teaching styles
TRANSCRIPT
Develop your
own teaching
style that
promotes
• Responsibility,
• Cooperation,
• Courage, and
• Self-esteem
2
The Continuum
Authoritarian.....
Permissive .....
Democratic.....
3
Equal and Different
The teacher’s role is that of a leader, while the student plays the role of the learner.
Authoritarian Style: The Dictator
Permissive Style: The Doormat
Democratic Style: The Active Teacher
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Authoritarian
Results in an Atmosphere of competition, fear, and
anxiety Environment of rigid order and routine
Teacher gives vigorous discipline, expects swift
obedience, discourages verbal exchange, gives few praises
tells students what to think lectures while students listen
5
Permissive
Results in an Atmosphere of insecurity. Environment of chaos with little respect
for order and routine.
Teacher is apathetic, not very involved, and places
few demands; does the thinking/problem solving for
students; plans lessons involving lecture, films, and
bookwork.
6
Democratic
Results in an Atmosphere of acceptance and high expectation. Environment of order and routine; flexible and
conducive to creative, constructive, and responsible activity.
Teacher places limits while encouraging independence, is
polite but firm, and nurturing; is open to verbal interaction; gives praise and encouragement; guides rather than leads.
Authoritarianoutcomes
Permissiveoutcomes
Democraticoutcomes
Students Own and solve
their problems. Learn self-
reliance and socially competent behavior.
Are more likely to achieve and be motivated
Learn from their mistakes
Students Are less likely
to become socially competent; be motivated to achieve, and gain self control.
Have not been taught to cooperate or contribute in constructive ways.
Students
Are given few opportunities for achievement, motivation, self-control, and discipline.
Spirits are broken
Feel powerless and may rebel and disrupt class or comply and become a pleaser.
Have little opportunity to enhance motivation, personal goals, or communication skills.
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General Classroom Management Strategies
• Holding and communicating high expectations for student learning and behavior
• Establishing and clearly teaching classroom rules, procedures and consequences
• Enforcing classroom guidelines promptly, consistently, and equitably