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                                                                    Types	of	classroom	management	styles	pdf
  Classroom	management	styles	directly	impact	your	effectiveness	as	a	teacher	as	well	as	your	sense	of	fulfillment	and	satisfaction	in	your	role.	Classroom	management	refers	to	the	organization	of	the	learning	environment	in	relation	to	keeping	students	on	track	to	learn.	Your	classroom	management	style	directly	impacts	your	effectiveness	as	a
  teacher,	but	do	you	know	what	your	classroom	management	style	is?	Many	teachers	pick	and	choose	strategies	that	align	with	their	teaching	philosophy	without	giving	much	consideration	to	how	those	strategies	come	together.	In	1971,	Baumrind	identified	4	distinct	classroom	management	styles	related	to	the	amount	of	control	the	teacher
  demonstrated	and	the	level	of	involvement	of	the	students	in	the	classroom:	authoritarian,	permissive,	indulgent	and	authoritative.	This	conceptualization	allows	you	to	evaluate	your	own	classroom	management	techniques.	Be	intentional	in	choosing	your	style.	Effective	classroom	management	allows	you	to	teach	effectively	and	enjoy	your	career.
  The	Four	Classroom	Management	Styles	The	four	classroom	management	styles	are	depicted	in	the	image	below.	While	no	teacher	solidly	fits	any	one	of	the	styles,	use	this	information	to	guide	your	decision-making	in	relation	to	choosing	classroom	management	strategies.	When	considering	an	intervention,	think	about	which	style	that	intervention
  supports.	Does	the	intervention	separate	you	further	from	your	students	or	make	you	more	involved?	Does	the	intervention	build	your	control	in	the	classroom	or	does	it	weaken	your	control?	This	framework	provides	the	opportunity	to	evaluate	an	intervention’s	effect	on	your	effectiveness	as	a	teacher.	In	this	video,	Steve	learns	about	the	4	different
  categories	of	classroom	management	styles.	He	uses	this	framework	to	decide	to	change	his	current	practices.	Authoritarian	The	authoritarian	teacher	exhibits	a	high	level	of	control	over	the	classroom,	but	a	low	level	of	involvement	with	students.		This	teacher	strictly	enforces	the	rules,	assigns	seats	and	provides	a	lot	of	direct	instruction.
  Authoritarian	teachers	avoid	close	connections	with	students.	They	often	know	little	about	their	students’	home	lives	and	place	little	value	on	the	home-school	connection.	This	teacher	likes	a	plan	and	won’t	tolerate	problematic	behavior	in	the	classroom.	The	teacher	expects	students	to	remain	quiet	and	discourages	active	discussions.	Quick	and
  unquestioned	compliance	with	demands	is	expected.	Any	inappropriate	behavior	encounters	strict	punishment.	Permissive	The	permissive	teacher	has	low	levels	of	both	control	and	involvement.		This	teacher	has	checked	out	and	doesn’t	prepare	lesson	plans.	They	tend	to	“wing	it”	and	rely	heavily	on	movies	to	fill	the	time.	The	students	have	taken
  control	of	the	class	and	the	teacher	makes	few	moves	to	challenge	this.		They	know	little	about	the	students	and	isn’t	invested	in	their	success.	The	permissive	teacher	interacts	little	with	students	and	engages	in	their	own	entertainment	rather	than	attending	to	the	needs	of	the	students.	Indulgent	The	indulgent	teacher	has	a	high	level	of	involvement
  with	students,	but	a	low	level	of	control.		This	teacher	cares	for	the	students	and	loses	authority	by	becoming	friendly	with	the	students.		This	teacher	is	prepared	for	lessons	but	isn’t	able	to	direct	the	students	enough	to	present	the	lessons.		The	students	generally	do	what	they	want	and	the	teacher	allows	them	to	freely	express	themselves.	Students
  rarely	encounter	punishment	and	the	teacher	encourages	students	to	make	their	own	decisions.	Authoritative	The	authoritative	teacher	has	high	levels	of	both	control	and	student	involvement.		This	teacher	is	firm	but	fair.	The	teacher	provides	positive	reinforcement	for	a	job	well	done,	encourages	class	discussions	and	considers	reasonable
