.
• Withitness requires teachers to have good hearing and eyesight.

Example of Target and Timing Mistakes:
Mike whispers to Jennie.
Jennie pokes Mike.
Mike pokes Jennie.
Jennie pulls Mike's shirt.
Mike pulls Jennie's shirt.
Allison whispers to Jennie.
Ms. Shea: "Allison, you should be quietly doing your seatwork.  Please get back to work."

Example of Correct Target and Timing:
Mike whispers to Jennie.
Ms. Shea: "Mike, this is independent work.  Please get busy.  Thank you."
             (To the reading group) "Continue reading please."

• Kounin, Jacob S.  (1977). Discipline and Group Management in Classsrooms.  Huntington, N.Y.: R.E. Krieger.
• Kounin, Jacob S.  (1970).  Observing and delineating technique of managing behavior in classrooms. Journal of Research and Development in Education, 4(1), 62-72.
• Kounin, Jacob S. and Sherman, Lawrence W.  (1979).  School environments as behavior settings. Theory into Practice, 18(3), 145-151.
• Kounin, Jacob S. and Patrick H. Doyle.  (1975).  Degree of continuity of a lesson's signal system and the task involvement of children.  Journal of Educational Psychology, 66(4), 554-562.
• Pennell, Allison, Susan Shea, and Michael Tesh.  Presentation entitled, "Discipline and Group Management in Classrooms: Jacob Kounin," October 2001.
• Charles, C.M.  (1999).  Building Classroom Discipline.  New York: Addison Wesley Longman, Inc.

• http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/TeachingTips.html
• http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/KouninExample.html
• http://web.csuchico.edu/~ah24/kounin.htm
• http://www.unf.edu/coehs/trda/act/survive
• http://www.pecentral.org/climate/april99article.html

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