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Practitioner Style Evaluation

Practitioner Style Evaluation

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Practitioner Style Evaluation

Types of Practitioner Style

Examples of Practitioner Style

Implications for Children and Adolescents

AuthoritarianLow on warmth and sensitivity High on control Demanding in an unyielding way Expect unwavering obedience Reasons are not provided Circumstances are not negotiated Cool, aloof, and somewhat punitive toward students Expectations may be unrealistic for students’ developmental abilitiesand age Entering the classroom without greetings Yelling to children to keep quiet Telling every child to do homework within shortest time possible Forcing children to meet the required goals Entering the classroom and writing notes without explanations Providing rules to students without agreeing with them Giving students harsh punishments or not associating with them Teaching students methods they do not understand It makes children and the adolescent to feel uncomfortable Scares children thus affecting their listening skills Children and adolescent perform poorly because of fear It scares children away and makes them to perform poorly It leads to poor performance in the school Makes adolescents to drop out from school It creates poor relationships between teachers and children Poor results produced in class Higher on warmth and sensitivity Focus is more on guiding behavior than controlling it Demanding, yet open to give-and-take interactions Expect compliance Explanations are provided Circumstances can be negotiated Respectful of students Expectations are more realistic and reasonable for students’ developmental abilities and age Explanations are provided Authoritative Entering the classroom and greeting students with a smile Counseling the students on how to improve their ethical behaviors Playing with students and listening to their problems Providing students enough time to finish their work within agreed time Teachers can make arrangements with students on certain activities A teacher can listen carefully and allow students to make better decisions Creating trust in students on whatever school activities they are doing Makes the students feel appreciated thus they concentrate in the classroom Creates a better learning environment Promotes cooperation and good understanding between teachers and children Produces high results because students work hard to meet their expectations Makes children to enjoy the activities carried out in their learning environment Improves the performance of students in class Creates confidence in students thus an increased performance in school Permissive

Note: Can take the form of either an indulgent or indifferent attitude toward students and teaching

Leniency on the part of the teacher may be perceived by students as indifference Not demanding Assume compliance comes naturally Assume that autonomy and self-directed behavior comes naturally Expectations for students’ abilities are overestimated in relation to their developmental abilities and age A teacher can ensure students have understood through explaining points The teacher may not tolerate mistakes without punishing students with unethical behaviors The teacher may provide assignments and leave without asking if students have finished The teacher may assume that all students are obedient The teacher may ignore to provide rules and regulations in school The teacher may assume that all students are of the same age thus may use same teaching methodology It makes students to understand well thus a high performance in class It makes students to misbehave badly thus a poor performance Students will become lazy because they understand that their teacher is lenient There will be high cases of bad misconduct in schools Students will do whatever they feel like thus contributing to poor results Some students may perform better while others may fail completely

Play is one way of empowering boys and girls through fostering creative skills. Children are given toys for playing that will help them keep their imaginations engaged during play. When moving across aisles where boys and girls’ toys are arranged, one can realize that toys for girls and boys are arranged differently in the stores. The toys are arranged depending on age, sex and preferences. The colors that seem to pre-dominate in the packaging for girls include blue, red, green, white, yellow, orange and pink. The colors that pre-dominate in the packaging for boys are black, grey and dull colors. Parents and teachers may be able to help reduce gender inequality through reversing their thinking through purchasing toys in gender-neutral colors as well as using same colors for both boys and girls.

The portrayals are stereotypical because some toy aisles geared towards girls are usually pink, white and green. The pink toys carry a message about sexiness, beauty and becoming someone’s bride. The pictures especially pink that appear in the boxes indicating how the toys should be played create prejudice on gender. Different toys encourage different types of motor skills for children. However, culture bias encourages use of diverse toys for diverse physical activities amongst boys and girls. Marketers arrange different colors of toys depending on the taste preferences for both girls and boys something, which is considered as being prejudice.

There are some kind of activities encouraged for both girls and boys because they are vital in creativity and skills improvement. One play activity, which is encouraged by both girls and boys to play, is Legos. This is because it promotes creativity and imagination skills of how to construct buildings. This game was introduced in 1932 by carpenter Kirk Christiansen and it a good play activity that will enable both girls and boys to be well equipped with engineering concepts. In Legos play, children construct structures through arranging different pieces in order to make unique objects.

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