authority, power, and education juanita d. price and carolyn cutler osborne

Authority, Power, Authority, Power, and Educationand EducationJuanita D. Price and Carolyn Cutler Juanita D. Price and Carolyn Cutler OsborneOsborne

PurposePurpose

This article outlines a theory of authority and This article outlines a theory of authority and power that has been published (The Bell power that has been published (The Bell Curve, "Games Intellectuals Play: Authority, Curve, "Games Intellectuals Play: Authority, Power, and Intelligence" Power, and Intelligence" Journal of Black Journal of Black PsychologyPsychology, v. 27, n. 4, November 2001, pp. , v. 27, n. 4, November 2001, pp. 477-495) but so far is not one of the major 477-495) but so far is not one of the major players in the field of classroom management. players in the field of classroom management. Your Praxis III observer will not have heard of Your Praxis III observer will not have heard of this theory. Yet this theory explains this theory. Yet this theory explains phenomena that other theories don’t explain. I phenomena that other theories don’t explain. I want you to be aware of these ideas and to want you to be aware of these ideas and to evaluate their usefulness for yourself. evaluate their usefulness for yourself.

IntroductionIntroduction

Authority in the classroom seems to be a straightforward Authority in the classroom seems to be a straightforward matter. The teacher has the authority and the students matter. The teacher has the authority and the students don't. The teacher has control and the students respond don't. The teacher has control and the students respond to that control. to that control.

At least, that is the theory. Yet there are both At least, that is the theory. Yet there are both positive and negative examples that belie the theory. On positive and negative examples that belie the theory. On the negative side, how many teachers have actually the negative side, how many teachers have actually gotten assaulted in the classroom by students? How gotten assaulted in the classroom by students? How many teachers have no real control in the classroom? many teachers have no real control in the classroom? On the positive side, why do the so-called "student-On the positive side, why do the so-called "student-centered" methods such as Whole Language or centered" methods such as Whole Language or Reading/Writing Workshop work? Reading/Writing Workshop work?

What is really going on in the classroom? Where What is really going on in the classroom? Where does control come from?does control come from?

The Power/Powerless ModelThe Power/Powerless Model There are some theorists who believe authority is a zero sum There are some theorists who believe authority is a zero sum

game or Power/Powerless model—that when one person has game or Power/Powerless model—that when one person has authority, another person necessarily lacks it. Teachers have authority, another person necessarily lacks it. Teachers have authority and students don’t have authority in this theory. Yet authority and students don’t have authority in this theory. Yet this does not explain classroom reality. this does not explain classroom reality.

To use a music-based example: I went to a high school that To use a music-based example: I went to a high school that had a really good orchestra. My generation of students won I’s had a really good orchestra. My generation of students won I’s in contest for the 25in contest for the 25thth year in a row. As contest approached, year in a row. As contest approached, the first violin section volunteered to hold a sectional at one of the first violin section volunteered to hold a sectional at one of the students’ houses, during the evening. The orchestra the students’ houses, during the evening. The orchestra director did not require us to do this—so his authority was not director did not require us to do this—so his authority was not involved at all. We chose to do this because we were invested involved at all. We chose to do this because we were invested in maintaining the high standards of the group. This was an in maintaining the high standards of the group. This was an example of students using their own authority in order to help example of students using their own authority in order to help meet the goals of a group. The Zero Sum Game (or meet the goals of a group. The Zero Sum Game (or Power/Powerless Model) idea of authority does not explain this Power/Powerless Model) idea of authority does not explain this situation.situation.

Authority and PowerAuthority and Power

The overarching concepts of our model are Authority The overarching concepts of our model are Authority and Power. Authority is control and power is energy. and Power. Authority is control and power is energy. You can have an action that consists of all power (such You can have an action that consists of all power (such as a thunderstorm or an explosion--uncontrolled as a thunderstorm or an explosion--uncontrolled energy) but you cannot have an action that is all energy) but you cannot have an action that is all authority. Authority simply controls power. authority. Authority simply controls power.

Most other theories use the word “power” for both Most other theories use the word “power” for both control and energy. We feel it is important to break control and energy. We feel it is important to break those concepts apart. When these concepts are those concepts apart. When these concepts are broken apart, the possibilities become complex in a broken apart, the possibilities become complex in a way that explains the complexities of human behavior.way that explains the complexities of human behavior.

Types of Authority & Types of Authority & PowerPower

There are two kinds of authority and There are two kinds of authority and power. That which is bestowed upon a power. That which is bestowed upon a person by some outside entity is called person by some outside entity is called "Positional." That which a person "Positional." That which a person possesses within him or herself is called possesses within him or herself is called "Personal." "Personal."

Personal PowerPersonal Power

We have Personal Power all of our lives--that is We have Personal Power all of our lives--that is what we are born with which allows us to what we are born with which allows us to breathe, our hearts to pump, our limbs to breathe, our hearts to pump, our limbs to move. It is our personal energy. Short of killing move. It is our personal energy. Short of killing you, no one can take away your personal you, no one can take away your personal power. Be sure that you think of “energy” when power. Be sure that you think of “energy” when you read the word “power” in this slide show you read the word “power” in this slide show because we are not meaning any form of because we are not meaning any form of control with this version of power.control with this version of power.

Personal AuthorityPersonal Authority

Personal Authority is the ability to control oneself. We are Personal Authority is the ability to control oneself. We are not born with this; rather, various forms of control can not born with this; rather, various forms of control can accrue to us as we grow up. For example, when we are accrue to us as we grow up. For example, when we are born, we cannot feed ourselves, we cannot talk, we have born, we cannot feed ourselves, we cannot talk, we have no control over our emotions, and we have no sense of no control over our emotions, and we have no sense of right and wrong. Personal authority consists of four types right and wrong. Personal authority consists of four types of maturity: physical (the ability to control our own bodies), of maturity: physical (the ability to control our own bodies), intellectual (the ability to learn and to use information), intellectual (the ability to learn and to use information), emotional (the ability to make choices about how and when emotional (the ability to make choices about how and when we express emotions), and ethical (the ability to make we express emotions), and ethical (the ability to make choices that are beneficial to other people and not just to choices that are beneficial to other people and not just to ourselves). We gain physical maturity simply by living and ourselves). We gain physical maturity simply by living and intellectual maturity simply by learning. The higher forms intellectual maturity simply by learning. The higher forms of maturity are the more difficult to gain--emotional maturity of maturity are the more difficult to gain--emotional maturity and ethical maturity. and ethical maturity.

