EDA201W

Topics: Management styles, Education, Management Pages: 6 (1011 words) Published: April 19, 2014


QUESTION 1

1.1 Discuss the following classroom management styles:

1.1.1 Democratic classroom management style

This is very much an interactive teaching style. The teacher should have a sound knowledge of their subject and be of such a nature to encourage participation in an active and meaningful way. Pupil behavior is jointly controlled by the teacher and the learners. This management style requires the teacher to maintain a balance between the task aspect and the human aspect. There are more advantages than disadvantages with some advantages being:

Pupils participate confidently in classroom activities
It encourages initiative and creativity
The classroom atmosphere is relaxed, yet productive
Pupils feel that they are involved in teaching activities

1.1.2 Autocratic Management Style

This style is teacher centered and the leadership of the teacher plays an important role. The teacher will intervene and try control behavior when there is a problem. The focus is more on completion of the tasks and learning performance. Participation is limited to listening, working and doing. This is a task orientated management style. The following are some advantages of this approach:

Some pupils feel secure
Pupils know exactly what is expected of them

Some disadvantages are the following:
Classroom atmosphere is competitive with poor discipline and very little team work

Creative thinking is suppressed
There is no cooperation
Pupils may develop a negative attitude towards the subject

1.1.3 Laissez-faire classroom management style

The teacher or leader is generally more passive with pupils enjoying maximum freedom. Discipline does not exist and the teacher remains in the background. This is a child-centered teaching style. The teacher is slow to become involved in discipline and behavioral issues. This style may be beneficial in an art or handicraft class, but generally the lack of direction and focus is detrimental to the teaching and learning process.

QUESTION 2
2.2Discuss the educator’s task of effective teaching by means of effective classroom management with reference to the following:

2.2.1The principals of invitational education
In order to help students gain optimally from teaching, an atmosphere that is inviting must exist. Invitational education is the product of conscious and well-planned thought and regular evaluation, which are based on a strong commitment to certain basic values about people and how they should be educated. Invitational education is the process whereby people are politely asked to realize their relatively endless potential. The four basic principles are: a. People are competent, valuable and responsible and should be treated accordingly b. Education should be cooperative actively between people.

c. People have relatively untapped potential at all levels of human development. d. This potential is best realized by people, places, policy, processes and programs that are composed and structured with a specific invitational character.

The 4 qualities of the teacher are:
Intentionality – plan to apply the invitational model
Optimism – judge pupils on what they are about to become, not what they are now Trust – pupils will live up to teacher’s expectations if treated as trustworthy Respect – respect is shown even if it is not earned

The 4 areas are:
Personally inviting to yourself – once a positive attitude towards yourself has been cultivated will you then be able to be invitational to others Personally inviting to others– invitational education places a high priority on interpersonal relationships Professionally inviting to yourself – a teacher who does not invite him/herself to develop professionally, runs the risk of becoming obsolete Professionally inviting to others – being professionally inviting to others means building on the opportunities provided by the other 3 facets. Clear communication and fair evaluation are methods that can...


Bibliography: Hornby A.S. Oxford University Press. 2010. Oxford Advanced Learning Dictionary
University of South Africa
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