Discussion 4 Notes

How would you summarize this article/ What are the main points of the reading?

  • The different forms of authority.
  • A good authoritative relationship is important.
  • Students and teachers share authority.

Discussion Questions:

1)     Looking at Metz’s research of an English teacher and Social Studies teacher; one used politeness, human and grade inflation to generate an appearance of cooperation among her students, instead of issuing direct commands or imposing punitive sanctions. What kinds of problems would this cause within the teacher-student relationship? Would you use this in your future classroom?

  • Grade inflation authority is not a good option, because how will you know what you are doing bad/wrong?
  • Kids may love grade inflation authority but it is not effective. It may work in a perfect world.
  • There needs to be a balance of authority. A teacher cannot be too nice, or too mean. A student needs to learn responsibility.

2)     Do you believe that “The teachers followed rather than controlled the students’ initiations in book discussions and other classroom activities” (p. 20) can be an effective way to teach? Would this be something that you brought into your classroom?

  • Student collaboration is important. It is good for students to learn how to work together.
  • Teacher can be an observer and there to clarify when need be.
  • With younger students, teachers can always model how to keep a discussion in track, at the beginning of the year.
  • If it is controlled it is a great idea.

3)     Do you believe that one of the classroom authority approaches from pages 20 and 21 is better than the others? If so why? If not why not?

  • All different types of authority are important. Classrooms still need to be structured.
  • The first type of authority is the one most predominately used in today’s classrooms.
  • All types of authority need to work together and one will not work without the other types of authority.
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For this block we the readings have been on Authority in the classrooms. Pages 19-22 which was the last assigned reading had to do with research on authority. There was a part that I found interesting in the reading. The first part that I found interesting was where it states “In research carried out in urban public high schools Hemmings (2003) documented what can be characterized as a crisis of respect for authority.” (20) The reason why I find this to be interesting is because one would think that students were raised by their parents/guardians to have respect for their elders. Teachers should be respected and if they are not it is an issue that should be brought to the parent/guardians attention so that they could talk to the student to get the teachers the respect that they deserve. #hemmings #pace #ls300sp14

Freedom and Control, Discussion 4

Freedom and Control, Discussion 4

Team 1: San Francisco Giants

Reading:

Pace, J.L., & Hemmings, A. (2007). Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research, 77(1), 19- 22.

Roles:

Discussion Leader: Ashley Fernandez

Time Keeper/ Summarizer: Katie Stetler

Twitter Monitor: Sean Hagen

Note Taker: Elyse Trefts

Devil’s Advocate Twitter: Jessika Reil

Discussion Starter/ Warm Up:

How would you summarize this article/ What are the main points of the reading?

Discussion Questions:

1) Looking at Metz’s research of an English teacher and Social Studies teacher; one used politeness, human and grade inflation to generate an appearance of cooperation among her students, instead of issuing direct commands or imposing punitive sanctions. What kinds of problems would this cause within the teacher-student relationship? Would you use this in your future classroom?

2) Do you believe that “The teachers followed rather than controlled the students’ initiations in book discussions and other classroom activities” (p. 20) can be an effective way to teach? Would this be something that you brought into your classroom?

3) Do you believe that one of the classroom authority approaches from pages 20 and 21 is better than the others? If so why? If not why not?

Discussion Ender:

“The problems that plague public educations will never be resolved until theorists, ideologues, and researchers acknowledge the fact that a good education simply is not possible without classroom authority relations that promote learning” (22).

Extension Activity 5/5/14

 

                For today’s extension activity, each student will be creating their own schedule for how they will complete each activity in 20 minutes. The room’s tables will be split up into subjects that the students have been working on for the past week; Science, Reading, Spelling/Writing, and Math. Students can visit these tables in any order that they choose to. Students will create their schedules by tweeting them so that their facilitators know that the students are on task. Each facilitator will be helping out at the table that they are assigned. When the students finish the instructions for every table, they will tweet that they are finished. (The directions to activity will be on the table.)

 

“Classroom authority is, above all else, a social construction that is built, taken apart, and rebuilt by teachers and students” (Pace & Hemmings, 2007, p.21).

