The document discusses different teaching styles - authoritarian, permissive, and democratic. The authoritarian style leads to competition, fear and anxiety, while the permissive style leads to insecurity and chaos. The democratic style creates an atmosphere of acceptance and high expectations. It suggests teachers take on a guiding role, encourage independence but also set limits, and praise students. The democratic approach is said to help students achieve goals, solve their own problems, and develop self-reliance and social skills.

1. Develop your
own teaching
style that
promotes
• Responsibility,
• Cooperation,
• Courage, and
• Self-esteem

2. 2
The Continuum
Authoritarian.....
Permissive .....
Democratic.....

3. 3
Equal and Different
The teacher’s role is that of a leader, while
the student plays the role of the learner.
Authoritarian Style:
The Dictator
Permissive Style:
The Doormat
Democratic Style:
The Active Teacher

4. 4
Authoritarian
Results in an
 Atmosphere of competition, fear, and
anxiety
 Environment of rigid order and routine
Teacher
 gives vigorous discipline, expects swift
obedience, discourages verbal exchange,
gives few praises
 tells students what to think
 lectures while students listen

5. 5
Permissive
Results in an
 Atmosphere of insecurity.
 Environment of chaos with little respect
for order and routine.
Teacher
 is apathetic, not very involved, and places
few demands;
 does the thinking/problem solving for
students;
 plans lessons involving lecture, films, and
bookwork.

6. 6
Democratic
Results in an
 Atmosphere of acceptance and high expectation.
 Environment of order and routine; flexible and
conducive to creative, constructive, and
responsible activity.
Teacher
 places limits while encouraging independence, is
polite but firm, and nurturing;
 is open to verbal interaction;
 gives praise and encouragement;
 guides rather than leads.

7. Authoritarian
outcomes
Permissive
outcomes
Democratic
outcomes
Students
 Own and solve
their problems.
 Learn self-
reliance and
socially
competent
behavior.
 Are more likely
to achieve and
be motivated
 Learn from
their mistakes
Students
 Are less likely
to become
socially
competent; be
motivated to
achieve, and
gain self
control.
 Have not been
taught to
cooperate or
contribute in
constructive
ways.
Students
 Are given few
opportunities for
achievement,
motivation, self-
control, and discipline.
 Spirits are broken
 Feel powerless and
may rebel and disrupt
class or comply and
become a pleaser.
 Have little
opportunity to
enhance motivation,
personal goals, or
communication skills.
7

8. 8
General Classroom Management
Strategies
• Holding and communicating high
expectations for student learning
and behavior
• Establishing and clearly teaching
classroom rules, procedures and
consequences
• Enforcing classroom guidelines
promptly, consistently, and equitably