This document discusses different classroom management styles and pedagogical tools for teaching. It describes four common classroom management styles: authoritarian, authoritative, permissive, and indulgent. It then outlines various pedagogical tools that can be used, such as lectures, assignments, projects, discussions, case studies, and simulations. The document provides details on how to make lectures more effective and the psychological power of storytelling. It also discusses methods like case studies, simulations, games, movie reviews, and rhetorical questioning.

1. Exploring Different Types of
Classroom Management
Styles
Dr.S.SaiGanesh
Professor & Deputy Director

2. Classroom Management

3. Authoritarian & Authoritative
 Authoritarian
 Teacher has complete control over the classroom
 Students are not actively involved or responsive
 No student autonomy in deciding how they will learn, collaborate with their peers
 Authoritative
 Aims to strike a balance between teacher control and student involvement
 Students are encouraged to participate in the class and collaborate with their peers
 Student inputs and feedback are valued by teachers

4. Permissive & Indulgent
 Permissive
 Low levels of control as well as student involvement
 lack of structure and planning from the teachers
 With low control levels coupled with low involvement levels, only a few students manage to
do well
 Indulgent
 Indulgent classroom management style involves a high level of involvement with a low
level of control.
 Students have the freedom to express themselves freely in the classroom and can
collaborate with their peers.
 Teachers using this style are usually very well-liked by the students.

6. Various Teaching Pedagogical Tools
Lectures
Weekend
Assignments
Mini-Projects
Problem-
solving &
Decision-
making
through
Discussions
Case-Studies
Movie / Movie
Clip Reviews
Pod-Cases
Management
Games
Article
Reviews /
Short
Readings
Simulations
Storytelling
Industrial
Visits
Reflection
Notes
Role Plays
Outbound
Training &
Industrial
Visits
Business Quiz

7. Choice of Pedagogies
Passive
Learnings
Active
Learning-
Individual
Active
Learning-
Interactive
Lectures
Readings
Videos
Writing Assignments,
Research Projects,
Online Learning
Case Study, Non-Case
Discussions, Simulations,
Team Projects /
Presentations

8. Lectures Case Studies Survey with
examples &
Data
Storytelling
Simulations
& Games
Movie Clips
/ Movie
Reviews
Classroom Engagement Strategies

9. Lecture (5%)
 Advantages
 Good to disseminate Information
 Many Ideas in short duration of time
 Good for introducing a new concept
 Any type of media can be used to lecture (chalk, talk, presentation)
 Suitable for Average students
 Disadvantages
 Student interest falls off rapidly after 20 minutes (Frohberg, 2005)
 Encourages student passiveness (not suitable in adult learning)
 Students individual needs are not met

10. Making Lecturing Effective
 Understand the Common Problems of Lecturing
 Problem 1: Too Dense / Too Long
 Problem 2: Disconnected From Students
 Too Many Slides
 Focus on the Student, Not the Content
 Know your target audience.
 Consider the big picture first.
 Determine the main benefit to the audience
 Adopt an Active Approach
 To involve the students and help the students to learn (Micro Teaching & other interactive
methods)

11. Making Lecturing Effective
 Plan & Introduce the day’s topic
 Rich Information
 Relevant Examples
 Pause & Ask Questions
 Use effective presentations
 Share additional information
 Involve students to contribute for more information
 Sum up
 Encourage Q&A

12. SURVEY WITH EXAMPLES – DATA
STORYTELLING
 WHAT IS DATA STORYTELLING?
 Data storytelling is the ability to effectively communicate insights from a dataset using narratives and
visualizations. It can be used to put data insights into context for and inspire action from your audience.
 There are three key components to data storytelling
 Data: Thorough analysis of accurate, complete data serves as the foundation of your data story. Analyzing
data using descriptive, diagnostic, predictive, and prescriptive analysis can enable you to understand its
full picture.