Who has Personal Who has Personal AuthorityAuthority

There are two types of people in the world: those who There are two types of people in the world: those who have Personal Authority (especially emotional and have Personal Authority (especially emotional and ethical maturity) and those who lack it. We call those ethical maturity) and those who lack it. We call those who have it “Adults” and those who lack it “Children.” who have it “Adults” and those who lack it “Children.” Please keep in mind that these labels do not imply Please keep in mind that these labels do not imply anything about chronological age: there are people anything about chronological age: there are people who are chronologically children who are more ethical who are chronologically children who are more ethical than people who have lived for a long time. The than people who have lived for a long time. The reason we use these labels for these two types of reason we use these labels for these two types of people is to point out that the purpose of childhood is people is to point out that the purpose of childhood is for people to develop the four different types of for people to develop the four different types of maturity. The purpose of parents and teachers is to maturity. The purpose of parents and teachers is to help immature people to become mature people.help immature people to become mature people.

Implications of Personal Implications of Personal AuthorityAuthority

The big implication of this theory is that The big implication of this theory is that there are an awful lot of people running there are an awful lot of people running around who look like grownups but who around who look like grownups but who are really overgrown kids. You will be are really overgrown kids. You will be working for and with some of these working for and with some of these people and you need to learn to people and you need to learn to recognize the symptoms of such a recognize the symptoms of such a person so you can avoid being person so you can avoid being victimized.victimized.

A Foray into the World of A Foray into the World of Overgrown KidsOvergrown Kids

Overgrown kids lack emotional and ethical maturity (they may actually Overgrown kids lack emotional and ethical maturity (they may actually be very smart and very well educated, so don’t let that fool you). be very smart and very well educated, so don’t let that fool you).

Those who lack emotional maturity have quick, devastating (to others) Those who lack emotional maturity have quick, devastating (to others) emotional reactions any time something does not go their way. They emotional reactions any time something does not go their way. They have no idea how their emotions and their expression of their emotions have no idea how their emotions and their expression of their emotions affect other people. affect other people.

Those who lack ethical maturity make decisions that benefit themselves Those who lack ethical maturity make decisions that benefit themselves primarily, often to the detriment of other people, including those they are primarily, often to the detriment of other people, including those they are supposed to be serving. supposed to be serving.

There are several common strategies used by overgrown kids: lying, There are several common strategies used by overgrown kids: lying, bullying, manipulating, throwing temper tantrums, requiring others to do bullying, manipulating, throwing temper tantrums, requiring others to do inappropriate things.inappropriate things.

If you see a pattern of emotional outbursts and/or a pattern of selfish If you see a pattern of emotional outbursts and/or a pattern of selfish decision making, YOU ARE NOT DEALING WITH AN ADULT, no matter decision making, YOU ARE NOT DEALING WITH AN ADULT, no matter how old this person is or how much authority this person has been how old this person is or how much authority this person has been given. given.

This slide show will contain suggestions for how to deal with an This slide show will contain suggestions for how to deal with an overgrown kid.overgrown kid.

Positional Authority & Positional Authority & PowerPower

Positional forms of authority and power Positional forms of authority and power arise whenever two people have a arise whenever two people have a relationship with one another. The relationship with one another. The Authority Position is an externally-Authority Position is an externally-granted right to control another person granted right to control another person (the Boss). The Power Position is an (the Boss). The Power Position is an externally-granted obligation to obey the externally-granted obligation to obey the control of another person (the control of another person (the Employee). Employee).

So far…So far…

We know that authority and power are two We know that authority and power are two different things. Also, we know that there are different things. Also, we know that there are two types: Personal and Positional. Personal two types: Personal and Positional. Personal Authority is a critical concept because it gives Authority is a critical concept because it gives us vital information about the people we are us vital information about the people we are dealing with every day. As a concept, Personal dealing with every day. As a concept, Personal Authority helps us to know how much we can Authority helps us to know how much we can trust another person and it can help us to trust another person and it can help us to predict another person’s likely behavior.predict another person’s likely behavior.

But wait…there’s moreBut wait…there’s more

The key to our understanding of authority and The key to our understanding of authority and power is this: all relationships between people power is this: all relationships between people take place in the form of dyads—groups of two. take place in the form of dyads—groups of two. No matter if you are a teacher and are in the No matter if you are a teacher and are in the Authority Position, you have a different Authority Position, you have a different relationship with each student in your class. relationship with each student in your class. This key understanding explains why and how This key understanding explains why and how different people have different reactions and different people have different reactions and relationships to different ways of enacting relationships to different ways of enacting authority.authority.

For example…For example…

Think of a classroom with a bad teacher—one Think of a classroom with a bad teacher—one who is childish. Some students resist this who is childish. Some students resist this teacher’s authority. Some students “suck up” teacher’s authority. Some students “suck up” to the teacher. Some students seem not to be to the teacher. Some students seem not to be affected by the teacher’s poor choices. Some affected by the teacher’s poor choices. Some students react in anger and defiance. How do students react in anger and defiance. How do we explain these different reactions? How do we explain these different reactions? How do we understand which reactions are effective in we understand which reactions are effective in keeping the teacher’s actions from being keeping the teacher’s actions from being hurtful? Thinking in terms of dyads helps us to hurtful? Thinking in terms of dyads helps us to do this—that the teacher’s relationship with do this—that the teacher’s relationship with each student is unique.each student is unique.

Authority/Power Authority/Power RelationshipsRelationships

Two people in relationship might have equal authority Two people in relationship might have equal authority or they might both be in power positions in relation to or they might both be in power positions in relation to other authorities. In this case, the positions the people other authorities. In this case, the positions the people occupy are not significant to the relationship between occupy are not significant to the relationship between the two. the two.

Where the positions become significant and where the Where the positions become significant and where the confusion begins is with what we call Authority/Power confusion begins is with what we call Authority/Power Relationships (abbreviated here and elsewhere as Relationships (abbreviated here and elsewhere as "APRs"). In an Authority/Power Relationship, one "APRs"). In an Authority/Power Relationship, one person is in a position of authority while the other is in person is in a position of authority while the other is in a position of power. That means one person has the a position of power. That means one person has the right to command and the other has the obligation to right to command and the other has the obligation to obey. obey.

APR’sAPR’s

Examples of APR’s include:Examples of APR’s include: Teacher/Student, Teacher/Student, Boss/Employee, Boss/Employee, Minister/Church member, Minister/Church member, Principal/Teacher, Principal/Teacher, Conductor/PlayerConductor/Player Department Chair/ProfessorDepartment Chair/Professor

APR’s in the ClassroomAPR’s in the Classroom

Here is the basic theory of the classroom: Here is the basic theory of the classroom: the teacher is in the Authority Position the teacher is in the Authority Position while the students are in the Power while the students are in the Power Position. This means that the teacher Position. This means that the teacher has a position of authority and the has a position of authority and the students, by virtue of each one’s position students, by virtue of each one’s position of power, are supposed to do what the of power, are supposed to do what the teacher says.teacher says.

