Philosophy of Classroom Discipline ” Power is exercised only over free subjects, and only insofar as they are free. By this we mean individual or collective subjects who are faced with a field of possibilities in which several ways of behaving, several reactions and diverse compartments may be realized.” (Foucault) Foucault and Heidegger, modern philosophers, both describe power in these terms, as the facility to manipulate an object without force. Understanding this point of view is important, not only for state institutions who attempt to exert power over citizens and deviants, but also for teachers as they try to use disciplinary power to control the events in their classroom. Unfortunately, the majority of status quo disciplinary systems are entrenched in the mindset that power can be exerted over individuals through the use of coercive punishments and threats, actions which usually have the complete opposite result, less control over the students.
A system that more closely mirrors Thomas Gordon’s view of discipline as self-control would be a far superior disciplinary model because it recognizes the true nature of power. Thomas Gordon’s disciplinary model specifically critiques the use of coercion and intimidation to exert power and control over students. Coercion to Gordon only reinforces a notion that violence is an acceptable form of control. Additionally, coerced and intimidated students will often retaliate against authority figures who attempt to exert coercive power. This sometimes can only escalate an incident or situation that a teacher was hoping to douse with the use of power.
The Term Paper on Birth Control Education School Sex Students
Birth Control Education The issue of birth control being taught and / or distributed in public schools is one worth debating. In biology and health classes students are educated in reproduction and sexuality, but not about such birth control methods such as condoms and birth control pills. While parents may touch briefly on the topic, some feel too embarrassed to discuss it with their children or ...
The truth is that students are the only ones who can make the decision to behave well or conform to teacher expectations. Recognizing this leads one to note that instead of forcing a student to behave well, a teacher needs to influence a student in a positive way. The question is what does a teacher do to positively influence students without exerting coercive control? Gordon points out that the best way to resolve and prevent situations of misbehavior and deviance in the classroom is to first recognize who owns the problem. In a situation where students are disrupting the class, for example, a teacher should be sure to use messages to indicate that the problem is affecting the teacher in a negative way, forcing the students to decide if they want to continue their disruptive activity instead of immediately going on the defensive against what they may think is an over controlling warden.
Additionally, using the no-lose method of conflict resolution allows students to have a positive way out of a bad situation, instead of a forced punishment with no control over the situation. By allowing the student to have power over the student, the teacher in these instances is able to wield true power and is more likely to maintain a well behaved and efficient classroom environment. In the same way that teachers should use true power in confrontational situations, where the teacher has the problem, the teacher should also use true power in situations where only the student has the problem. Even though a student may be acting acceptably in regards to the smoothness that the class is flowing, something may be preventing the student from participating more or living up to his or her potential. In these cases, teachers can use passive and active learning; methods of allowing the student explain what’s going, whether it is problems at home or with friends. It may be tempting for teachers to prescribe solutions and answers, and teachers should try to help their students because they have a wealth of experience and knowledge that their students’ do not have, but students are more likely to resolve situations with solutions that they are guided to, not given.
The Term Paper on Student Teacher Interactions
This paper explores the issues associated with two typical student teacher interactions. (8 pages; 2 sources; MLA citation style.IIntroductionStudent-teacher interactions can result in a good experience or a negative one, and that in turn can have an impact on the learning that takes place. Such interactions are one of the basics of education.This paper describes two typical interactions, and ...
The reason for this is that the student is empowered to take action, whereas when the teacher tells a student what to do, the student is essentially coerced by a one-directional command with no room for freedom of movement. But if the student is guided instead of told, the student will be more likely to have power over the situation and take care of it before it disrupts the class and becomes the teacher’s problem. Power is that which influences, no which controls. If teachers are able to use power in its true form, in a way that allows students the freedom to choose and be a part of the decision making process, then their classrooms will have fewer disruptions and problems that the teachers have to deal with in their most terminal stages.
