Key quotes/ideas related to your wondering- include Specific Ideas for taking action in your

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According to Weber, traditional authority involves

power derived from obligations of personal loyalty.(64)

Legal/rational authority establishes authority based on

rational values and established rules. (64)

Charismatic authority is most often wielded by one who Three type of

has personal qualifications which establish authority authority: Traditional,
Pellegrino, A. M. (2010). PRE- over followers based on irrational means (Weber, 1947). legal/rational, and charismatic
SERVICE TEACHERS AND (64) authority
CLASSROOM AUTHORITY.
American Secondary Education, Authority may relate to the relationship between the Try to use each authority type
38(3), 62-78. teacher and students in terms of obedience to classroom and examine which method
rules and behavioral expectations. (65) works best for the class and for
each student
In fact, effective classroom authority necessitates a
friendly and mutually respectful relationship (Fried,
2003; Seeman, 1994). Authority may also include the
interaction of stakeholders outside the class room,
including school administration and parents (Pace &
Hemmings, 2006). (66)
Authority is dened as the ability to gain the respect of
Middendorf, J. m., & McNary, E. other people and to inuence or control what they do Authority does not mean to
(2011). Development of a Classroom (Encarta 19982007). (129) take control and have control,
Authority Observation Rubric. but also be gain respect and
College Teaching, 59(4), 129-134. Pace and Hemmings (2007) propose that authority is a influence people.
doi:10.1080/87567555.2011.580690 social construction, negotiated between teachers and
There are four categories or
students and shaped by myriad inuences. The authors
proposed that certain teacher behaviors are among these aspects to think about when
trying to be authoritative: voice
 myriad inuences and that these behaviors can be
identied, classied, and shaped into a useful rubric. & diction, body language,
(130) focus of attention, and
classroom management.
The Authority Observation Rubric is divided into four
main categories of behaviors: Voice and Diction, Body As a teacher in the classroom, I
Language, Focus of Attention, and Classroom have to be aware of my actions
Management. (132) at all times.

Many of the behaviors that contribute to a lack of Teachers need to evaluate

classroom authority may be unconscious behaviors, of themselves about their actions
which the instructor is unaware (132) and the authoritative level in
the classroom.

A classroom teacher's authority over students has long

been considered a critical aspect of the teaching
experience (261)

Using the PCI Survey, Harris found that authoritarian

attitudes were significantly correlated with stress on
Tiene, D., & Buck, S. (1987). Student four of six critical activities involved in the teaching Unlike the other readings, this
Teachers and Classroom Authority. role, with group instruction being the most highly shows that authority is
The Journal of Educational Research, correlated (Harris, Halpin, & Halpin, 1984). (261) negative.
80(5), 261-265. Retrieved from Gives evidence on why
http://www.jstor.org/stable/40539634 He found authoritarian attitudes negatively correlated
authority has pessimistic views.
with acceptance of others at highly significant levels.
Because other studies have found teacher concern
positively correlated with student learning (Rosenshine
& Frst, 1971), these results are quite damaging to
arguments that an authoritarian mentality is instructively
effective in the classroom. (261)