AUTHORITY OF THE TEACHER

  Qualities to be possessed by the teacher in order to command respect from the students and wield his or her authority are dignity, consistency, firmness and being self-critical.

 

Authority is the right to give orders and the power to exact obedience. Authority gives the power to enforce obedience. It is the power to give orders and make sure that these orders are obeyed. Authority is the power to make decisions which guide the actions of another. It is a relationship between two individuals; supervisor, and the subordinate. The superior frames and transmits decisions with the expectation that they will be accepted by the subordinate. The subordinate expects such decisions, and his conduct is determined by them.

Have you realized the magic between the best teachers and the most challenging students? It seems that these teachers know how to connect and correct behaviour through positive and meaningful conversations. The best teachers have a presence that simply commands the attention of their pupils. Admittedly, it can take some years to master the skill, and many teachers begin to ‘rip out their hair’ when they cannot get the whole class to hang on their every word. Luckily, there are a few techniques that can be used to stamp your authority, and these can be adopted by anyone who is currently teaching.

Authority refers to accepted power, that is, the power that people agree to follow. People listen to authority figures because they feel that these individuals are worthy of respect. Generally speaking, people perceive the objectives and demands of an authority figure as reasonable and beneficial, or true. Therefore, the Authority concept has a close relationship with the concept of power and influence. Authority means legitimate power. Authority is meant as a power based on satisfaction. Authority is one of the most effective forms of influence.

 

Properties of Authority

ü  Legitimacy: this trait determines the effectiveness of the authority.

ü  Dominance: Authority is the capacity of the individual to command others. An individual or a group which possesses authority exercises dominance over other individuals. Authority is a command of superior to an inferior.

ü  An informal power: It is not a formal power as it lacks characteristics which are the main features of power. Authority is not a power but something that accompanies power. It is the quality in men and things which adds to their power, something which creates power but it is not itself a power.

ü  Substantiality: Authority is not an apparent power, because it has some traits that form the main visage of the power.

ü  Rationality: This is the main characteristic of authority. The man who has authority possesses something that is described as the capacity for reasoned elaboration for giving convincing reasons for what he does or proposes to have others to do. Evidently, the basis of authority is logic or reason.

ü  Accountability: The individual or a group of individuals who possess authority are responsible to some higher authority. In a democratic system, accountability is the most significant characteristic of authority.

 

Teacher Authority as Power

As a result of the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behaviour. This could be termed teacher authority Teacher authority is, in a sense, the right to ask others to do something. As teachers, we need to ask students to do many things in a day, and we need to make our requests out of some basis of authority. Without it, we would have little efficacy. Five basic forms of teacher authority are identified. Each needs to operate to some degree, but some will be emphasized and utilized more than others for most of us. These five types of authority include Attractive/Referent, Expert, Reward, Coercive and Position/Legitimate.

 

Attractive (Referent) Authority

When the teacher relies on their personability, relationship building, or the fact that they share common interests with students, they could be said to be using attractive authority. Attractive authority can be developed by getting to know and emotionally investing in students. In a sense, when the teacher makes deposits in the emotional bank account of the students, they can use their withdrawals as opportunities to influence behaviour. Attractive authority can also come as a result of the teacher having a personality that is perceived by the students as pleasing, such as being likeable, funny or charming. It is natural, as well as strongly encouraged by our media-driven culture, for students to want to follow and respect those that have qualities that are judged to be cool. We could imply that teachers to varying degrees have the ability to cash in these qualities that could be termed personality capital.

 The use of attractive authority to influence student behaviour can be both effective and healthy. It is challenging to be effective without some degree of it. As the saying goes ‘students do not care how much you know until they know how much you care.’ Students work harder for teachers they like and perceive as caring. However, pandering for student approval, and letting the need to be liked drive one’s teaching choices, will lead to many problems. If the teacher confuses relationship building for an implicit bargain with the students that, I will be nice to you, if you are nice to me, then this can be a slippery slope that leads to giving away one’s power and being taken advantage of.

 

Expert Authority

When the teacher is perceived as being knowledgeable in the subject, well prepared, or intelligent, they possess what could be called expert authority. We have all had teachers who did very little to invest in the affective quality of the class, yet were well respected and able to manage the class to a great degree due to the fact that students felt there was a great deal of value in what these teachers had to say. Expert authority is driven by the students’ desire to know. Some of this form of power comes from natural human deference for those who are perceived as wise, or possess what could be termed intellectual capital. 

