POWER & CLASSROOM MANAGEMENT

1. POWER & CLASSROOM MANAGEMENT Dr Joel Roache, B.A [Hons], Ph.D., Dip.Ed. Faculty of Education, LaTrobe University

2. Background

3. Our changing society ? 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)

4. Power (French & Raven)

5. 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 ?

6. 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 ?

7. Ever wondered why people generally do what they are told by: tall, gangly, pimple-faced..... Legitimate Power (Role Related) Policemen?

8. Ever wondered why people generally do what they are told by: rude, abrupt, arrogant..... Expert Power (Knowledge and Skills) Surgeons?

9. Ever wondered why people generally do what they are told by: smooth, charming, attentive.... Referent Power (Relationship) Real Estate Agents?

10. Ever wondered why people generally do what they are told by: large, dirty, violent….. Coercive Power (Punishment) Skinheads?

11. Ever wondered why people generally do what they are told by: young, attractive, overfriendly..... Reward Power (Recognition) members of the opposite sex?

12. Different Types of Power COERCIVE - 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).

13. Power Charts Expert Expert Legitimate Refer’t Power Power Referent Coercive Coerc. Reward Legit. Draw a power chart for your “best” teacher.Draw a power chart for your “worst” teacher.

14. 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.

15. Power & Management

16. 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 Legitimate Coercive Reward

17. 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 Expert Referent

18. 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] Expert Legitimate Coercive

19. Power in Context 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?

20. Kohlberg & Moral Development • Stage 1 – Pre-conventional [≤ 6 y.o.] • 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.

21. Questions for Tutorials • Why would teachers choose to use forms of Power they know don’t work productively? • Why would teachers choose not to use forms of Power they know are effective? • How do teachers cope when they know that they have handled a situation ineffectively?

22. 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.