POWER & CLASSROOM MANAGEMENT
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Transcript of POWER & CLASSROOM MANAGEMENT
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POWER & CLASSROOM
MANAGEMENT
Dr Joel Roache, B.A [Hons], Ph.D., Dip.Ed.Faculty of Education, LaTrobe University
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Background
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The main characteristic of ...(the authoritarian) system is that it affirms the traditional superiority of one group over another and gives this superior group
the right to determine the behaviour of others. It affirms the superiority of parents over children; of
men over women; of whites over coloured; of capital over labour; and of teachers over students... For
many hundreds of years this system operated and provided a reasonably easy frame-work for teachers.
(However), since World War II we have seen the sudden collapse of the authoritarian system in this
country and its replacement by a democratic system. (Balson M, 1992)
Our changing society ?
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Power (French & Raven)
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Reminiscing
REFLECT ON YOUR OWN EXPERIENCES AT SCHOOL
Think about your “best” or “favourite” teacher from your own
school experience.
Why did you like them ?
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Reminiscing
REFLECT ON YOUR OWN EXPERIENCES AT SCHOOL
Think about your “worst” or “most disliked” teacher from your own school
experience.
Why did you dislike them ?
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tall, gangly, pimple-faced.....
Policemen?
Legitimate Power (Role Related)
Ever wondered why people generally do what they are told by:
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rude, abrupt, arrogant.....
Surgeons?
Expert Power (Knowledge and Skills)
Ever wondered why people generally do what they are told by:
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smooth, charming, attentive....
Real Estate Agents?
Referent Power (Relationship)
Ever wondered why people generally do what they are told by:
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large, dirty, violent…..
Skinheads?
Coercive Power (Punishment)
Ever wondered why people generally do what they are told by:
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young, attractive, overfriendly.....
members of the opposite sex?
Reward Power (Recognition)
Ever wondered why people generally do what they are told by:
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Different Types of PowerCOERCIVE - The power a teacher has over a student that comes
from the student’s desire to avoid punishment (Either you… or you will have to…).
LEGITIMATE - The power given a teacher due to their position and role (Do what you are told, because I say so!).
REFERENT - Power that students give to teachers whose relationship they value. Stems from trust of, respect for, and liking of the teacher (Do you have to? Can’t you do me a favour and…).
REWARD – Power related to the student’s need to gain something the teacher can provide. Teachers who offer desired recognition and reward for appropriate behaviour have this kind of power (Thanks, that was very helpful).
EXPERT - Power which stems from a student’s belief that the teacher has the ability to pass on important knowledge and skills, and they will gain something valuable if they cooperate (If you try this work, you will see how valuable it is).
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Power Charts
Power
Expert
Referent
Legit.
Coerc.
Power
Legitimate
Coercive Reward
Refer’t
Expert
Draw a power chart for your “best” teacher.Draw a power chart for your “worst” teacher.
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Two major research findings related to teachers’ interactions with more challenging students
Teachers, when dealing with more challenging students appear to be increasing their use of Coercive and Legitimate Power.Teachers, when dealing with more challenging students, appear to be decreasing slightly (or at best failing to increase) their use of Referent and Reward Power.
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Power & Management
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Models of Classroom Management
Model of Control [interventionist]
Teacher-oriented, teachers act to control student behaviour via systematic use of rewards & punishments [Canter & Canter, 1992].
Types of Power
LegitimateCoerciveReward
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Models of Classroom Management
Model of Influence [non-interventionist]
Student-oriented, students control own behaviour, become self-correcting and self-controlled, teacher acts as a consultant [Gordon, 1974].
Types of Power
ExpertReferent
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Models of Classroom Management
Model of Group Management [interactionist]
Group-oriented, class group sets the rules, teacher mediates, uses genuine choices & consequences [Glasser, 1969].
Types of Power used
Referent [to group]ExpertLegitimateCoercive
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Different situations, ages of students, and types of behaviour demand differing combinations and proportions of power.
When would you use the different kinds of power and why?
What factors would you take into consideration to decide which model of management to employ and when?
Power in Context
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Kohlberg & Moral Development
Stage 1 – Pre-conventional [≤ 6 y.o.]1.Obedience and punishment orientation - How can
I avoid punishment?2. Self-interest orientation - What's in it for me?
Stage 2 – Conventional [≥ 6 y.o. ≤ 11 y.o.]3. Interpersonal accord and conformity - Social
norms, the good boy/good girl attitude.4. Authority and social-order maintaining
orientation - Law and order morality.
Stage 3 – Post-conventional [≥ 11 y.o.]5. Social contract orientation.6. Universal ethical principles - Principled
conscience.
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1. Why would teachers choose to use forms of Power they know don’t work productively?
2. Why would teachers choose not to use forms of Power they know are effective?
3. How do teachers cope when they know that they have handled a situation ineffectively?
Questions for Tutorials
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References
• Balson, M. (1992). Understanding classroom behaviour [3rd ed.]. The Australian Council for Educational Research, Melbourne: ACER Press.
• French, J. R. P. & Raven, B. H. (1959). The bases of social power. In I. D. Cartwright [Ed.]. Studies in Social Power, Ann Arbor, MI. Institute for Social Research.
• Kohlberg, L. (1969). Stage and Sequence: The Cognitive Development Approach to Socialisation. In D.A. Goslin [Ed.]. Handbook of Socialisation Theory and Research, Chicargo, Rand-McNally.
• Lewis, R. (2008). The Developmental Management approach to classroom behaviour. The Australian Council for Educational Research, Melbourne: ACER Press.