Practitioner Style Evaluation

Types of Practitioner Style

Examples of Practitioner Style

Implications for Children and Adolescents

Authoritarian

• Low on warmth and sensitivity
• High on control
• Demanding in an unyielding way
• Expect unwavering obedience
• Reasons are not provided
• Circumstances are not negotiated
• Cool, aloof, and somewhat punitive toward students
• Expectations may be unrealistic for students’ developmental abilities
  and age

• Entering the classroom without greetings
• Yelling to children to keep quiet
• Telling every child to do homework within shortest time possible

• Forcing children to meet the required goals
• Entering the classroom and writing notes without explanations
• Providing rules to students without agreeing with them
• Giving students harsh punishments or not associating with them
• Teaching students methods they do not understand

• It makes children and the adolescent to feel uncomfortable
• Scares children thus affecting their listening skills
• Children and adolescent perform poorly because of fear
• It scares children away and makes them to perform poorly
• It leads to poor performance in the school
• Makes adolescents to drop out from school
• It creates poor relationships between teachers and children
• Poor results produced in class
• Higher on warmth and sensitivity
• Focus is more on guiding behavior than controlling it
• Demanding, yet open to give-and-take interactions
• Expect compliance
• Explanations are provided
• Circumstances can be negotiated
• Respectful of students
• Expectations are more realistic and reasonable for students’ developmental abilities and age
• Explanations are provided

Authoritative

• Entering the classroom and greeting students with a smile
• Counseling the students on how to improve their ethical behaviors
• Playing with students and listening to their problems
• Providing students enough time to finish their work within agreed time
• Teachers can make arrangements with students on certain activities
• A teacher can listen carefully and allow students to make better decisions
• Creating trust in students on whatever school activities they are doing

• Makes the students feel appreciated thus they concentrate in the classroom
• Creates a better learning environment
• Promotes cooperation and good understanding between teachers and children
• Produces high results because students work hard to meet their expectations
• Makes children to enjoy the activities carried out in their learning environment
• Improves the performance of students in class
• Creates confidence in students thus an increased performance in school

Permissive

Note: Can take the form of either an indulgent or indifferent attitude toward students and teaching

• Leniency on the part of the teacher may be perceived by students as indifference
• Not demanding
• Assume compliance comes naturally
• Assume that autonomy and self-directed behavior comes naturally
• Expectations for students’ abilities are overestimated in relation to their developmental abilities and age
  • A teacher can ensure students have understood through explaining points
  • The teacher may not tolerate mistakes without punishing students with unethical behaviors
  • The teacher may provide assignments and leave without asking if students have finished
  • The teacher may assume that all students are obedient
  • The teacher may ignore to provide rules and regulations in school
  • The teacher may assume that all students are of the same age thus may use same teaching methodology
  • It makes students to understand well thus a high performance in class
  • It makes students to misbehave badly thus a poor performance
  • Students will become lazy because they understand that their teacher is lenient
  • There will be high cases of bad misconduct in schools
  • Students will do whatever they feel like thus contributing to poor results
  • Some students may perform better while others may fail completely