APR’s in the ClassroomAPR’s in the Classroom

But it gets complicated. The teacher has a But it gets complicated. The teacher has a different Authority/Power Relationship with each student. different Authority/Power Relationship with each student. What could be so difficult about that? It is because these What could be so difficult about that? It is because these positions are occupied by PEOPLE and people possess positions are occupied by PEOPLE and people possess (or fail to possess) Personal Authority (which is emotional (or fail to possess) Personal Authority (which is emotional and ethical maturity). and ethical maturity).

Here are the possibilities: Here are the possibilities: 1. Both people in the APR have Personal Authority 1. Both people in the APR have Personal Authority 2. Only the person in the Authority Position has Personal 2. Only the person in the Authority Position has Personal

Authority Authority 3. Neither person in the APR has Personal Authority 3. Neither person in the APR has Personal Authority 4. Only the person in the Power Position has Personal 4. Only the person in the Power Position has Personal

Authority. Authority.

Both people in the APR Both people in the APR have Personal Authority. have Personal Authority.

A good example would be what is supposed to happen (but doesn’t A good example would be what is supposed to happen (but doesn’t always) in graduate school. The interesting thing here is that what always) in graduate school. The interesting thing here is that what becomes significant is not the position of authority--teachers in becomes significant is not the position of authority--teachers in graduate school usually do not have to invoke that kind of authority, graduate school usually do not have to invoke that kind of authority, e.g., to get the students to be quiet so class can begin --but the e.g., to get the students to be quiet so class can begin --but the personal authority that accrues from expertise and experience. The personal authority that accrues from expertise and experience. The professor is respected not because he or she has the professor is respected not because he or she has the positionalpositional authority of the professor but because the students recognize the authority of the professor but because the students recognize the professor's knowledge. Likewise, the professor respects the knowledge professor's knowledge. Likewise, the professor respects the knowledge of the students. Professors make assignments with the students' best of the students. Professors make assignments with the students' best interest in mind (ethical maturity) and then are negotiated with students interest in mind (ethical maturity) and then are negotiated with students and adapted as students reveal what they need and want from the and adapted as students reveal what they need and want from the class. This kind of teaching is a pleasure--and can happen at many class. This kind of teaching is a pleasure--and can happen at many different educational levels when teachers both exhibit Personal different educational levels when teachers both exhibit Personal Authority and encourage its development in their students. We'll say Authority and encourage its development in their students. We'll say more about this later. more about this later.

Only the person in the Only the person in the Authority Position has Authority Position has Personal Authority. Personal Authority.

At the other end of the spectrum from graduate school is the At the other end of the spectrum from graduate school is the three-year-old class for pre-schoolers. The children have never three-year-old class for pre-schoolers. The children have never been to school before. They can feed themselves but their toilet been to school before. They can feed themselves but their toilet training may be a bit shaky--in other words, they barely have training may be a bit shaky--in other words, they barely have physical control over their bodies, much less intellectual, physical control over their bodies, much less intellectual, emotional, and ethical control. Yet the teacher has all these forms emotional, and ethical control. Yet the teacher has all these forms of control and can set the example. He or she can also help of control and can set the example. He or she can also help children learn to develop these kinds of control. Children this age children learn to develop these kinds of control. Children this age need help in solving conflicts with other children. They need an need help in solving conflicts with other children. They need an adult to help them learn other ways besides grabbing and hitting adult to help them learn other ways besides grabbing and hitting to accomplish their aims and they need to learn that all people to accomplish their aims and they need to learn that all people have rights (the basis for ethical maturity). They need to learn to have rights (the basis for ethical maturity). They need to learn to express their emotions in safe ways (emotional maturity) and express their emotions in safe ways (emotional maturity) and ultimately to make decisions based on the common good over ultimately to make decisions based on the common good over how they themselves might feel about something (emotional and how they themselves might feel about something (emotional and ethical maturity). ethical maturity).

Neither person in the Neither person in the APR has Personal APR has Personal Authority. Authority.

This is a classroom in trouble. No one has personal This is a classroom in trouble. No one has personal authority. The teacher tries to use authority. The teacher tries to use positionalpositional authority to authority to make up for the lack of make up for the lack of personalpersonal authority, and this does not authority, and this does not work. The kids don't care. The most obvious examples of work. The kids don't care. The most obvious examples of this might be in some middle schools, where kids are this might be in some middle schools, where kids are testing their wings in terms of expressing their power: testing their wings in terms of expressing their power: mouthy kids and a teacher who becomes abusive or mouthy kids and a teacher who becomes abusive or helpless in the face of kid-power (remember, helpless in the face of kid-power (remember, power=energy). It could also be a graduate school class power=energy). It could also be a graduate school class with a tyrannical teacher who scares students into with a tyrannical teacher who scares students into relinquishing their personal authority. Whether the kids relinquishing their personal authority. Whether the kids have never had a chance to grow up or they have been have never had a chance to grow up or they have been pushed into a false, helpless childishness through tyranny, pushed into a false, helpless childishness through tyranny, this is a classroom heading for disaster. this is a classroom heading for disaster.

Only the person in the Only the person in the Power Position has Personal Power Position has Personal Authority. Authority.

Carolyn remembers being a student in two graduate Carolyn remembers being a student in two graduate school classes from Hell. In both of them, the school classes from Hell. In both of them, the professors lacked personal authority. Their demands professors lacked personal authority. Their demands were unreasonable, they blamed others for their own were unreasonable, they blamed others for their own failures, and they had no concept of their effect on failures, and they had no concept of their effect on other people. In one of the classes, the professor other people. In one of the classes, the professor wanted to write a book about the unique and wonderful wanted to write a book about the unique and wonderful teaching methods she and her colleague were using. teaching methods she and her colleague were using. They had no idea that the students hated the class They had no idea that the students hated the class because of how the professors treated them. Carolyn because of how the professors treated them. Carolyn led a coup d’etat in one class that resulted in the led a coup d’etat in one class that resulted in the professor no longer having control over the class. In professor no longer having control over the class. In the other class, she did not cooperate when the the other class, she did not cooperate when the professors overstepped their boundaries and she professors overstepped their boundaries and she made sure that the professors’ antics did not affect her made sure that the professors’ antics did not affect her negatively in the long run (e.g., bad grade). negatively in the long run (e.g., bad grade).

Personal Authority & Personal Authority & TeachingTeaching

It is imperative for teachers to have personal authority for It is imperative for teachers to have personal authority for many reasons:many reasons:

Personal Authority helps teachers to be effective. Personal Authority helps teachers to be effective. Personal authority means that no matter what method or Personal authority means that no matter what method or curriculum you are mandated to use, you use your own curriculum you are mandated to use, you use your own authority to address the needs of each child in the authority to address the needs of each child in the classroom. These days, it is possible that you will be classroom. These days, it is possible that you will be given guidelines on what you teach. Reading teachers in given guidelines on what you teach. Reading teachers in Columbus are actually given a script to be read in the Columbus are actually given a script to be read in the class for exactly how the district wants reading to be class for exactly how the district wants reading to be taught. Personal authority (ethical maturity) means that taught. Personal authority (ethical maturity) means that you will do you best to see that children learn either with you will do you best to see that children learn either with or or despitedespite district- or state-mandated methods. It also district- or state-mandated methods. It also means being willing to stand up and be counted publicly means being willing to stand up and be counted publicly instead of being afraid of what the bullies in Central instead of being afraid of what the bullies in Central Office (or whereever) might do.Office (or whereever) might do.


