Although French and Raven did not write this for classroom management, we can see how it relates to our context below.
1. COERCIVE POWER
Coercive power is the power of a teacher based on the expectation of the student that he will be punished by the teacher if he does not conform to the influence exerted by the teacher. This extends even outside the school setting.
The strength of a teacher's coercive power depends upon the student's perception of the degree of the punishment, the probability that the punishment will actually be implemented and the probability of greater punishment from other sources.
The punishment for nonconformity to the teacher's influence attempt has two perceived nature. One is the punishment that the teacher may provide something unpleasant and another is the punishment of removing something pleasant.
It is also notable that in any environment where there is a strong peer-force against the teacher, the coercive power of the teacher is considerably low even if the teacher exert higher degrees of punishment.
Teacher A asked student A to clean the room before leaving and teacher A said she'll be back to check it.
2. REWARD POWER
Reward power is the power of a teacher based on the expectation of the student that he will be rewarded by the teacher if he does conform to the influence attempt of the teacher. This may also extend outside the school setting.
Just like the coercive power, the strength of the reward power depends upon the student's perception of the degree of reward, the probability that the reward may actually be given and the probability of receiving greater reward from other sources.
Reward can be perceived in two forms. One is that the teacher will provide something pleasant and another is that the teacher may remove something unpleasant.
Reward power and coercive power are flip sides of a coin, so to speak. These two powers work together, hand in hand.
Teacher B, who's a Math teacher, requested student B, who has low grades in Math, to photocopy some documents for her. Student B followed the instructions immediately without complaint.
3. LEGITIMATE POWER
Legitimate power is also perceived as the power carried by the teacher vested in him by a higher institution or office. This power views the teacher as someone "assigned" to take over the classroom and to manage students' behavior.
Legitimate power is based upon the perception that the teacher has the bestowed rights to make certain demands and requests for the betterment and improvement of the classroom or the school environment and the teaching-learning process. Since the function of the teacher is to manage the students' behavior, the teacher has the power to demand silence, cleanliness, respect, etc. from the students.
This power is only effective within the classroom or the school vicinity and is least likely to be observed in other places. The strength of this power depends upon the student's personal relationship to the teacher. The thinner the wall, the weaker the legitimate power.
Before the lesson starts, teacher C asked student C to throw the garbage and student D to erase the writings on the board.
4. REFERENT POWER
Referent power is based upon the student's identification with the teacher. Since the teacher is a "more powerful figure," the student, as a "less powerful figure," tries to get himself identified by the teacher.
This is also based on the perception that the student always tries to make a connection or relationship between him and his teacher. The stronger the student's identification with the teacher, the stronger the referent power is.
Student E is teacher D's student in another class. One time, Student E saw teacher D carrying heavy books and on her way to her next class. Student E immediately extended help.
5. EXPERT POWER
Expert power is based upon the student's assumption that the teacher is competent and knowledgeable in his area of specialization or in any field. This creates an atmosphere of respect for the teacher every time he stands in front or talk to the students regarding that specific course of knowledge.
Even though ideas presented by the teacher are not yet proven in any objective way, the students still holds them true. Thus, the expert power has some kind of intellectual influence upon the students. A change of behavior or understanding led by the teacher shows a high degree of expert power.
The strength of this power depends upon the confidence of the teacher and the validity of the ideas he professes. The more the students doubt or question the teacher's ideas, the weaker the expert power is.
Student F asked his English teacher what the correct spelling for "behavior" is. After the teacher answered, student F didn't feel the necessity of looking it up in the dictionary and went on fully believing what the teacher said.
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