Authority/Leadership
Description of the Concept:
Simply having a role or a title does not make a person a leader. "A position and a title might confer authority; it does not grant leadership" (Savage, 2010, pg. 3). Leadership is enhanced through attitudes, beliefs, and personality. A positive leader will possess traits that stem from a "self-evaluation of beliefs, attitudes, and expectations, and interaction style" (Savage & Savage, 2010, p.22). Savage presents several leadership qualities of one who demonstrates good leadership and authority: (Savage, 2010, p. 23) This concept is at the top of the list because without authority and proper leadership, teachers will have no respect from the students and their teaching will not be effective; if the students do not respect the teacher's authority, they will not obey them.
Simply having a role or a title does not make a person a leader. "A position and a title might confer authority; it does not grant leadership" (Savage, 2010, pg. 3). Leadership is enhanced through attitudes, beliefs, and personality. A positive leader will possess traits that stem from a "self-evaluation of beliefs, attitudes, and expectations, and interaction style" (Savage & Savage, 2010, p.22). Savage presents several leadership qualities of one who demonstrates good leadership and authority: (Savage, 2010, p. 23) This concept is at the top of the list because without authority and proper leadership, teachers will have no respect from the students and their teaching will not be effective; if the students do not respect the teacher's authority, they will not obey them.
Significance of the Concept:
Having authority and leadership in the classroom is important because it is essential to determining whether or not the students will respect you and listen to you. If a teacher shows no proper display of authority, the students will not pay attention and learning will therefore not take place.
It is also important to know what characteristics an effective leader has so that one may strive to have those. By knowing what type of leader you are, you can use those qualities that you possess to create an effective learning environment for the students.
Practical Example:
The following video is an over-dramatized example of what an effective leader is NOT. The practical example is that this teacher clearly demonstrates a lack of the leadership attributes to the students. When a teacher does not show respect, love, care, enthusiasm, or trust, students will not show those things back to the teacher and will not respect their leadership or authority. If a teacher ridicules a student in the class, the student is likely to ridicule him/her back.
Having authority and leadership in the classroom is important because it is essential to determining whether or not the students will respect you and listen to you. If a teacher shows no proper display of authority, the students will not pay attention and learning will therefore not take place.
It is also important to know what characteristics an effective leader has so that one may strive to have those. By knowing what type of leader you are, you can use those qualities that you possess to create an effective learning environment for the students.
Practical Example:
The following video is an over-dramatized example of what an effective leader is NOT. The practical example is that this teacher clearly demonstrates a lack of the leadership attributes to the students. When a teacher does not show respect, love, care, enthusiasm, or trust, students will not show those things back to the teacher and will not respect their leadership or authority. If a teacher ridicules a student in the class, the student is likely to ridicule him/her back.
Integral Components:
How does a teacher learn to apply leadership in the classroom? Establishing and developing leadership in the classroom requires an understanding of different types of power and authority (Savage, 2010, pgs. 23-30). The first three are positional types of authority, and the last two are earned.
1. Legitimate Power and Authority: This type of authority comes with a position and is therefore ascribed. The person who fills the position is given the legitimate power or authority to make certain decisions.
2. Reward Power and Authority: Reward power is based on the ability to give rewards to incentives that accompany a given position. Individuals in positions of authority can give rewards and incentives to others, and this usually provides incentives for others to follow their leadership.
3. Coercive Power and Authority: This is the power and authority to give punishments.
4. Expert Power and Authority: This type of authority is earned. When an individual is perceived to be an expert or o have superior knowledge about a subject, that person has considerable power and authority.
5. Referent Power and Authority: This is another type of authority that is earned. This refers to individuals who have desirable values and personal qualities. When certain individuals are perceived as trustworthy, ethical, caring, and interested in our welfare, we were willing to give them some authority. We listen to their point of view and are willing to follow their lead because we do trust them.
Individualization:
I have learned that I use referent power and authority. In my classroom, I will be kind to the students, caring, and I will build relationships with them. If I respect my students and trust them, I believe that I in turn will get respect and authority.
Relevant Scripture:
1 Corinthians 11:1 Follow my example, as I follow Christ.
As Paul writes to the Corinthians, he asks them to follow his example as he follows Christ. I want to lead my students by example as I myself follow Christ. I desire to be a leader that reflects Christ, as I lead them with grace, love, and care. I hope to portray to my classes a leader who has good morals, faith, love, and respect for my students.
How does a teacher learn to apply leadership in the classroom? Establishing and developing leadership in the classroom requires an understanding of different types of power and authority (Savage, 2010, pgs. 23-30). The first three are positional types of authority, and the last two are earned.
1. Legitimate Power and Authority: This type of authority comes with a position and is therefore ascribed. The person who fills the position is given the legitimate power or authority to make certain decisions.
2. Reward Power and Authority: Reward power is based on the ability to give rewards to incentives that accompany a given position. Individuals in positions of authority can give rewards and incentives to others, and this usually provides incentives for others to follow their leadership.
3. Coercive Power and Authority: This is the power and authority to give punishments.
4. Expert Power and Authority: This type of authority is earned. When an individual is perceived to be an expert or o have superior knowledge about a subject, that person has considerable power and authority.
5. Referent Power and Authority: This is another type of authority that is earned. This refers to individuals who have desirable values and personal qualities. When certain individuals are perceived as trustworthy, ethical, caring, and interested in our welfare, we were willing to give them some authority. We listen to their point of view and are willing to follow their lead because we do trust them.
Individualization:
I have learned that I use referent power and authority. In my classroom, I will be kind to the students, caring, and I will build relationships with them. If I respect my students and trust them, I believe that I in turn will get respect and authority.
Relevant Scripture:
1 Corinthians 11:1 Follow my example, as I follow Christ.
As Paul writes to the Corinthians, he asks them to follow his example as he follows Christ. I want to lead my students by example as I myself follow Christ. I desire to be a leader that reflects Christ, as I lead them with grace, love, and care. I hope to portray to my classes a leader who has good morals, faith, love, and respect for my students.