  consequences	for	behavior.		The	authoritative	teacher	is	invested	in	the	success	of	the	students	and	cares	about	what	happens	to	them	outside	of	school.	Rules	are	consistent	and	regularly	enforced.	This	teacher	is	understanding	of	the	challenges	the	students	face	and	considerate	when	setting	expectations.	The	teacher	encourages	autonomy	and
  independence	in	the	students.	How	Your	Classroom	Management	Style	Impacts	Student	Outcomes	As	a	teacher	you	are	judged	on	the	success	of	your	students,	usually	based	on	their	performance	on	standardized	testing.	You	may	clearly	see	the	link	between	classroom	management	styles	and	the	social-emotional	well-being	of	your	students,	but	your
  style	also	impacts	their	success	on	academic	standards	as	well.	Students	attend,	participate	and	perform	better	when	they	feel	heard	and	valued	by	their	teacher.	When	you	encounter	challenging	behavior	day	after	day	in	our	classrooms,	the	lure	of	a	more	rigid,	authoritarian	style	might	tempt	you.	Quiet	compliance	might	sound	like	bliss,	but	the
  result	is	a	classroom	full	of	students	who	don’t	listen	to	what	you	teach.	It’s	the	authoritarian	teacher	who	gains	the	respect,	trust	and	commitment	of	students.	Pull	from	the	other	classroom	management	styles	when	a	specific	situation	arises	that	makes	a	different	style	valuable.	Intentionally	Choosing	Your	Classroom	Management	Style	We	are	all
  genetically	built	to	create	routines	and	behavior	patterns.	These	routines	help	us	become	more	efficient	by	limiting	the	number	of	decisions	we	need	to	make	every	day.	Think	about	how	you	get	ready	for	work	each	day.	You	probably	complete	the	same	tasks	in	a	very	similar	order	each	day.	This	helps	ensure	you	complete	each	task	and	reduces	the
  brainpower	you	need	to	get	to	the	end	of	the	routine.	While	routines	have	significant	benefits,	they	also	present	some	inherent	challenges.	Through	the	development	of	routines,	we	lose	intentionality.	We	continue	to	do	things	the	way	we	have	always	done	them	regardless	of	the	outcome.	Encountering	unexpected	and	serious	events	provoke	us	to
  examine	the	routine	for	possible	change.	Perhaps	one	of	these	events	lead	you	to	evaluate	your	classroom	management	style	and	brought	you	to	this	post.	Avoid	allowing	classroom	management	to	become	one	of	your	routines.	Instead,	establish	a	routine	to	help	you	evaluate	your	classroom	management	practices.	Review	them	regularly	to	determine
  the	need	for	change.	Allow	natural	time	frames	to	trigger	your	review	such	as:	The	start	of	a	new	school	yearThe	end	or	beginning	of	a	marking	periodSchool	breaks	lasting	a	week	or	longer	You	don’t	need	to	review	at	all	the	above	time	frames,	but	choose	what	makes	the	most	sense	for	you	and	your	practices.	In	addition,	use	important	events	as	a
  trigger	to	evaluate	your	classroom	management	techniques.	Consider	events	such	as:	A	news	story	about	violence	in	schoolsAn	in-service	discussing	classroom	management	The	infographic	below	depicts	all	4	categories	and	provides	a	brief	description.	Download	it	as	a	reminder	when	it	comes	time	to	evaluate	your	classroom	management	practices.
  Classroom	Management	Styles	InfographicDownload	References	Baumrind,	D.	(1971).	Current	Patterns	of	Parental	Authority.	Developmental	Psychology	Monographs,	4(1).	Chamundeswari,	S.	(2013).	Teacher	management	styles	and	their	influence	on	performance	and	leadership	development	among	students	at	the	secondary	level.	International
  Journal	of	Academic	Research	in	Progressive	Education	and	Development,	2(1),	367-418.	Stensmo,	C.	(1995).	Classroom	Management	Styles	in	Context:	Two	Case	Studies.	Students	spend	a	remarkably	large	percentage	of	their	time	in	a	classroom	situation.	In	a	secondary	setting,	that	amounts	to	roughly	seven	hours	a	day,	which	is	about	half	of	their
  waking	hours,	and	is	actually	more	time	than	they	are	likely	to	spend	with	their	parents	at	home.	It	is	clear	that,	since	students	spend	so	much	time	in	a	classroom	setting,	a	positive	environment	is	crucial	to	their	development	(Charles,	2011;	Jones,	2011)	Therefore,	it	is	logical	that	classroom	management	would	follow	the	same	stylistic	guidelines	and
