Authority in the Classroom: Who Holds the Power?
In chapter 2 of Restaino’s First
Semester: Graduate Students, Teaching Writing, and the Challenge of the Middle
Ground, a lot of the discussion is about grading and the power dynamic in
the classroom.
One of the graduate assistants
described in this chapter was Tess, whose concerns probably mirrored our own as
first year graduate students: Concerns about grades, not knowing how to
grade, feeling as if grades are the only way to maintain some kind of control
and authority in the classroom. Yet, that very power over grades was the source
of much personal and interactional turmoil between Tess and her students.
This conversation was particularly relevant
for me this week. As I am staring down the barrel of just under 50 papers to
grade this week it can be a frightening experience. A lot of times, we as instructors––especially
as first-year graduate students––feel that the only way we have to maintain
control is through grades. Us as graduate students who have only done a minor
amount of grading are prone to ask whether we even have classroom authority at
all. Our potential feeling that we lack authority in the classroom might even
lead us to assume that we must take hold of what little power we have in the
classroom. All too often, grades seem to be the only legal or appropriate way
to do that.
Standing up there in front of the
class, we are alone. In many respects, we are like performers or singers. We
bear our souls out there hoping that our students won’t rip us to shreds. It
can be intimidating when we are faced with a room full of students demanding
justification for their grades.
I had a situation even last week
where a student called me out in front of the entire class over five points. The
classroom in that moment felt like a mob on the brink of riot. (And perhaps
there was something of a mob mentality to it.) I heard a low murmuring that
began to build until I told them all to listen to what I had to say. Yet, there
was a moment of panic and uncertainty about what should be done to reassert order.
In these moments of panic––if you don’t watch yourself––it can be easy to take
it too far.
We are constantly forced to deal
with the power dynamics of the classroom––no matter who we are or our level of
expertise. Even as students we face this. As instructors who stand there in
front of the class it is easy to perceive them as the source of all power in
that space. We have all seen what it’s like when that power is abused. Many of
us have seen today when students try to assert their own power in the classroom
by walking out of it.
When that power is abused, what happens?
Does anything? What are we, as instructors supposed to do about it? Anything?
What are the consequences if we ignore disruption? Does it somehow undermine our
authority? Should we even try to hold on to our power in the classroom at
all? I know I’m getting a bit deep here, but these are the questions I keep
asking myself.
The whole learner-centered teaching
style, and even the notion of contract grading are essentially ways to distribute
some of that power to students––to give them some agency in their own education.
Yet, it’s a challenge to determine where that power balance should lie. How do
we know when we are exerting our power too much? Or, in contrast, when we are on
the border of letting our students walk all over us? How much power is too much
power (something that can go both ways)?
Are there instances in your own
classrooms where you realize that you have too much of the power? That you need
to create a more democratic classroom?
I have so many things to say…
Cassia,
ReplyDeleteI’m glad you chose to talk about this, as it’s something I’ve been struggling to know how to keep the balance in, too.
I’m not someone who likes to hold myself as an authority over others, I like to think of my students as adults who also deserve respect, and I don’t like to think of the teacher position as one of authority more than one of coming alongside students to learn with them – but sometimes I am forced to remember that idealism is not always practical, and in many ways we have to be authoritative to prevent anarchy and chaos in the classroom. I’d like to think students will always respect their teachers simply because it is the expected and responsible thing to do, but as you have experienced, sometimes the more freedom you give them, the more they rebel and want to see just how far they can push that line.
One of the major ways I’ve been seeing this in my classroom is trying to get students’ attention to move onto a new activity/etc. when they keep talking to each other rather than listening to me. I’ve taken to snapping my fingers (as I don’t have a very loud voice), and though it feels kind of juvenilizing (like I’m herding kindergarteners), it does work. Sometimes we also have to remember that students are more resilient than we think, and it’s not going to hurt their feelings if we call them out on something – like not listening, being on their phones, or challenging a quiz grade. It’s not like they don’t already know those behaviors are the forbidden fruit in this academic garden – and if we don’t say something, like you noted, the pattern will continue, via Newton’s first law.
