Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Authoritarian, Permissive, and Authoritative Approaches to Classroom Management

No description
by

Devan Dampier

on 15 November 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Authoritarian, Permissive, and Authoritative Approaches to Classroom Management

Classroom
Management Authoritarian Teachers are most likely to have student compliance rather than autonomy as their main goal and make heavy use of rewards and punishments to produce that compliance.
"Do what I say because I say so." Permissive Teachers will rely heavily on students' identifying with and respecting them as their main approach to classroom management
"Do what I say because you like me and respect my judgement." Authoritative Teachers will most likely to want their students to learn to eventually regulate their own behavior.
By explaining the rationale for the classroom rules and adjusting those rules as students demonstrate the ability to govern themselves appropriately.
Teachers hope to convince students that adopting the teacher's norms for classroom behavior as their own will lead to the achievement of valued academic goals. "Do what I say because doing so will help you learn more."
Students of an authoritative teachers better understand the need for classroom rules and tend to operate within them most of the time. What is Authoritarian, Permissive, and Authoritative parenting styles? In a study, Middle school students who described their teachers in terms that reflect the authoritative style scored higher on measures of motivation, pro-social behavior, and achievement than did students who described their teachers in more authoritarian terms.
Another study demonstrated that a teacher's decision to either supports student autonomy or be more controlling of what students do in class is very much a function of the environment in which they work. When teachers have curriculum decisions and performance standards imposed on them for which they will be held accountable and when they feel that students are not highly motivated to learn, their intrinsic motivation for teaching suffers. This lowered intrinsic motivation, in turn, leads them to be less supportive of student autonomy and more controlling. Study Support
Full transcript