What are the characteristics of the authority model of classroom instructional management?

This model is characterized by the fact that the whole classroom instructional management is more inclined to behavioral control and procedural problem solving, focusing on the rules and regulations and students' obedience, and focusing on the classroom order and regularity, and this kind of management follows a kind of unidirectional operation principle, i.e., all the classroom activities and processes are carried out completely unilaterally by the teacher, and it is forbidden to base the actions on the manifestation of the intrinsic value of the students' individuality but rather on the on strict obedience and sincerity towards the teacher. The teacher is always in the driver's seat, and the process of classroom management is one in which the teacher controls the behavior of the students. Although this mode of management can strengthen the authority and effectiveness of the teacher and ensure the order of the classroom, thus creating excellent conditions for the teacher to face a large number of students with different needs and different conditions for the rapid instillation of knowledge, but through the mode of the teacher is the authority to take a temporary behavioral control, and did not fundamentally solve the ideological problems arising from the students' problematic behaviors, and relied on the behavioral maintenance of the classroom teaching and learning quiet, it is difficult to make the students to withdraw from the classroom outside of the classroom. The teacher's behavioral control is not a fundamental solution to the problem of the student's thoughts.