AUTHORITARIAN AUTHORITATIVE
DEFINITION Authoritarian classroom
Classroom mangagemente
refers to the strategies
and practices employed by
educators to crate an
organized productive
anrespectful laerning
environment
LOGICAL
CONSEQUENCES
The logical consequences method by
Rudolf Dreikurs involves implementing
consequences (natural, arbitrary, logical)
for student misbehavior in the classroom.
Logical consequences, directly linked to
misbehavior, are emphasized to help
students understand the impact of their
actions. This approach aims to foster
accountability and positive behavior
through relevant consequences.
THE NON-ADVERSAL
METHOD
Fred Jones developed the non-
adversarial method focusing on
positive rewards like Preferred
Activity Time (PAT) to promote positive
student behavior. Students earn extra
time for fun activities by completing
tasks well, fostering a cooperative
learning environment with clear
expectations and incentives.
management involves strict control,
coercion, and limited student input.
While it may lead to compliance, it
can result in social and emotional
withdrawal and academic
shortcomings. Teachers should be
cautious to prevent damage to
students' self-esteem and
expression abilities.
CLASSROOM
MANAGMENT
ASSERTOVE DISCIPLINE
The assertive discipline approach, by
Canter and Canter, focuses on
creating a safe classroom environment
through teacher authority, clear
boundaries, positive reinforcement,
and firm consequences. It aims to
teach students while building
relationships, but critics argue it may
overlook individual student needs and
promote passivity among learners.
The authoritative classroom
management style involves teachers
setting high expectations with clear
explanations, promoting fairness,
autonomy, and open discussions about
rules. This approach, aligning with
authoritative leadership, leads to
positive academic and behavioral
outcomes, as seen in research linking
authoritative teaching to higher
academic achievement and reduced
conduct problems.
PRAGMATIC
The pragmatic method by Dreikurs
explains misbehavior as stemming
from children's "mistaken goals" such
as seeking attention, power, revenge,
or coping with feelings of inadequacy.
Educators address these goals by
understanding the underlying desires
behind disruptive behaviors and
implementing strategies to navigate
them.
PERMISSIVE
Permissive classroom management
style lacks authority and control,
leading to rule enforcement issues.
Teachers may use bribery to
maintain order, impacting students'
social responsibility and academic
performance. Research shows
permissive parenting styles can
negatively affect students' grades.
INDULGENT
The indulgent classroom
management style is characterized
by teachers who are detached,
disinterested, and primarily
motivated by their paycheck. This
approach leads to students with
lower academic self-esteem, reduced
expectations for the future, and
lower maturity levels compared to
authoritative environments.
DEMOCRATIC
The democratic classroom
management style aims to
empower students by
involving them in creating
rules but research shows
teachers often maintain
ultimate control, limiting
student empowerment.

CHOICE THEORY
Glasser's choice theory advocates
for student autonomy in
classroom management, focusing
on intrinsic needs over external
rewards. Strategies include
addressing intrinsic needs,
fostering engagement, and
empowering students to enhance
behavior and academic success.
GINOTT’S METHOD
Ginott's Method in behavior
management positions teachers as
facilitators rather than disciplinary
figures. It emphasizes minimal
disruption during discipline and
encourages inclusive conversations,
separating behavior from character, and
using 'I' statements. The approach
promotes respectful communication and
constructive discussions on behavioral
issues in the classroom.
KOUNIN APPROACH
The Kounin Approach to classroom
management, by Jacob Kounin,
focuses on proactive prevention of
misbehavior by establishing control
and a positive learning
environment. It aims to address
disruptions beforehand to create a
conducive atmosphere for learning,
minimizing interruptions during
instruction.
CLASSROOM
MANAGMENT
RESTORATIVE JUSTICE
Restorative justice in classroom
discipline emphasizes repairing harm
over punishment, promoting
reconciliation between offenders and
victims. Strategies like Circles of
Understanding and Restorative
Conversations facilitate dialogue to
heal relationships, but may potentially
re-traumatize victims by confronting
perpetrators directly.
COACHING STYLE
The coaching style of classroom
management focuses on guiding,
encouraging, and providing personalized
feedback to students, fostering their
development and autonomy. Teachers
adopt a supportive role akin to that of a
coach, celebrating students' strengths
while assisting them in areas for
improvement. This approach cultivates a
collaborative teacher-student relationship,
promotes student autonomy, and nurtures
essential life skills.
ROGERS’S HUMANIST
APPROACH
Rogers’s Humanist Approach in classroom
management emphasizes Unconditional
Positive Regard, influenced by
psychologists like Carl Rogers. It fosters a
supportive environment, recognizing
students' innate goodness and desire to
learn. This approach avoids judgment and
focuses on addressing behavior while
respecting students' autonomy and
uniqueness.
BEHAVIOR
MODIFICATION STYLE
The Behavior Modification Style of
classroom management, based on B.F.
Skinner's operant conditioning theory,
utilizes reinforcement and punishment to
influence student behavior. It emphasizes
consistency and predictability by
rewarding desired behaviors and
penalizing undesired ones, although it is
critiqued for focusing on superficial
behaviors instead of root causes.
SITUATIONAL STYLE
The Situational Style of classroom
management prioritizes adaptability
and responsiveness over strict rules.
Teachers adjust strategies based on
real-time observations, student
needs, and learning goals to create a
flexible learning environment. This
approach requires experienced
teachers to maintain consistency and
clarity in behavior expectations.