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Management Styles & What Makes an Effective Teacher Presented by Susan, Liz, and Laurie.

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Presentation on theme: "Management Styles & What Makes an Effective Teacher Presented by Susan, Liz, and Laurie."— Presentation transcript:

1 Management Styles & What Makes an Effective Teacher Presented by Susan, Liz, and Laurie

2 For Our Presentation We are going to be role playing three different management styles. We are going to be role playing three different management styles. Please behave as if you were a student in middle school. Please behave as if you were a student in middle school. Ask questions. Ask questions. Actively participate. Actively participate.

3 What is Susan’s Management Style?

4 Authoritarian Management Style Teacher places firm limits on the students. Teacher places firm limits on the students. Students often have assigned seats. Students often have assigned seats. Desks are usually in straight rows. Desks are usually in straight rows. Students must be in their seats at the beginning of class. Students must be in their seats at the beginning of class. Students are not encouraged to move freely around the classroom. Students are not encouraged to move freely around the classroom.

5 Authoritarian Management Style Teacher rarely gives hall passes or recognizes excused absences. Teacher rarely gives hall passes or recognizes excused absences. It is often quiet. Students know they should not interrupt the teacher. 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. Since verbal exchange and discussion are discouraged, students do not have an opportunity to learn or practice communication skills.

6 Authoritarian Management Style Teacher often gives no indication that he\she cares about the students. Teacher often gives no indication that he\she cares about the students. Students receive praise and encouragement infrequently if at all. Students receive praise and encouragement infrequently if at all. Teacher makes no effort to organize activities such as field trips. Teacher makes no effort to organize activities such as field trips. Students are expected to listen to the lecture to gain the necessary knowledge. Students are expected to listen to the lecture to gain the necessary knowledge.

7 Authoritarian Management Style Teacher tells his/her students what to do and when to do it. 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 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. 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. Teacher’s management style does little to increase achievement or motivation. Students are not encouraged to set personal goals.

8 What is Laurie’s Management Style?

9 Laissez-faire Management Style 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. Teacher may be in contact with students outside of school.

10 Laissez-faire Management Style 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.

11 What is Liz’s Management Style?

12 Indifferent Management Style THE TEACHER… THE TEACHER… Is not very involved with the class. Is not very involved with the class. Has few rules or demands. Has few rules or demands. Appears uninterested. Appears uninterested. Feels preparation is useless: Feels preparation is useless: Uses same materials year after year. Uses same materials year after year. Doesn’t prepare special projects or field trips. Doesn’t prepare special projects or field trips. Lacks confidence to discipline students. Lacks confidence to discipline students.

13 Indifferent Management Style STUDENTS IN THIS SETTING... STUDENTS IN THIS SETTING... Don’t learn very much. Don’t learn very much. They are just going through the motions. They are just going through the motions. Have few opportunities to observe or practice communication skills. Have few opportunities to observe or practice communication skills. Have low achievement motivation. Have low achievement motivation. May lack self control. May lack self control.

14 How to Find Out Your Management Style Use the worksheets from the presentation. Use the worksheets from the presentation. Add your responses to statements 1, 3, and 9. This is your score for the authoritarian style. 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 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 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. 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. Whatever score is the highest is your management style.

15 What Makes an Effective Teacher The next 3 slides are about how to be an effective teacher. The next 3 slides are about how to be an effective teacher. They are examples of the authoritative management style. They are examples of the authoritative management style. Use these slides to help you evaluate your teaching methods. Use these slides to help you evaluate your teaching methods. If you are not teaching use it when observing teaching in your practicum. 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.

16 An Effective Teacher… Establishes good control the first day of school. Establishes good control the first day of school. Does things right, consistently. Does things right, consistently. Affects and touches lives. Affects and touches lives. Exhibits positive expectations for all students. Exhibits positive expectations for all students. Establishes good classroom management techniques. Establishes good classroom management techniques. Designs lessons for student mastery. Designs lessons for student mastery. Works cooperatively and learns from colleagues. Works cooperatively and learns from colleagues. Seeks out a mentor who serves as a role model. Seeks out a mentor who serves as a role model. Goes to professional meetings to learn. Goes to professional meetings to learn. Has a goal of striving for excellence. Has a goal of striving for excellence. Can explain the district’s, school’s and department or grade level’s curriculum. Can explain the district’s, school’s and department or grade level’s curriculum. Realizes that teaching is not a private practice. Realizes that teaching is not a private practice. Is flexible and adaptable. Is flexible and adaptable. Listens, listens, listens. Listens, listens, listens. Understands the research process. Understands the research process. Teaches with proven research-based practices. Teaches with proven research-based practices. Knows the differences between an effective teacher and an ineffective one. Knows the differences between an effective teacher and an ineffective one. Has a statement of positive expectations ready for the 1 st day of school. Has a statement of positive expectations ready for the 1 st day of school. Creates a classroom environment that communicates positive expectations. Creates a classroom environment that communicates positive expectations. Has a personal goal of high expectations. Has a personal goal of high expectations. Helps organize 1 st Day of School celebration. Helps organize 1 st Day of School celebration. Plans a classroom welcome for the first day. Plans a classroom welcome for the first day. Ensures the mental and physical safety of all students. Ensures the mental and physical safety of all students. Comes to work approximately dressed. Comes to work approximately dressed. Comes to work dressed for success. Comes to work dressed for success. Is a role model for all students. Is a role model for all students. Thinks and behaves globally. Thinks and behaves globally. Has an inviting personality. Has an inviting personality. Creates an inviting classroom. Creates an inviting classroom. Works at being intentionally inviting. Works at being intentionally inviting. Maintains an inviting stance. Maintains an inviting stance.

