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.

THE COMMON AUTHORITARIAN MODELS OF CLASSROOM MANAGEMENT ARE:

In

this model teachers shape pupil behaviour through systematic reinforcement including rewards and negative reinforcements. (Manning and Bucher, 2013)

Frederic Jones positive classroom discipline model emphasises the effectiveness and efficiency of teachers behaviour in getting pupils to get involved in the learning process. Those advocating to this model manage their classrooms by providing engaging lessons, helping pupils with work problems and giving incentives to promote responsibility. They set clear limits and organise their classroom effectively (Hardin, 2008; Charles, 2002; Manning and Bucher, 2013)

Lee and Marlene Canter believe that teachers and pupils 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 of consequences. 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

Pupils are assigned to seats where they have to sit during the lessons and usually for the whole term. Pupils are to be often quiet in the classroom and cannot interrupt the teachers. Pupils do very little verbal exchange and discussion. Pupils are rarely given permission to leave the class (hall passes). Pupils have to obey the rules without any question or face the consequences.

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 students needs.

Traditionally effective classroom management has been largely viewed as: controlling students behaviour keeping students on task & maintaining lesson flow

The teacher has 4 power bases from which to operate: Coercive Legitimate Expert Referent

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

Coercive power a rule system imposed the order and standards of acceptable behaviour Often - rules are pasted in front of the class (to be strictly followed) as constant reminders These are the rules that the system is ready to be enforced such as verbal reprimands, demerit, timeouts & referral to higher authority

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

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 behaviour Reminds student of their position of authority

Legitimate power is power granted to teachers because of their position as the teacher. Teachers with legitimate power: believe it is their rightful role to prescribe standards maintain distance from students as a symbol of their unequal power base

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.

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)

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 learning task Carefully monitors students progress through the lesson

 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 teachers direction because they feel confident that the teacher knows what he/she is doing.

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 disruptive behaviour inspire and challenge students to excel

T orchestrates learning tasks to keep students interested T gives clear directions T ensures that students know what is expected T monitors for individual & group progress T considers individual learning style in their planning T ables to measure the appropriate level of structure for a particular lesson goal T acts with authority although their power is subliminal

POWER TYPE Referent POWER BASE Authority by virtue of relationship power CHARACTERISTIC CLASSROOM ORGANISATION & MANAGEMENT Establishes democratic procedures Respects students rights Negotiates mutual solutions about the problems

 Referent

power is the power that comes form connecting the studenrts in authentic & humane ways. is the power that the teachers have, based on students admiration & respect

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)

When teachers have referent power, students are willing to adjust their behaviour to maintain the teachers respect. Power is implicit & based on influence & positive identification with the teacher. Students want to maintain a positive relationship because they make the teacher as a role model The route to establish referent power is by treating student with dignity & respect

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

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