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Teacher Power Bases

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Chantel Pushie

on 1 October 2012

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Transcript of Teacher Power Bases

Presented by Neha Mehta and Chantel Pushie Teacher Power Bases Teaching as a career, though very rewarding, is not without stress and frustration. Frustration and doubt can lead teachers to search for gimmicks, tricks, and techniques that have been proven useful by other teachers. The Stress of Teaching Why Plans Matter Teachers need to be aware of their beliefs about classroom management. They need to develop a plan for dealing with unwanted behaviour when it occurs.

When teachers' beliefs and behaviours are consistent they are more likely to be a successful teacher who receives the respect of their students.

Teachers like this are generally seen as genuine and fair by their students. The Four Teacher Power Bases 1. Referent Power
2. Expert Power
3. Legitimate Power
4. Reward and Coercive Power Referent Power Expert Power Legitimate Power Reward and Coercive Power Mr. Rogers is doing review with his grade 12 math class. Diploma exams are only a few weeks away. While he is instructing the class, a few students are being disruptive by talking amongst themselves about subjects not related to math. Mr. Rogers stops his instruction and says to the disruptive students,

“As a class you guys have said that you want to do well on your diploma exams, however some of you are disrupting the class and preventing me from passing on my knowledge and expertise. You have to remember that I have a math background and I can be of assistance while you review for your diploma. In order for me to give you adequate instructions I need everyone to try to stay on track and help me to help you.”

Questions:

1. What power base is Mr. Rogers using?

2. Do you think this would be effective? Scenario 1: Scenario 2: Scenario 3: Ms. Johns is a new grade two teacher. In what ways can she use legitimate power for a successful year ahead? Scenario 4: This can often lead to using methods that are incompatible with the teacher's beliefs about education. http://www.google.ca/imgres?num=10&um=1&hl=en&authuser=0&biw=1366&bih=643&tbm=isch&tbnid=SVuES-DauueWLM:&imgrefurl=http://www.guardian.co.uk/education/2008/aug/31/teaching.teachersworkload&docid=w6QFgjkzV3ypaM&imgurl=http://static.guim.co.uk/sys-images/Guardian/Pix/pictures/2008/08/30/Stressed-teacher-460x276.jpg&w=460&h=276&ei=c2xTUM32DaXSiAK9uYHgAQ&zoom=1&iact=hc&vpx=168&vpy=162&dur=4979&hovh=174&hovw=290&tx=154&ty=131&sig=100554639940129508124&sqi=2&page=1&tbnh=111&tbnw=185&start=0&ndsp=21&ved=1t:429,r:0,s:0,i:70 Mr. Smiths has been having a problem with her grade 3 students. Some of them are doing very poorly on their weekly spelling tests. It is evident that they are not studying in preparation for the tests. She knows that these students are capable of doing much better. Using reward/coercive power how can she get her class to study and improve their spelling test achievement? “Good morning class. I would like to start off by saying that I have a soar throat today, and I would appreciate it if I don't have to raise my voice at you. I spent a great deal of time making a fun activity for you to explain the science concept we are learning in this chapter and it will go smoothly as long as you are cooperative.”

1.What power base is this teacher using?

