 | One of the greatest attributes that generates a successful and purposeful classroom environment is a teacher's professional behaviours, as this is fundamental in positively influencing behaviours of others and building resonance. |
In society when it comes to commanding compliance and conformity we have come to believe in the conclusions drawn by Leites and Wolf - who wrote “influencing popular behaviour requires neither sympathy nor mysticism, if you want to impose order, you don't have to worry about what those whom you were ordering about thought of you, you were above all that”, however Leites and Wolf, had it backwards; legitimacy can't be dictated.
Order in the classroom is essential for learning to take place, which is as much of a product of the teaches planned activities, experience and expertise as body language, pitch of voice, tone, mannerisms, and beliefs. Commonly lessons begin well, students are perfectly well behaved, they are attentive, receptive, and show eagerness to learn, then during the course of the lesson the conduct of many students begins to deteriorate. Even students who are diligent learners across the school and consistently demonstrate model behaviour, can in some subjects frequently become uncooperative and disruptive. Misbehaviour of students can be a result of the behaviour of the teacher, crises can be caused by the classroom authority, by underestimating the good nature of students.
Order in the classroom is essential for learning to take place, which is as much of a product of the teaches planned activities, experience and expertise as body language, pitch of voice, tone, mannerisms, and beliefs. Commonly lessons begin well, students are perfectly well behaved, they are attentive, receptive, and show eagerness to learn, then during the course of the lesson the conduct of many students begins to deteriorate. Even students who are diligent learners across the school and consistently demonstrate model behaviour, can in some subjects frequently become uncooperative and disruptive. Misbehaviour of students can be a result of the behaviour of the teacher, crises can be caused by the classroom authority, by underestimating the good nature of students.
| | The following video of Mr Garvey, a supply teacher with twenty years experience in inner city schools, demonstrates the negative impact being overly disciplinarian has on the classroom atmosphere. Although the clip is highly entertaining and comical in its portrayal, it highlights the failing of a heavy handed approach in developing professional relationships and conformity. The classroom climate can deteriorate as a direct consequence of the behaviour of the teacher, who perceives the stern, iron fist will “conquer all” approach is the most applicable. |
In order to ensure behaviour is conducive to learning, there needs to be a shared purpose, there needs to be pace and challenge, there needs to be rhythm. If these are lacking classes can languish. We often think authority is a response to disobediences of our learners, a student acts up and is reprimanded, however disobedience can be in direct response to the authority. If students do not buy into the learning, and lack confidence in the teacher's ability to deliver a lesson which is captivating or effective in terms of progressing skills or acquired knowledge, students can become rebellious, and we call what is happening behavioural issues. From observing countless lessons what we term behavioural issues in many instances are more a consequence of limited engagement. Instead of a mindset of what can I do to control you, a teacher needs to consider how can I do something captivating and interesting to make you want to behave in the first place.
When people in authority want a collective group to conform, it matters first and foremost how they behave. This is called the “principle of legitimacy”.
Legitimacy is based on three criteria:
When applied to classroom situations a simple example is having students compose a set of rules, rewards and expectations is highly advantageous. Developing a class charter creates a sense of ownership and belonging and has huge benefits throughout the year as the authority is sanctioning the students in accordance with their own expectations. In order for a calm and purposeful classroom climate to be established students must become allies to the learning through clarity of standards, modelled and applied by the teacher who is reflective in their own practice and possess an innate belief in the positive potential of all students.
References:
Leites, N. and Wolf, C. (1970). Rebellion and authority. 1st ed. Chicago: Markham Pub. Co.
Gladwell, M. (2015). David and Goliath. 1st ed. New York, NY: Back Bay Books.
When people in authority want a collective group to conform, it matters first and foremost how they behave. This is called the “principle of legitimacy”.
Legitimacy is based on three criteria:
- People who are asked to obey authority, have to feel they have a voice, and if they speak up their thoughts, ideas, suggestions and opinions will be heard, respected and considered
- Expectations have to be reasonable
- The authority has to be consistent, fair and all groups of individuals are treated in exactly the same way. The “laws” of the class have to be predictable.
When applied to classroom situations a simple example is having students compose a set of rules, rewards and expectations is highly advantageous. Developing a class charter creates a sense of ownership and belonging and has huge benefits throughout the year as the authority is sanctioning the students in accordance with their own expectations. In order for a calm and purposeful classroom climate to be established students must become allies to the learning through clarity of standards, modelled and applied by the teacher who is reflective in their own practice and possess an innate belief in the positive potential of all students.
References:
Leites, N. and Wolf, C. (1970). Rebellion and authority. 1st ed. Chicago: Markham Pub. Co.
Gladwell, M. (2015). David and Goliath. 1st ed. New York, NY: Back Bay Books.
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