PHY 311, Autumn 2004
ISU Physics Teacher Education Program
Copyright 1998 Carl J. Wenning
There are a number of management styles that both parents and
teachers exhibit. There have been a number of psychological studies
of parenting styles that naturally would appear to extent to classroom
management styles for teachers. I hypothesize that such a relationship
exists. Classroom management styles of teachers can be characterized
along two dimensions (Baumrind, 1971): type of control exercised over students,
and degree of involvement of teachers with students. The extremes
of these two dimensions allow teacher management of students to
be readily identified.
Control can run the gambit from high in which teachers explicitly "lay down the law" and very strictly enforce it, to low in which the teachers have no rules and no expectations for their students. Involvement, likewise, can range from high to low. High involvement is characteristic of teachers who have high regard for students, likes students, enjoy being around students, and want to see students do their best. On the other hand, low involvement shows a real lack of both regard and concern for students.
The classroom management styles of teachers can be readily identified on the basis of both degree of control and level of involvement. The nature of each management style can be identified from the chart below.
styles represent extremes, and most teachers demonstrate a certain
degree of inconsistency in their use of styles.
Research has shown that the type of management style used results in characteristic behaviors.
What sort of classroom management style will you exhibit once you begin teaching?
Which style is most consistent with your personality?
Would you feel comfortable with this style?
you work to achieve changes if you don't like what you see?
The ideas for this article were taken from: Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monographs, 4(1).
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