KAREN KAY N.

LEONOR JUNE 30, 2015

BSED IV Reflection #10
1. A demonstration is a dramatic performance. Relate here the meaning of dramatic as we
discussed in lesson 9 of this book.

All dramatization is essentially a process of communication, in which both participant

and spectators are engaged. A creative interaction takes place, a sharing of ideas." And
demonstration in essence is a dramatic performance.

Demonstration is a public showing and emphasizing of the salient merits, utility,

efficiency, etc of an article or product. In teaching it is showing how a thing is done and
emphasizing of the salient merits, utility and efficiency of a concept, a method or a process or
an attitude.

A good demonstration is an audio-visual presentation. It is not enough that the teacher

talks. To be effective, his/her demonstration must be accompanied by some visuals.

2. One thing to be done during the demonstration itself is to check to see if your demo is being
understood while you are demonstrating. Connect this to your course on Assessment of
Learning. If you do what is suggested here, what type of evaluation are you engaged in?

In assessing demonstrations, rubrics can be used to assess the performance of the

students. A rubric sets out clearly criteria and standards for assessing different levels of
performance. (http://betterevaluation.org/evaluation-options/rubrics)

Rubrics have often been used in education for grading student work, and in recent
years have been applied in evaluation to make transparent the process of synthesising
evidence into an overall evaluative judgement.

3. Research on Jacob Counins 5 classroom management behaviour. Enumerate and explain

each.

Ripple Effect - Occurs when the teacher corrects a misbehavior in one student, and this
positively influences the behavior of other nearby students. It is influenced by the clarity and
firmness of the correction. The effect is greater when the teacher clearly names the
unacceptable behavior and gives the reasons for the desist.

Whithitness - Teacher's awareness of what is going on in all parts of the classroom at all times
or commonly refer as "having eyes in the back of the head."
The effectiveness of withitness is increased when the teacher can correctly identify the
student who is the instigator of the incident. Teacher who target the wrong student for a desist
or a reprimand are perceived by the students are not knowing what is really going on. Teacher
should intervene early and quickly in dealing with misbehavior. Failure to do so allows the
misbehavior to spread.

Overlapping - Kounin states that overlapping is the ability to attend to two issues at the same
time. Kounin found that teachers who are skilled at overlapping were also more aware of what is
going on in the classroom. Students are more likely to stay on-task if they know that the teacher
is aware of what they are doing and can help them when needed.

Effective Transitions - Teachers' ability to move smoothly from one activity to the next, and to
maintain momentum within an activity has a great deal to do with their effectiveness in
controlling behavior in the classroom. In smooth transitions, student attention is turned easily
from one activity to another, thus keeping student attention on the task at hand.

Satiation - Means being satisfied or having enough. To describe students progressive loss of
interest in the task especially when students experience satiation or boredom.

4. The techniques advocated by Kounin for class control are allintended to create and maintain
a classroom atmosphere conducive to learning. By keeping students busily and happily
engaged, behaviour problems are reduced to a minimum. Kounin does not believe that teachers
personality traits areparticularly important in classroom control. What is important, he insists, is
teachers ability to manage groups and lessons.