The use of expert authority to lead can be useful. It can translate into respect if the teacher is not arrogant or entirely imperceptive of the needs of his or her students. Humour can be an excellent asset for the teacher who chooses to rely heavily on this form of authority. However, to exclusively trust expert authority as being sufficient has been the downfall of a countless number of teachers. Many teachers enter the profession with a passion for their subject and leave one year later when their passion is met by a disappointingly high degree of disinterest and disrespect.

 

Reward Authority

Teachers have the ability to reward their students in many forms. Those rewards are usually employed to influence student behaviour. This form of influence could be termed reward authority. Various forms of rewards include grades, recognition, prizes, praise, privileges and anything else that could be assumed that students desire that could be given to them externally by the teacher. The notion of rewarding student behaviour can be potentially effective. Nevertheless, as we will explore, there are vastly different effects from different kinds of rewards.  

There is a need for the teacher to maintain the social frame relationship between student success and the corresponding teacher reward. This implicit relationship is essential to assure that students feel valued and competent. However, over time it may be desirable for the teacher to help foster intrinsic sources of motivation within the student, rather than developing an expectation that the only way that the student will know if they are successful is if the teacher provides an extrinsic source of reward. In its most healthy form, reward authority is experienced as a deep affirmation and a willingness on the part of the teacher to recognize student effort. In its least healthy form, it is a tangible or emotional token economy. In this application, student behaviour is conditioned by the systematic use of extrinsic rewards and/or the giving of love. It does have the effect of modifying behaviour yet creates addicts of reward and praise whose work is primarily undertaken to obtain the reward rather than learning or growth.

 

Coercive Authority

The teacher has in their power the right to use disincentives, to say No, withhold privileges, and give consequences or punishments to students. When they do this, we could say that they are exercising their coercive authority. Coercive authority implies that if a line is crossed, something will happen that will be less desirable for the student. No matter how much of the other forms of authority a teacher possesses, without some amount of coercive authority, it is likely that some students will take advantage of their freedom to cross lines without concern for boundaries.

Used constructively, this form of authority is essential to draw lines and boundaries. It helps promote a sense of security in the class for those students who are not inclined to cross lines and count on the teacher to take action with those who are so inclined. Used zealously, it can bring hostile energy to the class. Relying on coercive authority can undermine the level of motivation in the class. Shame, punishments, guilt, humiliation, personal attacks, withdrawal of affection are all forms of ineffective coercive authority.

 

Position (Legitimate) Authority

By virtue of the fact that the teacher is in the position of the teacher, they have authority. The governance of the school places each teacher in a position of responsibility for the management of the students in the class. So, in one sense, it is not so much earned as it just exists. Likewise, the role of the teacher is the assumption of having authority. There is no other person in the classroom that can fulfil the duties of the teacher. We could use the term in loco parentis (i.e., in the role of the parent) to describe this type of power. The teacher, in addition to the role as educator, is the sanctioned authority in the room.

Unlike the other forms of teacher authority, position authority is not so much earned or cultivated; it exists by default. Nevertheless, we can do a better or worse job of protecting our meriting this role. This is especially true of new and of substitute teachers. Those who expect to be given respect usually are. While position authority may come mostly from a contract, it is also projected in an air of legitimacy and confidence.

To be effective, one must incorporate at least some amount of each of these five types of authority. However, each teacher must thoughtfully consider the use of each of them within their goals and personality. Each form will produce different effects on the socially constructed classroom reality and lead to different sorts of results with students. For the most part, they are not mutually exclusive. One could utilize a higher or lower degree of any or all of them simultaneously. However, as noted in our discussion of each form, it may be more the case that effectiveness will be less related to which forms of power are employed than the manner in which each is employed.

 

Professional responsibility requires being self-critical

‘Teachership’ is a profession that reflects commitment for guiding respective students in order to make them attain their learning outcomes. Even though the teachers have a lot of personal responsibilities towards the family, community and other training, they have another responsibility of being a role model in the educational life. Teachership involves in both personal and professional renewal. Renewal occurs through criticisms of the tasks done by teachers. Even though this critical approach looks very challenging for many teachers, this approach is inspirational for correcting the mistakes or taking lessons from the respective mistakes in professional life.