  classifications	as	parenting	styles	(Baumrind,	1971).	There	are	four	basic	types	of	classroom	management	styles,	and	they	exist	on	a	grid,	as	shown	below.	The	first	style,	which	is	both	undemanding	and	unresponsive,	is	the	neglectful	teaching	style.	Neglectful	teaching	could	include	heavy	reliance	on	videos	or	other	passive	forms	of	media	as	a
  primary	form	of	teaching,	little	adherence	to	rules	and	regulations,	both	those	set	by	the	administration	and	classroom	rules	set	by	the	teacher	himself,	and	general	chaos	and	ineffectiveness.	Permissive	teachers,	on	the	other	hand,	are	responsive	to	their	students,	but	are	still	undemanding.	Permissive	teachers	come	across	as	friends	rather	than
  authority	figures.	There	is	little	structure	and	support	for	academic	achievement,	so	while	students	feel	accepted	in	the	classroom,	they	will	very	likely	achieve	very	little	academic	growth.	Authoritarian	teachers	are	very	focused	on	student	achievement	and	are	often	described	as	demanding,	but	they	leave	little	room	for	student	autonomy.	They	often
  have	many	specific	rules	that	they	adhere	to	very	strictly	and	accept	little	compromise	from	their	students.	There	is	little	room	for	the	students	to	have	an	overall	positive	experience	in	the	classroom.	Authoritarian	teachers	spend	their	energy	on	classroom	management	rather	than	instruction,	which	negatively	affects	the	education	of	all	students	in
  the	class.	Finally,	authoritative	teachers	combine	challenging	academic	expectations	with	a	comfortable	rapport	with	their	students,	although	these	teachers	still	maintain	control	and	a	degree	of	separation	from	them.	Authoritative	teachers	interact	with	their	students	while	teaching,	rather	than	speaking	at	them	or	ignoring	them,	so	there	is	a
  considerable	amount	of	give-and-take	on	the	part	of	both	the	student	and	the	teacher.	Furthermore,	authoritative	teachers	allow	students	a	degree	of	freedom	while	maintaining	necessary	limits	on	behavior	and	policies.	With	the	description	of	these	four	basic	styles	of	teaching,	it	is	clear	that	an	authoritative	style	is	the	ideal	style	to	aspire	to.	It	offers
  a	great	balance	of	attention	and	expectations	to	encourage	students	to	become	active,	self-motivated	learners.	As	the	pinnacle	of	a	well-managed	classroom,	an	authoritative	style	gives	the	teacher	ample	freedom	to	adequately	control	the	environment	of	the	classroom	while	offering	students	the	ability	to	remain	autonomous	and	important	to	the
  educational	process.	While	students	are	aware	of	the	expectations	that	are	being	placed	upon	them,	they	are	allowed	the	freedom	to	come	up	with	new	ideas	and	to	create	certain	acceptable	compromises	and	expectations	that	the	student	can	place	on	the	teacher.	For	example,	I	will	naturally	expect	my	students	to	complete	assignments	within	a
  certain	timeframe	and	with	a	certain	degree	of	quality,	and	will	expect	them	to	keep	me	informed	of	any	extenuating	circumstances.	In	return,	they	can	expect	me	to	have	corrections	and	grades	done	within	a	reasonable	timeframe.	In	this	simple	exchange	of	worksheets	and	essays,	I	will	establish	an	authoritative	principle:	while	I	will	maintain	high
  and	reasonable	expectations	for	my	students	to	meet,	they	can	expect	that	I	will	respect	their	autonomy	by	holding	myself	to	the	same	standards.		5.2:	the	ability	to	apply	skills	and	strategies	for	establishing	a	culture	of	learning	that	emphasizes	high	expectations	for	all	students,	promotes	self-motivation,	and	encourages	students’	sense	of
  responsibility	for	their	own	learning	5.5	knowledge	of	various	classroom	management	approaches,	including	relationships	between	specific	management	practices	and	student	learning,	attitudes,	and	behaviors,	and	the	ability	to	use	this	knowledge	to	create	and	organized	and	productive	learning	environment	that	maximizes	students’	time	on	task;
  facilitates	learning;	and	encourages	student	self-regulation,	responsibility,	and	accountability.	Classroom	leadership	can	take	one	of	many	forms.	Here	we	will	look	at	several	different	leadership	styles.	The	purpose	is	not	to	determine	which	is	best	but	rather	to	suggest	when	it	might	be	better	to	use	one	over	another.	Looking	at	these	leadership
