Implementing a Dominant Management Style

The dominant style can be considered a negative approach, but in the classroom management field it is not. An educator implement a dominance style is focused on the business of running a classroom. They provide students with a clear purpose and strong guidance regarding both academics and student behavior.

Teachers can establish a dominate management style by:

-1. Expectations and Consequences

Establishing set conditions that hold the entire group responsible for behavioral and academic expectations.

-2. Clear Learning Goals

Providing a purpose for learning.

-3. Competences

Responding to student appropriate and inappropriate behavior.

When a teacher implements these three approaches, an educator is seen as impartial and open-minded (Wubbels,Brekelmans,van Tartwijk,& Admiral,1999). Rapport is established by the teachers actions, not perceived feels. Students can interpret a teacher’s behaviors, actions, and temperament as being neutral and fair-minded.

Remember that students consider every action or behavior that a teacher displays in the classroom as signs to what kind of relationship this educator wants with them. So if a teacher, for example: he students will infer meaning from that educator’s behavior or action.

Review the following three scenarios
If, for example, teachers ignore students’ questions, perhaps because they do not hear them, then students may not only get this inattention but also infer that the teacher is too busy or thinks that the students are too dull to understand or that the questions are impertinent.The message that the students take from the teacher’s negation can be different from the teacher’s intention. (pp. 153–154, emphasis in original)

Picking and choosing which expectations and consequences to enforce is problematic. If, for example, a teacher