-Jessie
I'm definitely in similar place to you, Jessie. I really hate the idea of being an authority figure (I'm terrified of them, to be honest) - but something I've discovered this week is that I think I give myself too little power in the classroom. I had a really tough day on Wednesday, where I found out that my students essentially had no idea what was going on in the class, but none of them were willing to admit it. Immediately, I couldn't help but turn it in on myself - what was I doing wrong? Had I not explained everything clearly? But after mulling it over, I realized that it wasn't just me. I had given them a lot of resources: the syllabus, the course calendar, office hours, my email, my phone number. They had just chosen not to listen/not to take advantage of them. Long story short, I talked to them about it today and I feel like it went pretty well - at least they know what's going on, now. Hopefully, I'll see them asking more questions when they don't understand me, or are confused. If not, well, then like you and Natalie - I hate to pull out the calling card, but I'll have to use it.
DeleteCassia,
ReplyDeletePower is always something that will be in question within the classroom. It's been really difficult to balance having too much power and not enough power as a GA. Being a young female, I feel like I do not automatically demand respect and control just by my appearance. Although this may seem like a disadvantage at times, I've found that it works in my favor by making me more approachable to my students than a regular, older professor. My students feel comfortable sharing more personal/mainly humorous portions of their lives with me because they know I'll understand.
As much as I hate to use a form of public embarrassment to control my students, I've found that saying their name when they are talking or not pay attention usually solves the problem. They get embarrassed enough that as an adult they were just reprimanded, which usually ends the problem for me. As I learn more about my students and how they learn in class, I hope to be able to find better methods for control.
Cassia,
ReplyDeleteI agree that power dynamics and leadership/learning is really tough in the classroom. I think a big part of this challenge is that we are (or at least look) around the same age as them. as students ourselves, we feel connected to them in a way that the full time profs don't. We're young enough to still understand the "young kids" culture, and therefore it seems like the divide between us is smaller. In this way, it's tough to navigate power between us and them.
This becomes more complicated when you bring in the prospect of grading essays and giving numeric value to work they've turned in. I just got my first set of essays as well, and I'm afraid that students will come to me to complain. I guess, as teachers, we just have to remind ourselves that we know our material, and that we have communicated our expectations to our students. If we've done that, the responsibility is theirs to write and turn in their work.
Good luck with your first set of essays!
Kristen
Cassia,
ReplyDeleteThe issue of grading and power dynamics is something that has really been on my mind this week and you make a lot of good points. Like you, I have about 50 papers waiting to be graded for my students. There is something really anxiety provoking about grading this first assignment because I feel like it will shape the rest of the semester in some ways. I am doing labor based grading for this first assignment, which I hope helped give the students' a better sense of their own agency in their grades.
The experience that you describe from your own class where a student challenged their grade in front of the whole class really speaks to the issue of power dynamics in the classroom. Honestly, I am kind of terrified of my students some days. There are 25 of them and only one of me. However, I think that if we can ground ourselves in our syllabus, course assignments, and our own knowledge we can help to maintain some sense of control and hopefully feel confident in relinquishing some of this control a well.
Thanks for your post!
-Taylor
Cassia,
ReplyDeleteIt's really a question to think of. I agree it's hard to balance the power. Nevertheless,You just can't overlook your students unsolicited behavior in classroom. You have to hold that authority in class. Because if someone is just passing their time on phone, you have to ask not to. It's not about showing the authoritative power but accomplishing your own objectives as a teacher. If anyone doesn't pay heed to class, how would he be able to understand what's going on in class and how would he develop his writing?
I also get some situations like students get so busy in talking that they just keep talking. What I do then is call by their names and that helps.
Power dynamics is a great issue because it's sensitive too. We just shouldn't access excessive power on students and again shouldn't say yes to everything.
Hold the power in classroom as much you need to prevent chaos and anarchy in classroom.
Thanks for the post.
Cassia,
ReplyDeleteThis is such a pertinent topic, especially for us young TAs and for those of us who look more like undergads than professors. There is more of a danger for respect to slip in case of student resistance to grades or the work needed for a project. In my own experience, I am more likely to give in to student pressure than to enforce. Perhaps the answer to the power struggle in the classroom is to produce a conversation with the class that establishes a mutual respect. It can be a casual conversation establishing common ground, or in worse-case scenarios, it can be that come to Jesus moment where you have to get real with your students and reassert the rules from the syllabus. I've always found that a casual conversation talking about expectations, where there can be leniency, and where there needs to be strict rules is the most positive approach.
T,hanks for sharing!
McKenzie