instructional management vs congruent communication

8/9/2019 Instructional Management vs Congruent Communication

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INSTRUCTIONAL MANAGEMENT&

CONGRUENT COMMUNICATION

BY:

NURUL AFIAH BINTI AHMAD ZUHUDI

TAN XIN YI

5PISMPTESL/LA/PSV


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$% ' J)*+ K,-'- .

A *)0 )-)233-44%30'4

$0 ) 36,*)4'-) 78*%2'4

'- 19 )4 $)8-3 S4)43U-';30'48

T34'-2 4%30'3 ;30


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DEFINITION

INSTRUCTIONAL MANAGEMENT ISTEACHER@CENTERED AND

PREVENTION@BASED THREE KEYCONCEPTS ADRESSES IN THIS

THEORIES IS TEACHER BEHAVIOUR,

MOVEMENT MANAGEMENTAND

GROUP FOCUS


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KEY CONCEPT

TEACHERBEHAVIOURS

$'4%'4-3 D3'4 R'773 3?3*4 O;30)77'-2 S)4')4'-

MOVEMENTMANAGEMEN

T

J30'-3 S4',,

+,-6 O;306>3'-

2 D)-23 T0,-*4'- F'7@F7 F0)23-4)4'

-T%0,4

GROUPFOCUS

G0,7A304'-2

G0,7A**,-4)+''48


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TEACHER BEHAVIOURS


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B3'-2 )>)03 = ) 3;3-4)*4';'4'3 )-6 7,7' +3%);',0 '-*)0

E83 '- 4%3 +)* = 4%3 %3)6

A >'4%@'4 43)*%30 :

