Authoritarian Classroom

8/13/2019 Authoritarian Classroom

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Teachers have full responsibility for

controlling the classroom. They devise and enforce specific rules to

control pupil behaviour in the classroom.

They deal forcefully and quickly with

misbehaviour.


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Lee and Marlene Canter believe that teachers andpupils have rights in the classroom.

They expect teachers to be assertive, to set clear

rules of behaviour and expectations, and enforce them

calmly through a discipline hierarchy ofconsequences.

Teachers have to communicate needs and

requirements to pupils clearly and firmly, and respond

with appropriate actions.

They are to get pupils to fully comply to rules without

violating the interest of the pupils


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Pupils are assigned to seats where they haveto sit during the lessons and usually for thewhole term.

Pupils are to be often quiet in the classroom

and cannot interrupt the teachers.

Pupils do very little verbal exchange anddiscussion.

Pupils are rarely given permission to leave theclass (hall passes).

Pupils have to obey the rules without anyquestion or face the consequences.


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Teachers role manage student behaviour to

maintain a conducive environment in teaching &

learning.

Usually teacher will use the power to deal with

inappropriate behaviour in order to control their

behaviour rather than consider the appropriateness of

the learning context for accommodating studentsneeds.


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Traditionally effective classroom

management has been largely viewed as:

controlling students behaviour

keeping students on task &

maintaining lesson flow


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The teacher has 4 power bases from

which to operate:

CoerciveLegitimate

Expert

Referent


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POWER TYPE

Coercive

POWER BASE

Authority by virtue of power to reward & punish

CHARACTERISTIC CLASSROOM ORGANISATION &

MANAGEMENT

Dictates rules & procedures

Uses system of incentives & punishments

Requires teacher controlled


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Teachers acting with coercive authority:

demand compliance(must follow the rule)

practice rigid control

deny students role in making decision

Put a limits on acceptable behaviour


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POWER TYPE

Legitimate

POWER BASE

Authority by virtue of appointed position CHARACTERISTIC CLASSROOM ORGANISATION &

MANAGEMENT

Clearly shows there is a border between the teacher & students

Prescribes standards for appropriate behaviourReminds student of their position of authority


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frequently remind student who is in charge

believe they have the right to exert authority over

student because of the authority vested in them as part

of their role

Teachers feel that they are allowed by society because

they have teaching certification to

control the classroom in their way.


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Teachers with legitimate & coercive power bases:

practice overt control over the students

decrease students self-control encourage extrinsic motivation

afford fewer opportunities for developing self-esteem

more effective at primary level and lose their

effectiveness as students get older(secondary level)


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POWER TYPE

Expert

POWER BASE

Authority by virtue of knowledge & expertise CHARACTERISTIC CLASSROOM ORGANISATION &

MANAGEMENT

Focuses on keeping students on task

Uses procedures that redirect students towards the learningtask

Carefully monitors students progress through the lesson


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Expert power is attributed to the one who has a

specialized body of knowledge.

Teachers are attributed expert power by student

when they view the teachers as knowledgeable,

competent & in charge.

Students are usually willing to follow the teachersdirection because they feel confident that the

teacher knows what he/she is doing.


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Teachers who manage their class by expert power

usually:

show great enthusiasm for the subject skillful in subject matter

Practice academics leadership

establish orderly procedures

actively involve the students know how to make involvement with the learning

activity much more interesting than disruptivebehaviour

inspire and challenge students to excel


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POWER TYPE

Referent

POWER BASE

Authority by virtue of relationship power

CHARACTERISTIC CLASSROOM ORGANISATION &

MANAGEMENT

Establishes democratic proceduresRespects students rights

Negotiates mutual solutions about the problems


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Referent power is the power that comes form connecting the

studenrts in authentic & humane ways.

is the power that the teachers have, based onstudents admiration & respect


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Teachers who have referent power:

have more personal relationship with student

(characterized by supportive & caring behaviors)

exhibit genuine concern to the students

Put high value in cultivating human relationships

foster personal growth of their students help them feel good about themselves (get the an

expected behavior from students because the students

act like what the teacher needs)


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When teachers have referent power, students are

willing to adjust their behaviour to maintain theteachers respect.

Power is implicit & based on influence & positive

identification with the teacher.

Students want to maintain a positive relationshipbecause they make the teacher as a role model

The route to establish referent power is by treating

student with dignity & respect


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Teachers who use referent & expert authority bases

are concerned with: facilitating students development

Encouraging intrinsic motivation

supporting the development of self-esteem by

increasing students competence & power are less likely to suffer from high stress

level or burnout


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manage their classrooms by combining forms of

influence skillfully & judiciously using the power vested

in them May use different types of authority when it necessary

A teacher who sees a student is abusing another

student must practice authority

The teacher can practice more, or less control according

to the situation

Documents

Authoritarian Classroom