Authority / Leadership
So how do you establish leadership and/or authority in the classroom that is consistent with our views on management and discipline? Two words: lead management.
Lead Management
Just as it’s name infers, lead management involves guiding students towards the pathway of success. The goal is not to control, but to effectively share power with the students so that the group can have a sense of ownership of their education.
An effective lead manager is selfless. Instead of focusing on his/her own needs, a lead manager strives to meets the needs of the students. In order for this to happen, you, as the teacher, must develop personal relationships with your students (how else will you know the needs and dreams of your students?).
A lead manager is also credible. In other words, a lead manger is someone whom the students view as trustworthy. Because this component is contingent upon your students’ perception of you, it is extremely important that you do what you say you will do. Don’t make false promises, or assurances you cannot guarantee. Be a teacher of integrity and consistency.
A lead manger is also inspiring. Encourage your students! Take the time to listen to their hopes and dreams and be their cheerleader. Show them that you genuinely care about them in tangible ways (e.g. acts of service and kindness, encouraging notes, etc).
A lead manager is also a leaner. Develop the habit of self-reflection and daily evaluate yourself as a teacher. Learn from your mistakes and your successes, and continually strive for excellence. Be enthusiastic about the learning process and instill that love for learning in your students.
Lead Management
Just as it’s name infers, lead management involves guiding students towards the pathway of success. The goal is not to control, but to effectively share power with the students so that the group can have a sense of ownership of their education.
An effective lead manager is selfless. Instead of focusing on his/her own needs, a lead manager strives to meets the needs of the students. In order for this to happen, you, as the teacher, must develop personal relationships with your students (how else will you know the needs and dreams of your students?).
A lead manager is also credible. In other words, a lead manger is someone whom the students view as trustworthy. Because this component is contingent upon your students’ perception of you, it is extremely important that you do what you say you will do. Don’t make false promises, or assurances you cannot guarantee. Be a teacher of integrity and consistency.
A lead manger is also inspiring. Encourage your students! Take the time to listen to their hopes and dreams and be their cheerleader. Show them that you genuinely care about them in tangible ways (e.g. acts of service and kindness, encouraging notes, etc).
A lead manager is also a leaner. Develop the habit of self-reflection and daily evaluate yourself as a teacher. Learn from your mistakes and your successes, and continually strive for excellence. Be enthusiastic about the learning process and instill that love for learning in your students.
What about Authority?
Applying leadership to your classroom can only be done through employing the proper power and authority. There are five different types of power and authority, and each have a place in the classroom. Your job is to learn when to use them.
Legitimate Authority
What is it?
It is the belief that certain roles and positions come with power and authority already attached.
What are the limitations?
Legitimate authority can be usefully during the beginning of the year when you are still a mysterious and unfamiliar figure to the students. Students will usually be compliant and willing to submit to your authority. Use this time to lay the foundation for earned authority.
It is the belief that certain roles and positions come with power and authority already attached.
What are the limitations?
- It requires unquestioned obedience, which is something that is not looked highly upon in our society.
- It is not an earned power, and is thus limited: since students are not involved in making the decision, they can easily decide to challenge your authority.
- It functions off of the false assumption that students will respect and obey simply because they are told to do so.
Legitimate authority can be usefully during the beginning of the year when you are still a mysterious and unfamiliar figure to the students. Students will usually be compliant and willing to submit to your authority. Use this time to lay the foundation for earned authority.
Reward Power and Authority
What is it?
It is a system of compliance that is based on receiving rewards and incentives for good behavior.
What are the limitations?
If fairly administered and awarded for authentic efforts, reward power and authority can add motivation to your classroom. However, this requires getting to know the interests and likes/dislikes of your students.
It is a system of compliance that is based on receiving rewards and incentives for good behavior.
What are the limitations?
- It is not earned. Rewards can become meaningless if students do not respect you.
- It is largely contingent upon students “buying into” your system. If students do not view your rewards/incentives as valuable, your authority and power in the classroom is minimized, if not completely eliminated.
- It must be used wisely and sparingly
If fairly administered and awarded for authentic efforts, reward power and authority can add motivation to your classroom. However, this requires getting to know the interests and likes/dislikes of your students.
Coercive Power and Authority
What is it?
It is the belief that teachers have the built-in authority to administer punishment. Many who subscribe to this type of authority ascertain that the only way to establish power in the classroom is by intimidation.
What are the limitations?
Coercive power and authority can immediately stop misbehavior. This can be helpful when students are fighting, for example, and you need to take charge of the situation before someone gets hurt.
