Fun

Classroom fun can be humor and jokes, or it can be students enjoying being engaged in a relevant and useful learning experience. The teacher does not need to become a standup co- median but rather is a facilitator who provides a lesson with some enjoyment and engaging strategies. Humor can build camaraderie, increase motivation, defuse a stressful situation, and enhance creativity. It can even reduce test anxiety. Because testing, studying, and the daily focus on learning can cause stressful situations for students and teachers, fun should be integrated into the class day. Nevertheless, having fun doesn’t mean out of control. Making learning fun and engaging will paradoxically mean more control for the teacher. Students that are engaged in the lesson and see the importance of the knowledge are less likely to misbehave in the classroom.

Jacob Kounin (1970) was one of the first psychologists to study the impact of effective lesson design and instruction on classroom management. He proposed that a clear relationship exists between the management of a lesson and student behavior. His studies indicate that through lesson momentum, classroom awareness, and effective use of the ripple effect, the teacher is better able to deliver instruction and maintain order.

Momentum deals with the pacing of instruction so that the lesson begins promptly, moves students through the activity, and closes in a manner that brings about a smooth transition. The instruction is given at a pace that is neither too fast nor too slow for the students. The material is presented in an appropriate length of time so that it does not go on beyond the student’s satiation level.

According to Kounin (1970) when a teacher knows what is going on in the classroom at all times, he can be termed as “with it.” This is the “eyes in the back of the head” phenomenon that calls for the teacher to multi-task and stay abreast of classroom interactions. Misbehav- ior is stopped before it spreads and escalates.

Kounin also introduced the term “ripple effect.” This term refers to the effect that comments to the individual can have on the entire group. To correct Eddie for not having his book out would motivate others to get their book out before they were noticed. It can also work in a positive manner. Complimenting Bill for standing appropriately in line would soon encourage all the other kindergartners quickly stand tall and face the front. While the ripple effect works well with younger grades, the strategy has not been found successful with older students.

Although Kounin’s ideas have been in use since the 1970s, his recommendations for class- room management are applicable to today’s classrooms. Robert Marzano (2003) reported

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Virginia Educational Leadership

Vol. 7 No. 1

Spring 2010