THE CLASSROOM MANAGEMENT STYLES

Classroom management is an area of study that is of paramount importance in the field of

teaching. Its effectiveness lies in its ways of providing safe and comfortable climates where
motivating students and building their self esteem are practiced and encouraged. A variety of
strategies and methods are used in different ways by educators. Each educator uses her / his
own strategy to manage her /his classroom. However, these strategies are not considered as
effective once disruption keeps happening. Dealing with daily disruption and helping students
to be engaged and be on task in activities are among the principles of classroom management.
Likewise, students’ satisfaction and enjoyment come along the way. Additionally, students
feel motivated and able to cooperate with one another. Classroom management is one of the
main constituents in teaching English as a foreign language. Teaching and learning English
would be a significant experience when optimal conditions are offered. Managing and
maintaining classroom orders has been always conceived as a real challenge that may
succumb teachers’ profession. Teaching has been often conceived as a frustrating and
unenjoyable journey. Some teachers along the years of teaching feel frustrated and therefore
quit their profession due to various reasons namely students misbehavior; lack of motivation
and so and so forth. Frustration and discouragement on the teachers’ part may only be the
outcome of some methods and strategies deployed to deter classrooms’ issues. Novice
teachers are perhaps unaware of the ways classrooms are managed to put aside some
recurring events namely disciplinary problems. Besides; a number of classrooms’ aspects are
overlooked when the only concern is to stop behavior rather than preventing it from
occurring. Maintaining classrooms’ order and discipline requires a great deal of preparation
on the teachers’ behalf. The quality of teaching and learning English as a foreign language
per see is only promoted once preventive measures and strategies are enhanced and practiced.
Henceforth, managing classrooms is a farfetched practice in the teaching process. Important
classroom management practices are neglected while others are overstressed. Emphasizing
control in a way that would influence students’ attention remains a crucial factor. But this
control goal should not be to the detriment to students’ academic and emotional learning. As a
matter of fact, classroom management goals and practices are to be reconsidered in order to
reinforce and enhance classroom discipline and learning. To promote students demeanor and
level of learning; the student centered approach has been always recommended. It both
fosters students autonomy and engagement in learning which leads consequently to the
change of behavior. Classroom management revolves around any strategy, any practice and
goal that would produce environments conducive to learning. These strategies would both
promote the learning quality and also help maintain classroom’s order in the long run. Doyles
provides an overall definition of classroom management. Classroom management is an
umbrella concept that encompasses manifold strategies and pre-planned activities that would
foster both students’ learning and behavior.

The concept of classroom management

It has been broadened to encompass a number of important strategies and practices that
would produce healthy learning climates. For him, classroom management practices includes
also the maintenance of order and control but they are done in a smooth way. That is to say,
through sets of activities planned by teachers, students’ learning and behavior would be
enhanced. In connection with this, this study would tackle the very complexity of classroom
management. It examines a number of issues and styles of teachers so as to come up with
new solutions and effective practices in managing classrooms. It highlights the very
multidimensionality of classroom management. It requires teachers to be at once spontaneous
and flexible towards unpredictable events.

The nature of classroom management

It is very complex in that it contains numbers of practices to be implemented to create healthy

learning climates. However, the problems of this study revolve around several matters that
keep happening in Moroccan public high schools. The processes of teaching and learning
could be affected and deteriorated due to the absence of some important elements. These are
embodied through teachers’ personalities and styles, the availability of teaching materials and
a healthy student-teacher interactions which play an influential role in ensuring productive
environments.

The first element of teaching that a teacher must master in order to provide the greatest, most
efficient training is frequently described as classroom management. When it comes to
educating, all teachers are held to the same standards. However, there are various methods
that teachers employ to achieve these standards.

Creating a secure and engaging learning environment is referred to as classroom

management. This phrase combines the personality, skills, and conduct of the teacher in order
to bring about all of his or her professional tasks, as well as the activities that occur among a
group of pupils and the outcomes of these activities. Numerous studies that look at different
factors influencing students’ academic performance (Wang et al., 1993) have found that, out
of 228 variables, classroom management had the most immediate influence on students’
academic success.

Classroom management can be done in four different ways: authoritarian, authoritative,

permissive, and indulgent. This article is here to help you out with 4 different classroom
management styles a teacher must know.

 4 different classroom management styles

1. Authoritarian Classroom Management Style
2. Authoritative Classroom Management Style
3. Permissive Classroom Management Style
4. Indulgent Classroom Management Style

Control Flow High Involvement Low Involvement

High Control Authoritative Authoritarian

Low Control Indulgent Permissive

1. Authoritarian classroom management?

The authoritarian teaching style refers to a teacher who has complete control over their
classroom. Authoritarian teachers create a highly-structured learning environment with a
strong emphasis on the rules. They expect undisputed compliance from their students and do
not tolerate inappropriate behavior in the classroom. If students don’t behave exactly as
expected, then they are strictly punished, regardless of their circumstances.

