Transcript Management Styles & What Makes an Effective Teacher

Management Styles
&
What Makes an
Effective Teacher
Presented by Susan, Liz, and
Laurie
For Our Presentation
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We are going to be role playing
three different management
styles.
Please behave as if you were a
student in middle school.
Ask questions.
 Actively participate.
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What is Susan’s
Management Style?
Authoritarian
Management Style
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Teacher places firm limits on the
students.
Students often have assigned seats.
Desks are usually in straight rows.
Students must be in their seats at
the beginning of class.
Students are not encouraged to
move freely around the classroom.
Authoritarian
Management Style
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Teacher rarely gives hall passes or
recognizes excused absences.
It is often quiet. Students know they
should not interrupt the teacher.
Since verbal exchange and
discussion are discouraged, students
do not have an opportunity to learn
or practice communication skills.
Authoritarian
Management Style
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Teacher often gives no indication that
he\she cares about the students.
Students receive praise and
encouragement infrequently if at all.
Teacher makes no effort to organize
activities such as field trips.
Students are expected to listen to the
lecture to gain the necessary
knowledge.
Authoritarian
Management Style
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Teacher tells his/her students what to
do and when to do it.
Students feel powerless and may not
want to initiate any activities.
Students often don’t care for the
teacher and say that he/she is too
strict.
Teacher’s management style does
little to increase achievement or
motivation. Students are not
encouraged to set personal goals.
What is Laurie’s
Management Style?
Laissez-faire
Management Style
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Teacher establishes few rules.
Teacher may be inconsistent when
enforcing rules.
Teacher may not address
undesirable student behavior.
Teacher cares more about students’
feelings than classroom control.
Teacher may be in contact with
students outside of school.
Laissez-faire
Management Style
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Students are allowed to ‘do their own
thing.’
Students often like this kind of
teacher even if they sometimes don’t
learn.
Students could develop undesirable
social skills.
Students may have lower motivation
to achieve.
What is Liz’s
Management Style?
Indifferent
Management Style
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THE TEACHER…
Is not very involved with the class.
 Has few rules or demands.
 Appears uninterested.
 Feels preparation is useless:
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Uses same materials year after
year.
 Doesn’t prepare special projects
or field trips.
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Lacks confidence to discipline
students.
Indifferent
Management Style
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STUDENTS IN THIS SETTING...
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Don’t learn very much.
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They are just going through the
motions.
Have few opportunities to observe
or practice communication skills.
 Have low achievement motivation.
 May lack self control.
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How to Find Out Your
Management Style
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Use the worksheets from the presentation.
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Add your responses to statements 1, 3, and 9.
This is your score for the authoritarian style.
Add your responses to statements 6, 10, and
12. This is your score for the laissez-faire
style.
Add your responses to statements 2, 5, and 7.
This is your score for the indifferent style.
Add your responses to statements 4, 8, and
11. This is your score for the authoritative
style.
Whatever score is the highest is your
management style.
What Makes an Effective
Teacher
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The next 3 slides are about how to
be an effective teacher.
They are examples of the
authoritative management style.
Use these slides to help you
evaluate your teaching methods.
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If you are not teaching use it when
observing teaching in your practicum.
The information on the next to slides
comes from the book
The First Days of School.
An Effective Teacher…
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Establishes good control the first day of school.
Does things right, consistently.
Affects and touches lives.
Exhibits positive expectations for all students.
Establishes good classroom management techniques.
Designs lessons for student mastery.
Works cooperatively and learns from colleagues.
Seeks out a mentor who serves as a role model.
Goes to professional meetings to learn.
Has a goal of striving for excellence.
Can explain the district’s, school’s and department or grade level’s curriculum.
Realizes that teaching is not a private practice.
Is flexible and adaptable.
Listens, listens, listens.
Understands the research process.
Teaches with proven research-based practices.
Knows the differences between an effective teacher and an ineffective one.
Has a statement of positive expectations ready for the 1st day of school.
Creates a classroom environment that communicates positive expectations.
Has a personal goal of high expectations.
Helps organize 1st Day of School celebration.
Plans a classroom welcome for the first day.
Ensures the mental and physical safety of all students.
Comes to work approximately dressed.
Comes to work dressed for success.
Is a role model for all students.