17 An Effective Teacher… Says “Please” and “Thank You.” Says “Please” and “Thank You.” Has a controlled, disarming smile. Has a controlled, disarming smile. Is lovable and capable. Is lovable and capable. Trains students to know what they are to do. Trains students to know what they are to do. Has students working on task. Has students working on task. Has a classroom with little confusion or wasted time. Has a classroom with little confusion or wasted time. Prepares, prepares, prepares. Prepares, prepares, prepares. Maximizes proximity to the students. Maximizes proximity to the students. Maximizes proximity to materials. Maximizes proximity to materials. Greets the students with positive expectations. Greets the students with positive expectations. Communicates with parents and students before school starts. Communicates with parents and students before school starts. Has seating assignment and 1 st assignment ready. Has seating assignment and 1 st assignment ready. Has all the seats facing the teacher for the activities of the 1 st day of school. Has all the seats facing the teacher for the activities of the 1 st day of school. Arranges the seats to expedite the task. Arranges the seats to expedite the task. Has a posted morning or class-opening routine. Has a posted morning or class-opening routine. Has assignment posted daily. Has assignment posted daily. Posts the assignment in a consistent location. Posts the assignment in a consistent location. Teaches the class where to find the assignment. Teaches the class where to find the assignment. Takes roll after the students are on task. Takes roll after the students are on task. Does not disturb the class during roll taking. Does not disturb the class during roll taking. Takes roll quickly and quietly. Takes roll quickly and quietly. Knows what results should be recorded Knows what results should be recorded Designs or modifies a grade record book to record these results. Designs or modifies a grade record book to record these results. Keeps a running progress of student work. Keeps a running progress of student work. Has a discipline plan posted when students arrive on the 1 st day of school Has a discipline plan posted when students arrive on the 1 st day of school Posts a maximum of 3-5 rules or responsibilities. Posts a maximum of 3-5 rules or responsibilities. Explains the posted rules and is willing to make changes as the class situation requires. 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. Thinks through a discipline plan before school begins and conveys the plan to the students when school begins. Can document annual professional growth. Can document annual professional growth. Is able to explain why he or she is a professional educator. Is able to explain why he or she is a professional educator.

18 An Effective Teacher… Discusses the plan so that the students understand the logic of it and consider it reasonable. 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. 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 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. Has well-thought-out and structured procedures for every activity. Teaches the procedures for each activity early in the year. Teaches the procedures for each activity early in the year. Rehearses the class so that procedures become class routines. Rehearses the class so that procedures become class routines. Reteaches a procedure when necessary and praises to reinforce when appropriate. Reteaches a procedure when necessary and praises to reinforce when appropriate. Teaches students, not a subject or a grade level. Teaches students, not a subject or a grade level. Maximizes academic learning time. Maximizes academic learning time. Has students earning their own achievement. Has students earning their own achievement. Keeps students actively engaged in learning. Keeps students actively engaged in learning. Writes objective that tell the student what is to be accomplished. Writes objective that tell the student what is to be accomplished. Knows how to write objectives at all levels of Bloom’s taxonomy. Knows how to write objectives at all levels of Bloom’s taxonomy. Writes assignments that will increase the rate of student success. Writes assignments that will increase the rate of student success. Writes criterion-referenced tests. Writes criterion-referenced tests. Gives both formative and summative tests. Gives both formative and summative tests. Uses formative tests to determine the appropriate corrective help. Uses formative tests to determine the appropriate corrective help. Grades and encourages for percentage mastery, not on a curve. Grades and encourages for percentage mastery, not on a curve. Writes structured cooperative activities. Writes structured cooperative activities. Works cooperatively and shares with colleagues. Works cooperatively and shares with colleagues. Helps establish and enhance the school culture. Helps establish and enhance the school culture. Chooses rather than decides. Chooses rather than decides. Practices enhancement techniques. Practices enhancement techniques. Can produce an updated, annual portfolio that shows that he or she is an effective master teacher Can produce an updated, annual portfolio that shows that he or she is an effective master teacher Implements a career risk plan Implements a career risk plan Address people by name. Address people by name. Cultivates a positive reputation. Cultivates a positive reputation.

19 Resources at.html Online. October 28, at.html Online. October 28, at.html at.html 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 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. her2.html Online. October 28, her2.html Online. October 28, her2.html her2.html 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. 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. te/mgtstyle.html Online. November 4, te/mgtstyle.html Online. November 4, te/mgtstyle.html te/mgtstyle.html This site from ISU Physics Teacher Education Program examines four classroom management styles: authoritative, indulgent, authoritarian, and permissive. This site from ISU Physics Teacher Education Program examines four classroom management styles: authoritative, indulgent, authoritarian, and permissive.

20 Resources html Online. October 28, html Online. October 28, html html 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. 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. Online. November 4, Online. November 4, 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. 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., 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.

21 Thank you for your participation!


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