T EACHER P OWER According to recent research approximately 50% of the variation in an individuals student’s learning outcomes relates to what goes on in individual classrooms (Review of Research in Education). Being a 21 st century teacher involves more than traditional views of teaching. It is not only about the knowledge you bring into your classroom but also about your tone, body language and ability to really communicate and connect with your students. As a classroom teacher there are many contact hours spent with students. As a consequence of this, students condition themselves to behave a certain way or act in a certain manner when part of the community you create. Research confirms that behaviours and routines for the whole year are established in the few days of school (Gettinger & Kohler, 2006; V.F. Jones & Jones, 2004). fotosearch.com

T YPES OF POWER Legitimate power (Role related) Also called position power. Students see the teacher in their classroom as ‘the teacher’, they hold legitimate power because it is their position in the school to do so. This Expert power (Knowledge and Skills) This power derives from having the skills and knowledge that student’s perceive to be of value. Students will respect and cooperate with these teachers if they hold the desire to know and find out new information. Referent power (Relationship) Also called attractive power. This power derives from the relationship shared between teacher and student. It stems from trust, respect or likeable qualities the teacher processes. Coercive power (Punishment) This is a power a teacher has over a student that comes from the student’s desire to avoid a negative consequence. This includes saying ‘no’, withholding privileges or giving punishment. Reward power (Recognition) This power comes from teachers having the ability to reward students in many forms. For example, grades, recognition, praise or privileges. Students who see their teacher as having reward power will act or behave in a certain manner to gain a desired reward. themothertongue.wordpress.com

P OWER C HARTS Source from Lewis, R, 2010

As a teacher it is important that you understand the impact that you have in a student’s life. Bronfenbrenner’s Bioecological Theory of Development provides descriptors that influence personal, social and moral development (Bronfenbrenner & Morris, 2006). One of the most inner connections to these developments includes school. Figure from Educational Psychology Windows on clasrooms by Eggen, P & Kauchak, D

Knowing the different forms of teacher powers can help with classroom management and make the time you spend with your students a productive one. All misbehaviours reflect children’s decisions on how they can be recognise by a group and belong. Students who are not disruptive or cause problems have developed feelings of equality and worthiness (Dreikur, 1968). Factors that will assist you in student behaviour include: Show acceptance to the student Show confidence in the student Focus on the contributions, assets and appreciation Recognise efforts and achievements An incorporation of all five powers will enable a teacher to be effective in the classroom. Each teacher however will use each to a different degree based on their outcomes and personality. Each power has the ability to effect students and the classroom environment which will lead to different results of social setting and behaviour.

R EFERENCES Dreikurs, R. (1968). Dreikurs’ Theory. Retrieved from dreikurs _ theo ry.doc dreikurs _ theo ry.doc Eggen, P. & Kauchak, D. (2010). Educational Psychology - Windows on classrooms (8th ed), Pearson International Edition, Australia: Pearson Education Lewis, R. (2010). Lecture 7: Teacher power [PowerPoint slides]. Retrieved from La Trobe University: The Five Forms of Teacher Power. (n.d) Retrieved from htm htm