Teaching Styles

How about teaching styles?

Figure: Four Teaching Styles:
Crossing levels of teacher
involvement with strength of
teacher discipline results in four
teaching styles that echo the
parenting styles identified by
Baumrind (1971).
 Permissive-neglectful teachers do no more than provide
students with the basics.

Permissive They come to class, deliver the same lectures year after year,

-neglectful
discourage questions and make their escape with as little
student contact as possible.

teaching They tend to view students as threatening, chronically

dissatisfied customers.

style They make no serious effort to establish or maintain discipline in

their courses, so when they encounter classroom misbehavior,
such as talking or texting or even cheating on exams, they are
likely to ignore it if they can.
 see their main role as transmitting
information via uninterrupted
lectures to students whose main role
is to sit quietly and, like sponges,
absorb it.

permissive minimally-active-teacher, mostly-

passive-student arrangement eases the

-neglectful
teacher’s burden because there is no
need to create, organize or evaluate
active learning experiences. (eg.
„faculty arrangement vs. research

teachers position.)

work-family conflicts, low pay,

employment uncertainty and other
stressors may have plunged their
motivation for teaching into the sub-
basement; for them, teaching is nothing
more than a way to pay the mortgage.
 Like permissive-neglectful teachers, authoritarian
teachers are low on involvement, but they are also
preoccupied with enforcing strict discipline.

Like authoritarian parents, they offer students little or no

opportunity for discussion or argument.

authoritaria Rules are rules, deadlines are deadlines and there are no
exceptions.
n teachers
These teachers expect high achievement and reward it with
good grades, but they don’t nurture it through personal
attention or encouraging words.

Weakness or failure is ignored, other than to punish it with a

low grade; requests for help are not encouraged and may be
ignored.
 • Permissive-indulgent teachers are deeply involved in teaching, and
like helicopter parents, perhaps too much so. Though they are
devoted to teaching, they fear doing anything that might create stress
for students, stifle their personal growth or hurt their self-esteem.
• Often, their lectures and other class activities follow the convoy

Permissive- principle in that they are pitched and paced at a level that is
appropriate for the slowest students. These teachers see students as
children who need help and support to come to class, do their
indulgent reading and get good grades, so they supplement their lectures with
study sheets, PowerPoint slides, lecture notes, practice tests, rewards

teachers for coming to class and completing assigned reading and many other
student support aids designed to make it difficult or impossible for
anyone to fail.
• Some permissive-indulgent teachers allow students to influence the
content of the course and may even offer a menu of testing options
ranging from standard multiple-choice or essay exams to various
kinds of papers, classroom presentations, posters and the like.
 • Their goal is to allow students to choose the testing option that best suits their
needs and preferences, including their perceived learning styles.

permissive- • They do so despite the fact that there is little or no scientific evidence that learning
styles operate in a significant way, except as learning preferences (Pashler,
McDaniel, Rohrer & Bjork, 2009).

indulgent • Although permissive-indulgent teachers establish course requirements and

deadlines, they tend to be flexible in enforcing them and sometimes make special
arrangements with, and
teachers • allowances for, individual students on a case-by-case basis. They are eager to help
students succeed, even if it means lowering standards for success, including by
offering certain individuals extra credit opportunities. They spend countless hours
working with students who ask for help.
• Of particular significance is their belief that students’ efforts to succeed are at
least as deserving of reward as the outcome of those efforts, as embodied in test
scores and other performance assessments. One observer invoked the addiction
literature in describing these teachers as “co-dependent enablers” of their
students’ lack of motivation, irresponsibility and other academic problems (Daniel,
2009).
 • permissive-indulgent teachers may expect that their
style — especially if accompanied by a generous grading
system — can enhance student evaluations and thus
their chances for tenure, promotion and pay raises. This
expectation may or may not be justified (Greenwald &
Gillmore, 1997; Griffin, 2004; Johnson, 2002; Love &
permissive- Kotchen, 2010; Marsh & Roche, 2000).
• some young/er teachers probably adopt a permissive-
indulgent indulgent style because they are too inexperienced to
realize where too much permissiveness can lead,

teachers • because they have too little confidence in themselves to

stand their ground academically or because they may
be uncertain (often with good reason) that their
department executive officer or dean will back them up
if they adopt a more authoritative teaching style,
especially in student conflict situations.
 To permissive-indulgent teachers, that same status provides a
platform from which they can satisfy a desire to be nurturing
and supportive.

permissive- They enjoy giving errant students another chance to prove

themselves, protect students’ self-esteem, help them develop as
individuals and focus on teaching rather than discipline.

indulgent A permissive-indulgent style can protect a teacher’s self-

teachers esteem, too, because many such teachers believe that when
students don’t do well it is mostly the teacher’s fault.

A permissive-indulgent style also provides a way to avoid

unpleasant conflicts over rules and grades, because the rules
can so easily be bent, especially for the most demanding or
apparently deserving students.
 Permissive-indulgent teachers are deeply involved in teaching, and like helicopter
parents, perhaps too much so. Though they are devoted to teaching, they fear
doing anything that might create stress for students, stifle their personal growth or
hurt their self-esteem.

Often, their lectures and other class activities follow the convoy principle in that
they are pitched and paced at a level that is appropriate for the slowest students.
Permissive-
indulgent 2 These teachers see students as children who need help and support to come to
class, do their reading and get good grades, so they supplement their lectures with
study sheets, PowerPoint slides, lecture notes, practice tests, rewards for coming to
class and completing assigned reading and many other student support aids
designed to make it difficult or impossible for anyone to fail.

Some permissive-indulgent teachers allow students to influence the content of the

course and may even offer a menu of testing options ranging from standard
multiple-choice or essay exams to various kinds of papers, classroom presentations,
posters and the like.
authoritarian
teachers
As for authoritarian teachers, some find this style helpful in dealing
with what they perceive as frightening aspects of teaching, including
public speaking, performance evaluations, feeling unprepared or
inadequately knowledgeable, being challenged by unexpected
questions, dealing with student complaints and the like.

If teachers see students as threats to their self-esteem, establishing

rules and rigidly enforcing them may offer a comforting sense of
protection.

And some authoritarian teachers might just enjoy having the power
inherent in faculty status. For them, teaching can be like an
intoxicating, addictive drug that offers the pleasures of superior status
and dominion over others — perhaps for the first time in their lives.
 Authoritative
teachers

These teachers see students as

Authoritative teachers, like
They care about their teaching and their responsible adults, so although they are
authoritative parents, employ a blend of
students, but they reward outcome, not always willing to help, they are careful
high involvement and firm but fair
effort. not to create dependency or to let
discipline.
themselves be exploited or manipulated.

They reward academic success with

praise as well as high grades, they
They think carefully about their rules
encourage students to try harder when
and standards, announce them in
they need to, and they grant requests
advance, explain why they are necessary
for special consideration only if disability
and enforce them consistently.
or other circumstances clearly justify
doing so under school policies.
…and many other categories…
+1 category:
demanding/
not
demanding

•http://www.oecd.org/educatio
n/ceri/Childrens-Relationships-
In-The-21st-Century.pdf
[2020. 12 27]
+1 another
category…