Withitness

From WikEd

1 Descriptions, definitions, synonyms, organizer terms, types of
2 Application in classrooms and similar settings
3 Evidence of Effectiveness
4 Signed life experiences, testimonies and stories
5 References and other links of interest

[edit] Descriptions, definitions, synonyms, organizer terms, types of

Jacob Kounin is known for having performed two studies in the 1970's to research classroom management. He did a five year study with elementary, high school, and college age students, and also did a study using videotapes of 80 elementary school classrooms. He wrote only one book during his career, entitled "Discipline and Group Management in Classrooms". (Kounin, J.S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart and Winston.) In his book, Kounin came to the conclusion that the manner in which teachers handle misbehaviors once they happen is not the way to have successful classroom management. On the contrary, what teachers do to prevent discipline problems in the first place is the key to having a successful classroom. Kounin's study showed that effective teachers handled discipline problems no differently than ineffective teachers. What made teachers effective was how they managed thier classrooms before the misbehavior ocurred. One of the ways that teachers were able to effectively prevent misbehavior was by having "withitness" (Favela, 2004).

Kounin created the term "withitness" to refer to the teacher's awareness of what is occurring in the classroom. This is also sometimes refered to as the teacher having "eyes in the back of her head".

[edit] Application in classrooms and similar settings

For students to believe that their teacher has withitness, Kounin found that the following conditions needed to exist:

When discipline problems occur, the teacher is able to consistently supress misbehaviors of exactly those students who began the trouble.
When two or more discipline problems occur simultaneously, the teacher is able to deal with the more serious one first.
The teacher decisively handles off-task behavior before it gets out of hand or is imitated by other students.

Kounin also discovered that when a teacher handles the misbehavior of one student in a way that helps other students understand exactly why that behavior was unacceptable, the other students are less likely to imitate that behavior in the future (Teaching Students, 2004).

[edit] Evidence of Effectiveness

To be an effective teacher, one must have a quality called "withitness". Withitness is the ability to at all times be perceptually and cognitively aware of what is occurring in one's classroom. Teachers who are aware of what was occurring during class time, in terms of student behavior and work, and who made their awareness apparent to their students had high work involvement and low misbehavior from their students (Wolfgang, 2004).

An example of not having "withitness!" from Teachersguide.com

Withitness is the capacity to perceive the needs of your students with accuracy and care. Teachers who use withitness notice the behavior of all students and respond quickly to unexpected events. They pay close attention to students' nonverbal and verbal responses. When events deviate from expectations, a teacher who uses withitness responds by changing pace in a lesson, moving about the room, and interacting with students in an effort to redirect and refocus attention and learning (Reflective Action, 2004).

Withitness is a form of reflection-in-action. This means that the teacher is perceiving cues from students, pondering what they mean and talking out loud or continuing with a demonstration—all at the same time! This is an amazingly difficult feat to accomplish, and most beginning teachers do not achieve this easily. It takes practice, and more practice. It also takes commitment and more commitment to teach and reflect at the same time (Schon, 1990).

I've found that the more withitness you have, the better classroom management skills you have. When taking control of someone else's class that did not have a very developed withitness skill, students notice quickly that the new teacher is with it and they change their behaviors (for the most part). I often feel bad for substitute teachers who do not know the students and do not have withitness naturally. We all expect our students to behave better for substitutes, but that is not always the case when the sub has difficulty knowing what is going on in the classroom. - Missy Legutki

[edit] Signed life experiences, testimonies and stories

It definitely takes practice and experience to develop withitness in the classroom. It is difficult in the band rehearsal room to pay attention to what the percussion section, the trumpet section, and the clarinet section is doing, all at the same time! In my Spanish classroom (which was used by more than one teacher), the desks were arranged on both sides of the room, which made it difficult to NOT turn my back on some students. The trick I developed to keep my withitness was to position the T.V. so that I could see both sides of the room in the black screen, using it like a mirror. The students never did figure out how I was able to know what was going on behind me! Elizabeth Giger

I recently tape recorded myself in a few of my classes. This gave me a chance to look at what things worked and did not. I also realized that I was not as "with-it" as Kounin would say then I thought. I had such a hard time with my last period class. Most people do because of just the fact that it was at the end of the day, but I would not accept that as an answer anymore. So, I found out through my recordings that I could not use the same ways of teaching that I had throughout the rest of the day. I realized that I was not as aware of as many things going on in my class as I had in classes previous. Maybe after 4 classes of teaching it I just don’t have the sharpest eyes or maybe I choose my battles differently. My expectations should not change. This is one aspect of teaching I need to work on a little more.