P03;3-4 '-0 6'0,74'- =0+3*'-2 )0

D-4 )3 4)0234 3000

R3)*4 )7700')438


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DESISTS

A- 3?04 4 47 )'+3%);',0 4 3?3*4';3 >)8

+8 *3)08 73- )-6,-6304)-6)+3 '-40,*4'-

S40)432'3 4 3-,03 63'4

3?3*4';3-3: E-,03 63'4 )03 73- *3)08

D3'4 )03 ,-63046

U3 *)0'48 '-43)6 = 0-3 )-60,2%-3


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RIPLLE EFFECT

D'*'7'-3 6'03*436 4 -3 4,63-4)?3*4 4%3 +3%);',0 = 4%30

T3)*%30 2';3 3-*,0)233-4 0

0370')-6 *)- *-4'-,3 0 474,63-4 +3%);'0


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OVERLAPPING

H)-6'-2 4> 0 03 )*4';'4'30 20,7 )4 -3 4'3 )-6);'6'-2 )4'-2 - -3 3;3-4 )4

4%3 373-3 = ) 4%30*)0 )*4';'4'3 (R3'6


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SATIATION

B036 4%)4 **,0 >%3-43)*%30 43)*%3 )3 47'* =0 -2 4%)4 7,7' 234 4'036 = '4

K,-'- 4033 4%3 '704)-*3= *03)4'-2 ) 6';303 *,00'*,,) >3 ) ) *%)-23 '- 3)0-'-2

3-;'0-3-4 3;308 -> )-6 4%3-


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MOVEMENT MANAGEMENT


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JERKINESS

R3=30 4 4%3 )* = 3-4%-3 )-6 3-4,

F0 3)73 ) 43)*%30 >'4*%=0 -3 47'* 4 )-4%30 47'*>'4%,4 ,*'3-48 -4'=8'-2 4%3

4,63-4


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STIMULUS BOUND

$%3- 7,7' )03 3-2)236 '- )3- )-6 34%'-2 6'40)*44%3 43)*%30 )443-4'-

C),'-2 ) = '-40,*4'-)=*, )-6 3-4,


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OVERD$ELLING

T%3 teacher dwells on anss!e)-6 3-2)23 '- ) 403) =4) 4%)4 *3)08 )4 -230 4%)-

4%3 4'3 -33636 =0 4,63-4,-6304)-6'-2


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DANGLE

S4)04'-2 )- )*4';'48 4%3- 3);'-2'4 %)-2'-2 '- '6@)'0 +8 +32'--'-2)-4%30 )*4';'48

T%3 0'2'-) )*4';'48 )8 0 )8-4 +3 03,36


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TRUNCATION

T%3 43)*%30 3-2)23 '- ) 6)-23834 "als to res!#e theor$nal, dro%%ed act&t'(

M'2%4 +3 63*0'+36 ) ) -230@)4'-2 6)-23


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FLIP@FLOP

T%3 43)*%30 ' en$a$ed n oneact&t' and then ret!rns to a%re&o!s act&t' 4%)4 4%3

4,63-4 4%,2%4 4%38 %)6-'%36


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FRAGMENTATION

T%3 43)*%30 3-2)23 '- a t'%eo" slowdown 4%)4 ' 4%343)*%30 +03) 6>- )- )*4';'48

'-4 ,+7)04 4%)4 *,6 +34),2%4 ) ) '-23 ,-'4


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THRUST

A 4%0,4 *-'4 = a teacher)ss!dden *+!rstn$ n* onst!dents) act&tes >'4% )-

0630 4)433-4 0 ,34'->'4%,4 '-2 =0 0 +3'-23-'4';3 4 4%3 20,7 03)6'-3

4 03*3';3 4%3 3)23


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GROUP FOCUS


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GROUP ALERTING

A- )44374 4 '-;;3 ) 3)0-30'- 3)0-'-2 4)

G)'-'-2 )443-4'- )-6 '-=0'-2

7,7' )+,4 >%)4 4%38 )03373*436 4 6 )4 4%3 )3 4'3

P'4';3 @ 43)*%30 *03)43,73-3 4 4%3 >%3 *)

N32)4';3 @S4,63-4 =*,)443-4'- - -3 4,63-4

'-43)6 = ) 20,7


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GROUP ACCOUNTABILITY

T3)*%30 %6 4%3 4,63-4)**,-4)+3 )-6 037-'+3 =4%3'0 4) 730=0)-*3


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AVANTAGES ISAVANTAGES

1 T3)*%30 >' +3 )+3 4

706,*3 4% 40)-'4'-

)-6 )'-4)'- 3-4,


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PRACTICA-IT. OFTHEORIES IN -OCA-

ES- C-ASSROOM


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$HEN .

T%3 I-40,*4'-) M)-)233-44%308 ' '733-436 / )77'36

'- 4%3 *)0 )-)233-4 +8,'-2 4%3 40)432'3 0 38*-*374 70736 +8 J)*+

K,-'-


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EXAMPLE ON APPLICATION

PROBLEM

A' >) not %a'n$attenton '- 4%3 *)

S%3 )>)8 dst!r+ed%' =0'3-6 )-6 ;36to %la' aro!nd'- 4%3*)

SOLUTION

H' 43)*%30 )-)236 4%)4+3%);'0) 70+3 +8%!nshn$ h# H3 >))36 4 2 '- =0-4 = 4%3*) )-6 03*'436 ) 73),6 The otherst!dents >% )3 a loto" noses '- 4%3 *) 43-64 +eha&e well +3*),34%38 dd not want to +e

%!nshed +' theteacher(

RIPP-EEFFECT


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PROBLEM

M L'8 4),2%4 E-2'%

4 4%3 Y3)0 9 4,63-4$%'3 %3 ' 43)*%'-24%38 >303 )'-2 ) 4= -'3

SOLUTION

M L'8 *)36 4%3 +8-)3 S%3 >) )+34 call the na#es =

4%3 4,63-4 who#a/e those nosese&en wtho!t "acn$ther "ace( Pl!s, shealwa's #a/e e'es

contact >'4% ) = 4%34,63-4 '- 4%3 *)S%3 46 4%3 4%)4 %324 383 - %30 +)*

0ITHITNESS


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HO$ INSTRUCTIONALMANAGEMENT THEORIES IS

PRACTICE

It s seen that the strate$ess!$$ested +' 1o!nn swor/n$ n +oth st!atons, thest!dents2 ne$at&e +eha&ors

are %!t to sto% al#ost##edatel' to ens!re theteachn$ and learnn$%rocesses r!ns s#oothl'


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1 T%3 70+3 3-4'-36 )+;3%)773-36 '- 4 = 4%3 *) 70')08ESL *)0


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Teacher sho!ld ta/echar$e o" the class

+e aware and controlthe st!aton

ens!re the +eha&oral%ro+le#s

o" the st!dents can+e a&oded


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CONCLUSION

E?3*4';3 '- 704'-2 )*-6,*';3 3)0-'-2 3-;'0-3-4)47%303

H37=, '- 63)'-2 >'4% 4%34,63-4 '+3%);'0

T3)*%30 %,6 +3 )>)03 =

7,7' 6'?303-*3 )-6 '70;343)*%'-2 43*%-',3/483 4334 7,7' -336


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HAIM GINOTT

CONGRUENT

COMMUNICA

TION THEORY


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Ha# Gnott

1


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G'-44 %'2%'2%436 4%3*0'4'*) 03 =*,-'*)4'- '- 6'*'7'-3G'-44 ' ->- =0 344'-24%3 730-) *)0'-2 4-3

4%)4 703;)' '- 46)8843 = 6'*'7'-3


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Gnott2s Teachn$s

He reminded teachers that learning always takes placein the present tense.

