Four Popular Classroom Management Styles, But Only One Earns an “A”

The importance of classroom management is difficult to overstate.  Effective management means the difference between an orderly classroom and a chaotic one.  Learning outcomes improve and behavioral problems decrease.  Positive relationships are promoted while bullying is discouraged.  Effective classroom management can increase the likelihood that you, the teacher, enjoy your job.  

This article will describe the different classroom management styles that teachers utilize.  But first, we’ll begin with two broad categories of student management: the classroom as a whole and the student as an individual. 

Managing the Classroom As a Whole

How smoothly does the classroom run?  A positive and productive class culture is formed by the effective implementation of the teacher’s rules, procedures, and norms.  Clear expectations allow students to focus on learning because they know that they are in a safe environment.  Students also understand their role in that environment because the teacher has taught and reinforced expectations for student behavior.  The students can relax; they know the teacher’s behavior will be predictable and consistent.  

Managing Individual Students

Effective teaching involves interactions with individual students that are nearly always positive. One key is to praise individual students when they’re doing what you asked. If a student hasn’t figured out your expectations, what is the most effective way (and “least negative” way to redirect or alter behavior?

Both of these classroom management categories are equally important and deserve attention.  This is done by laying the foundation at the beginning of the school year.  As the school year progresses, you’ll need to remind and reinforce students that your expectations haven’t changed from the first month.

For newer teachers, you’ll want to find a classroom management style that works for you and the students.   

Four Common Styles of Classroom Management

It is generally accepted that there are four distinct styles of classroom management. These four styles mainly vary in the amount of control the teacher assumes over the students.  The four styles are: authoritarian, authoritative, permissive, and indulgent.  Here is a breakdown of all four and more information can be found at TeachHub.

Classroom Management Style #1: Authoritarian  

As the name suggests, the authoritarian style seeks a highly controlled environment with strict rules.  The teacher maintains control through the creation of rules, norms, and procedures without student input.  Instructional activities are teacher-led.  Since individual work is easier to control than group work, the students generally work independently.  The teacher has little interaction with the students; the goal is to be an intimidating presence.  

Major flaw with authoritarian classroom management: The lack of meaningful student-teacher rapport leads to low student involvement and motivation.  Students are compliant as opposed to engaged. 

Classroom Management Style #2: Authoritative  

This style blends teacher control and student involvement.  With this style, teachers work hard to establish positive relationships with their students.  They establish clear expectations for student behavior.  Rules and norms are created with student input, but the teacher has the final say.  Students are encouraged to engage and participate in the classroom culture and in their learning.  The teacher prioritizes student engagement.  Instructional activities are student-centered with the teacher acting as the facilitator and guide.

Major plus of authoritative classroom management: This balanced approach (friendly, yet firm) is considered the ideal classroom management style.  Strong relationships and clear expectations allow students to relax and learn.

Classroom Management Style #3: Permissive

The permissive teacher allows students to do whatever they want because the teacher lacks the will or desire to create structure or expectations.  The permissive style is characterized by low teacher involvement — they’re just hanging on for June or retirement.  This teacher is not interested in much interaction with the students, which means little rapport is established.  As a result, this teacher will get low engagement from the students.  Instructional activities are not thoughtfully planned because the teacher is hands-off.

Major flaw of permissive classroom management: The teacher lacks the ability or desire to create a positive and productive learning environment.  The easiest path, for that teacher, is to let the students do whatever they want.

Classroom Management Style #4: Indulgent

Teachers who engage in the indulgent style demonstrate a low level of control because they want the ownership of the classroom to reside with the students.  These teachers often have a very good rapport with their students.  These teachers are typically well-liked by students.  But sometimes this style can be “too friendly” which leads to a lack of teacher control.  When students take control of the classroom, student learning suffers.  It’s common for students to not feel safe in these classrooms because the teacher has not provided a structure or clear behavioral expectations.

Major flaw of indulgent classroom management: Lack of a steady teacher presence means that students take control of the class culture.  This will reduce learning and contribute to students feeling unsafe or unsure about how to act.

Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He holds a master’s in educational technology and is passionate about elevating the status of professional educators.