View source

==Definition, History, and Descriptions==  
The Ripple Effect[http://en.wikipedia.org/wiki/The_Ripple_Effect] was observed and first coined by researcher [[Jacob Kounin]] in his book Discipline and Group Management (1970), which resulted from his work in a variety of settings and represents the focus of his early research.
Kounin starts his book with the anecdote, "The Accident", when he noticed how others in his own class were markedly affected when he reprimanded a student for reading the newspaper during his lecture (1).  The occurence sparked his in-depth study of the effects of different desists, or teacher reprimands, on the students in the class other than the one reprimanded, a phenomenon he called the Ripple Effect.

According to the Kounin Model, when teachers correct misbehaviours in one student, it often influences the behaviour of nearby students. This is known as the ripple effect.

The ripple effect may occur as the teacher gives 
*encouragement    "''Good, I see that many of you are almost finished''"
*reprimands           "''I see a few people who may have to stay in after class to finish''"
(The Kounin Model)

==Application in Classrooms==
DISCOVERY

Kounin's Study of desists and their effects were done at the college level, kindergarten level, and secondary level.  Results at the kindergarten level were the only ones with discernable effects.  His study differentiated among qualities of the desists used:  to what extent the teacher explained the desist, or clarity; how serious the teacher appears, called firmness; and how emotional the teacher is during the desist, or roughness (9).  He notes that while firmness and clarity increased the ripple effect in the kindergarten classroom, roughness did not; however, roughness, according to his study, produced more stress in the clasroom and "a larger proportion of behavior disruption effects" (10-11).  In other words, emotional reactions seemed to Kounin to increase behavior problems among the other kindergartners.

FROM THE RIPPLE EFFECT TO TEACHER BEHAVIORS

The focus of Kounin's work shifted from a study of desists and the Ripple Effect to one of teacher behaviors and overall effectiveness.  Since he discovered no discernable difference at the secondary level between the way effective and ineffective teachers used desists, he looked at teacher characteristics to explain the difference.

EXAMPLE OF AN APPLICATION OF THE RIPPLE EFFECT

(Donna will not work)

Donna, in Mr. Jake's class, is quite docile. she never disrupts class and does little socialising with other students. But despite Mr. Jake's best efforts, Donna rarely completes an assignment. She doesn't seem to care. She is simply there putting forth virtually no effort. How would Kounin deal with Donna? Kounin would suggest to teachers that they use the following sequence of interventions until they find one that is effective with Donna.

1. Use the ripple effect. "I see many people have already completed half their work." look at Donna, later comment, "I'm afraid a few people will have to stay late to complete their work".

2. Let Donna know you are aware she is not working. Say to her, "I see you have barely started. This work must be done today!"

3. Call on Donna in discussions preceding independent work, as a means of involving her in the lesson.

4. Point out Donna's progress when it occurs: "Good! Now you are on the track! Keep up the good work."

5. Provide variety. Continually challenge Donna to accomplish more.

6. Hold Donna accountable with group focus techniques. Do not disregard her just because she has been nonproductive.
(The Kounin Model)

==Evidence of Effectiveness==

==Critics and Their Rationale==
The effect is greater when the teacher clearly names the unacceptable behavior and gives the reasons for the desist. Firmness, that is, conveying an "I mean it" attitude, enhances the ripple effect. The ripple effect is greatest at the beginning of the year and diminishes as the year progresses. At the high school level, Kounin found that respect for the teacher along with high motivation to learn leads to the greatest student involvement and minimum misbehavior by students.
(Wuest)

THE RIPPLE EFFECT IN ELEMENTARY AND SECONDARY SCHOOL SETTINGS

"The ripple effect is most powerful at the early childhood/primary level. It is weaker at the secondary and college levels where it depends on the popularity and prestige of the teacher." (The Kounin Model)

PROBLEMS WITH THE RIPPLE EFFECT AT OTHER LEVELS

It would be inaccurate, however, to compare Kounin's results at the post-secondary level directly to the kindergarten results, because the aims and methods were different.  So before anyone reacts to C.M. Charles in his text, Building Classroom Discipline 6th ed., when he says, "at the University level, a mild ripple effect was discernable," (36) one needs to understand the context and process of the study.  Kounin's University experiment involved students' written reactions to a contrived misbehavior and a premeditated desist.  It would appear that that is very different from the observed misbehaviors and teacher desists in various real kindergarten classes.  Furthermore, the college study preceeded the kindergarten one, and Kounin's questions and concern with students' self-perceived reactions to the different desists (5) suggests that he was really trying to see whether or not further study of the Ripple Effect was at all warranted.  The kindergarten study was more objective (because it relied entirely on observed behavior) and more comprehensive in scope, because Kounin was really trying to measure the extent of the Ripple Effect from a variety of angles.

==Alternative Explanations Due to '''Diversity''' Considerations==

==''Signed'' �?Life Experiences�?, Testimonies, and Stories==
I have observed and taken advantage of the Ripple Effect quite often in teaching band and choir. If I praise one student for sitting up straight, I notice the other students straightening their posture. If I comment on the beautiful tone of one trumpet player, the other trumpet players will try to imitate that tone. If I thank a student for watching me when I am conducting, I notice other students beginning to watch me more. This effect is something that really does occur quite often, although not with 100% effectiveness. All teachers should take advantage of it! Elizabeth Giger

I think that one must use the ripple effect with care. A teacher cannot appear to be "picking on" the same student all of the time. Also, the effect often works in reverse. If 8 students in the class are writing notes to pass to their friends, and I hit one with a consequence, the others start to surreptitiously put their notes away.  Warner Ferratier

I have used the "ripple effect" on my students but I think the coolest thing is when my students use it and it effects me as well.  WHen my students get excited to play a song in orchestra class, they pass that excitement on to me and it inspires me to take the class even further.  Before you know it, everyone is in the moment and that is when I like being a teacher the most. - Brandon Correa

The ripple effect is sometimes used unintentionally.  I say this because of past experience in our district with low moral.  The head of the district, or superintendent was not excited or involved in the day to day events.  The longer this went on, the more these same effects began to trinkle down to classroom teacher, staff, students.  This is of course a negative effect of the ripple effect.  I have used it in a positive manner both in the library and at home with my family.  M. Youngblood

I find that the "ripple effect" works quite well in my college classroom. Sometimes during student speeches students in the audience will sleep or do work for other classes. All I have to do is notice one person and ask them to put their work away and all of the sudden there are several other people in the room scrambling to put their work away too. B. Harnden

==References, Links, and Other Related Sources of Interest==
Charles, C.M. Building Classroom Discipline, 6th ed. Addison Wesley Longman. 1999
 
Kounin, Jacob S.  Discipline and Group Management in Classrooms.  Holt, Rinehart and Winston, Inc. 1970

The Kounin Model (2003). ''Approaches to Discipline,'' http://www.solwebs.net/sgfl/teaching/discplan/koun1.htm.

Wuest, Deb (1999).  Are You With It? ''PE Central,'' http://www.pecentral.org/climate/april99article.html.  

[[Category: EPSY400 ClassroomLearning]]
[[Category: EPSY406 ClassroomManagement]]
[[Category: EPSY490 ClassroomLearningAndManagement(CTER)]]