Edu 453 Open System Approach Ch 8

The Open Systems Approach & The Informal System

POWER DYNAMICS & ROLES IN THE INFORMAL SYSTEM

two subtopics: • Theoretical Explanations of Power Dynamics in the Classroom

• Teacher Strategies and the Informal System

Theoretical Explanations of Power Dynamics in the Classroom

Functional theorists emphasize: …the consensus resulting from the socialization function of the classroom as it prepares students for societal roles… Conflict theorists emphasize: …a power struggle between school staff, representing the dominant group and values of the adult world, and students who must be controlled, coerced and co-opted using a variety of strategies…

Not only achievement but also obedience and cooperation are important aspects of schooling

Students which are successful in meeting

achievement and behavioral expectations do best in the school system

Students are “selected” according to how successful they have been socialized into the system and how well they cooperate with those in power

Those who are successfully selected,

classified, and evaluated in school are

Teacher Strategies and the Informal System

Several alternative techniques or strategies that may be used by teachers to deal with classes:

1 Formal organization implies that the teacher is the center of activity. Typical strategies are to have students recite material, or do question-andanswer and written work. Informal organization implies groups of students working together and more interaction between class members.

2 The teacher may supervise student action and intervene when deviation occurs. Alternatively, the teacher may act more as participant.

3 The teacher may make use of orders and demands backed by coercion and the authority of the position. Alternatively, the teacher may make personal appeals to the rights and obligations of any person, backed by legitimate resources.

4 Class or school tests may be used for comparison of student performance. Alternatively, there may be no formal assessment. Many commonly used informal strategies of grouping based on age, ability, or “troublemakers” versus random grouping based on student choice, friendship groups, or no formal grouping.

 techniques employed by teachers influence the climate of the classroom

 there is no clear evidence which technique is more effective

 students often challenge teacher authority  teachers have plans for the lessons and have to keep students attention

 the teacher must defend the lesson from disintegration and internal defection

 some teachers find that using disruptive student as a “resource” may turn them into an asset