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Limitations due to class sizes & time with students.
Choice within boundaries - teacher retains primary responsibility.
No blind obedience - No complete freedom.
Logical consequences.
Group / Individual
Although these are two different types of teacher authority, they are two sides of the same coin..Reward and coercive powers are based upon behavioral notion of learning. There are a number of requirements for the effective use of this power base. (1) consistent. (2) Connection. (3) Perception. (4) Fair. •These teachers must rely on an assortment of rewards and a mixture of punishments to maintain balance in the classroom. Within the later years of schooling this power, like others cannot always be used.
The primary relationship is usually between the collection of students and teacher. Students are seen as individual parts of the collective. Teacher believe that students can control themselves and appropriate behavior is a matter of self control.
Traditionally connected to reward/coercive power. The issue is that students are individuals and the difference between these students make the reward and punishment mentality very difficult. Some rewards for some may be punishment for others.
Students who are influenced by legitimate power behave appropriately due to the belief that teachers need to be listened to simply because of their position as a teacher.
Teachers use the legal authority to influence their students. The issue is that students must respect legal authority and teachers need to act “as a teacher”
If a teacher is trying to enforce legitimate power, they must accept the responsibilities and power in the role of a teacher. They must also follow and enforce school rules, policy, and administration.
This power has become less effective over the last 30 years. This is largely due to the idea that today’s students expect to be involved in decision making.
The goal of this style is to create good decision makers that can follow rules and guidelines that are given to them by adults and produce a well organized, efficient, and academic classroom.
In this style, classroom management is primarily the responsibility of the teacher.
Therefore, there is little student involvement in decision making.
In the Expert power the Teacher viewed as knowledgeable and able to help them learn. There are two Conditions required for this power to be successful.
(1) students must believe teacher has both special knowledge and teaching skills to help students acquire that knowledge
(2) Students must value what the teacher is teaching.
Within this power teachers must communicate their competence through the mastery of content material, the use of motivating, clear explanations, great class preparation. Through current research it shows this power is more successful with students beyond the primary grades.
They like the teacher who genuinely cares about their best interests.
THIS IS NOT A FRIENDSHIP - this is the product of professionalism.
CAUTION! Not a panacea and is not available all the time or to everyone.
Teacher
Student
All information from Chapter 4 of:
Levin, J., Nolan, J. F., Kerr, J. W., Elliott, A. E. (2012) Principles of
Classroom Management: A Professional Decision-Making
Model. (3rd ed.) Toronto: Pearson.