Warm/Strict | tlac-kcc

Strategy 2: Warm/Strict

The Warm/Strict strategy pertains to the way in which a teacher treats his or her students. Many people believe that this leadership type is almost impossible to achieve because of the notion that someone can't be both a warm personality and a strict leader. However, Teach Like a Champion outlines both what it means to be warm and strict and how to implement this in the classroom. To be warm means to treat students with a very sympathetic attiude and to communicate with them that you care about them and their well being. On the other hand, being strict includes effectively communicating what you expect out of students and holding the students to those expectations. So, utilizing the Warm/Strict strategy involves not only being a nurturing leader but also a leader who holds students to a high standard. There are four main components to this Warm/Strict strategy. First of all, explaining to students the reaons behind what you are doing and showing them how this behavior is meant to help them is a very important aspect of being a Warm/Strict leader. The nurturing aspect of the leadership style is revealed through the teacher's willingness to explain his or her behavior. The strict aspect of the leadership style is shown through the teacher's unwillingess to be flexible when implementing rules. Secondly, rather than putting the student in question, it is important to put the behavior of the student in question instead. For instance, rather than telling John, who has recently had an outburst in the middle of class, that "he is inappropriate", it is important to tell John that "his outburst was inappropriate". Third, it is necessary to show students that consequences are only temporary and that once he or she has dealt with those consequences the behavior is in the past. Rather than giving the student the idea that you are still angry even after the consequences have been dealt with it is important to show the student that you can both move on from the past mistake. Finally, using warm body language can show a student that you are supportive of them even though they have done something wrong. Revealing such a dynamic personality within the classroom can also teach students that not every personality type is one-dimensional.

Realizing that personalities can include different dimensions is something that is surprising to students. Because many students come from households led by leaders whose personalities only display one dimension, this new knowledge can present a disequilibrium to the students. Disequilibrium occurs when a students previous thinking conflicts with new experiences or information. Disequilibrium is very necessary in learning. Students will first reject the new information. Next, they will combine both their previous knowledge and the new knowledge that they have acquired. Finally, they will change their current beliefs to accomodate the new information that they have gained. Because disequilibrium is a vital part of learning, this strategy not only helps students feel safe and nurtured in the classroom, but it also gives students a new piece of knowledge. Another reason why this strategy should work is revealed when looking at different leadership styles. Leadership styles vary in the amount of involvement/warmth they offer and the amount of demands they require. For instance, an authoritarian leader offers a low amount of involvement and has high demands. The rejecting/neglecting leader has very low demands but also lacks in warmth. The permissive/indulgent leader is very involved and demands very little. The authoritative leader combines both high demands and a high amount of involvement. The authoritative leader is shown to produce the best outcomes and it represents a democracy within the classroom. So, utilizing the Warm/Strict strategy involves employing this leadership style which has been proven to have better outcomes. Therefore, this Warm/Strict leadership style is the most effective way to lead students.

In my classroom, I plan to implement the Warm/Strict strategy. In teaching middle schoolers, or any grade for that matter, there are sure to be disruptions within the classroom. However, with the implementation of the Warm/Strict strategy these issues can be dealt with in a quick and effective manner. The following is an example of how the Warm/Strict strategy could be implemented in my middle school classroom.

Joe, a student who regularly has outbursts during class discussions, has just yelled out during silent reading time.

Me: *bending down to make eye contact with Joe so that communication is more clear* Joe, that behavior was very inappropriate. It is not appropriate to yell out while your classmates are trying to read. Can you tell me why you did that?

Joe: I was bored. I don't want to read.

Me: Well, that is not a reason to disrupt the class. I am going to have to take away your reward for being silent during reading time because reading time is an important part of our class. So, you will not be allowed to go to recess early like your classmates who were silent.

Joe: Okay.

*Recess has begun and Joe has stayed in the classroom for an extra five minutes as a consequence to his behavior.*

Me: Have a great time at recess, Joe! I'm so glad that you get to join us for the rest of recess.

This situation involves the four key components of the Warm/Strict strategy. By making eye contact with Joe, I am using warm body language to show Joe that I am still supportive of him even though I am correcting his behavior. Instead of criticizing Joe as a person, I tell him that his behavior was inappropriate and I show a clear distinction between Joe himself and his behavior. I explain to Joe why I am penalizing him and I explain why it is important for him to be silent during reading time. Finally, I show Joe that all is forgotten at recess as I happily greet him and tell him that we are glad to have him join us.