Thinks and behaves globally.
Has an inviting personality.
Creates an inviting classroom.
Works at being intentionally inviting.
Maintains an inviting stance.
An Effective Teacher…
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Says “Please” and “Thank You.”
Has a controlled, disarming smile.
Is lovable and capable.
Trains students to know what they are to do.
Has students working on task.
Has a classroom with little confusion or wasted time.
Prepares, prepares, prepares.
Maximizes proximity to the students.
Maximizes proximity to materials.
Greets the students with positive expectations.
Communicates with parents and students before school starts.
Has seating assignment and 1st assignment ready.
Has all the seats facing the teacher for the activities of the 1st day of school.
Arranges the seats to expedite the task.
Has a posted morning or class-opening routine.
Has assignment posted daily.
Posts the assignment in a consistent location.
Teaches the class where to find the assignment.
Takes roll after the students are on task.
Does not disturb the class during roll taking.
Takes roll quickly and quietly.
Knows what results should be recorded
Designs or modifies a grade record book to record these results.
Keeps a running progress of student work.
Has a discipline plan posted when students arrive on the 1st day of school
Posts a maximum of 3-5 rules or responsibilities.
Explains the posted rules and is willing to make changes as the class
situation requires.
Thinks through a discipline plan before school begins and conveys the plan to
the students when school begins.
Can document annual professional growth.
Is able to explain why he or she is a professional educator.
An Effective Teacher…
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Discusses the plan so that the students understand the logic of it and consider it
reasonable.
Involves the administration to help guarantee and enforce the plan.
Has high expectations and confidence in his or her capacity to teach young
people self-discipline.
Has well-thought-out and structured procedures for every activity.
Teaches the procedures for each activity early in the year.
Rehearses the class so that procedures become class routines.
Reteaches a procedure when necessary and praises to reinforce when
appropriate.
Teaches students, not a subject or a grade level.
Maximizes academic learning time.
Has students earning their own achievement.
Keeps students actively engaged in learning.
Writes objective that tell the student what is to be accomplished.
Knows how to write objectives at all levels of Bloom’s taxonomy.
Writes assignments that will increase the rate of student success.
Writes criterion-referenced tests.
Gives both formative and summative tests.
Uses formative tests to determine the appropriate corrective help.
Grades and encourages for percentage mastery, not on a curve.
Writes structured cooperative activities.
Works cooperatively and shares with colleagues.
Helps establish and enhance the school culture.
Chooses rather than decides.
Practices enhancement techniques.
Can produce an updated, annual portfolio that shows that he or she is an
effective master teacher
Implements a career risk plan
Address people by name.
Cultivates a positive reputation.
Resources
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http://www.education.indiana.edu/cas/tt/v1i2/wh
at.html Online. October 28, 3003.
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http://www.integratedlessonplans.com/newteach
er2.html Online. October 28, 2003.
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This site from Teacher Talk presents the “What Is Your
Classroom Management Profile?” quiz. It outlines
four classroom management styles: authoritarian,
authoritative, laissez-faire and indifferent. It includes
links to web pages that explain these four types in
greater detail.
This site from Integrated Lesson Plans describes
three teaching styles: permissive, authoritarian, and
democratic. It includes tips on how to keep students
on-task, with-it-ness, and overlapping.
http://www.che.ilstu.edu/~whunter/che301/websi
te/mgtstyle.html Online. November 4, 2003.
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This site from ISU Physics Teacher Education
Program examines four classroom management
styles: authoritative, indulgent, authoritarian, and
permissive.
Resources
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http://www.aboutourkids.org/articles/parentingstyles.
html Online. October 28, 2003.
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This site from About Our Kids (New York University
Child Study Center) discusses parenting styles and
children’s temperaments. Teachers could find this
information helpful when addressing different kinds of
students in the classroom.
http://drwilliampmartin.tripod.com/classm.html Online.
November 4, 2003.
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This site from Dr. William Martin of the Monmouth
University contains the “Really Big List of Classroom
Management Resources” links for teachers. It
includes links to other teacher resource pages as
well.
Wong, Harry K. & Rosemary T. Wong. How To Be
An Effective Teacher The First Days of School.
Mountain View, CA: Harry T. Wong Publications,
Inc., 2001.
Thank you
for your
participation!