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