2.What conditions need to be in place for this power to be effective? http://www.google.ca/imgres?num=10&um=1&hl=en&authuser=0&biw=1366&bih=643&tbm=isch&tbnid=dIGYq-rkP3Y4uM:&imgrefurl=http://empirebuilding.net/who-has-power-over-you/&docid=Z1slWXIl5pHXtM&imgurl=http://empirebuilding.net/wp-content/uploads/2010/08/PowerTypes.gif&w=475&h=334&ei=MO9TUMa1I8XKyQHYz4H4Aw&zoom=1&iact=hc&vpx=1057&vpy=156&dur=1044&hovh=188&hovw=268&tx=55&ty=144&sig=100554639940129508124&sqi=2&page=1&tbnh=142&tbnw=193&start=0&ndsp=18&ved=1t:429,r:5,s:0,i:85 http://www.google.ca/imgres?um=1&hl=en&authuser=0&biw=1366&bih=600&tbm=isch&tbnid=C-8pl1pXzy22AM:&imgrefurl=http://www.thedailygreen.com/healthy-eating/eat-safe/safe-halloween-candy-44072808&docid=FvlmKT0ij-HDEM&imgurl=http://www.thedailygreen.com/cm/thedailygreen/images/Candy%252520Tree%252520Organic%252520Mixed%252520Fruit%252520Toffee-lg.jpg&w=460&h=360&ei=5PBTUNeZJcOaiQKvqYHQDQ&zoom=1&iact=hc&vpx=845&vpy=290&dur=1540&hovh=199&hovw=254&tx=126&ty=163&sig=100554639940129508124&page=2&tbnh=127&tbnw=162&start=23&ndsp=26&ved=1t:429,r:24,s:23,i:285 http://www.google.ca/imgres?um=1&hl=en&authuser=0&biw=1366&bih=600&tbm=isch&tbnid=y7eRwVFl-pPwgM:&imgrefurl=http://www.aussiegolf.com.au/junior/catalog/training-equipment/whistle-lanyard&docid=-cqtKdynI46qyM&imgurl=http://www.aussiegolf.com.au/files/imagecache/product_full/whistle.jpg&w=400&h=428&ei=XvJTUMH3K4j-igLfyoGICQ&zoom=1&iact=hc&vpx=370&vpy=153&dur=2574&hovh=232&hovw=217&tx=119&ty=151&sig=100554639940129508124&page=1&tbnh=107&tbnw=100&start=0&ndsp=24&ved=1t:429,r:2,s:0,i:142 http://www.google.ca/imgres?um=1&hl=en&authuser=0&biw=1366&bih=600&tbm=isch&tbnid=MHRbyIJ1xyIv6M:&imgrefurl=http://kimgarst.com/how-to-become-the-expert-in-your-niche&docid=1y_lh2PbVkwGPM&imgurl=http://kimgarst.com/images/expert.jpg&w=500&h=375&ei=6_JTUPuRLafniwKc54HIBQ&zoom=1&iact=hc&vpx=124&vpy=94&dur=2091&hovh=194&hovw=259&tx=130&ty=100&sig=100554639940129508124&page=2&tbnh=134&tbnw=186&start=25&ndsp=27&ved=1t:429,r:0,s:25,i:216 http://www.google.ca/imgres?num=10&um=1&hl=en&authuser=0&biw=1366&bih=600&tbm=isch&tbnid=3VgDMoM_z16TCM:&imgrefurl=http://blog.sysomos.com/2010/05/19/twittera-as-a-resource-tool/question-mark/&docid=sIO7YgQ2nyiR_M&imgurl=http://blog.sysomos.com/wp-content/uploads/2010/05/question-mark.jpg&w=304&h=320&ei=kvNTUPq0KKWUiAK0y4HIBA&zoom=1&iact=hc&vpx=115&vpy=168&dur=477&hovh=229&hovw=218&tx=84&ty=114&sig=100554639940129508124&sqi=2&page=1&tbnh=119&tbnw=113&start=0&ndsp=29&ved=1t:429,r:0,s:0,i:136 http://www.google.ca/imgres?num=10&um=1&hl=en&authuser=0&biw=1366&bih=600&tbm=isch&tbnid=vjNrn6h6c9cPAM:&imgrefurl=http://commons.wikimedia.org/wiki/File%253AQuestion_mark_3d.png&docid=TyOrjKrQKHhnBM&imgurl=http://upload.wikimedia.org/wikipedia/commons/a/ae/Question_mark_3d.png&w=496&h=959&ei=kvNTUPq0KKWUiAK0y4HIBA&zoom=1&iact=hc&vpx=236&vpy=119&dur=609&hovh=312&hovw=161&tx=99&ty=187&sig=100554639940129508124&sqi=2&page=1&tbnh=119&tbnw=62&start=0&ndsp=29&ved=1t:429,r:1,s:0,i:139 Referent Power Students behave in the ways the teacher wants them to behave because they like the teacher as a person.