In addition, teachers who adopt an authoritarian classroom management style tend to have a
low level of involvement with their students. They avoid seeking out opportunities to make
connections and know very little about their students’ lives. As a result, children in
authoritarian classrooms often feel intimidated, distrusting, and distant from their teachers—
making it difficult for them to want to learn.

As authoritarian teachers prefer a quiet, structured learning environment, they often opt for
direct instruction rather than cooperative learning strategies. They expect students to simply
absorb the information rather than play a role in constructing their knowledge. Teachers with
an authoritarian teaching style do not encourage collaboration or active discussions, often
resulting in poor classroom culture and an uninspiring learning environment.

2. What is Authoritative Classroom Management?

Although the names sound similar, authoritative teachers and authoritarian teachers are very
different. Like authoritarian teachers, educators with an authoritative classroom management
style do have a high level of control over their classrooms. However, unlike authoritarian
teachers, they also have a high level of student involvement.

Authoritative teachers are firm, yet fair. They set up rules and consistently enforce them, but
they also value their students’ input. If a student has feedback regarding class rules or ideas to
improve the learning environment, the teacher will graciously accept the suggestions and
make changes as they see fit.

This type of teacher expects students to participate and collaborate while respecting the rules.
An authoritative teacher encourages students to engage in active discussion and work
together, but they communicate their expectations clearly before sending students off on their
own. By giving students guidelines as well as the freedom to take ownership of their learning,
the authoritative teaching approach fosters autonomy and a strong sense of responsibility.

Additionally, educators with an authoritative teaching style are invested in the success of their
students. Unlike authoritarian teachers who put the blame entirely on their students when they
do not achieve desired outcomes, authoritative teachers examine all contributing factors.
They care about their students’ home lives and are understanding of challenges both inside
and outside of the classroom.

Authoritative teachers consider their students’ unique circumstances when setting

expectations and determining reasonable consequences for rule-breaking. They also
consistently provide positive reinforcement for good work. For those reasons, an authoritative
classroom management approach is ideal for both students and teachers. Teachers are
respected and liked by their students, and students are socially-competent and responsible.

Permissive Classroom Management Style

Permissive teachers are the complete opposite of authoritative teachers. They have a low
level of both student involvement and control over their classroom. Educators who adopt a
permissive teaching style are extremely checked out. They do not plan lessons or activities in
advance and frequently “wing it”—relying heavily on movies and bookwork to fill the time.

Permissive teachers do not establish rules or punish poor behavior. Students have too much
freedom, resulting in a disorderly and unproductive learning environment. With the
permissive classroom being so non-punitive and lacking structure, students often take control
over it with little to no challenge from the teacher.
Because permissive teachers have lost their passion for teaching, they are not invested in their
students’ success. They interact very little with students and rarely attend to their needs. As a
result, students who are subject to a permissive teaching style often do not grow either
academically or socially in this type of learning environment. Without control or involvement
in their classroom, permissive teachers cannot help their students reach their highest
potential.

Indulgent Classroom Management Style

Similar to permissive teachers, those with an indulgent classroom management approach

have a low level of control over their classroom. Indulgent teachers often live by the
philosophy that highly-structured classrooms hinder students’ personal growth and self-
esteem. For that reason, they allow students to freely express themselves and make their own
decisions with no boundaries. This typically results in the students having too much freedom.

Unlike permissive teachers, indulgent teachers have a very high level of involvement with
their students. They care deeply about their students and what is going on in their lives but
tend to be too friendly. Consequently, indulgent teachers are generally well-liked by their
students who feel comfortable talking to them. However, these teachers frequently lose their
authority as the students see them only as a friend.

In addition to caring about their students’ personal lives, indulgent teachers also care about
their students’ success. They do prepare daily lessons, but because of their lack of control and
authority, indulgent teachers get forced off track by their students and struggle to redirect
them. This leads to an unproductive classroom with little learning taking place.
Choosing the Best Classroom Management Style

Consider which of the four different classroom management approaches best suits your
teaching philosophy and goals when selecting the one that is best for you. Consider the
following inquiries to aid in structuring your thoughts:

 Why do you want to achieve as a teacher?

 What motivates to work with students?
 What takes place in a productive learning environment?
It takes some trial and error to determine the classroom management approach that will work
for you. You understand what the pupils in your class need because you are the teacher. The
success of a teacher is determined by the achievement of his or her pupils. The classroom
environment must be structured and conducive to interactions for students to succeed. It’s
crucial to strike a balance between control and involvement.