If a teacher is self-critical, there is a likelihood of finding the personal mistakes that might occur during teaching. Because whenever the respective teacher is aware of the mistakes and knows what they are, at least that teacher feels modification of it under the effect of professional responsibility. If this responsibility is ignored, it can create a conflict in responsibilities. If the responsibility is not ignored, this approach of the teacher gives way to modification of mistake and teaching better than ever before. Actually, being self-critical is likely to show/remind the right way for teachers, and accordingly, the teachers should be open to criticisms for the sake of professional responsibility.

A teacher needs to be self-critical in finding the mistakes and needs to feel remorse for the mistakes that occurred in the learning process. Because remorse involves self-reproof, admitting one’s own mistakes, and taking responsibility for your actions and It also moves the remorseful person to avoid doing the hurtful action again. Feeling remorse opens new approaches in the mind of the respective teacher in order to rectify/renew herself. If the teacher does not know the positive outcome of feeling remorse, that teacher cannot be aware of feeling empathy towards her students. Because remorse comes from genuine empathy for the pain the other person is feeling because of your actions.

 

Teacher’s dignity, values and ethical principles

The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility and freedom. All teaching is founded on ethics.

ü  Dignity means respect for humanity. Teachers must respect every person, regardless of gender, sexual orientation, gender diversity, appearance, age, religion, social standing, origin, opinions, abilities and achievements.

 

ü  Truthfulness is one of the core values in teachers’ basic task, which involves steering learners in navigating life and their environment. Honesty with oneself and others and mutual respect in all communication is a basic aspect of teachers’ work.

 

ü  Fairness is essential both when encountering individual learners and groups but also in the work community. Fairness involves, in particular, promoting equality and non-discrimination and avoiding favouritism.

Teachers are entitled to their own values, but in their work, teachers’ responsibility is tied to their basic task and its standards such as legislation and the curriculum.

 

Effectiveness of punishment versus reward in classroom management

The effectiveness of punishment versus reward in classroom management is an ongoing issue for education professionals. Both strategies provide teachers with leverage when working with disruptive and self-motivated students. Before you decide whether to motivate students with rewards or manage with consequences, you should explore both options.

 

The positive side of rewards 

Many teachers want to keep a positive atmosphere in their classroom. One way they maintain this is by using rewards to motivate students. These are offered in a variety of ways, such as a treat for completing homework on time or extra recess for good behaviour. Rewards work for the students who receive them and those who do not: Seeing a high-achieving student enjoy a reward may inspire a disruptive student to focus on her work.

The positive side of punishments 

Educators often choose punishments when rules are not followed. The layout guidelines when the year begins and lists what the punishments will be if the rules are not followed. The punishments, or consequences, usually involve withholding something the student enjoys. A student who frequently distracts his peers from learning will be deterred if he knows he will not receive a class treat at the end of the month.

Reward drawbacks 

Although rewards motivate students to participate in school, the reward may become their only motivation. Whereas many students may aim to please their teacher, some might turn in assignments just for the reward. If you choose to implement rewards in your classroom, keep an eye out for students who may need encouragement to do their best.

Punishment drawbacks 

Fear of punishment gets most students to follow clearly articulated rules. Mentioning these punishments to a disruptive student, or one whose work ethic has been slipping, encourages her to behave. However, the fear may cause a student to work simply to get by rather than operate at her full potential. For example, a student may behave only to avoid punishment, without listening to the lesson.

 

Using Positive Discipline Techniques in the Classroom

Positive discipline is a more effective way to manage misbehaving students in the classroom rather than using punishment or rewards. It allows students to learn and adapt their behaviours to meet expectations in the classroom, while simultaneously teaching them how to make better choices in their path to adulthood.