Personal Authority solves interpersonal Personal Authority solves interpersonal problems. Your emotional and ethical maturity problems. Your emotional and ethical maturity will help when you are dealing with children, will help when you are dealing with children, their parents, your colleagues, and your their parents, your colleagues, and your administration. You will not escalate a problem administration. You will not escalate a problem just because you feel threatened. Instead, you just because you feel threatened. Instead, you will look at any conflict from several will look at any conflict from several perspectives, acknowledge where you have perspectives, acknowledge where you have made mistakes, make amends, try to find made mistakes, make amends, try to find common ground, seek others' opinions, and common ground, seek others' opinions, and take actions based on the greatest good for all take actions based on the greatest good for all concerned.concerned.


Personal Authority PREVENTS problems. For Personal Authority PREVENTS problems. For one thing, a high maturity level means you are one thing, a high maturity level means you are aware of lesser maturity levels. You can aware of lesser maturity levels. You can therefore predict where problems are likely to therefore predict where problems are likely to happen and you can head them off before they happen and you can head them off before they become hurtful. You can do this no matter if become hurtful. You can do this no matter if you are dealing with youngsters in the you are dealing with youngsters in the classroom or overgrown kids at a faculty classroom or overgrown kids at a faculty meeting or district meeting.meeting or district meeting.


Personal Authority can create personal Personal Authority can create personal satisfaction even in a hostile environment. You satisfaction even in a hostile environment. You are not beholden to a withholding positional are not beholden to a withholding positional authority for evaluation of your work. You authority for evaluation of your work. You know what you are doing. Personal Authority know what you are doing. Personal Authority allows you to assess your supervisor. If this allows you to assess your supervisor. If this person is an adult, his/her opinion may be person is an adult, his/her opinion may be extremely helpful. If he/she is an overgrown extremely helpful. If he/she is an overgrown child, then you have to sift out the good from child, then you have to sift out the good from the inappropriate in the feedback. the inappropriate in the feedback.


Personal Authority leads to positive change. Personal Authority leads to positive change. Even in the small arena of a classroom, life can Even in the small arena of a classroom, life can become very pleasant and positive because of become very pleasant and positive because of Personal Authority. That small classroom can Personal Authority. That small classroom can be a haven even within a less than ideal be a haven even within a less than ideal school. Create a space that is governed by school. Create a space that is governed by Personal Authority of both teacher and Personal Authority of both teacher and students, and that little space can have an students, and that little space can have an effect on other parts of the school. Remember effect on other parts of the school. Remember that many of the people who have helped to that many of the people who have helped to make changes did so through Personal make changes did so through Personal Authority, not Positional Authority (Gandhi, Authority, not Positional Authority (Gandhi, Rosa Parks, the many people who created and Rosa Parks, the many people who created and maintained the Underground Railroad). maintained the Underground Railroad).


Personal Authority can help you avoid problems with immature Personal Authority can help you avoid problems with immature folk in positions of authority. First of all, when you have folk in positions of authority. First of all, when you have personal authority, you can figure out what people in positions personal authority, you can figure out what people in positions of authority are seeking because you know not only what it is to of authority are seeking because you know not only what it is to be adult, but you also know and understand childish foibles. be adult, but you also know and understand childish foibles. For example, when Carolyn worked at another college, the For example, when Carolyn worked at another college, the head of her department was an overgrown child who clearly head of her department was an overgrown child who clearly needed to be recognized—she needed to have attention paid to needed to be recognized—she needed to have attention paid to her. She needed public admiration. When Carolyn had an her. She needed public admiration. When Carolyn had an opportunity to do that in a very public and very positive way, opportunity to do that in a very public and very positive way, she did. While this person could be, and often was, she did. While this person could be, and often was, unpleasant, she was never unpleasant or unprofessional with unpleasant, she was never unpleasant or unprofessional with Carolyn because Carolyn had recognized her need and Carolyn because Carolyn had recognized her need and addressed it. By the way, this is an example of the dyadic addressed it. By the way, this is an example of the dyadic nature of relationships: Carolyn was in a relatively positive APR nature of relationships: Carolyn was in a relatively positive APR with this person, but many other people were in negative APR’s with this person, but many other people were in negative APR’s with her. with her.


Not only should teachers have personal authority, but Not only should teachers have personal authority, but we should be encouraging our students to develop we should be encouraging our students to develop personal authority. The best teaching situations are personal authority. The best teaching situations are ones in which teacher and students pursue knowledge ones in which teacher and students pursue knowledge together because all concerned are mature. Such a together because all concerned are mature. Such a class is a joy to be part of. class is a joy to be part of.

This situation can happen with people of all ages--This situation can happen with people of all ages--maturity is not an age-related phenomenon. Personal maturity is not an age-related phenomenon. Personal Authority is why Writer's Workshop and other student-Authority is why Writer's Workshop and other student-centered teaching methods can work if they are well-centered teaching methods can work if they are well-managed. These methods involve students making managed. These methods involve students making their own decisions about what they read and write, their own decisions about what they read and write, which is an aspect of Personal Authority. which is an aspect of Personal Authority.

How to develop Personal How to develop Personal AuthorityAuthority

There are three teachers: instruction, There are three teachers: instruction, example, and experience. You have example, and experience. You have your choice, but before you make it, hear your choice, but before you make it, hear what these teachers will give you and what these teachers will give you and how they will do it. how they will do it.

InstructionInstruction

Instruction is the easiest teacher. Instruction Instruction is the easiest teacher. Instruction tells you something and gives you knowledge. tells you something and gives you knowledge. We are instructing you about Personal We are instructing you about Personal Authority, and now you have some knowledge Authority, and now you have some knowledge of the concept. This knowledge did not cost of the concept. This knowledge did not cost you much except some time--you just had to you much except some time--you just had to read or listen in order to get it. Because this read or listen in order to get it. Because this knowledge didn’t cost you much, you might not knowledge didn’t cost you much, you might not value it. value it.

ExampleExample

Example is easy for you but hard for someone Example is easy for you but hard for someone else. You learn from someone else's pain and else. You learn from someone else's pain and through this you gain wisdom. If you watch a through this you gain wisdom. If you watch a movie about Rosa Parks, then you will learn movie about Rosa Parks, then you will learn something about Personal Authority through something about Personal Authority through her example. She paid a high price for what her example. She paid a high price for what she did, but you benefit by learning how one she did, but you benefit by learning how one person can play a big part in altering tyranny. person can play a big part in altering tyranny.