-Teachers must not prejudge students or hold

grudges

He pointed out that learning is always a personalmatter to the student.

He believed in harmonious communication

-Communication that is harmonious with studentsfeelings about situations and themselves.


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K38 C-*374 = *-20,3-4*,-'*)4'- 4%30'3

Use con$r!ent co##!ncaton

Pro#ote sel"3dsc%lne"or +oth teachersand st!dents

Acce%t and ac/nowled$e st!dents andther actons without belittling theindividual

A&od evaluative praise, and !sea%%recat&e %rase

!se I #essa$es rather than 'o! #essa$e


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Teachers can communicate congruently withpupils by:

1. Using active listening techniques

2. Demonstrating body language and facial

expressions that match verbal messages. !voiding traditional communication

roadbloc"s #$rdering% &orali'ing%(nterpreting% )eassuring% *uestioning+

,. )esponding with empathy to students-anxiety and frustration

. Using culturally responsivecommunication processes

A % 6 '


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A770)*%3 )-6 40)432'3G'-44 4%30'3

Use laconc lan$!a$e and showst!dents how to +eha&e

E4%ress an$er a%%ro%ratel'Uses a%%recat&e rather thane&al!at&e %rase

ndcate what needs to +e done,wtho!t +ossn$

A&od %ersonal attac/sAlwa's res%ect st!dents)

%r&ac'(


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laconic- concise, terse, short on words, not

forthcoming,

so that they seem casual, sometimes they also seem

unfriendly.

Example:

Q. What do you think of global warming? asking

for opinion! open-ended "uestion#

$. %on&t know laconic#


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T 3703 )-230

3An$er s $en!ne "eeln$ and teacher sho!lde4%ress ther an$er n reasona+le anda%%ro%rate wa's that do not 5eo%ard6e the

sel" estee# o" ther %!%ls

@6 23-,'-38 +,4 >'4% - )0*) 0%4''48

@ T3)*%30 %,6 );'6 )0*) )-6 0'6'*,3

+3*),3 4%33 '-6 = *,-'*)4'- 634083=@*-63-*3@ N 83'-2 *-;38 8,0 =33'-2 >'4% ) '74)433-4 ('3 I =33 )--836#


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I- Message / You- Message

Teachers sho!ld !se I3#essa$esrather than 'o!3#essa$es(

I3#essa$e, e4a#%le7 8I a# &er'!%set9(

.o!3#essa$e, e4a#%le7 8.o!are +en$ &er' r!de(9

Use laconc lan$!a$e3 -aconc

#eans short and to the %ont(


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*3)0 *,-'*)4'-

Teachers should use clearcommunication in the classroom

=Teachers clearly communicate theirexpectations in a manner that helpsstudents feel accepted

=This open communication promotesautonomy among the students


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P0)'3

A;'6 E&al!at&e %rase(6340,*4';3#,

3)73: G6 +8 =00)''-2 8,0 %)-6

I4 03=30 4 4%3 730-*%)0)*430 )-6 730-)'48


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U3 )7703*')4';370)'3#productive+)+,4 3?04)-6 )**7'%3-4 I

)7703*')43 8,0 26+3%);'0 46)8

/ This is praise in which the teacher

shows appreciation for what thestudent has done% without directlyevaluating the student-s character

or talent.


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S)-3 M3)23

S)-3 3)23 M3)23 4%)4=*, *)8 - >%)4 -336 4 +3

*003*436 >'4%,4 )44)*'-2 4%34,63-4 *%)0)*430 0 730-)'48U3 )-3 3)23 >%3- *003*4'-2'+3%);'0 A6603 >%)4 4%34,63-4 ' 6'-2 6-4 )44)* 4%34,63-4 *%)0)*430 Q730-) 40)'4


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C0'4'*'

T3)*%30 %,6 ,3 $!dance'-43)6 = *0'4'*'

N32)4';3 *0'4'*' *)- 3)6 4

4%3 lowern$= ) *%'6 self/esteem)-6 ncrease3=@6,+4

C0'4'*' %,6 +3 ,36

constr!ct&el'=0improvement


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A;'6 730-) )44)* N32)4';303)0 %,6 -4 +3 )63)+,4 ) *%'6 730-)'48 ('3

*%)0)*430 %,6 -4 +3 )44)*363+)00)3-4 %,6 +3);'636#

T3)*%30 %,6 );'6 -)3@*)'-2 )-6 )+3'-2 4,63-4


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$%8 ,34'- . . : :

