4 Different Types of Classroom Management Styles for Teachers

When I joined my first-grade team, I noticed each one of my colleagues had a unique approach to managing their classroom. Across the hall, Ms. P had routines in place for any scenario, even sharpening pencils. Her class ran like a well-oiled machine. At the end of the hall, Ms. S was a bit more spontaneous. She didn’t mind veering off the lesson plan to take advantage of a fun, teachable moment. Next door, Ms. D loved to start the day with a classroom check-in. How her students came into class that morning shaped her instruction. Although their styles were different, all their students were engaged and motivated to learn.

Every teacher, new or seasoned, brings their own spin to classroom management. Many factors may influence a teacher’s classroom management style, like personality, student makeup, or techniques picked up over time. In my case, I took inspiration from my fellow educators to find my own style. 

This article will explore different classroom management styles and will help you with developing a classroom management style of your own. 

What is classroom management?

Classroom management refers to the strategies teacher use to create a productive learning environment. The definition of effective classroom management can differ from teacher to teacher, as classroom management styles vary. Teacher Teresa Meredith describes classroom management as, “what teachers do to facilitate student learning and ensure successful instruction.” For a classroom to be well-managed, it should have “simple processes in place that allow students a level of independence while working within the established routines and procedures.” Another educator, Brittany Mamphey, believes classroom management “boils down to the variety of skills and techniques that teachers use to ensure their classroom runs smoothly, without disruptive behavior from students, and builds a community in which each student has a sense of belonging.”

4 classroom management styles

There are four classroom management styles commonly identified by education researchers: authoritative, authoritarian, permissive, and indulgent. These styles evolved from developmental psychologist Diana Baumrind’s research into parenting styles. Researchers since then, notably Eleanor Maccoby and John Martin in the 1980s, have added a fourth category, indulgent. Here’s a summary of the four styles:

• Authoritative – A balanced approach to classroom management where the teacher establishes clear expectations while fostering positive relationships with students.
• Authoritarian – This approach is characterized by having high expectations for students and control of the classroom. There is a strong emphasis on rules, which may result in low levels of student involvement.
• Permissive – An approach to classroom management that is relaxed and lenient. Teachers may have low control or involvement.
• Indulgent – This approach is characterized by high teacher involvement and student autonomy but with teachers having a relaxed control of the classroom. 

While classroom management styles are often categorized using the terms “authoritative,” “authoritarian,” “permissive,” and “indulgent,” these labels can feel outdated in today’s classroom. We reviewed this research in considering how to classify classroom management styles and propose styles of our own that draw on some of the above features but are distinct in their own ways. Each style is designed to highlight different approaches to engagement, structure, and flexibility without implying that any one method is better than the other. Our four styles are: 

• Masterful maestro
• Commanding captain
• Flexible facilitator
• Caring confidant

Classroom management in practice

Let’s look closely at our four teacher profiles based on classroom management style. Note that you most likely won’t fit neatly into one classroom management category and may be a blend of either of the four categories. 

Masterful maestro classroom management style

A teacher who has a masterful maestro management style aims to balance firmness and fun during lessons. They set clear guidelines while fostering productive student-teacher relationships. In the classroom, a masterful maestro:

• Explains the reasons behind rules and involves students in the process. Routines are co-created with students to build ownership.
• Address student conduct consistently but also consider students' perspective.
• Creates a structured and supportive environment that encourages student participation. 

Commanding captain classroom management style

A teacher who falls into the commanding captain style strives to create a structured learning environment for their students. They are organized and set clear expectations. In the classroom, a commanding captain:

• Establishes rules and expects them to be followed.
• Maintains discipline, following through with appropriate response and possibly creating a behavior contract with students to improve order.
• Creates a highly organized environment that is often teacher directed.

Flexible facilitator classroom management style

A teacher who fits the flexible facilitator style provides a relaxed learning environment that actively supports student autonomy. Students are free to explore ideas and express themselves. In the classroom, a flexible facilitator: 

• Keeps rules flexible and adjusts them as needed.
• Allows routines to evolve naturally based on how students adapt to them.
• Creates an environment that encourages independence and creativity. 

 Caring confidant management style 

A teacher who is a caring confidant has a strong focus on students’ well-being. They have a friendly disposition that makes students feel safe and understood, fostering a positive classroom climate. The caring confidant is similar to the flexible facilitator in that students are granted a lot of autonomy, but the caring confidant strives to be more involved with students' learning at a one-on-one level. In the classroom, a caring confidant: 

• Tries to understand the emotional reasons behind students' action and offers support.
• Supports students in choosing how they want to learn.
• Creates a warm and nurturing environment, with a focus on emotional safety. 

Additional management styles

While these four styles offer a helpful framework, they are not the only types of styles out there. There’s also proactive vs. reactive classroom management styles for example. Reactive classroom management refers to how teachers respond to issues as they happen or after they have occurred. Proactive classroom management focuses on anticipating issues and having a preventative plan in place. Classroom management styles could also be considered ‘collaborative’ or 'behaviorist,’ along with many other ways that describe how to manage a classroom.

What is your classroom management style?

Reflecting on your classroom management style can help you better understand your strengths as well your areas of growth. Take the following quiz to find out what your classroom management style is. The quiz provides resources that best fit you and your style. 

Understanding your classroom management style can help during a formal conversation, like a job interview, or an informal conversation with colleagues. After taking the quiz and reviewing the results, you’ll be better prepared to answer classroom management interview questions like, “Describe your classroom management style” or “How do you handle classroom management?” 

Tips for developing your classroom management style

Many teachers might blend classroom management styles based on students’ needs, personalities, and learning goals. Or their style may evolve as they grow into their teaching career. Effective classroom management isn’t one-size-fits-all, and so much can impact how you manage your classrooms. Here are a few tips to consider when developing and identifying your classroom management style.

1. Complete a self-assessment

A self-assessment can help you understand your approach to classroom management. This example from the MTSS Center serves as a self-assessment that can help you gauge your use of effective classroom management practices. The assessment features broadly important practices, such as ensuring that “classroom expectations are explicitly taught to students” or using “a variety of methods to build relationships” with students.

2. Seek guidance from others

Leaning on peers and comparing classroom management strategies can help in developing your style. Consider discussing classroom management ideas and strategies with colleagues. Teacher friends and mentors can be great allies in helping to solve different challenges in managing your classroom. A community can come together to contribute to students’ success and well-being.

3. Create a classroom management plan

Understanding the different classroom management approaches is just the start of creating a positive learning environment. Developing a classroom management plan can help you consider the best strategies and techniques to implement in your classroom. The University of San Diego’s Division of Professional and Continuing Education provides ideas for developing your own plan, such as determining what rules to have in place or strategies for building relationships with your students.

More classroom management resources

Learning about classroom management styles can help you understand what approaches best align with your goals and your students’ needs, leading to better outcomes for everyone. Explore these additional classroom management resources:

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Discover more classroom management tips and resources to ensure success for both you and your students.