ExperienceExperience

Experience is the hardest teacher, because Experience is the hardest teacher, because you personally pay for every lesson. Through you personally pay for every lesson. Through experience, you gain understanding, which is experience, you gain understanding, which is the richest form of learning. There are some the richest form of learning. There are some things you can only learn from experience. As things you can only learn from experience. As much as you have learned about teaching much as you have learned about teaching through instruction and example in your college through instruction and example in your college degree program, you will learn far more degree program, you will learn far more through your first year of teaching experience. through your first year of teaching experience. This will be emotionally much more difficult and This will be emotionally much more difficult and because this way of learning costs a lot because this way of learning costs a lot emotionally, it will stick with you a long time.emotionally, it will stick with you a long time.

The 3 “Teachers” at The 3 “Teachers” at SchoolSchool

The same group of teachers exists in our The same group of teachers exists in our schools. Instruction is lecture. Examples schools. Instruction is lecture. Examples might be audio-visual aids. Experience is might be audio-visual aids. Experience is "hands-on" learning. As teachers we "hands-on" learning. As teachers we prefer more active forms of learning; we prefer more active forms of learning; we want children to learn through "hands-on" want children to learn through "hands-on" experiences. We know that experience experiences. We know that experience leads to the richest form of learning in leads to the richest form of learning in school.school.

The 3 “Teachers” at The 3 “Teachers” at HomeHome

We learn how to relate to other people by We learn how to relate to other people by instruction, example, and experience. The Bible instruction, example, and experience. The Bible tells us to love our neighbor as ourself, which is tells us to love our neighbor as ourself, which is instruction. The Bible also gives examples of instruction. The Bible also gives examples of loving one’s neighbor. But it takes experience to loving one’s neighbor. But it takes experience to really understand the concept. In inter-personal really understand the concept. In inter-personal relationships, experience leads to rich learning, relationships, experience leads to rich learning, but it tends to be more painful because what we but it tends to be more painful because what we are learning hits closer to who we are as people. are learning hits closer to who we are as people. The more we can learn about relationships The more we can learn about relationships through instruction and example, the less painful through instruction and example, the less painful will our existence be! will our existence be!

More on developing More on developing Personal AuthorityPersonal Authority

Emotional and ethical maturity are hard to Emotional and ethical maturity are hard to learn. We can learn intellectually (through learn. We can learn intellectually (through instruction) about the characteristics of instruction) about the characteristics of Personal Authority, and yet not be able to act Personal Authority, and yet not be able to act in a way that reflects Personal Authority simply in a way that reflects Personal Authority simply because intellectual knowledge is not because intellectual knowledge is not sufficient. We must experience the process of sufficient. We must experience the process of making an ethical decision and actually making an ethical decision and actually following through with that decision—walking following through with that decision—walking the walk along with talking the talk. the walk along with talking the talk.

Personal AuthorityPersonal Authority We are most likely to lose maturity when we We are most likely to lose maturity when we

are upset. Personal Authority does not mean are upset. Personal Authority does not mean not getting upset. It means, instead, when you not getting upset. It means, instead, when you are upset, a little voice in the back of your head are upset, a little voice in the back of your head lets you know that you are not the only person lets you know that you are not the only person who is affected by what is going on. It means who is affected by what is going on. It means you take some time to figure out how events you take some time to figure out how events are affecting other people and what a good are affecting other people and what a good outcome might be for all involved. It means outcome might be for all involved. It means being willing to sacrifice some of your own well-being willing to sacrifice some of your own well-being for a greater good—and being able to being for a greater good—and being able to figure this out despite feeling awful about what figure this out despite feeling awful about what is going on. It means that once you have is going on. It means that once you have decided what is the right thing that you follow decided what is the right thing that you follow through and do what you know is right to do.through and do what you know is right to do.

Personal AuthorityPersonal Authority

This is not easy to do. This will be some This is not easy to do. This will be some of the hardest things you have had to do. of the hardest things you have had to do. And you might not see an immediate And you might not see an immediate reward. In fact, things might get more reward. In fact, things might get more difficult. difficult.

An exampleAn example

I, Carolyn, had an employee, for whom I was the boss. I, Carolyn, had an employee, for whom I was the boss. I became aware through reports from other people that I became aware through reports from other people that this employee was possibly stealing from the agency. this employee was possibly stealing from the agency. At this point, I had no proof that the person was At this point, I had no proof that the person was stealing. I didn’t know what to do, so I called Juanita. stealing. I didn’t know what to do, so I called Juanita. She gave me advice I didn’t want to hear: she told me She gave me advice I didn’t want to hear: she told me that I needed to talk with the employee about the that I needed to talk with the employee about the accusations being made about her. Then I would need accusations being made about her. Then I would need to tell my boss that I had talked to the employee (“D.”). to tell my boss that I had talked to the employee (“D.”). I was all in favor of letting others in the agency handle I was all in favor of letting others in the agency handle the whole thing. But Juanita let me know that I had an the whole thing. But Juanita let me know that I had an obligation to do these things. I cannot communicate to obligation to do these things. I cannot communicate to you how much I DID NOT WANT TO DO ANY OF you how much I DID NOT WANT TO DO ANY OF WHAT JUANITA TOLD ME. I could not sleep the night WHAT JUANITA TOLD ME. I could not sleep the night before. I dreaded going to work. I really felt bad. before. I dreaded going to work. I really felt bad.

ExampleExample

But inside my heart of hearts, I knew that But inside my heart of hearts, I knew that Juanita was right. I knew I would do what she Juanita was right. I knew I would do what she suggested. I knew that if I did, things would suggested. I knew that if I did, things would work out, but if I failed to, there could be many work out, but if I failed to, there could be many other negative consequences. other negative consequences.

So, I swallowed hard, and talked with D. I told So, I swallowed hard, and talked with D. I told her that some accusations had been made. her that some accusations had been made. She asked me what I believed, and I told her I She asked me what I believed, and I told her I had no evidence that she had taken anything. had no evidence that she had taken anything. She asked me what was going to happen and, She asked me what was going to happen and, since I had not talked with anyone else at the since I had not talked with anyone else at the agency, I could tell her honestly that I did not agency, I could tell her honestly that I did not know.know.

ExampleExample

Next I had a fit (privately). I really did not Next I had a fit (privately). I really did not want to tell my boss what I had done want to tell my boss what I had done because I knew that my boss would not because I knew that my boss would not be happy with my having revealed the be happy with my having revealed the accusations to the employee. I thought I accusations to the employee. I thought I was going to be fired. It felt like I was was going to be fired. It felt like I was going to an execution—mine. going to an execution—mine.

ExampleExample

I calmed down and then went to my boss’s I calmed down and then went to my boss’s office and told her what had happened, office and told her what had happened, including that I had talked with D. She simply including that I had talked with D. She simply said, “I wish you hadn’t done that.” said, “I wish you hadn’t done that.”