Narrative: A verbal or written narrative, also called a storyline, is used to communicate insights gleaned
from data, the context surrounding it, and actions you recommend and aim to inspire in your audience.

Visualizations: Visual representations of your data and narrative can be useful for communicating its
story clearly and memorably. These can be charts, graphs, diagrams, pictures, or videos.

13. Data -
Storytelling

14. RABBIT & TORTOISE

15.  Slow & Steady wins the Race
 Learn Lessons from Failures
 Know your Core Competencies /
Competitive Advantage
 Collaborate
 Collaborate

16. Stories can be used to teach
 Organizational Behavior
 Leadership
 Sales Management
 Strategic Management
 HRM
 Business Negotiation
 Entrepreneurship

18. PSYCHOLOGICAL POWER OF
STORYTELLING (SOURCE-HBS)
 Brain’s preference for stories takes in so much information every day and it determine
what’s important to process and remembered and what can be discarded.
 When someone hears a story, multiple parts of the brain are engaged, including:
 Wernicke’s area, which controls language comprehension
 The amygdala, which processes emotional response
 Mirror neurons, which play a role in empathizing with others
 When multiple areas of the brain are engaged, the hippocampus—which stores short-
term memories—is more likely to convert the experience of hearing a story into a
long-term memory.

19. Movie Review
 Select Movies/movie clips / short videos/ for review relevant to your course
 Guide students to Write a Movie Review
 Steps in Movie Review
 Watch the movie or documentary twice and take notes of both major and minor events and characters. It’s a mistake to
rely on the power of your memory only, there’s always something we overlook or forget
 Carry out a thorough research. Watching the movie isn’t enough, research is equally important. Look for details such as
the name of filmmaker and his/her motivation to make that film or documentary work, locations, plot, characterization,
historic events that served as an inspiration for the movie (if applicable). Basically, your research should serve to collect
information that provides more depth to the review
 Analyze the movie after you watching it. Don’t start working on the review if you aren’t sure you understand the film.
Evaluate the movie from beginning to an end. Re-watch it, if necessary, if you find some parts confusing. Only when you
understand events that happened on the screen will you find it easier to create the review
 Draft an outline that you will follow to write the review in a concise and cohesive fashion
 Include examples for claims you make about the movie. If the plot has holes, then mention an example of a situation or
scene when that was evident. Also, if the character(s) is poorly developed or bad casting affected the movie quality, name
examples too. Provide examples when commenting dialogues, locations, plot, everything. If you want the reader to agree
with you, it’s essential to back up your claims with evidence. You don’t want to make it seem like you’re praising or
criticizing the movie without any reason whatsoever
 Consider and comment a movie’s originality and quality of scenes. Explain how the movie stands out or whether it just
uses the same approach that worked for previous works in the industry

21. What is a teaching Case Study?
(Emerald)
 A discussion-based case study is an education tool to facilitate learning about, and
analysis of, a real-world situation.
 A case study provides a well-researched and compelling narrative about an individual,
or group of people, that need to make a decision in an organizational setting.
 The case study narrative includes relevant information about the situation, and gives
multiple perspectives on the problem or decision that needs to be taken, but does not
provide analysis, conclusions, or a solution.

22. What is a Case Study?
HBS Source: https://slideplayer.com/slide/4896142/
Detective Story
Without a Conclusion
Through Guided
Discussion
Students arrive at
Possible Answers

23. Case Method
 Case Teaching is a mixture of Art & Skill
 Develop a style that is comfortable for you
 Teachers objectives should reflect & amplify Students’ objectives
 Teaching Objective are
 Knowledge
 Techniques
 Skills
 Approaches
 Philosophies
 Teachers are advised to use ‘Case Discussions’ to accomplish what they can do better
than other pedagogical tools

