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There are a number of management styles that both parents and teachers exhibit. There have been a number of psychological studies of parenting styles that naturally would appear to extent to classroom management styles for teachers. I hypothesize that such a relationship exists. Classroom management styles of teachers can be characterized along two dimensions (Baumrind, 1971): type of control exercised over students, and degree of involvement of teachers with students. The extremes of these two dimensions allow teacher management of students to be readily identified. Control can run the gambit from high in which teachers explicitly \"lay down the law\" and very strictly enforce it, to low in which the teachers have no rules and no expectations for their students. Involvement, likewise, can range from high to low. High involvement is characteristic of teachers who have high regard for students, likes students, enjoy being around students, and want to see students do their best. On the other hand, low involvement shows a real lack of both regard and concern for students.
