Authoritarian Teaching Style

Being aware of learning style is beneficial for individuals in both teaching and learning roles. By knowing personal strengths and preferences, the learner is able to devise ways to augment and tailor the way in which information is received and processed regardless of the way it is presented. With that being said, those that are in teaching positions must make the realization that not everyone learns in the same manner. Being aware of this will lead the teacher to discover new ways to present information in a way that will address the needs of all members of the class. If all parties involved are knowledgeable of prominent styles within a group; the teaching learning environment can be much more effective.

Another major issue that is addressed in the article is with the teachers and their teaching styles. The method in which most teachers teach their

Authoritarian submission: A high level of respect and submission to perceived legitimate authority figures or establishments. Authoritarian aggression: Aggressiveness directed against targets identified by the established authorities. Conventionalism: The aversion to new ideas with a preference towards social norms which should be adhered to by all of the individual’s society (Bobbio et al 2007).

Within the four books we found that between the interactions of three different teachers Junie B. was exposed to PEP styes of teaching, authoritative styles of teaching, authoritarian styles of teaching, and permissive styles of teaching.

Lecturing is considered to be one of the oldest methods of teaching. Lectures need to

Using authoritative parenting style requires setting boundaries while still being able to listen and be patient with the child. Here is an example of the authoritarian parenting style: A child is caught hitting their playmate. The parent responds by grabbing the child and spanking them without any explanation of why hitting is immoral. Thus punishing the child with the same misconduct the child has committed results in mocking of the punishment behavior. Using authoritarian style requires the ability to be dominantly harsh while giving punishment without an explanation.

Authoritarian leadership is a leadership style in which the leader dictates and controls all decisions in the group and task. Often referred to as Autocratic leadership, authoritarian leadership is about control, organization and discipline. Coach Haskins Leadership Style on the Court is authoritarian with his quota “You’re here to learn fundamental, disciplined defensive basketball. Now that means discipline both on and off the court. No girls. No booze. No late nights. Nothing besides fundamental basketball. I speak, you listen. I don’t wanna hear ‘can’t’ or ‘won’t’ or Coach, I’m bleeding. I don’t wanna hear anything except the basketball bounce. You play basketball my way. My way’s hard.” Bobby Joe This authoritarian style of leadership is often encountered in the world of athletics. During the beginning of their season Coach Haskins demands the respect of his players. His values included listening and obeying your coach, or repercussions will take place. If a player dared to disrespect the rules in place, either that person and/or the team would be put through punishment. There was no room for compromise, for whatever coach said was to be done. For example, when coach had said there was no partying some of the team members snuck out the first night. The next day at practice, coach had been informed of their disobedience and had the team running sprints for punishment until they physically could not do anymore. It happened again when coach caught Booby Joe Hill with a

These are the authoritarian, the permissive and the authoritative (Biehler and Snowman, 2006, p. 423). The authoritarian style is on one extreme end, where teachers apply strict rules and expect students to follow them without question and where nothing is negotiable. Their focus then, is not the student but getting compliance from the student, who would be rewarded or punished accordingly. The permissive style is on the other extreme and is as the name suggests. There are hardly any rules and the teacher simply desires the student to identify with and respect him or her. How the student learns and motivating them to do so is not the main priority. The style that is deemed best and superior to the other two is the authoritative. This style is adopted by teachers who desire autonomy in their students. They develop rules and classroom norms and explain them to the students, rather than force them to do as they say. This attitude encourages the students to realize how adapting to this behavior will allow them to learn more, which of course, is the main priority of the humanistic teacher.

The classroom is very well-behaved and organized. It is very clear that the authoritarian approach to the students has created a very responsive and submissive class. The students just kind of take in what the directors say. It’s hard to understand if they genuinely understand the topics that are being discussed or if they are just glazing over as they are bombarded with terms that they don’t entirely understand. There is a lot of the “withitness” among the teachers, and they are very aware when a student steps out of line and “bark” at the students to follow the daily routine and task at hand. Outside of that technique, there isn’t a lot obvious techniques that the teachers use.

When using an authoritarian leadership style, close adherence to regulations and policies are the fundamentals of this leadership style. Workers are held to a specific standard, and the relationship is purely professional. In a democratic leadership style, the decision-making ability is shared. The superintendent relies on feedback from the foremen when making decisions.

Traditional teaching styles use teacher-centered approach. It includes a teacher that stands at the front and tells students step by step instructions. The teacher decides what is learned, when it is learned, how it is learned, and how learning is evaluated. In a nutshell, the teacher is an information giver and evaluator. The students are just there to learn through lessons and direct instructions. Their attention is mainly focused on passing tests, assessments, and evaluations.

In this essay, I aim to only discuss what I have been taught and to see how I have assimilated ‘professional jargon' terms and the range of teaching tools into my consciousness; to see how I can address different styles of

Every teacher has a different method of teaching. The teachers that I have had in my school career have been no exception. In this way, each teacher has set an example for me, as a future teacher, to follow or not to follow as I see fit. With the examples from my teachers and in continuing my education, I am developing my own method of teaching. I plan to use a combination of teaching methods in my own classroom. My method will be an eclectic approach because I will be using components of more than one philosophy. I will be using essentialism, behaviorism, progressivism, and existentialism.

In fact, I realized, as I continued to read, my teachers did a lot of modeling and demonstrations on completing a task. In addition, they had the ability to adjust learning to their students learning need and style, even though learning styles were not part of the system yet (Hamond et al., n.d.). Therefore, much of my teaching mimics how I learned from those teachers. I believe in guiding my students toward discovery on their own; therefore, my lessons were thought out, so they encompassed each student’s learning style. I taught 6th-grade social studies, not an exhilarating course to garner excitement.

Lee Canter’s assertive discipline model is likely most often used in classrooms where the teacher operates under a legitimate authority base. While studies show that students learn best in classrooms where teachers display efferent or expert authority bases, I believe that there is some definite value in using a legitimate authority base when it comes to class discipline and management. The assertive discipline model encourages teachers to be proactive and anticipate that students will break the rules (Canter, ) Another main focus of Canter’s model is using assertive command, which means the teacher does not retreat to a nonassertive passive stance or to a hostile response when students misbehave, but rather repeats the rule to the student over and over before making a corrective action. I believe that using assertive command in the classroom allows students the chance to correct their actions and think