It is interesting to compare withitness with Ellen Langer's mindfulness. Both emphsize that a teacher's attitude and focus make all the difference in a classroom.

Although I have a very small class and my students are lovely little people, I've found that withitness is something that I need to work on. I get so into the material and teaching it, that I'm not always aware of what my students are doing (or not doing). Thanks for the helpful links! -JD

Videotaping yourself in action is one of the best ways to examine your own withitness. After videotaping myself at the beginning, middle, and close of the school day I realized that I handled my classes differently, and therefore my students behaved differently. By making a concious effort to change my behaviors in my afternoon classes I was able to cut down on student disturbances significantly. S. Borkgren

I think that withitness is one of the most important qualities a teacher can have. If a teacher is not "withit", the students will realize this quite quickly. He/she will lose control of the classroom. Students try to take advantage of any weakness that they see, so working on withitness is worth it! I love when I "call" my students on some behavior, either physical or verbal that I perceive is happening in the classroom, and they respond, "How did you know I did that" or "How did you know it was me?". It helps to further that myth about teachers having eyes in the backs of their heads! -Amy Higgins

I find that nothing impresses my students more, than being able to prove to them that I know what is going on, even when I’m not looking. As a classic example, A couple of weeks ago, I had my students working in pairs, and one dynamic duo was really goofing off. I had spoken to them twice already, so I was a little irritated when I went over a third time. I got down to their level, and reprimanded the first student, then I turned to reprimand the 2nd student. In mid-sentence with the 2nd student, without changing my posture, or even turning to face the student, I said "Sammy if you don’t stop making faces, and get back to work." There was a shocked silence for a moment, and then I heard someone whisper, "He really does have eyes in the back of his head!" I think that kids like to know that their teacher cares enough about them to know what goes on in the classroom. Warner Ferratier

When I came across this term, I thought it was one of terms that describes and distinguish a really good teacher. However, it is also a trait that is really hard to learn. Although there are some techniques that can be practiced, it seems like withitness stems from the personality and natural abilities of a teacher. After having a couple of student-teachers over the years, I have come to realize that the best test of whether you have withitness or not is whether the students can tell. Withitness also deals with familiarity. One of my favorite things to do in class is to call out a talkative student’s name when my back is turned to them. There is no greater joy for a teacher than to hear, "How did he know it was me?" coming out of the lips of your students. H. Ro

I think withitness takes time to develop it comes with experience and knowing your students. At the beginning of the year I really let kids know that I see them. I do a lot more whole class type work so I can watch the class and if we do small group work or centers I make sure it is something they can do independently. I let the students know when I see something wrong and also when I see something right this really gives them a sense that I see all. Plus when I see something right the other students want to be seen this way. It's very effective. E. Elrick preschool/elementary teacher for 7 years.

I totally agree that dealing with problems as they occur most teachers adequately adress them. Seeing it before it happens is really the key. I have a few students that need to be constantly watched. It seems through constant eye contact with them, even with a nod and a smile sometimes, eliminates almost all problems with them and they correct their own behavior and choose the right thing. This doesn't work 100% of the time, but it has helped develop a better relationship with the student and when a problem does occur, it is quickly remedied with a quick talk in the hallway. L. Gowler

When supervising student teachers I was amazed at how many of them were not with it in their classrooms. A few hints on how to increase their awareness went a long way. I think that teaching withitness and helping teachers structure their class so that the students are not prone to behaving poorly is one way that new teachers can be helped by mentors.-Grace Vigneron