The agency did not immediately fire the The agency did not immediately fire the employee. Instead, they allowed her to employee. Instead, they allowed her to continue to work the area in which she had continue to work the area in which she had been accused of stealing (a fundraiser) only been accused of stealing (a fundraiser) only they had board members watching her, they had board members watching her, unbeknownst to her.unbeknownst to her.

ExampleExample

When I found out what the agency was When I found out what the agency was choosing to do, I felt so relieved that I had choosing to do, I felt so relieved that I had talked to the employee. The agency found that talked to the employee. The agency found that she was continuing to steal. I knew because of she was continuing to steal. I knew because of my conversation that she had been warned my conversation that she had been warned that the agency had a concern. I felt that since that the agency had a concern. I felt that since she continued to steal in light of this warning, she continued to steal in light of this warning, that she had a psychological problem. When that she had a psychological problem. When the firing came down, I felt absolutely clear the firing came down, I felt absolutely clear about it—I knew that she had had every about it—I knew that she had had every possible chance to clear herself and for possible chance to clear herself and for whatever reason, she chose or was not able to whatever reason, she chose or was not able to do so. do so.

ExampleExample

So, I had a clear conscience. This was a good So, I had a clear conscience. This was a good thing, because I was not permitted to discuss thing, because I was not permitted to discuss the situation. But the employee had no such the situation. But the employee had no such limitation. She chose to let other employees limitation. She chose to let other employees know that she had been fired and she felt that know that she had been fired and she felt that her firing was unfair. I had some very unhappy her firing was unfair. I had some very unhappy workers on my hands. This part was difficult to workers on my hands. This part was difficult to go through. And yet, because my conscience go through. And yet, because my conscience was clear, I could ignore some of the grumbling was clear, I could ignore some of the grumbling and let time take care of it. This part of my and let time take care of it. This part of my story is an example of things getting worse story is an example of things getting worse after doing the right thing.after doing the right thing.

ExampleExample

Years later, another of the employees talked Years later, another of the employees talked with me about that situation. We were neither with me about that situation. We were neither employed at that agency, so I was able to talk employed at that agency, so I was able to talk about my feelings and my side of the story. about my feelings and my side of the story. This person told me that she figured I must This person told me that she figured I must have had reason to fire D., because I seemed have had reason to fire D., because I seemed to be the kind of person who would not do to be the kind of person who would not do something unfairly. This conversation was a something unfairly. This conversation was a huge reward for taking the high road (the huge reward for taking the high road (the Personal Authority road), but this reward came Personal Authority road), but this reward came four or five years after the events happened. four or five years after the events happened. Before this conversation, my reward was a Before this conversation, my reward was a clear conscience, and that really was sufficient.clear conscience, and that really was sufficient.

PrinciplesPrinciples People have a right to know when there are accusations People have a right to know when there are accusations

against themselves. It was imperative that D. be told against themselves. It was imperative that D. be told that this was going on. It was good that I told her before that this was going on. It was good that I told her before I had a chance to talk with anyone else at the agency I had a chance to talk with anyone else at the agency because I had nothing I was required to hide at that because I had nothing I was required to hide at that point. Later on, I was aware of the agency plans to deal point. Later on, I was aware of the agency plans to deal with the accusations, and I would have been required to with the accusations, and I would have been required to keep those plans confidential. The conversation would keep those plans confidential. The conversation would have been much more awkward than it was had I put it have been much more awkward than it was had I put it off until discussing it with my supervisor. In fact, my off until discussing it with my supervisor. In fact, my supervisor might have specifically told me not to discuss supervisor might have specifically told me not to discuss anything with D., in which case, I would not have been anything with D., in which case, I would not have been able to let D. know of the possible trouble. Had this able to let D. know of the possible trouble. Had this happened, D. would not have had the opportunity to happened, D. would not have had the opportunity to clear her name by continuing to work the fundraiser but clear her name by continuing to work the fundraiser but not stealing. not stealing.

PrinciplesPrinciples Supervisors have a right to know what you are Supervisors have a right to know what you are

doing, whether they approve of your actions or doing, whether they approve of your actions or not. It is far better to tell on yourself than it is to not. It is far better to tell on yourself than it is to let someone else tell on you. My boss needed let someone else tell on you. My boss needed to know exactly what had gone on and who to know exactly what had gone on and who knew what so she could make the decisions she knew what so she could make the decisions she needed to make. It would have been dishonest needed to make. It would have been dishonest to hide my conversation with D. from my boss, to hide my conversation with D. from my boss, and if I had kept it secret from my boss and then and if I had kept it secret from my boss and then D. had revealed it, I would have been in extra D. had revealed it, I would have been in extra deep trouble. I try to give my bosses a “heads deep trouble. I try to give my bosses a “heads up” if I even have the suspicion of possible up” if I even have the suspicion of possible trouble. I also try to be the first one to reveal the trouble. I also try to be the first one to reveal the mistakes I have made and my attempts to deal mistakes I have made and my attempts to deal with those mistakes.with those mistakes.

PrinciplesPrinciples

A clear conscience can really make a A clear conscience can really make a huge difference. The whole situation put huge difference. The whole situation put a lot of pressure on me because some of a lot of pressure on me because some of my workers were angry with me. Yet I my workers were angry with me. Yet I knew they didn’t know the whole story knew they didn’t know the whole story and if they did know the whole story, they and if they did know the whole story, they would have supported my actions. would have supported my actions. Because of feeling I had done the right Because of feeling I had done the right thing, I was able to weather the storm.thing, I was able to weather the storm.

PrinciplesPrinciples Personal authority is not something that is gained and Personal authority is not something that is gained and

one’s behavior is always governed by it. During the times one’s behavior is always governed by it. During the times in between all this talking I had to do, I felt terrible about in between all this talking I had to do, I felt terrible about what I needed to do and I felt angry that I had to do it. I what I needed to do and I felt angry that I had to do it. I was resistant, reluctant, and resentful. That part of my was resistant, reluctant, and resentful. That part of my behavior did NOT reflect Personal Authority. However, behavior did NOT reflect Personal Authority. However, when I was in the presence of people who could be when I was in the presence of people who could be negatively impacted by my behavior (the employee and negatively impacted by my behavior (the employee and my boss), I was able to behave in a way that reflected my boss), I was able to behave in a way that reflected personal authority. This is because we never lose the personal authority. This is because we never lose the “little kid” inside us and that “little kid” is most prone to be “little kid” inside us and that “little kid” is most prone to be present when we are under stress. Yet personal authority present when we are under stress. Yet personal authority allows us to choose when, to whom, and how we express allows us to choose when, to whom, and how we express those childish (and perfectly natural) emotions.those childish (and perfectly natural) emotions.


