What Is Shared Authority?

He provides the relationship between student and teacher as an example of rational authority. Fromm states, “The interests of the teacher and the student, in the ideal case, lie in the same direction. The teacher is satisfied if he succeeds in furthering the student; if he has failed to do so, the failure is his and the student’s” (624). This example illustrates the definition of rational authority clearly and concisely. Fromm continues to clearly explain his definitions with the example for irrational authority, using the example of a master and slave to show the irrational authority people may obey. He describes irrational authority by using the slave and master

The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles.

In her book Talking Back: Thinking Feminist, Thinking Black, bell hooks describes how she helps her students find their voice within her classroom.She discusses her use of authority to enable her students.For her, teacher authority is a necessary part of helping her students find their voices:

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

In Fahrenheit 451, written by Ray Bradbury, authority is viewed as ruthless and the individual is portrayed as innocent. This is also emphasised in two related texts, Whose Life Is It Anyway? By Brian Clark, and Shawshank Redemption, directed by Frank Darabont. The themes of ruthlessness and innocence are exemplified throughout all three texts, through the concept of the authority and the individual.

Ronald Morrish notes that, “we have to teach students how to behave properly because many of them do not learn how to do so at home” (Charles, 2014, p. 72). This means as educators, it then becomes our duty to not only foster a supportive environment, but also teach students about self-control as well; which goes hand-in-hand with Morrish’s phase theory of “Managing Student Choice” (p. 81). Establishing authority is extremely important in this case, meaning that the teacher must be consistent with their disciplinary actions and use this opportunity to produce desirable results. For example, Chris and his teacher can review homework assignments together and go over questions that Chris might struggle

In the newspaper article by author: Sara Drumm, “Protests outside School Board”. There is debate surrounding the issues teachers face throughout every school. Many Americans fail to realize that teaching is no easy task and that it takes full dedication as well as unique skills to teach, while masterfully controlling and executing a classroom.

Since 9/11, the Australian government has enacted over 60 counter-terrorism laws to assist in the fight against the rising threat of terrorism in Australia. This legislation has recently been brought into question given the rise of extremist groups such as Islamic State and the lifting of Australia’s terror level to “High”. Prior to 9/11 there were no specific laws in order to combat terrorism specifically in the Criminal Code. Australia’s national anti-terror laws are alarming not just in their volume, but also in their widespread scope. They include powers for warrantless searches, the banning of organisations, preventive detention, and the undisclosed detention and interrogation of non-suspect citizens by the Australian Security Intelligence Organisation (ASIO). The progress of these laws though parliament was eased by Australia’s absence of a national bill or charter of rights. The fast enactment of the laws was also aided by an apprehensive atmosphere and a feeling of urgency. This quick enactment has raised concerns over the many years since the legislation passed regarding the facilitation of the rule of law given the extensive powers that the Commonwealth has in regards to national defence and security. One such example of legislation that has proven to be controversial and has drawn supporters and critics alike are control orders under Division 104 of the Criminal Code. The paper will assess whether or not

On the other hand, Paulo Friere argues about the authority educators exerts over the students, how educators believe they have more power and knowledge than their students. “His task is to "fill" the students with the contents of his narration” (Frierre 1, paragraph 2). We memorize other people’s information and we think we are doing a great job, but what would happen if one of us unfolds and break the boundaries between authority and communication. What will be the consequences for us; are we going to fail the class for thinking outside of the box. We are not empty receptacles to be filled with recited words; we have the right to express our point of view and listen to our way of thinking. When are going to get the benefit of the doubt, what educational system do we have to follow, we are lost between consumerism and the lack of

The three levels of authority in the United States are the federal, state and local government. Powers are divided within the three branches as means of checking and balancing one another. The three branches of the United State federal government consist of the Legislative, Executive, and Judicial Branch. The Legislative branch consists of the Senate and House of Representatives. The legislative branch are responsible for controlling government spending and for making laws and present them to the president. The executive branch is consist the Executive Office of the President. The executive branch is responsible for carry out or veto laws. The judicial branch is consist of the Supreme Court system. The judicial branch is responsible interprets

“The authority of those who teach is often an obstacle to those who want to learn”-Marcus Tullius Cicero. An apparent authority is not only a figure we rely on but who we tend to learn from as well. It is those we reach out upon who demand such obedience and ambition that has been long established in our world for younger children to admire and learn from. Trust, wealth, power, rules, demand and love all have such diverse meanings to children who observe authority. In Lewis Carrols bold & venturesome short story

While administrators exercise a great deal of power over student governance, teachers have a more direct and profound impact on students within the panopticon system. Joakim Landahl (2013) offers and interesting insight into the panopticon within the classroom walls and discusses a counterpoint, the synopticon. According to Landahl, the panopticon is physically present in the classroom by the way in which teachers arrange student sitting. Rows of tables and chairs facing forward at the teacher’s ‘stage.’ In this set-up, the teacher represents power and authority from a panopticon perspective. However, by arranging their classrooms in this form, teachers subject themselves to the synopticon system. In this system, those with influence are in the ever-watchful eyes of the people they dominate. Unlike the panopticon where uni-directional windows prevent prisoners from witnessing what is happening inside the tower, in the synopticon the tower serves like a pedestal placing the dominate figure for all eyes to see, similar to a celebrity. In contrast to the panopticon, those in the periphery individualized and scrutinize the dominant figure. In a classroom, teachers are cautious with their actions and words to avoid being seen as a pushover, weak, or prune by their students. In this way, teachers monitor their own behaviors to avoid being the topic of discourse. Teacher evaluations further the conceptualization of the synopticon in the classroom by placing teachers under the surveillance and judgment of the students. While teacher evaluations are specific to higher education, tools like these offer a form resistance for students, which can alter the ways in which they are

However, The subject leader is not just the machine that carries out guidelines, policies and enforces the orders from the superior, but it should more address the relationships with relevant others and related performance hoped of a post holder (Adey,1988; Ribbins, 1988; Webb and Luons, 1982). The role-set of the subject leader should involve not only to be teachers, but also their subject leaders, head teachers, governors, parents and student (David, 2001). As an intermediary, the subject leader should accommodate the relationship between all aspects. Therefore, apart from the job of teaching and learning, the more crucial issue for the subject leader is how to deal with these relationships. Furthermore,

Teaching, according to the Teacher’s Training Agency, “…is a job for those who like and respect young people” (2005). Andrew clearly from his responses, suffered during his schooling, and perhaps felt disrespected as a result of being labelled. His position as an educator a number of years later, enable him to look quite critically upon his educators, almost, one could argue with an expert eye.

It is this approach by the government, over the years, which has shifted the views on teacher professionalism. The erosion of creativity and autonomy reduces the need to reflect and as the ATL states ‘Review and reflection may be pointless in an environment where the teacher is or feels powerless to innovate, where decisions and changes are always imposed from above.’