Discussion #3 Notes

Discussion #3 Notes:

Think-Pair- Share:

-Studies are old- over time each generation has changed

– The studies that we are reading about are classic studies.

-Different researches that are done in the 70’s about how outside factors affect the classroom.

– Different tactics for in the classroom

1)

-Are the teachers trying to be a clown for the classroom, are the teachers the students entertainment? The students need to be interested in the school work on their own, they need to take the initiative to learn also.

– Every teacher is an individual.

2)

-You have to push students to do their best regardless of how smart the students is.

–  Teachers should not be bargaining with student because it gives them false intentions.

–  Bargaining can work but you have to implement it in the correct way.

3)

-Have a balance between both techniques, we as teachers should try to teach in different ways. Each student learns in a different way and if a teacher teaches in different ways all students have a chance to learn.

– It is not so much bargaining it is more compromise, it has to be an equal compromise.

Wrap Up:

-Trying the different types of authority to figure out which type works best for you and your students, every student and teacher is different so it may take time to figure out which type works best for your classrooms.

Freedom and Control, Discussion 3

Freedom and Control, Discussion 3

Team 1: San Francisco Giants

Reading:

Pace, J.L., & Hemmings, A. (2007). Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research, 77(1), 13-19.

Roles:

Discussion Leader: Sean Hagen

Time Keeper/ Summarizer: Elyse Trefts

Twitter Monitor: Jessika Reil

Note Taker: Ashley Fernandez

Devil’s Advocate Twitter: Katie Stetler

Discussion Starter/ warm up:

How would you summarize this article/ What are the main points of the reading?

Discussion Questions:

1) According to Swidler, teachers who give up more formal terms of authority for a democratic classroom “puts a tremendous premium on a teacher’s ability to make himself charming, interesting, or glamorous enough so that intimacy would be an enticing reward.” (p.15) What does this new style of teaching mean for new teachers?

2) “Good grades are often exchanged for cooperative behavior, and cooperation is also gained by treating students as equals or friends or striking bargains whereby teachers receive less grief if they ease their demands…”(15). Do you agree that we should treat the students as equals and be less demanding as teachers?

3) This question looks at the cultural paradox of egalitarianism. (definition: believing that all people are equal), “the common good, in which students are to be treated the same, and on the other hand, individualism, in which students are to be treated differently according to their different needs” (15). Do you believe that one should be used more in the classroom than the other? How would you use these in your future classroom?

Discussion Ender:

How can we apply what we learned from this article on authority in the classroom to our own future classrooms?

Freedom and Control, Discussion 2

Freedom and Control, Discussion 2

Team 1: San Francisco Giants

Reading:

Pace, J.L., & Hemmings, A. (2007). Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research, 77(1), 8-13.

Roles:

Discussion Leader: Else Trefts

Time Keeper/ Summarizer: Jessika Reil

Twitter Monitor: Ashley Fernandez

Note Taker: Katie Stetler

Devil’s Advocate Twitter: Sean Hagen

Discussion Starter/ warm up:

What part of the reading did you find most interesting?

Discussion Questions:

1) “Feminists such as Maher and Tetreault (1994) argued that teachers

should facilitate consciousness raising to heighten awareness of how patriarchal

authority structures and sustains gender, racial, ethnic, class, and other social inequalities”(pg.11). Do you agree that teacher should facilitate the learning of social inequalities?

2) Hurn said that legal changes caused the classroom environment to be more free and relaxed. What kind of environment do you think is best for the classroom? A relaxed setting or more professional and strict setting?

3) “The progressives rejected traditional authority because it inhibited the “intellectual and moral autonomy” of students and perpetrated discrimination against students different from the mainstream.” (Pg. 9). Do you agree that traditional authority can be discriminatory toward students who are not upper middle class of Caucasian descent?

4) What do you feel is the most important point to take away from this section of the reading? Why?

Discussion Ender:

“Giroux’s (1986) own recommendation was for public school teachers to

become transformative intellectuals who possess the emancipatory capacity to

engage in “a form of intellectual practice” that effectively transforms classroom

conventions that have silenced and disempowered them and their students”(pg.12).