1. Good Cop, Bad Cop: The Roles of Authority and Professionalism in the Classroom English 90CS Panel #4 Taylor Bloom, Kirsten Walther, Grace Shin, Krystal Mak

2. Good Cop, Bad Cop The Pink Panther (2006): Good Cop, Bad CopThe Pink Panther (2006): Good Cop, Bad CopThe Pink Panther (2006): Good Cop, Bad CopThe Pink Panther (2006): Good Cop, Bad Cop

3. Google Images: “Strict Teacher”

4. Google Images: “Friendly Teacher”

5. Fastwrite Reflect on the second fastwrite of the semester—to describe a teacher who was significant in your life. Would that teacher fall into the “strict” category, the “friendly” category, or a balance of the two?Reflect on the second fastwrite of the semester—to describe a teacher who was significant in your life. Would that teacher fall into the “strict” category, the “friendly” category, or a balance of the two?

6. Real-Life Situation After having reflected upon the definitions and connotations of “strict” and “friendly” teaching styles, discuss the appropriate levels of authority and friendship within the classroom, stemming from your own experiences.After having reflected upon the definitions and connotations of “strict” and “friendly” teaching styles, discuss the appropriate levels of authority and friendship within the classroom, stemming from your own experiences.

7. The Importance of Maintaining a Balance Journal of Educational Psychology findings Journal of Educational Psychology findings Both are necessary:Both are necessary: StrictStrict To maintain equality in giving gradesTo maintain equality in giving grades To gain respect and maintain authority over studentsTo gain respect and maintain authority over students FriendlyFriendly To make students feel respected and understoodTo make students feel respected and understood

8. Compare and contrast Consider Miss Rain in Push, Mr. Wicher in Push, Amy in The Writing Class, and Mr. Keating in Dead Poet’s SocietyConsider Miss Rain in Push, Mr. Wicher in Push, Amy in The Writing Class, and Mr. Keating in Dead Poet’s Society What types of power do the teachers exert?What types of power do the teachers exert? Are they successful?Are they successful? Why or why not? Complicating factors…Why or why not? Complicating factors…

9. Complicating Factors Socioeconomic statusSocioeconomic status Teacher’s ageTeacher’s age Gender relationsGender relations Student behavior/willingness to learnStudent behavior/willingness to learn Teacher’s appearanceTeacher’s appearance

10. Complicating Factors: Socioeconomic Status Lack of access to proper educational resourcesLack of access to proper educational resources Inherently low expectations (administration, community)Inherently low expectations (administration, community) More at-risk for delinquency, teen pregnancy, etc.More at-risk for delinquency, teen pregnancy, etc. Lack the proper academic home environmentLack the proper academic home environment How does this change the appropriate teaching style?How does this change the appropriate teaching style?

11. Complicating Factors: Teacher’s Age Younger teachersYounger teachers More authoritativeMore authoritative Compensate for lack of experienceCompensate for lack of experience Older teachersOlder teachers Less authoritativeLess authoritative Authority based on respect/trustAuthority based on respect/trust How does this change the appropriate teaching style?How does this change the appropriate teaching style?

12. Complicating Factors: Teacher’s Age cont’d. Samba et al. 2003Samba et al. 2003 Study of 160 science teachers at a secondary school in Benue state, NigeriaStudy of 160 science teachers at a secondary school in Benue state, Nigeria Measure the rate of utilization of 19 different teaching strategiesMeasure the rate of utilization of 19 different teaching strategies Conclusions:Conclusions: “gap that could be created by age and experience”“gap that could be created by age and experience” Older, more experienced teachers: higher utilization of teaching strategies such as discussions, demonstrations, problem solving, etc. Older, more experienced teachers: higher utilization of teaching strategies such as discussions, demonstrations, problem solving, etc. Younger, less experienced teachers: lower rate of utilization Younger, less experienced teachers: lower rate of utilization

13. Complicating Factors: Gender Relations Paper centers on the importance of a professor establishing authority according to the gender of studentsPaper centers on the importance of a professor establishing authority according to the gender of students Different motives behind using certain methods, such as being very strict or repressing emotion in the classroomDifferent motives behind using certain methods, such as being very strict or repressing emotion in the classroom To what extent should a teacher employ both tough and soft love in the classroom?To what extent should a teacher employ both tough and soft love in the classroom? STANDARDS OF EVALUATIONSTANDARDS OF EVALUATION NOT AN EITHER/OR SITUATIONNOT AN EITHER/OR SITUATION

14. Complicating Factors: Student Behavior/Willingness to Learn Student is unwilling to learnStudent is unwilling to learn How does this change the appropriate teaching style?How does this change the appropriate teaching style?

15. Complicating Factors: Teacher’s Appearance Teachers come in a variety of shapes, forms, and sizes; though the ideal would be for a student to be open to all of these forms, this is not always the case—at least initially.Teachers come in a variety of shapes, forms, and sizes; though the ideal would be for a student to be open to all of these forms, this is not always the case—at least initially. First impressions countFirst impressions count Up the Down Staircase Up the Down Staircase Freedom Writers Freedom Writers First impressions are just that—eventually the substance will either support or counter these impressionsFirst impressions are just that—eventually the substance will either support or counter these impressions