For effective teaching. to take place, a set of basic rules must be established. These guidelines are typically created by the teacher or administrators and enforced by the teacher. Although most students adhere to the rules, there may be occasions where some students choose to break them and become verbally defiant. This can lead to a power struggle between the student and the teacher.
How power struggles unfold in front of the class can have a substantial impact on the teacher's rapport with their students. Whether the interaction is with a single student or the entire class, it sets a precedent for how students should approach similar situations in the future.
In the past, I operated under the belief that maintaining control and enforcing strict adherence to standards was indicative of effective leadership. However, this approach ultimately resulted in a classroom environment characterized by fear and anxiety, even among students who had never been reprimanded. Asserting one's authority in a manner that creates discomfort and fear does not foster an environment of learning and growth. In the realm of science education, this often manifests as a persistent need for reassurance that one is performing tasks correctly. Additionally, I have encountered students who were so intimidated by my presence that they were unable to communicate with me, even when prompted directly.
Some teachers believe that students need to be afraid of you, or "you have to get your bluff in" is another way I have heard this type of teaching explained. I believe that students should feel comfortable and safe no matter what, and the last thing I want for any student, is to be afraid of me. How can they learn if they are afraid?
Now I try to completely avoid power struggles. I am going to give a few tips how.
Mind your tone. Feelings of frustration in one area can show itself in a conversation about something else. Students will not understand and just think you are mad at them, or they have done something wrong.
Would you talk to a coworker in this way? Students are coworkers and deserve respect. When you ask or give instructions be mindful of how you are speaking and the types of words you say.
Do not call out students in class. If you are lecturing or the class is silent, do not call out or yell at a student who is doing something they should not be doing. When lecturing, instead of telling a student to stop talking or pay attention, I say something like " (student's name) did you know ...........?" The answer is usually no, or sometimes yeah I knew that. The answer is never "I wasn't talking." These simple redirects can remove so many power struggles it is hard to believe. When the class is quiet a reminder of what they should be doing is usually enough.
Don't ask questions that are commands or instructions. If you need a student to move seats for any reason, then do not ask if they will move. Remove the response, and say things like. I need you to go over there, please. Or if a student is not supposed to be using their phone, then do not ask them to put it away, or if they were using it. Remind the student, the rule is we do not use it right now. This removes all arguments from the situation. I do sometimes have conversations that go beyond, like "I wasn't doing anything, or I wasn't on my phone" My response is always the same, " I didn't ask if you were......; I said that I need you to ........."
Don't excessively repeat and don't escalate. Many teachers after telling a student to get off their phone, and see the student still on their phone, will repeat the warning, will potentially get frustrated, and the teacher's reaction will escalate. Escalation means the consequences are more severe, the teacher begins to yell, or the teacher will threaten the student with more and more harsh punishments. Instead, have a specific consequence or correction for each type of infraction and stick to it. Students are testing boundaries, and need to know where the boundary is in a safe way while being able to see how to respond to people who test their boundaries. Tell the student one or two times, and after that follow through with the correction or consequence. Warn the student and allow them to make the choice. Do not stop class to ensure compliance of the student. I do not use consequences. I do not think they are effective means of cooperation. I have cooperation over compliance kind of mindset. I know consequences are developed by the administration, and so when an issue is that severe, I leave it up to the administrators. I also call home regularly and let the people at home know about the issues in class, and deal with those issues however they feel appropriate.
Avoid saying things that make them defensive. When enforcing rules, the idea is to remind them that there are certain behavioral expectations and those expectations have consequences if not followed. I do not mean to say there should be a punishment for students who are consistently talking, but to say that the consequences may be that the student does not understand as much or the student they are talking to is now having difficulty concentrating on their own learning. Again here clear communication is important. Say only what the student should do, and continue with the class.
Tell students what they are supposed to do, and not what they are not supposed to do. When seeing a behavior or action that a student is doing that is against the rules, refrain from telling them to stop or do not do ........... Instead, tell them or remind them of what behavior is expected or what learning they should be doing. This can help remove the "I WASN'T" statement that students so emphatically say after telling them to stop. Any response after I wasn't is engaging in an argument. Telling them what to do, extends the singular not supposed to do, and encompasses it with all the other not supposed to do's and redirects them to what you want them to do. Removing this simple argument starter can change the dynamics, and how students view you in your class.
Use nonverbal communication. Simply walking near a student can often redirect them. This is an easy strategy many teachers are taught. Being a parent, I know a few more that I use and learned from my parents. Easy ways to get a student's attention include looking at them, snapping fingers, waving fingers, or a kind of hiss noise, or a simple tap on a desk/table. Nonverbal cues can be pointing to where to look, silencing motion, writing motion, or a wag of the finger for stop, or many others. These nonverbal cues will not excite a verbal response usually and removes any embarrassment or feelings the student may feel by being called out.
Say please and thank you. These simple words can go a long way. I know some teachers who would think this is crazy, but I think we should show kids how to act by example. Some of my students rarely get a chance to see another adult say these things conversationally. They get told by adults to say one or the other, but many kids do not see adults do this regularly, and this is why they do not say them. By adding these to my instructions, I have had a rise in students saying these things in my class.
Remove any fear factor that you may be imposing. I have heard teachers say we have to make them scared of us so they will listen. My experience is this works for some students, but other students' fear response is a fight response. These are the students who are having outbursts and loud arguments with the teacher. Without this fear or anxiety of consequences to come, students are less likely to become aggressive when giving instructions or redirection, even when those instructions are repeated and the student is continually prompted to continue working.
Describe to them what they are doing and their overall broader implications. This is a little tricky. If not done well, at the appropriate time, and with specific students, then this can start arguments. For example, a student who is constantly talking to classmates might not see anything wrong with this behavior. If you ask them a question then they can answer it, and a student like this has little difficulty learning new content. That student may not realize that the student they are talking to has more difficulty understanding new information. A statement as simple as "you are distracting your friend from their learning" is usually enough for them to recognize their behavior and correct it. This can work in many other scenarios also, but with some students or some scenarios, they may not care and continue talking anyway. So, be mindful of when to inform them of how their behavior affects others, and when that information will be taken as criticism or make the student defensive.
Talking to students one on one. Talking to students one on one can diffuse the negative tension the student is feeling while among their peers. That is not to say you should call them into the hallway or isolate them. I occasionally pull students into the hall to talk, but in these cases, it is always because of a personal issue they may not feel comfortable saying in class. For example, I noticed a student sleeping in class and wanted to know if their home life was still going ok, or if there were new problems. This student may not feel comfortable saying the new parent's spouse is abusive, or that they haven't eaten in two days in front of the class. Behavioral issues that go into the hall can be found to be more extensive because of attention-seeking from peers. A side conversation in the room, or at your or the student's desk can be enough one on one, that they do not feel the embarrassment as they would if you were in front of the crowd and saying things loud and clear for all to hear.
Be understanding. Not every student will comply 100% of the time. This is ok, have an understanding of your students, and what they are going through as humans. If a student does not do what you say, then talk to them after class or call home, and the concern should be what is going on in your life, not why are you acting this way. Have flexibility, students may be going through a lot that you are unaware of, so proceed with caution. The idea is cooperation over complicity.
For more information on how to effectively manage a classroom without power struggles or authoritarian management click on How to Talk so Students will Listen; below.