24. Cases work in classes where
teachers want students to
 Sharpen their skills—both quantitative and qualitative—in analyzing material;
 Enhance their ability to use new concepts and information to substantiate their
arguments (learn to use empirical evidence to support their claims and why it is
important to do so);
 Improve their ability to listen and to communicate with faculty and other students;
 Contest or refute the points of others, using reasoned argument;
 Build on points made by others to develop a response that draws on the best thinking
of a group;
 Develop hypothetical solutions to problems; and
 Examine the consequences of decisions they make

25. Case Method
 Case discussion depend upon the active, effective participation of the students
 Students participation depends on
 Capability
 Students’ involvement
 Teacher – student rapport
 Willingness to learn through case methodology
 4Ps of Students Involvement in case Discussion
 Preparation
 Presence
 Promptness
 Participation

26. Classroom
Setup @ HBS

27. Prepare students for Case
Method
 Start with a simple case first
 Discuss the purpose and suggested methods for doing a case assignment
 If cases are done in a team, introduce students to resources for team dynamics
 Allow sufficient class time for students to meet with their teams
 Establish discussion étiquette guidelines
 Take sufficient time to introduce the narrative and establish the case facts
 Reassure students that “messiness” is normal for this type of assignment
 Make sure you give students an opportunity to provide their reactions and
feedback (Pyatt, 2006)

28. Prepare students for Case
Method
 “Provide background resources for the case study, including supplementary readings
and the necessary data to form an opinion” (University of Calgary).
 Spend some time at the beginning familiarizing students with specialized terminology
or the expected formats for professional documents (Daly, 2002).

29. Leading the discussion
 Give students ample time to read and think about the case. If the case is long, assign it as
homework with a set of questions for students to consider.
 Introduce the case briefly and provide some guidelines for how to approach it. Clarify how
you want students to think about the case. Break down the steps you want students to take
in analyzing the case. If you would like students to disregard or focus on certain
information, specify that as well.
 Create groups and monitor them to make sure everyone is involved. Small groups can drift off
track if you do not provide structure. You may want to designate roles within each group.
Alternatively, group members could be assigned broad perspectives to represent, or asked
to speak for the various stakeholders in the case study.
 Have groups present their solutions/reasoning
 Ask questions for clarification and to move the discussion to another level
 Synthesize issues raised (Carnegie Mellon)

30. Classroom Setup
 If it’s possible to change the seating arrangement in your classroom, “a horseshoe-
shaped seating arrangement works best. The open part of the U should face the
blackboard… This arrangement permits all of the students to see one another… You
don’t always have to be in the center of the horseshoe. You can move out of the U
altogether” when the students are talking to each other (Herreid, 2001).
 Use the blackboard to bring the discussion together. Writing comments on the board
is a way to engage students, showing them that they’ve been heard. Drawing circles,
arrows, and underlines to connect these comments is a way to link fragments of
discussion into a summary of what’s been said (Garvin, 2004).

31. Classroom Activities
Beyond discussion and small group work,
there are a number of techniques that can
be used to enhance case method.
 Role-play
 Take a vote
 Have students write their own case studies
 Divide the case into parts
 Message boards

32. Case Study – Teaching note
Structure
 Clear learning objectives
 Suggested class time, broken down by topics
 Suggested student assignment
 Brief description of the opening and closing 10-15 minutes and case synopsis
 Challenging case discussion questions with sample answers
 Supporting materials – worksheets, videos, readings, reference material, etc
 Target audience identified
 If applicable, an update on ‘what actually happened’

33. Teaching note - Structure
 Case synopsis
 Target audience
 Learning objectives
 Teaching plan and objectives
 Supporting material

34. Board Plan

36. Additional Readings for – Mt
Everest Case
 Everest Movie - Netflix
 On the eve of the Everest movie premiere, survivor Beck Weathers is a
changed man (YT Video)
 Inside the 1996 Everest Disaster - Ken Kamler (YT Video)
 Everest Disaster 1996 – Explained (YT Video)
 David Breashears on the Dangers of Mount Everest (YT Video)