It is the belief that teachers have the built-in authority to administer punishment. Many who subscribe to this type of authority ascertain that the only way to establish power in the classroom is by intimidation.
What are the limitations?
- It is temporary
- It creates power struggles between you and the students
- It can produce aggressive student responses, which can have some serious manifestations (e.g., anger, bullying, vandalism, etc.)
- It does not create a safe and pleasant environment
- It damages relationships
Coercive power and authority can immediately stop misbehavior. This can be helpful when students are fighting, for example, and you need to take charge of the situation before someone gets hurt.
Expert Power and Authority
What is it?
It is power that is earned by having superior knowledge, or by being an expert in a certain field, and it is recognized as “one of the most important ingredients in teacher leadership” (Savage, 2010).
What are the characteristics?
These above character traits are all communicated to the student through the teacher’s actions and attitude. As a result, these feelings of confidence and enthusiasm a transferred to the students. It has been noted that students of expert teachers are more likely to respect their instructor and the likelihood of student success increases (Savage, 2010).
It is power that is earned by having superior knowledge, or by being an expert in a certain field, and it is recognized as “one of the most important ingredients in teacher leadership” (Savage, 2010).
What are the characteristics?
- Expert teachers are confident and they instill this in others
- They are not phased by conflict
- They have enthusiasm for their content area/task
- They take the time to learn the ins and outs of their subject and how to make it exciting to learn
- They understand human development and learning theory as it applies to their students
- They are well prepared
These above character traits are all communicated to the student through the teacher’s actions and attitude. As a result, these feelings of confidence and enthusiasm a transferred to the students. It has been noted that students of expert teachers are more likely to respect their instructor and the likelihood of student success increases (Savage, 2010).
Referent Power and Authority
What is it?
It is “attractive authority.” In other words, teachers who use referent authority posses qualities that students like and desire.
What are the characteristics?
Students really respond positively to referent authority. When they feel that you genuinely care about them and their needs, they are willing to follow your direction. As a result, they relinquish some of their authority because they feel safe under your leadership. When referent and expert authority are combined, a powerful and effective blend is made. Teachers who use both referent and expert authority are identified as being the most effective (Savage, 2010).
It is “attractive authority.” In other words, teachers who use referent authority posses qualities that students like and desire.
What are the characteristics?
- Referent teaches are caring and interested in the welfare of their students
- They are trustworthy and ethical
Students really respond positively to referent authority. When they feel that you genuinely care about them and their needs, they are willing to follow your direction. As a result, they relinquish some of their authority because they feel safe under your leadership. When referent and expert authority are combined, a powerful and effective blend is made. Teachers who use both referent and expert authority are identified as being the most effective (Savage, 2010).
Implementing Power and Authority in a 4th Grade Regular Education Classroom
- Applying Referent: On the first day of class, try to memorize all the names of your students. Focus on learning their interests and building positive relationships. Provide genuine words of encouragement and do not use sarcasm. Also, be sure to always demonstrate fairness and consistency in grading, as this is a main concern for students (Savage, 2010).
- Applying Expert: Be prepared for class. This will eliminate stress and increase your self-confidence.
- Applying Coercive: Only use coercive power and authority when the situation threatens harm and you need to immediately take control (e.g., bullying, fighting, etc.)
- Applying Reward: While this type of authority and power should only be used sparingly, it can be effective when properly employed. For example, if it is discovered that the whole class has an interest in science experiments, then spending a Fun Friday performing and recording various experiments could be offered as an incentive for good behavior. In my classroom, a table-point system will be in place, which will serve as my criterion for mastery: if each table makes it through the week without losing any points for misbehavior, then the “experimental” Fun Friday will take place.
- Applying Legitimate: Use this at the beginning of the school year while you are still an unfamiliar figure. Students will be more likely to respect your authority because you are an unknown teacher. However, do not rely on this power and authority, as it is only temporal. Use the beginning weeks to build a foundation for referent and expert authority. Work on getting to know your students and building those positive relationships.
Spiritual Support
“Let every person be subject to the governing authorities. For there is no authority except from God, and those that exist have been instituted by God.” Romans 13:1 (ESV)
As teachers, we have the very distinct responsibility to lead with excellence and with a deep sense of responsibility, for our authority is God-given. While our students are told to submit to our authority, we must be leaders worth following.
As teachers, we have the very distinct responsibility to lead with excellence and with a deep sense of responsibility, for our authority is God-given. While our students are told to submit to our authority, we must be leaders worth following.