In this power base the students trust the teacher and they feel as though the teacher cares about them, is concerned about their education, and has their best interests in mind. There are two main requirements for effective use of this power:

1. Teachers must perceive that the students like them.

2. Teachers must communicate that they care about and like the students which can be done through the use of positive gestures, written comments, extra time etc. Referent Power There are two considerations that need to be kept in mind when using referent power:

1. The teacher should not lose the authority in his or her class.

2. This power will not work on all students and should not be used all the time. It is very likely that different students may require teachers to use different types of power bases. Students behave in the ways their teacher wants them to because they view the teacher as someone who is knowledgeable and who can help them learn. Expert Power This teacher power base has two main conditions that need to be in place for it to work effectively:

1. Students have to believe that their teacher has the knowledge and skills that will help them learn.

2. Students have to value learning what the teacher is teaching them. Both are based on behavioural notions of learning. They foster teacher control over student behaviours. There are four requirements needed for this power base to be effective:

1. It is important for the teacher to be consistent with the rewards and punishments.

2. It is important for students to see the connection between their behaviour and reward or punishment.

3.The reward or punishment should be perceived as a reward or punishment by the student.

4.The student must see the application of the rewards or punishments as fair and reasonable. Reward and Coercive Power There are many different ways rewards and punishments can be given. For instance, when a student is displaying good behaviour they could receive rewards such as free time, stickers, gold star, written comments to parents. Punishment for students displaying bad behaviour could consist of loss of recess or free time, detention, or suspension (in school or out). Reward and Coercive Power One problem with the reward and coercive power base is that over-use can occur. Once students get older they may not be affected by the reward or punishment. In some cases students may get used to the reward and not perform when they need to without receiving a proper reward. On the other hand, if too much punishment is given it could change the student’s perception of school and learning for the worse. Reward and Coercive Power It is completely normal to use more than one power base in your classroom. There are instances where teachers will need to use different power bases on different students. In some cases different power bases could be used on the same student throughout the school year. Students behave well because the teacher has the legal and formal authority for maintaining appropriate behaviour in the classroom.

In this power base it is important for the teacher to reiterate the fact that they are working together with the administrators for the students' betterment. Teachers must fit the image of a teacher. For instance, they must dress, speak, and act accordingly. The students are expected to behave if the teacher asks them to because the teacher is the authority figure. However, this power is less likely to influence students of today’s society. Teacher Power Bases http://www.google.ca/imgres?um=1&hl=en&authuser=0&biw=1366&bih=643&tbm=isch&tbnid=KXXoHMSNSrROUM:&imgrefurl=http://bruceeisner.com/new_memes/the-lao-tsu-syndrome/believing-in-your-beliefs/&docid=9jnaCRH8gDm89M&imgurl=http://bruceeisner.com/new_memes/wp-content/uploads/2011/06/beliefs-words.jpg&w=650&h=283&ei=ZTpXUIS6OsWeywGO64GoBw&zoom=1&iact=rc&dur=473&sig=100554639940129508124&page=1&tbnh=73&tbnw=167&start=0&ndsp=21&ved=1t:429,r:3,s:0,i:145&tx=78&ty=39 Key Concept:
Students will gain an understanding of the four teacher power bases.
Students will learn why it is important to develop and consistently apply a predetermined plan which is based on their personal philosophy of teaching.

Objectives:
Students will be able to determine which teacher power base is being used in specific scenarios.
Students will be able to determine which teacher power base would be the most effective in a given situation.
Students will be able to list specific ways of using a particular teacher power base.
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