Teachers sho!ld a&odas/n$ why;!estons

when dsc!ssn$+eha&or(

3 0h' ;!estons #a/est!dents "eel $!lt' andde"ens&e(


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Other Roadblocks toEfective Communication

T3)*%30 =43- '-)6;3043-48 6'*,0)23*,-'*)4'- >'4% 8,-2 )63*3-4 +8

,'-2 40)6'4'-) 037-3 4 4%3'0 '7,';3+3%);'0 )-6 *3-4

O0630'-2

M0)''-2

I-4307034'-2

R3),0'-2

,34'-'-2

Al d )


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Alwa's res%ect st!dents)%r&ac'(

Teachers sho!ld ne&er%r' when st!dents do not

wsh to dsc!ss %ersonal#atters, +!t sho!ld show

the' are a&ala+le sho!ldst!dents need to tal/(

S % 6 =


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S403-24% )-6 >3)-3 =*-20,3-4 *,-'*)4'- 4%308

Stren$ths

*03)43 7'4';3*,-'*)4'-

=430 03)4'-%'7

M,6 4,63-4+3%);'0

'4 *733-44 = 4%334%6 >3

0ea/nesses

N4 ) 40,*4,036) 4%30 34%6

M)-8 4,63-46-4 -> %> 4*,-'*)43 4%3'0

'63) )-6 7'-'-*,4,0)

*-'630)4'-


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P0)*4'*)'48 = *-20,3-4 *,-'*)4'-4%308 '- ) *) 70')08 ESL *)0

Gnott +ele&e that theteachers %ersonal a%%roach s

the #ost n

+eha&o!r n the classroo#whether %ost&e or ne$at&e


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Teachers res%ons+le "orcreatn$ the cl#ate "or

%ro%er +eha&o!r(I" teachers de#onstrate!nderstandn$ when a chld

#a/es a #sta/e, he or shewll +e #ore wlln$ to /ee%learnn$(


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STATE $HICH THEORY APPEAL.

Instr!ctonal Mana$e#enttheor'

C-'43-48 03'-=0*'-2 >3@

70)*4'*36 0,4'-3 )-670*36,03

T3)*%30 +,'6 7'4';3 )-6

0373*4=, 703;3-4';3 40)432'3P043 7,7' '-;;33-4 '-

3-

I4 *%)3-23 43)*%30 4 63;37


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REFERENCE

https://prezi.com/0nicznsbydit/copy-of-exploring-the-theories-of-instruction

al-management-jacob-kounin/

http://www.academia.edu/60026!/"#$%&'$()%*)+%,&$,")+%

,'+"'%%447://>>>+3%);'0)6;'0*/T

3)*%'-2T'7%4https://ulmclassroommanagement.wi

kispaces.com/1acob3ounin
https://prezi.com/0nicznsbydit/copy-of-exploring-the-theories-of-instructional-management-jacob-kounin/https://prezi.com/0nicznsbydit/copy-of-exploring-the-theories-of-instructional-management-jacob-kounin/https://prezi.com/0nicznsbydit/copy-of-exploring-the-theories-of-instructional-management-jacob-kounin/http://www.academia.edu/6002698/THEORIES_OF_CONGRUENT_COMMUNICATIOhttp://www.academia.edu/6002698/THEORIES_OF_CONGRUENT_COMMUNICATIOhttp://www.academia.edu/6002698/THEORIES_OF_CONGRUENT_COMMUNICATIOhttp://www.behavioradvisor.com/TeachingTips.htmlhttp://www.behavioradvisor.com/TeachingTips.htmlhttps://ulmclassroommanagement.wikispaces.com/Jacob+Kouninhttps://ulmclassroommanagement.wikispaces.com/Jacob+Kouninhttps://ulmclassroommanagement.wikispaces.com/Jacob+Kouninhttps://ulmclassroommanagement.wikispaces.com/Jacob+Kouninhttp://www.behavioradvisor.com/TeachingTips.htmlhttp://www.behavioradvisor.com/TeachingTips.htmlhttp://www.academia.edu/6002698/THEORIES_OF_CONGRUENT_COMMUNICATIOhttp://www.academia.edu/6002698/THEORIES_OF_CONGRUENT_COMMUNICATIOhttp://www.academia.edu/6002698/THEORIES_OF_CONGRUENT_COMMUNICATIOhttps://prezi.com/0nicznsbydit/copy-of-exploring-the-theories-of-instructional-management-jacob-kounin/https://prezi.com/0nicznsbydit/copy-of-exploring-the-theories-of-instructional-management-jacob-kounin/https://prezi.com/0nicznsbydit/copy-of-exploring-the-theories-of-instructional-management-jacob-kounin/

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