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Power In the Classroomfor COMM 6495 course at UMSL
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for COMM 6495 course at UMSL
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Power In the Classroom | jhogan8.tripod.com Reviews
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for COMM 6495 course at UMSL
jhogan8.tripod.com
teacher comm style
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Assumptions About Teacher Communicator Styles (Nussbaum, 1992). Teacher communicator styles can be identified. Teacher communicator styles reflect the choice of language used in a lecture to the color of chalk used. Teacher communicator styles impact the classroom. Effective teachers have different styles than ineffective teachers. Effective teachers are good at getting the students to pay attention to important content. Teacher communicator styles are modifiable. Back to Main Page.
References
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Book, C. L. and Putnam, J. G. (1992). Organization and management of a classroom as a learning. Community culture. In V. P. Richmond and J. C. McCroskey (Eds). Power in the classroom:. Communication, control, and concern. Hillsdale, NJ: Lawrence Erbaum Associates, Inc. Burroughs, N. F., Kearney, P., and Plax, T. G. (1989). Compliance-resistance in the college. Classroom. Communication Education, 38,. Eds) Power in the classroom: communication, control, and concern. Lawrence Erbaum Associates, Inc. Kearne...
Etzioni
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Etzioni’s (1961) Three Types of Power. Coercive Power – achieved through threats of pain, deformity, and death, restriction of movement, control of food, sex, and comfort. Remunerative Power – achieved through control over material resources, such as money, fringe benefits, services, and commodities. Normative Power -– achieved through control of symbolic rewards and deprivations. Pure normative power – based on manipulation of esteem, prestige, ad ritualistic symbols. Back to Main Page.
Stage 2
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Norms are appropriate behaviors for interaction within a group based on commonly held beliefs. Eg, Demonstrate respect for one another by listening, responding, questioning, and working cooperatively and interdependently to solve problems.). Back to Main Page. Roles are actions each individual carries out as a member of the community or as specific actions taken when assigned by the teacher. Back to Main Page. Rules need to be congruent with norms and roles. Back to Main Page. Getting up to sharpen the p...
French and Raven
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French and Raven’s (1960) Five Types of Power. Reward Power – based on the target’s perception that the agent has the ability to mediate rewards for her to him. Coercive Power – based on the target’s perception that the agent has the ability to mediate punishments for her or him. Legitimate Power – based on the target’s perception that the agent has a legitimate right to prescribe and/or proscribe behavior. Referent Power – based on the target’s identification with the agent. Back to Main Page.
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Power In the Classroom
Power in the Classroom. The meaning and implication of power has been both a fascinating and mysterious topic of discussion for thousands of years. Mysterious, very largely because people have never truly understood what power is, where it comes from, and how it works.". 8211; Lawless, 1972, p. 230. This web site is an overview of Richmond and McCroskey's (1992) book "Power in the Classroom: Communication, Control, and Concern.". There are two types of definition of power:. Hodgkinson and Meeth, 1971).
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