Four Common Managerial Styles

  • High Dominance

    High dominance educators provide purpose and guidance regarding instruction and behavioral expectations in the classroom. Some high dominance educators tend to solely focus on the business of running a classroom and getting through the content standards. That, they can disregard their students’ interests or limit student's choice/voice in the classroom.

    01

    image-1
  • 02

    image-1

    Submissive

    A submissive educator does not consistently provide guidance in how to behavior or learn in their classroom environment. These teachers tend to assume that a most students come to school with knowing how to behave or learn in a classroom setting. They tend to disregard building a classroom community, defining teacher-student relationships, and establishing academic and behavior expectations.

  • Cooperative

    Cooperative or collaborative educators work together with their students to develop a classroom community, a shared vision of achievement, and a good rapport with their students. These educators are consistently concern for the needs and opinions of their students. However, extreme cooperative teachers can have difficulty requiring students to comply or obey classroom expectations. * They can lack the ability to resolve classroom issues.

    03

    image-1
  • 04

    image-1

    Adversarial

    Adversarial educators provide a strict classroom structure. These teachers tend to value obedience and absolute control. They tend not to adjust their expectations to the needs of theirs students. In some cases, some adversarial educators can be antagonistic towards their students.