从kounin工作（1977）我们可以看到教师的withitness ‘的理念，其中S /他必须具备同时处理不同学生的技能。这方面的一个明显的例子是；教师必须能够在课堂上正确的行为，帮助个别学生虽然也知道每一个其他的学生做的。这是也看到即使在白板写字，老师必须有眼睛在她/他的头回来，知道所有的孩子都做的和令人惊讶的纠正行为即使没有直接看着他们的学生。一个好的有效的教师也必须意识到课堂的即时性，在这种情况下，在应对困难时，必须迅速做出决定，处理课堂上可能出现的不同情况等等。新手教师还必须能够向重叠的技能（郎，麦克比斯和赫伯特，1995），教师必须能够处理不同的情况。例如，当老师向一个不注意的学生提问时，这就可以看出，因为这样做会吸引这个孩子的注意力，而不会干扰课程的通过。教师需要熟悉的另一项技能是在课堂上管理动作的技巧。这是通过调节课程的流动和速度，通过选择适当的活动，使学生得到并继续从事他们的任务。程序和良好的指导有助于管理整个运动。
From the work of Kounin (1977) we can see the idea of ‘withitness’ of the teacher, where s/he must possess the skill of dealing with different students at the same time. A clear example of this is; the teacher who must be able to correct misbehavior in class, helping individual students while also knowing what each and every other student is doing. This is also seen even while writing on the whiteboard where the teacher must have eyes at the back of her/his head in knowing what all children are doing and surprising the students by correcting misbehavior even when not even looking directly at them. A good effective teacher must also be aware of the immediacy nature of the classroom where at times quick decisions must be taken in responding to difficulties, dealing with different situations which might arise in the classroom and so on. The novice teacher must also be able to enquire the skill of ‘overlapping’ (Lang, McBeath and Hebert, 1995) where the teacher must be able to handle different situations together. This can be seen for example when the teacher directs a question to a student who is not paying attention because in so doing s/he will attract this child’s attention while not disturbing the pass of the lesson. Another skill which the teacher needs to be familiar with is the skill to manage movement in the class. This is done by regulating the flow and speed with which the lesson would be going by selecting appropriate activities which will make the students get and kept engaged on their tasks. Procedures and good instructions help a lot in managing this movement throughout.