Teachers will need to develop their own management style. Popular managerial styles in the classroom include:
Authoritarian
The “general in charge” approach that “barks” orders and values obedience. This style is often quick to reward conformity to policies and to punish those who challenge their authority. However, given the characteristics of the psychosocial developmental stage of junior high and high school students a demanding managerial style will likely prompt a negative reaction. Compliance with the will of the teacher which is assumed to reflect the rules of the class or school is the primary value. The approach might work with elementary students.
Coaching
The coaching style emphasizes the relationship between the teacher and student. In this relationship students see that the teacher not only wants them to learn but are committed to their welfare too. At the same time, the coaching style places the responsibility for choices upon the student. The rules are the rules. Students can choose to comply or disobey. The coaching style recognizes that learning and developing one’s full potential as human beings are the goal in the classroom. Class or school rules are a tool to accomplish this goal. They define behavioral boundaries for the learning process. Both choices produce consequences and the coaching style will be consistent with allow students to experience consequences that are designed to encourage personal
Laissez faire
The polar opposite of the authoritarian style in that classroom management is basically placed in the hands of students. Little correction for misbehavior is offered unless out of the teacher’s frustration. Class and school rules may receive “lip service” from teachers but are treated as irrelevant in practice growth.
Classroom Management Tool
A successful tool in classroom management when working with students at the junior high or high school is the use of class contracts. Contracts clearly identify the expectations and responsibilities of teachers, students, and parents to the learning process and the classroom environment.
Use class time efficiently
Provide a safe classroom environment that is conducive to learning, enforce school rules impartially, provide valid and fair assessments of student performance and progress, help students reach their potential, demonstrate professional behavior.
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