Monday, October 20, 2014
In my opinion, my
CT’s authority base is reward/coercive, which is based on “behavioral notions
of learning, foster teacher control over student behavior, and are governed by
some principles of application” (Levin, 2014). Based on my observations, one of
the rewards my CT utilizes is giving out warm fuzzies when students are on
time, quiet, on task, and follow directions. Warm fuzzies are small and big
fuzzy balls that can be purchased in the arts and crafts section of any store. She
has set up specific guidelines of how she distributes the fuzzies to students. She
also utilizes the fuzzies as a way of “paying” her for new materials such as
erasers. For example, I have a few students that loose or break their eraser
tops and thus, they give me one warm fuzzy for a new eraser top. My CT has
guidelines for the warm fuzzies such as, they can trade in six small fuzzies
for one big fuzzy that can be used for the treasure box. If a student is off
task and does not follow directions then she tells them to “pay” her a warm
fuzzy, which students dislike.
Photo credit to Steven Depolo on Flickr.
Another reward my
CT gives students is play time outside on Fridays only if they have completed
their homework for the week. Every Friday we have lunch outside, only if it’s
not wet. Students are expected to complete their weekly homework and turn their
folder in on Fridays. I check to see how many assignments the student has
finished and I jot it down by their name on the assignment sheet. Once the
students finish their lunch, my CT checks to see whether they earned to play or
not. Those who have not completed their homework sits down without getting to
play. Most of them have gotten into the habit of finishing their homework
because they know they will get have free time. I had one girl who sat next to
me and I asked her why she wasn’t playing with the others. She responded with “I
didn’t do my homework because I was playing with my friend.” My CT has
accomplished to “be consistent in assigning and withholding rewards and
punishments,” the student has “perceived rewards or punishments,” and the
students see the “connection between their behavior and the reward or
punishment” (Levin, 2014).
The authority base
that I want to accomplish is referent. Referent authority is when “students
behave as the teacher wishes because they enjoy a positive relationship with
the teacher and like the teacher as person” (Levin, 2014). By using this
authority, it enables me to learn about each of my student’s background and
family background. I will be able to develop a positive relationship with each
of them. I know this means that I am not the student’s friend because then I
would be “dependent on students to fulfill his personal needs” (Levin, 2014). My
goal as a teacher is to create a friendly and positive climate so that students
respect me and their peers. I don’t want my student’s to behave because they
will receive an award or not. I want them to behave because “it is of their
best interest” (Levin, 2014). The
students will view me not only as a teacher, but as a person and will
collaborate with me. I want to adopt collaborative theories because the primary
goal is that students are able to control their behavior when they become
mature adults. This theory enables students to get engages with learning
activities and making choices to some degree.
Reference:
Levin,
J., & Nolan, J. (2014). Principles of Classroom Management (Seventh ed.). Pennsylvania: Pearson
Education.