  styles	may	help	teachers	see	what	their	preferred	or	natural	leadership	style	is.	Tannenbaum	and	Schimdt	In	the	1950s,	researchers	by	the	name	of	Tannenbaum	and	Schmidt	created	what	they	called	a	continuum	of	leadership	styles.	For	them,	leadership	was	a	combination	of	one	of	the	three	below.	autocratic-Leader	centered	dictatorial
  styleparticipative-Workers	are	involved	and	consulted	about	decision-makingfree-rein-Work	is	assigned,	and	the	workers	determine	how	to	complete	it	The	three	examples	above	are	a	part	of	a	continuum	that	means	that	a	leader	can	be	somewhere	between	these	categories	in	what	could	be	considered	a	gray	area.	In	the	classroom,	depending	on	the
  context,	any	of	these	styles	of	leadership	may	be	appropriate.	Younger	students	may	need	more	of	an	autocratic	leadership	style,	while	it	may	be	appropriate	to	have	more	of	a	participative	style	of	leadership	for	students	such	as	high	school.	A	free	rein	may	also	be	right	at	times,	such	as	with	advanced	or	highly	mature	students.	Theory	X	and	Y
  Another	older	model	of	leadership	is	Theory	X	and	Theory	Y	by	Mcgregor.	According	to	this	theory,	a	theory	X	leader	thinks	that	the	average	worker,	or	in	our	case,	student,	dislikes	work	and	does	not	have	the	self-control	to	get	things	done.	Therefore,	the	leader	must	maintain	a	high	degree	of	control.	Theory	Y	leaders	believe	the	opposite	that
  people	motivate	and	desire	self-control.	Thus,	theory	Y	leaders	allow	more	participation	and	autonomy	for	their	workers.	The	context	should	dictate	the	leadership	style.	However,	most	leaders	and	perhaps	teachers	often	support	Theory	X	when	dealing	with	students.	Self-motivation	and	discipline	are	rare	traits	to	find	in	many	students	today.	Another
  concern	is	that	participative	leadership	is	a	slow	process,	as	anyone	who	has	lived	in	a	democracy	may	be	familiar	with.	There	are	specific	time	constraints	in	teaching	that	make	it	difficult	to	allow	for	the	democratic	process	to	play	out	in	the	classroom,	even	with	willing	and	cooperative	students.	Directive/Permissive	Leadership	Style	The	final	model
  in	this	post	is	the	Directive/Permissive	Leadership	style.	This	style	involves	four	types	of	leadership,	as	explained	below.	Directive	Autocrat-High	control	in	decision	making	and	directing	people.	Applicable	when	there	is	little	time	for	discussion,	such	as	during	a	crisis	or	emergency.	Also	useful	when	the	expertise	of	the	followers	is	low.Permissive
  autocrat-High	control	of	decision-making	but	low	power	in	directing	the	people.	The	leader	makes	the	decision,	but	the	workers	decide	how	to	get	it	done.	Similar	to	the	free	rein	style.Directive	democrat-Decision	making	involves	participation,	but	the	leader	highly	controls	the	execution.	Useful	when	the	followers	have	valuable	expertise	or	opinions
  to	strengthen	decision	making,	but	strong	leadership	is	needed	to	make	it	happen.Permissive	democrat-Decision	making	involves	participation,	and	followers	are	allowed	the	freedom	to	determine	how	to	implement	the	decisions.	Moving	to	the	classroom	again,	each	of	the	styles	has	a	place	as	determined	by	the	context.	The	maturity	of	the	students
  plays	a	vital	role	in	trying	to	decide	which	type	to	choose.	As	maturity	increases,	participation	in	decision-making	and	execution	should	be	able	to	increase	as	well.	As	responsibility	is	placed	on	the	students,	it	lessons	the	management	of	the	teacher	of	the	classroom.	As	such,	looking	for	ways	to	switch	to	a	more	democratic	leadership	style	empowers
  students	and	lowers	the	burden	on	the	teacher.	However,	the	students	must	be	ready	for	the	freedom	unless	chaos	erupts,	and	this	requires	the	teacher	to	switch	styles	as	the	students	mature	gradually.	Conclusion	There	is	no	such	thing	as	the	“best”	leadership	style.	A	classroom	leader	must	be	able	to	adjust	to	whatever	situation	they	are	facing.	At
  times,	freedom	is	appropriate,	but	there	is	also	a	time	when	even	a	dictator	is	needed	to	maintain	stability.	In	general,	the	less	directing	a	teacher	has	to	do,	the	less	of	a	burden	on	them	and	also	on	the	students	who	may	have	to	suffer	at	times	from	a	lack	of	autonomy	that	they	may	desire.
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