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Dysfunction, Accidentalness and Ineffectiveness

Figure 2 below provides some language and description for each of the styles: Figure 2: Key Characteristics of Each of the 4 Management Orientations Student-Centered Teacher-Centered Effective/Intentional 1-Style Approach • Facilitator • Goal = self-directed students • Motivation = internal/ build sense of self-efficacy • Clear boundaries • Build students’ collective responsibility • Answers “why we are dong this” • Long-term goals (may be more challenging at first, but eventually becomes self-directed) • Our class 2-Style Approach • Conductor • Goal = on-task behavior • Motivation = external/positive reinforcement • Clear consequences • Build students’ collective efficiency • Answers “what is expected” • Short-term goals (the management should be in good shape by the second week) • My Class Ineffective/Accidental 3-Style Approach • Enabler • Goal = keep students happy • Motivation = student interests • Unclear boundaries • Students – increasingly self-centered • Chaotic energy • Goals are vague (management problems happen early and are still happening by end of the term) • The students 4-Style Approach • Dominator • Goal = let students know who is boss • Motivation = to avoid punishment • Arbitrary punishments • Students – increasingly immune to coercion • Negative energy • Goals is to break students will (students respond out of fear, but slowly increase hostility and rebellion) • Those students Connecting Teaching Style to Personal Life and the thinking that generates our lives So as we examine where we would place ourselves on the teaching style matrix, we might reflect on the values that we are putting into action. How we define a successful teacher and classroom? What are our over-arching goals in our work as an educator? If we take a closer and more personal look at the horizontal axis of the matrix it may help us better recognize the values/references that we are using throughout the day. At the heart of the horizontal continuum of practice is a pervasive question of our basic intention. Are we more trying to be in control, or encourage the capacity of others? In Figure 3 below, questions are used to help illuminate the contrasting mindsets related to each side of the continuum by way of – our personal ethic for living, the kinds of emotions that are most common to us, who we see ourselves serving in the day, the kinds of psychology that define our thinking (see ch. 7 in TCM or other readings on the website for more on this area). As you examine each set of questions, where do you place your current value structure on the horizontal axis? Figure 3: The Elements of the Horizontal Axis: Personal Questions to Ask ourselves to determine our Current Location on this dimension at any Point Toward Empowerment Mixed Motivation Toward Control Ethic Empowerment – Does my positive intention project outward toward others? Am I aware of my intention or do I let the situation dictate? Control – Do I mistrust others and feel like I need to try to manipulate them into doing what I want? Emotion Trust – Do I feel open to possibility and trust myself and others? Do I enter the room with a preconceived notion of how everyone will act? Fear – Do I come into the room with a ready defense or a pervasive self-doubt? Who is it about? Those I serve – Do I see myself as a servant of the common good? Do I try when I feel the love and shut it down when I feel unsupported? Me – Am I primarily in selfpreservation mode? Relationships Connection – When I look around do I mostly see people seeking the same basic things I do? Do I just assume there are people who get me and others who just don’t? Comparison – Is what I see mostly people who are inadequate by my standards? Psychology promoted by References and X’s Psychology of success (POS) Am I guided by a mindset defined by an internal LOC, a sense of belonging, and a Growth-Orientation? Am I a mixture of both POS and POF R’s and Actions? Psychology of Failure (POF) – Am I guided by a mindset defined by an external LOC, a sense of alienation, and a Fixed AbilityOrientation? Applying the Personal Matrix In figure 4, I offer questions that may be helpful clarifying where you see you current value structure on the matrix. My guess is that you found that much the same value structure guides your life in and out of school, and therefore, the quadrant that defines your teaching and your outside work living is very similar. If this reading was interesting, you may want to read the longer entry on Vision and Values