37. Top tips for writing a case study
 You can write your own case study depending upon the situation and quality of the
students. Follow the tips
 Collect information
 Develop the protagonist
 Get permission (Real time company based)
 Identify case lead author (co author who can contribute)

38. Writing a case study (Emerald)
 How to write & structure a case
 Write in the past tense
 Identify and establish an issue/problem which can be used to teach a concept or theory
 The opening paragraph should make clear:
 Who the main protagonist is
 Who the key decision maker is
 What the nature of the problem or issue is
 When the case took place, including specific dates
 Why the issue or problem arose

39. Writing a case study (Emerald)
 The body of the case should:
 Tell the whole story – usually in a chronological order
 Typically contain general background on business environment, company background, and
the details of the specific issue(s) faced by the company
 Tell more than one side of the story so that students can think of competing alternatives
 The concluding paragraph should:
 Provide a short synthesis of the case to reiterate the main issues, or even to raise new
questions

40. Simulation & Games
 Simulation is the process of creating an abstract representation (a model) to
represent important aspects of the real world.
 Simulation and Gaming refers to a series of instructional designs that use
elements from simulation and gaming. Simulation and Gaming can be done with
board games, computer assisted board games, or fully computerized environments.
 Business Games (aka Management Games, Business Simulators) refers to the training
method for managers. This form of training is based on an artificial environment
that simulates the real situation in the management of the organization, whether it's
planning, decision making, control, communications or management itself.

41. AIMA – BizLab – Demo Version

42. Other Pedagogical Methods

43. Article Reviews & Short
Readings
 Choose a suitable Article relevant to the day’s topic
 Distribute it in advance
 Tell them your expectations
 Ask them to write a review of the article
 Give them a structure to review it
 Encourage discussion on article
 Summarize

44. Rhetorical Questioning
 Rhetorical questions are used to emphasize a point where the answer to the question
is obvious due to the wording of the question.
 They are questions that do not expect an answer but trigger an internal response for
the reader such as an empathy with questions like 'How would you feel?'
 Changing statements into questions is one of the easier strategies to utilize the use of
rhetorical questions.
 Rhetorical questions are used to make a point or draw attention to something
important.
 When we ask a rhetorical question we want people to really think about what we are
saying.

45. Rhetorical Questioning - Examples
 Who needs Strategy?
 Is Management Art or Science?
 How management is an Art?
 How Management is Science?
 In what situation Management is Art?
 Is all sales activities considered as Marketing?
 Is Participative Leadership always good?
 I authoritative leadership Bad? Why?
 What if inexperienced people are given freedom?
 Encourage students to record their answers in their notes (Currie & Knights, 2003) to
make it effective.

46. Thoughtful Questions
 Thoughtful Questions is a strategy teacher used to promote engagement among
students.
 It aims to help better thinking among students.
 Right questions lead students to think better, allowing focus on applying current
understanding to the content of the problem (Mintu-Wimsatt, Sadler, & Ingram,
2007).

47. Thoughtful Questions Examples

48. Facilitating Meaningful Class
Discussions
 Set a specific goal for your class discussion before holding it
 Know the difference between a discussion and debate. The goal of a debate is to win
an argument, whereas the purpose of a discussion is to learn together
 Make your class discussions a non-threatening environment and encourage students
to share their thoughts, even if they’re different from other students’ ideas
 Try to make sure every student has a chance to be heard
 Encourage students to talk to each other, (not just with faculty), to encourage less of a
lecture and more communication between your students

49. 8 Stripes Infographic – Slide Template
CASE STUDY
THOUGHTFUL
QUESTIONS
CONSTRUCTION SPIRAL
SIMULATIONS & GAMES
Lecture
Rhetorical Questioning
SURVEY WITH EXAMPLES
DATA STORY TELLING
SHORT READINGS
Peer Teaching,
Brainstorm
Paraphrase
Cooperative Group Assignment
Virtual Field Trips