PROFESSIONAL EDUCATION
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FACILITATING LEARNING
The Five Forms of Teacher Power
Attractive (Referent) Power
– consulting the children on what rules to be agreed
upon in the classroom.
- Common to democratic teachers.
- When the teacher relies on their personability,
relationship building, or the fact that they share common
interests with students.
- can be developed through getting to know and
emotionally investing in students.
- The use of attractive power to influence student
behavior can be both effective as well as healthy.
Coercive Power (shows authority)
- implies that if a line is crossed something will happen
that will be less desirable for the student than if they
choose not to cross the line. No matter how much of the
other forms of power a teacher possesses, without
coercive power, some students will take advantage of
their freedom to cross lines without concern for
penalties.
- Used constructively, this form of power is important to
draw lines and boundaries. It helps promote a sense of
security in the class for those students who are not
inclined to cross lines and count on the teacher to
discipline those who are so inclined.
Reward Power
- Teachers can reward their students in many forms.
- Those rewards are usually employed to influence
student behavior.
- They include grades, recognition, prizes, praise,
privileges, and anything else that could be assumed that
students desire that could be given to them externally by
the teacher.
- the teacher needs to maintain the social frame
relationship between student success and the
corresponding teacher reward. This implicit relationship
is important to assure that students feel valued and
competent. But over time it may be desirable for the
teacher to help foster intrinsic sources of motivation
within the student, rather than developing an expectation
that the only way that the student will know if they are
successful is if the teacher provides an extrinsic source
of reward. In its most healthy form, reward power is
experienced as a deep affirmation and a willingness on
the part of the teacher to recognize student effort.
Expert Power
- When the teacher is perceived as being knowledgeable
in the subject, well prepared, and intelligent.
- Expert power is driven by the student’s desire to know.
- The use of expert power to lead can be effective. It can
translate into respect if the teacher is not arrogant or
entirely imperceptive of the needs of his or her students.
Humor can be a great asset for the teacher who chooses
to rely heavily on this form of power.
Position (Legitimate) Power
- By virtue of the fact that the teacher is in the position of
the teacher, they have power.
- Likewise, the role of teachers assumes that they have
power. There is no other person in the classroom that
can fulfill the duties of the teacher.
- On the one hand, unlike the other forms of teacher
power, position power is not so much earned or
cultivated, it exists by default.
 PREVENTIVE APPROACH TO DISCIPLINE
Withitness
- It’s a skill that teachers have that allows them to know
what is always going on in the classroom.
- capacity to perceive the needs of the students with
accuracy and care.
-Teachers who use withitness notice the behavior of all
the students and respond quickly to unexpected events.
Physical Restraint
- Physical restraint is when a teacher or authorized staff
member uses physical force to stop, restrict or subdue a
student from moving their body against their will.
Proximity Control
-is a strategy in which the teacher reduces the physical
distance b/w herself and a student to remind that student
of behavioral expectations.
Direct Appeal
-If a student is being disruptive and misbehaving, this is
an option to stop this behavior.
-Direct appeal interference is not the most ideal
corrective tool to use since it is disruptive. You need to
stop class and speak to the student to stop the behavior.
-Direct Appeal is corrective because this tool comes into
place AFTER the misbehavior has occurred.
Antiseptic Bouncing
-is the temporary removal of the student from the scene
of the conflict in hopes that the situation will de-escalate.
Removal of Seductive Objects
-Collect the object that is competing with the teacher.
Signal Interference
-is a type of nonverbal cue that students will recognize
when the teacher is directing that attention towards
them.
-Making eye contact, physical gestures, hand signals, or
a slight head shake are all nonverbal ways to use signal
interference within the classroom.

DIRECTING LEARNING
Modelling/Demonstration
-Teacher (I do) Students (you watch)
Peer Directed Learning
-Peer learning is the process of students learning with
and from each other.
Self-Directed Learning/Discovery Learning
-students can learn things alone/with freedom.
Guided Learning
-“WE DO TOGETHER” (teacher & students do the task
together)