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His step towards achieving this was to make learning to be student-oriented to the best extent possible. After briefing the students on the various topics, he consulted them when and on how best they wanted to learn about a certain topic within the course. His major focus was the less motivated students who were generally performing low. Most of them suggested that for every difficult topic, they wanted the professor to take them through it in a lecture, followed by other experimental and participatory activities like practical exercises, watching video clips or visiting places.
This would be followed by individual and group discussion questions to test their understanding of the topic. The lecture lessons were also moved to the morning when most of the students had more capacity to take in lecture information. The results were splendid! Initially, he would yell at the students to achieve great compliance but now, he does not even point a finger. All the students long for his lessons and there is a great improvement in the performance of many students as indicated by the regular individual and group work assignments and tests he offers them. Based on the explanation of Montana and Bruce (2008) the leadership style employed by the professor, in this case, was the democratic type of leadership.
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