LET Reviewer: Jacob Kounin Model
1. Accountability
- The teacher holds all members of the class responsible for their learning and behavior.
- The teacher holds all members of the class responsible for their learning and behavior.
2. Dangles
- The teacher continues to find materials, reviews lesson plans, and talks with individual students when the class as a whole is ready for instruction
- The teacher continues to find materials, reviews lesson plans, and talks with individual students when the class as a whole is ready for instruction
3. Desists
- The teacher engages in a effort to stop a misbehavior
- The teacher engages in a effort to stop a misbehavior
4.Flip-flops
- The teacher is engaged in one activity and then returns to a precious activity that the students thought they had finished
- The teacher is engaged in one activity and then returns to a precious activity that the students thought they had finished
5. Fragmentation
- The teacher engages in a type of slowdown
Group Alerting
- The teacher obtains and holds the attention of the class, both at the beginning of a lesson and as the activities change within a lesson
- The teacher engages in a type of slowdown
Group Alerting
- The teacher obtains and holds the attention of the class, both at the beginning of a lesson and as the activities change within a lesson
6. Group Focus
- The teacher keeps the attention of all members of the class at all times, which assists in maintaining an efficient classroom and reducing students' misbehavior
- The teacher keeps the attention of all members of the class at all times, which assists in maintaining an efficient classroom and reducing students' misbehavior
7. Jerkiness
- The teacher fails to develop a consistent flow of instruction, thus causing students to feel lesson momentum jerks from slow to fast
- The teacher fails to develop a consistent flow of instruction, thus causing students to feel lesson momentum jerks from slow to fast
8. Movement Management
- The teacher keeps lessons and groups engaged at an appropriate pace, with smooth transitions and varying activities
- The teacher keeps lessons and groups engaged at an appropriate pace, with smooth transitions and varying activities
9. Over-Dwelling
- The teacher dwells on an issue and engages in a stream of talk clearly longer than the time needed for students' understanding
- The teacher dwells on an issue and engages in a stream of talk clearly longer than the time needed for students' understanding
10. Overlapping
- The teacher supervises and attends to more than one group activity at the same time
- The teacher supervises and attends to more than one group activity at the same time
11. Ripple Effect
- The teacher corrects one student or calls attention to one student for his or her misbehavior and it ripples to other students causing them to behave better.
- The teacher corrects one student or calls attention to one student for his or her misbehavior and it ripples to other students causing them to behave better.
12. Satiation
- The students have focused on one learning aspect too long and begin to lose interest, make more mistakes and misbehave.
- The students have focused on one learning aspect too long and begin to lose interest, make more mistakes and misbehave.
13. Slowdowns
- The teacher, when teaching, moves too slowly and stops instruction too often. Thus the students lose interest or learning momentum
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14. Stimulus Bound
- The teacher has the students engaged in a lesson and then something attracts his or her attention, she or he loses the instructional focus and momentum while dealing with the other issue.
- The teacher, when teaching, moves too slowly and stops instruction too often. Thus the students lose interest or learning momentum
.
14. Stimulus Bound
- The teacher has the students engaged in a lesson and then something attracts his or her attention, she or he loses the instructional focus and momentum while dealing with the other issue.
15. Thrust
- The teacher teaches too slowly or too fast or switches back and forth, thus failing to acquire and hole an appropriate momentum for students to learn.
- The teacher teaches too slowly or too fast or switches back and forth, thus failing to acquire and hole an appropriate momentum for students to learn.
16. Truncation
- The teacher engages in a dangle, yet fails to resume the original, dropped activity.
- The teacher engages in a dangle, yet fails to resume the original, dropped activity.
17. Withitness
- The teacher perceives everything in all areas of the classroom at all times.
- The teacher perceives everything in all areas of the classroom at all times.
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