Sometimes a well-meaning boss will not understand the Sometimes a well-meaning boss will not understand the rightness of a personal authority principle. In my situation, rightness of a personal authority principle. In my situation, there was a window of opportunity for action there was a window of opportunity for action beforebefore I I spoke with my boss that would have disappeared after I spoke with my boss that would have disappeared after I spoke with my boss. Before speaking to my boss, the spoke with my boss. Before speaking to my boss, the authority I was using was primarily my own personal authority I was using was primarily my own personal authority. After speaking with my boss, her positional authority. After speaking with my boss, her positional authority would be asserted over me in how this situation authority would be asserted over me in how this situation was going to be handled. This period of time is a double-was going to be handled. This period of time is a double-edged sword: on the one hand, until you hand a problem edged sword: on the one hand, until you hand a problem over to the boss, you have choices in how you handle it. over to the boss, you have choices in how you handle it. At the same time, as you hand over the problem to a At the same time, as you hand over the problem to a higher authority, you must reveal your own actions, so higher authority, you must reveal your own actions, so those actions had better be right in your own mind. those actions had better be right in your own mind.


What is at issue here is “blamelessness.” A What is at issue here is “blamelessness.” A person cannot be accused of wrong doing if: person cannot be accused of wrong doing if: an action is based in Personal Authority AND an action is based in Personal Authority AND that action has not been specifically prohibited that action has not been specifically prohibited by positional authority. In other words, actions by positional authority. In other words, actions must be based in ethical/emotional maturity must be based in ethical/emotional maturity and they must be allowed within the scope of and they must be allowed within the scope of normal operations of the institution. I was normal operations of the institution. I was allowed, in the normal operation of my job, to allowed, in the normal operation of my job, to speak with this employee and I was speaking speak with this employee and I was speaking to her with a Personal Authority concern. If she to her with a Personal Authority concern. If she had been innocent, then she could have used had been innocent, then she could have used this information to correct a mistake. this information to correct a mistake.


There are times in which Personal Authority will There are times in which Personal Authority will conflict with the rules of the institution. In this conflict with the rules of the institution. In this situation, the idea of blamelessness lies in the situation, the idea of blamelessness lies in the spiritual realm. Rosa Parks was spiritually spiritual realm. Rosa Parks was spiritually blameless for retaining her seat on the bus blameless for retaining her seat on the bus because the racism that led to the “back of the because the racism that led to the “back of the bus” rule is fundamentally wrong. Yet one has bus” rule is fundamentally wrong. Yet one has to be willing to bear consequences of one’s to be willing to bear consequences of one’s behavior from the “natural” realm because this behavior from the “natural” realm because this behavior will not be identified as blameless behavior will not be identified as blameless there. Although we think of Rosa Parks as a there. Although we think of Rosa Parks as a hero, at the time, she was arrested. hero, at the time, she was arrested.


There are certain things positional There are certain things positional authority can control and require and authority can control and require and there are certain things in one’s life that there are certain things in one’s life that are beyond the control of positional are beyond the control of positional authority. Positional authority cannot authority. Positional authority cannot control your personal opinion—that is control your personal opinion—that is part of your personal authority. part of your personal authority.

PrinciplesPrinciples One thing overgrown children will try to get you to do is to One thing overgrown children will try to get you to do is to

volunteer to give up your personal authority. They will make volunteer to give up your personal authority. They will make you feel uncomfortable if you bring up certain topics. They you feel uncomfortable if you bring up certain topics. They use your silence to their advantage. In fact, they hide behind use your silence to their advantage. In fact, they hide behind your silence. An example of this is when Juanita and your silence. An example of this is when Juanita and Carolyn worked in a social service agency. Their boss, “B.” Carolyn worked in a social service agency. Their boss, “B.” was fired by the overgrown child in command. What was fired by the overgrown child in command. What accompanied the firing was an unspoken agreement by all accompanied the firing was an unspoken agreement by all the staff not to speak of B. again. Juanita and Carolyn the staff not to speak of B. again. Juanita and Carolyn orchestrated a simple letter signed by several people whom orchestrated a simple letter signed by several people whom B. had supervised, simply stating that B. was appreciated B. had supervised, simply stating that B. was appreciated and missed. There was no demand to bring B. back. All we and missed. There was no demand to bring B. back. All we did was to challenge the silence about B’s departure. did was to challenge the silence about B’s departure. Because this statement of appreciation was well within our Because this statement of appreciation was well within our personal authority, none of us who signed the letter got fired. personal authority, none of us who signed the letter got fired. The letter, we later found out, helped B. to get the The letter, we later found out, helped B. to get the unemployment to which she was entitled and it caused the unemployment to which she was entitled and it caused the person in command to change some of her practices. person in command to change some of her practices.


Personal Authority is a wonderful concept because it can be the basis for Personal Authority is a wonderful concept because it can be the basis for instigating positive change. It does, however, have its limits because you instigating positive change. It does, however, have its limits because you have your limits. It’s not personal authority when you try to control other have your limits. It’s not personal authority when you try to control other people. Personal Authority is simply self control—making active and people. Personal Authority is simply self control—making active and thoughtful decisions about what you will do. There have been times when thoughtful decisions about what you will do. There have been times when Juanita and I have found it necessary to express our opinions, knowing Juanita and I have found it necessary to express our opinions, knowing that the process of expression was important but also knowing that that the process of expression was important but also knowing that nothing would change in the immediate future because of those nothing would change in the immediate future because of those statements. This happened when Carolyn was in one of those awful statements. This happened when Carolyn was in one of those awful graduate school classes: the professors reamed out the students for graduate school classes: the professors reamed out the students for failing to guess how to do a particular assignment. Carolyn went to both failing to guess how to do a particular assignment. Carolyn went to both professors’ offices and expressed the opinion that the reaming out was professors’ offices and expressed the opinion that the reaming out was inappropriate. The professors did not apologize or change their basic inappropriate. The professors did not apologize or change their basic approach immediately. Change came about slowly within that class and approach immediately. Change came about slowly within that class and neither of the professors fundamentally changed their approach to neither of the professors fundamentally changed their approach to students once Carolyn’s class was finished. Remember that the Pharoah students once Carolyn’s class was finished. Remember that the Pharoah did not change easily when Moses asked him to let the Israelites go. But did not change easily when Moses asked him to let the Israelites go. But Moses had to keep bringing up the topic.Moses had to keep bringing up the topic.

