Chapter 4 Assignment

Chapter 4 of the textbook focuses on philosophical approaches to influence student behavior. Initially, I felt that it would be redundant and repetitive since the type of power base authority a teacher utilizes from the prior chapters is essentially the same as the strategies mentioned. As I continued reading this proved to be inaccurate as my initial power base authority, referent did not coincide fully with the strategy I’d use, teacher-directed. In my Initial Analysis, referent authority power base was predominately how I’d handle the Case “Let’s do it again.” The Case Study Teacher would use referent authority to create a connection in which Cathy wouldn’t want to disappoint said teacher of classroom. “It is the quality of the relationship

The students are told exactly where to sit, content and behavioral expectations. While, moments where they stay off task are seen valuable in both student directed and collaborative theories, it is not in teacher directed theory. Cathy not following the line even after being reprimanded wasted time, students are being sent back for her behavior causing them to be late to recess, lunch or class instruction. Yes, it is vital for students to learn from these experiences to mold them into career ready individuals but allowing them natural consequences through a student base strategy may take longer than that school year. Therefore, it is important to stick to the expectations and implement consequences to keep moving forward with the rest of the instructional day. “Using the predetermined list of punishments and consequences, the teacher influences the misbehaving student towards more appropriate behaviors by applying the appropriate consequence” (Levin & Nolan, 2000, p. 107). Since, Cathy is the only student remaining off task continuously then she should be held accountable with consequences but praised for good behavior once she corrects her