Classroom discipline

If a student misbehaves in the classroom, a teacher must have a few techniques that they can use to reduce or eliminate unwanted behaviour. From misbehaving in the classroom to not doing the assigned work, there are many ways to deal with unwanted behaviour, including punishment, discipline, or even using rewards. However, the most effective method for dealing with students that are misbehaving in the classroom is using positive discipline. According to the American Academy of Pediatrics, there are many types of positive discipline, and whatever technique is used to prevent or reduce misbehaviour will only be effective if:

ü  Both the student and teacher understand what the problem behaviour is and what the expected consequence is for the misbehaviour

ü  The appropriate consequence is consistently applied every time the misbehaviour occurs

ü  The manner you deliver the technique matters (calm versus aggressive)

ü  It gives the students a reason for a specific consequence to help them learn

In most cases, using punishment or rewards is not needed, as the majority of problems or misbehaviours can be dealt with using positive discipline.

 

Difference between punishment and positive discipline

Punishment is an action or penalty that is imposed on a student for misbehaving or breaking a rule. However, the impact on students can be very detrimental, from inducing physical or emotional pain to not being effective in reducing future misbehaviours. Punishment is used to control the behaviour of students in two different ways:

ü  Negative discipline involves verbal disapproval and reprimands

ü  Corporal punishment involves severe emotional or physical pain

Alternatively, positive discipline is the practice of training or teaching a student to obey the code of behaviour or rules in both the short and long term. Instead of controlling the behaviour of students, teachers can use positive discipline to develop a child’s behaviours through self-control and making positive choices.

Punitive punishment toward students such as suspensions, aggressive policing and reactive strategies go against human rights and fail to address the real problem. However, preventative and constructive approaches that use positive discipline create a positive school atmosphere and also teaches students conflict resolution and behaviour skills. In the end, positive discipline can help shape a child, by using encouragement rather than meaningless and even painful consequences, like punishment.

Positive discipline techniques

There are many techniques that teachers can use to reinforce good behaviour with positive discipline, including:

ü  Set the classroom rules at the start of the year

ü  Have consistent expectations

ü  Set goals at the beginning of class

ü  Appropriate behaviour should be reinforced

ü  Remain neutral during conflicts

ü  Search for the root cause of the misbehaviour

ü  Student dignity matters

ü  Create individual plans for students

ü  Use Praise

ü  Model appropriate behaviours

ü  Provide students with different choices

ü  Remove objects in the environment that cause distraction

ü  Listen to students

Using these positive discipline techniques will help teachers maintain a positive atmosphere and support an inclusive learning environment. When addressing a specific child, it is crucial for teachers to work closely with the student to develop a positive discipline plan that works. One of the most critical parts of positive discipline is to help students learn the new behaviours that meet expectations in the classroom, home and elsewhere.

Using rewards and privileges

Another alternative to punishment and positive discipline is the use of rewards and privileges for good behaviour in the classroom. A reward system can be put in place to encourage good behaviour in students that are misbehaving, from helping out other students to raising their hand instead of blurting out the answer. On the other hand, a system that uses privileges, such as being able to go to class without an adult, focuses on good behaviour over a period of time and accumulating points toward a particular privilege. However, using rewards and privileges in the long term can lead to negative outcomes, like rewarding students just for participating. To avoid reliance on a rewards system, positive discipline uses positive and negative consequences to help students learn.

Benefits of positive discipline

Using positive discipline techniques can help teachers overcome the many challenges in the classroom and help students learn and make better choices in the future. In fact, using positive discipline in the classroom not only increases academic success in the classroom but provides many other benefits, including:

ü  Students show respect for the teacher

ü  Students are on task and engaged

ü  Less disciplinary measures are needed

ü  Fewer suspension and expulsions

ü  Students see rules as fair

ü  Attendance improves

These are just a few of the benefits that can be seen from using positive discipline techniques in the classroom. On top of this, the benefits also extend beyond the classroom, into the home life, sports and social environment of the student, from being more respectful to everyone to understanding the social norms in different situations.

 

 

 

 

Ways to command respect

Have you ever noticed that some teachers do not have to work as hard at classroom management? Some teachers can walk into a classroom, and almost magically, the students become calmer, more mature, and more receptive in their presence. These teachers may use the same classroom management plan as everybody else, but somehow, year after year, their students are always better behaved. What are they doing differently? By virtue of how they communicate with students, both verbally and non-verbally, some teachers are able to command almost effortless respect. Thus, to command respect from students, you do not have to be born with a royal bloodline or have the bearing of a drill sergeant.

 

        i.            Use confident body language. Keep your head up, shoulders back, and look directly at students when speaking with them. Confident behaviour earns immediate respect.

