TEACHER POWER BASES Education 583 TEACHER POWER BASES

TEACHER POWER BASES Education 583

TEACHER POWER BASES • REFERENT POWER Students behave because they believe the teacher cares about students learning a. Teacher believes students like him/her b. Teacher communicates that he/she cares and likes the student

TEACHER POWER BASES • EXPERT POWER Students behave because they respect the teachers knowledge and one who can help them learn a. Teacher has knowledge/teaching skills b. Students value what the teacher is teaching

TEACHER POWER BASES • LEGITIMATE POWER Students behave because the teacher has the authority for maintaining appropriate behavior in the classroom

TEACHER POWER BASES • REWARD/COERCIVE POWER Students behave because 1. teacher consistently assigns and withholds rewards and punishments 2. students see the connections between behaviors and rewards and punishments 3. the rewards and punishments are perceived as such by the students a. This can reduce intrinsic motivation if tangible rewards used, not if verbal reports used

TEACHER POWER BASE REFERENT EXPERT LEGITIMATE REWARD/ COERCIVE Motivation to behave Student likes teacher as a person Teacher has special knowledge Teacher has legal authority Teacher can reward and punish Need for teacher management of student behavior Very low Moderate High Requirements for use Students must like the teacher as a person Teacher expertise must be perceived and valued Students must respect legal authority Rewards and punishments must be effective Key teacher behaviors Communicates caring for students Demonstrates mastery of content and teaching skills Acts as a teacher is expected to act Has and uses knowledge of student likes and dislikes Age limitations Useful for all levels Less useful at primary level Useful at all levels but less useful at senior high level Caveats Teacher is not the student’s friend Societal changes have lessened the usefulness of this power base Emphasizes extrinsic over intrinsic motivation Heavily dependent on student values

STUDENT DIRECTED MANAGEMENT 1. This prepares students for life in a democracy by learning to control their behavior 2. Students can control their behavior if given the opportunity 3. Skills needed: a. Self regulation b. Classroom rules c. Classroom routines/procedures d. Learning activities

STUDENT DIRECTED MANAGEMENT (2) 4. Students can decide on a. Room decoration b. Classroom rules c. Classroom routines/procedures Co-teacher d. Learning activities 5. Students experiences the consequences of their behavior/natural and logical consequences used 6. Used with Referent and Expert Teacher Power base 7. Often more easily implemented in elementary/selfcontained classes.

TEACHER DIRECTED MANAGEMENT 1. Students become good decision makers by internalizing rules given to them by caring/responsible adults 2. Teacher develops rules/rewards and punishments 3. Teacher manages students’ behaviors 4. Teacher makes decisions about room arrangement, operations of the classroom, content, assessment 5. Compatible with teacher/directed theory 6. Use behavior modification and behavioral psychology

COLLABORATIVE MANAGEMENT 1. Behavior is the joint responsibility of student and teacher 2. Students have the opportunity to control their own behavior, and the teacher can influence the behavior 3. Classroom is effective when a. Students are engaged in learning b. Students are successful

COLLABORATIVE MANAGEMENT (2) c. Respectful to teachers and students d. Cooperative in following rules developed by both students and teachers e. Conflicts resolved individually and time not taken away from class f. Natural/logical consequences used 4. Compatible with expert teacher model