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.
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