I really enjoyed reading chapter 12, as it closely correlated with the research paper I just wrote for class. My paper discussed two different classroom management styles and how they can support or be a detriment to the students. Teachers are very powerful and very influential, and if they do not use this power and influence in the right manner, it can really harm a students level of motivation and levels of confidence.
One thing I learned from writing my research paper was that as a teacher, one of the best strategies for having a positive classroom environment is setting clear expectations for the students at the beginning of class. The table on page 496 of Woolfolk clearly outlines some steps for setting a positive classroom environment by using strategies such as clearly communicating messages of accountability and the importance of work. Another strategy as I just previously suggested was setting clear goals and directions. Another point that was essential to a positive classroom environment was warmth. With clear expectations and and understanding of accountability, a teacher should balance that with warmth and communicate caring. The descriptions of these strategies describe an authoritative style of classroom management.
Page 496 also states strategies that do not promote or support a students' motivation to learn. These strategies include, "attributions to intellect rather than effort, teacher emphasizes competition rather than working together, and ineffective/negative feedback." As I wrote in my research paper, these traits encompass an authoritarian style of classroom management. With this style, teachers are the main focus of the classroom and often have the final word. They do not encourage discussion, and have strict rules for their students. Authoritarians do not try to build a connection with their students or show any warmth.
As I wrote in my research paper, authoritative and authoritarian styles of classroom management sound like they would be very similar, but they are dramatically different. One encourages teamwork and discussion, promotes growth through working together, and exhibits warmth while students also have a clear understanding of classroom rules and expectations. Authoritarian, on the other hand, can be detrimental to a students learning and motivation levels. An authoritarian style is almost like a dictatorship in a way. It takes power away from the students and focuses mostly on the teacher. Classroom expectations are not typically entirely clear, but punishment is strongly implemented when a student breaks a rule. One major difference between the two is how a teacher handles a situation when students break a classroom rule. Authoritative classrooms will inflict discipline. Discipline allows students to learn and grow from their mistake through a positive method of teaching self-control, confidence and responsibility. Authoritarian classrooms will inflict punishment, which does not promote student growth, and rather focuses on past misbehaviors. Punishment doesn't offer anything to help a student behave better in the future. Again, punishment and discipline are words that are often used synonymous of one another, like authoritative and authoritarian, but both have very different meanings.
One thing I learned from writing my research paper was that as a teacher, one of the best strategies for having a positive classroom environment is setting clear expectations for the students at the beginning of class. The table on page 496 of Woolfolk clearly outlines some steps for setting a positive classroom environment by using strategies such as clearly communicating messages of accountability and the importance of work. Another strategy as I just previously suggested was setting clear goals and directions. Another point that was essential to a positive classroom environment was warmth. With clear expectations and and understanding of accountability, a teacher should balance that with warmth and communicate caring. The descriptions of these strategies describe an authoritative style of classroom management.
Page 496 also states strategies that do not promote or support a students' motivation to learn. These strategies include, "attributions to intellect rather than effort, teacher emphasizes competition rather than working together, and ineffective/negative feedback." As I wrote in my research paper, these traits encompass an authoritarian style of classroom management. With this style, teachers are the main focus of the classroom and often have the final word. They do not encourage discussion, and have strict rules for their students. Authoritarians do not try to build a connection with their students or show any warmth.
As I wrote in my research paper, authoritative and authoritarian styles of classroom management sound like they would be very similar, but they are dramatically different. One encourages teamwork and discussion, promotes growth through working together, and exhibits warmth while students also have a clear understanding of classroom rules and expectations. Authoritarian, on the other hand, can be detrimental to a students learning and motivation levels. An authoritarian style is almost like a dictatorship in a way. It takes power away from the students and focuses mostly on the teacher. Classroom expectations are not typically entirely clear, but punishment is strongly implemented when a student breaks a rule. One major difference between the two is how a teacher handles a situation when students break a classroom rule. Authoritative classrooms will inflict discipline. Discipline allows students to learn and grow from their mistake through a positive method of teaching self-control, confidence and responsibility. Authoritarian classrooms will inflict punishment, which does not promote student growth, and rather focuses on past misbehaviors. Punishment doesn't offer anything to help a student behave better in the future. Again, punishment and discipline are words that are often used synonymous of one another, like authoritative and authoritarian, but both have very different meanings.
Hi Ashley,
ReplyDeleteI agree with you, and began seeing a positive change when my children began public school in Frankfort. The school they are currently in is student focused. They truly believe in a growth mindset and encourage the students in a loving way. Before enrolling in our Public school they attended a Roman Catholic private school in Oak Lawn for a few years. At our previous private school I would say it was more focused on punishment and the teachers. Although my children had to adjust from having the same 15 children in their classroom and 200 students from K-8 to a school with about 200 children in each grade level they absolutely loved their new school and they learned at a higher level.