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  • Shindler's Teacher Style Matrix

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    Julie J
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    The document contrasts student-centered and teacher-centered approaches to classroom management. It describes 4 styles: 1) Student-centered facilitator which builds self-efficacy and responsibility. 2) Teacher-centered conductor which focuses on on-task behavior and positive reinforcement. 3) Accidental enabler style which lacks boundaries and leads to chaos. 4) Ineffective dominator style which uses fear and punishment, causing hostility.

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    The document contrasts student-centered and teacher-centered approaches to classroom management. It describes 4 styles: 1) Student-centered facilitator which builds self-efficacy and responsibility. 2) Teacher-centered conductor which focuses on on-task behavior and positive reinforcement. 3) Accidental enabler style which lacks boundaries and leads to chaos. 4) Ineffective dominator style which uses fear and punishment, causing hostility.

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    7 views3 pages

    Shindler's Teacher Style Matrix

    Uploaded by

    Julie J
    The document contrasts student-centered and teacher-centered approaches to classroom management. It describes 4 styles: 1) Student-centered facilitator which builds self-efficacy and responsibility. 2) Teacher-centered conductor which focuses on on-task behavior and positive reinforcement. 3) Accidental enabler style which lacks boundaries and leads to chaos. 4) Ineffective dominator style which uses fear and punishment, causing hostility.

    Copyright:

    © All Rights Reserved
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    of 3

    Student Centred Teacher Centred

    Effective/
    Or
    Intentiona
    1-style approach 2-style approach
    l Facilitator Conductor
    Goal: Self-directed students Goal: on-task behaviour
    Motivation: internal, build sense of self- Motivation: External, positive reinforcement
    efficacy Clear consequences
    Clear Boundaries Builds students’ collective efficacy
    Build student’ collective responsibility Answers: “what is expected?”
    Answers “why are we doing this?” Short-term goals (the management should be in good
    Long-term goals (may be more difficult at shape by the second week.
    first, but eventually becomes self-directed. Attitude: My class
    Attitude: Our Class

    Ineffective
    Or
    3-style approach 4-style Approach
    Accidental Enabler Dominator
    Goal: keep students happy Goal: let students know who is boss
    Motivation: Student interests Motivation: Avoid punishment
    Unclear boundaries Arbitrary punishments
    Students increasingly self-centred Students increasingly immune to coercion
    Chaotic energy Negative Energy
    Goals are vague (management problems Goals is to break students’ will (students respond out
    happen early and are still happening at the of fear, but slowly increase hostility and rebellion)
    end of the term). Attitude: Those students
    Attitude: The students

    Shindler, 2010, p30


    High  Intentional Climate
    Functioning  Internal Locus of control
     Environment defined by efficiency
     Emotionally encouraging
     High levels of awareness
     Efficacy

    Low  Accidental climate


    Functioning  Eternal locus of control
     Environment defined by struggle
     Emotionally discouraging
     Low levels of awareness
     Incompetence

    Shindler, 2010, p15

    Student
    Teacher

    Student Teacher
    Effective/Functional
    Self-directed learning
    Teacher as facilitator Efforts well-orchestrated.
    (Liberating-Intentional Climate) Teacher as conductor
    (Conditioned-Intentional Climate)
    Facilitator 1 2 Conductor
    Function

    Student
    Power
    Teacher
    Centred
    Centred
    Function

    Enabler 3 4 Dominator

    Self-centred effort
    Passive Leadership Repressive leadership
    (Enabling-Accidental Climate) Student conformity or rebellion
    (Reactive-Accidental Climate)

    Ineffective/ Dysfunctional
    Shindler, 2010, p26

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