PrinciplesPrinciples The key to staying out of trouble is to know where the The key to staying out of trouble is to know where the

boundaries are of your legitimate control. When dealing with boundaries are of your legitimate control. When dealing with the awful professors, Carolyn told them, in an even and the awful professors, Carolyn told them, in an even and nonangry tone of voice, that in her opinion, the way the nonangry tone of voice, that in her opinion, the way the students were treated was wrong. The worst professor students were treated was wrong. The worst professor stated that she disagreed with Carolyn. Carolyn did not stated that she disagreed with Carolyn. Carolyn did not argue. She simply ended the conversation. She had a right argue. She simply ended the conversation. She had a right to her opinion and to state it, but she didn’t have a right to to her opinion and to state it, but she didn’t have a right to argue, once the professor stated her opinion (a right the argue, once the professor stated her opinion (a right the professor also had). The utility of Carolyn stating her opinion professor also had). The utility of Carolyn stating her opinion was not in getting the professor to change (although that was not in getting the professor to change (although that would have been very nice had it happened and Carolyn would have been very nice had it happened and Carolyn would have been the first person to support that change). would have been the first person to support that change). Rather, the utility lay in establishing a pattern: every time the Rather, the utility lay in establishing a pattern: every time the professors did something that was inappropriate, they could professors did something that was inappropriate, they could expect some consequences—a visit from a student who was expect some consequences—a visit from a student who was unafraid to express her opinion. The worst professor had unafraid to express her opinion. The worst professor had long been used to scaring students into silence. long been used to scaring students into silence.


Tell on yourself first. If you have made a Tell on yourself first. If you have made a mistake, own up to it, whether it is in front of mistake, own up to it, whether it is in front of your students or in front of your boss. Be your students or in front of your boss. Be forthright in exactly what you did that was forthright in exactly what you did that was wrong and why it was wrong. This is extremely wrong and why it was wrong. This is extremely painful in the short run and extremely helpful in painful in the short run and extremely helpful in the long run. In the short run, it’s scary the long run. In the short run, it’s scary because you don’t know how people will react, because you don’t know how people will react, particularly when you are dependent on the particularly when you are dependent on the income from your job. What often happens, income from your job. What often happens, though, is that people respect a forthright though, is that people respect a forthright person and what began as a real problem can person and what began as a real problem can become something good. become something good.


An apology goes a long way toward An apology goes a long way toward making things right. making things right.

Helping Students to Helping Students to Develop Personal AuthorityDevelop Personal Authority

Be sure your classroom rules assume that your Be sure your classroom rules assume that your students are capable of making mature students are capable of making mature decisions. Do not teach to the lowest common decisions. Do not teach to the lowest common denominator. For example, a teacher who denominator. For example, a teacher who presents a lot of rules that are designed to presents a lot of rules that are designed to prevent cheating is clearly expecting students prevent cheating is clearly expecting students to cheat. Try to assume that students are to cheat. Try to assume that students are going to be reasonable in their actions, given going to be reasonable in their actions, given their age, and have a backup plan in case their age, and have a backup plan in case individual students need more guidance. individual students need more guidance.


Be sure you model what you are expecting Be sure you model what you are expecting students to do. You need to be the example. students to do. You need to be the example. In fact, the example you set is your authority to In fact, the example you set is your authority to speak. If you fail to set the example, you speak. If you fail to set the example, you cannot require it from other people. Teaching cannot require it from other people. Teaching is not a case of telling kids “Do as I say, not as is not a case of telling kids “Do as I say, not as I do.” That doesn’t work because it completely I do.” That doesn’t work because it completely relies on Positional Authority and not Personal relies on Positional Authority and not Personal Authority. Kids don’t respond to Positional Authority. Kids don’t respond to Positional Authority the way they used to.Authority the way they used to.


Don’t let the little kid inside of you decide how Don’t let the little kid inside of you decide how you will deal with a troublesome situation. If you will deal with a troublesome situation. If you have to, get yourself out of the situation for you have to, get yourself out of the situation for a moment (go to the bathroom) so you can a moment (go to the bathroom) so you can calm down and sort things out. Otherwise, you calm down and sort things out. Otherwise, you will end up saying or doing something that will will end up saying or doing something that will cause you no end of trouble. Remember that cause you no end of trouble. Remember that these days, things in school end up on the 6 these days, things in school end up on the 6 p.m. news awfully easily. p.m. news awfully easily.


Every student will be at a different level of development Every student will be at a different level of development in terms of personal authority. Every student will also in terms of personal authority. Every student will also have a zone of proximal development, where with have a zone of proximal development, where with some help he or she will be able to act in a more some help he or she will be able to act in a more mature fashion. Be aware of each student’s maturity mature fashion. Be aware of each student’s maturity as you interact. When you have an opportunity to ask as you interact. When you have an opportunity to ask a student to do something mature, try to set up the a student to do something mature, try to set up the situation for success. For example, a student with situation for success. For example, a student with ADHD is probably very impulsive. Ask that student to ADHD is probably very impulsive. Ask that student to control his or her behavior for short periods of time (1-2 control his or her behavior for short periods of time (1-2 minutes at first) and be sure to acknowledge positively minutes at first) and be sure to acknowledge positively any success that student has. any success that student has.


Kohlberg’s moral development ideas can be Kohlberg’s moral development ideas can be helpful here. Remember that a child who is in helpful here. Remember that a child who is in stage 1-2 thinks of things in terms of stage 1-2 thinks of things in terms of punishment and obedience. An argument punishment and obedience. An argument about a universal sense of justice (stage 6) will about a universal sense of justice (stage 6) will not make sense to that child. Remember to not make sense to that child. Remember to stay in the ZPD in order to help a student grow, stay in the ZPD in order to help a student grow, which might mean offering two reasons when which might mean offering two reasons when you are requiring a child to do something you are requiring a child to do something different in his/her behavior: a reason that is different in his/her behavior: a reason that is within the stage the child is in and a reason within the stage the child is in and a reason that is within the next stage of development. that is within the next stage of development.


Remember that just as personal authority is a struggle Remember that just as personal authority is a struggle for adults, it can be a struggle for students, as well. for adults, it can be a struggle for students, as well. We all regress. When a normally mature student We all regress. When a normally mature student regresses, try to find out what is going on that is regresses, try to find out what is going on that is causing the regression and have a little mercy on that causing the regression and have a little mercy on that student. A relatively mature person will feel deep student. A relatively mature person will feel deep embarrassment when his/her behavior fails to meet embarrassment when his/her behavior fails to meet reasonable standards. Oftentimes that reasonable standards. Oftentimes that embarrassment is sufficient to ensure the problem will embarrassment is sufficient to ensure the problem will not repeat itself. At the same time, your mercy will not repeat itself. At the same time, your mercy will ensure that the student will see you as an ally and ensure that the student will see you as an ally and might come to you before a problem happens the next might come to you before a problem happens the next time.time.

SummarySummary

Personal authority is where it is at. It is Personal authority is where it is at. It is far more significant than positional far more significant than positional authority because with it, you can authority because with it, you can influence people who are “above” you in influence people who are “above” you in terms of position. You can also terms of position. You can also effectively lead the people who are effectively lead the people who are “below” you in terms of position. “below” you in terms of position.

authority, power, and education juanita d. price and carolyn cutler osborne

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theory of authority

kinds of authority

types of authority powerthere

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students dont

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students houses

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