 

      ii.            Slow down. Rushing around creates negative, excitable energy and makes you appear as if you are not in control. Work on moving efficiently and gracefully.

 

    iii.            Be decisive. Do not argue with students, appear wishy-washy, or let them dictate your response to misbehaviour. Make decisions quickly and then move on.

 

    iv.            Pause before speaking. Always wait until every student is attentive and looking at you before giving instructions. This shifts control to you and adds more importance to whatever you say.

 

      v.            Do exactly what you say you will do, especially when it comes to your classroom management plan. Your students will respect this above all else.

 

    vi.            Practice brevity. Talk less, and your words will mean more.

 

  vii.            Keep your cool. When you overreact, yell, or lose emotional control, you provide a poor model for your students. And they will lose respect for you because of it.

 

viii.            Listen. Let your students speak and wait until they finish before responding. If you do not respect them and what they have to contribute to your classroom, they will not respect you.

 

    ix.            Be prepared. Your students will not respect a leader who is unorganized, has poor time management, or is not in complete control of the classroom.

 

      x.            Radiate confidence. Students can sense fear a mile away and will prey upon it if given the opportunity. Suppose you are feeling unsure of yourself, practice confident body language until you begin to feel it on the inside.

 

    xi.            Consistency. If you are in a role where you teach different age groups, remember to be consistent. Admittedly, you will probably speak to your older students as if they are young adults. However, you must remain consistent in how you command respect and attention. After all, it only takes one class to reveal that you are not actually the super-authoritative individual that you have made yourself out to be before everyone knows. This reputation could then cause your other classes to speak over you, ignore your rules and show you blatant disrespect.

 

  xii.            Be firm but fair. Do not fall into the trap of being too firm when trying to stamp your authority. After all, it is vital that you also come across as someone who is fair and reasonable. Tactics such as raising your voice and giving someone a severe punishment may work from time to time, but it is more likely to instil a sense of fear in your learners rather than a respect for your authority.

 

xiii.            Move around. I have never understood teachers who just want to sit at their desks or stand up at the front. Classrooms are a teacher’s territory, and students need to see that you can teach from any corner and are observant of every nook and cranny. While you talk, walk around. Look at students, up close and far away. Walking around the room has a few benefits. First, students should not be allowed to get up and walk around at a whim, so it marks a degree of authority, at least subconsciously. It also indirectly lets students know they cannot hide in a corner or in the back. You are going to be all over the place, and they are therefore responsible for engaging you and the material. Finally, it is a decent exercise. Therefore, it can be beneficial to move around when you are teaching as it will help to keep students’ attention on your message because it is less monotonous than just being stood at the front of the room and give you a presence at the back of the classroom from time to time as indicated. Students will not feel like they can get away with such things as passing notes or sending sneaky texts because they will always be aware that you could be behind them at any point.

 

xiv.            Give (and take). Be sure that you do not just exercise your authority in negative situations. As the person in charge, you have the ability to hand out rewards to those who are well-behaved. This is a great way to show people that you are the boss and have plenty of control. Of course, you can always take away the privileges of the naughty students when you feel that is necessary.

 

  xv.            Pick their seats.



Some teachers think giving students the freedom to pick their seats is a way of signalling you respect their decisions and want to give them some degree of freedom. For some classes, especially older ones, this might have some merit. However, you should still have a seating chart for day one, and optimally for at least the first few weeks of class. This accomplishes a few things. First, it takes all the calculation and stress that goes with it away from the students. Second, it is the first thing they will notice in your class as you have made the decision about how things are going to operate. Finally, it largely randomizes where students are seated, so you are more likely to avoid friends sitting next to each other and chatting it up on day one. You can adjust the next day or week if needed but have a prepped seating chart ready to go to set the tone.

xvi.            Tell them about the class and your expectations. The first day of class should be about getting to know each other and getting to understand the material, as well as hopefully doing some work, but it is imperative you take the time to explain the basic boundaries of your class. Before you explain anything else, before any icebreaker games, establish the kind of behaviour you expect and what your specific class rules are. It is not enough to just tell students what your expectations are, however. They can signal off an explanation. Instead, engage students. Ask them why they think you set the rules as you did. Ask them if they can agree to abide by the boundaries you have set. Get them to talk about what they would want to change and why. This activity is especially effective with students from about the third grade onward.

