Decision making in the primary classroom : teacher- and student-centred styles

Abstract

Teachers continously take decisions about the choice of topic, method of presentation and use of resources, methods of motivating students and other management issues in the classroom. This study explored the classroom decision-making of Primary School teachers in the teaching of Maltese. Data consisted of the video recording of one or two Maltese lessons delivered by each of the four teachers in Year 2 and Year 3 of one State Primary School. Each teacher was also interviewed after the lesson. It was found that each teacher's decision-making followed one of two main styles: the Student oriented or Teacher-oriented Styles. In a teacher-oriented style, decisions were taken by the teacher alone without any consultations with the students; learning was imposed on children through recitation; writing was the main medium; and the motivational force was external rewards. In a student-oriented style, the teachers modified the lesson according to the students' needs and interests; learning was elicited from the children; sharing of experience and varied experiential learning were a characteristic medium of teaching and learning. There was more search for intrinsic motivation. While each teacher had a characteristic style, elements of each style were evident in each teacher.