 

xvii.            Warm – strict, 100%. There is a teaching technique called “warm-strict”. This technique can be difficult to master, but once you do, it is the perfect attitude to carry most of the time in your class. It means being empathetic and caring and understanding, but also firm in your expectations and authority. So, when a student breaks a rule, you must enforce the consequences, but do so without pleasure. Your response should be, “I’m sorry you chose to do that” rather than “this is what you deserve.” Related to this idea is another technique termed “100%”. This technique insists that students live up to your expectations and directions completely and totally. If you ask everyone to put their pencils at the top of their desks, you should not begin speaking only after all pencils are on desks – you need to wait until all pencils are at the top of all desks. This might sound overbearing, but it communicates to your class that you mean literally what you say and your expectations are clear and consistent. When you do not make sure directions are followed 100%, you teach your class that not everything you say needs to be listened to.

 

xviii.            Avoid getting “buddy-buddy”. This is a common mistake new teacher make. You are not there to be friends with your students; you are there to be their teacher. Students are fun and exciting and will want to engage, but in order to give them your best, you also need to establish that you are the authority. Do not get me wrong; you can develop a friendship with your class as the year moves on after everyone is used to and appreciates boundaries and rules. This just means that on day one, friendship is not your priority, establishing a firm and healthy class culture is. Once you are there though, you have plenty of room to be the cool teacher.

 

xix.            Get to work. This is straightforward. On day one, make time to actually start teaching. This not only gets the class started on the material, but it also establishes that you are not going to dawdle and that work is the primary concern of each session. You might be tempted to spend the first-class playing icebreaker games or just talking about the syllabus, or even just getting to know each other, but that is a waste of time. You have all term or all year to get to know each other, but you also have plenty of work to do and a group of students who need to see that you take it seriously. Do not waste time, even on the first day.

 

  xx.            Show you know your business. Some teachers show their authority by barking at kids; others show it by being unduly strict. Others throw punishment around. These are wrong ways of establishing authority. The best way is to just be really good at your job. Be confident, be able to answer questions, and when you get to work, explain the material really, really well. As a matter of fact, plan your first lesson to make yourself stand out as a teacher. ‘Wow’, your class with what you know and what you will be able to teach them. There is nothing like confidence in a teacher’s ability to educate for gaining the respect of a class.

 

xxi.            Be prepared, be organized. A great way to lose both the attention and respect of your class is to come across as flustered and scrambling. Avoid this by making sure you have prepared for every little thing before a single student walks into class. If you are providing books or materials, have them ready to go, along with your system for issuing them to students. If you are passing out papers, put them on desks before students even come into the classroom. Have a warm-up question ready to go. Be at the door, ready to greet each student individually. When students walk in and see you are on top of your game, they will get into the groove of learning a whole lot sooner than if you are rushing around trying to scramble for the basics. Be on the ball.


 

References

Du, Y. (2020). The Transformation of Teacher Authority in Schools. Curriculum and Teaching Methodology3(1), 16-20.

García-Moya, I. (2020). Barriers and Facilitators for Student-Teacher Connectedness: The Case of Classroom Management and Authority. In The Importance of Connectedness in Student-Teacher Relationships (pp. 65-91). Palgrave Pivot, Cham.

Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model (7th Ed.). Boston, MA: Pearson.

Macleod, G., MacAllister, J., & Pirrie, A. (2012). Towards a broader understanding of authority in student-teacher relationships. Oxford Review of Education38(4), 493-508.

Pirrie, A., & Rafanell, I. (2020). Re-conceptualizing authority relations in education: a micro-situational approach. Critical studies in education61(1), 101-114.

Qurbonovna, A. D. (2020). Pedagogical factors of formation of the teacher’s authority. European Journal of Research and Reflection in Educational Sciences Vol8(1).

Smith, B. D. (2015). The Learning of Human Ingenuity Within a Formal, Environmental Education Program: A Case Study of Two Secondary School Programs (Doctoral dissertation, The University of Western Ontario).

Ziegler, Z. (2016). A Relational Theory of Moral Responsibility. Prolegomena: časopis za filozofiju, 15(1), 71-88.


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