Katherine Graff
HAZZARD AUTHORITY CASE STUDY Session
3, Page 05, Activity 03
Course: EDUC 5329
Degree: M.Ed.T, Secondary,
Foreign Languages (Arabic)
Standards: ACTFL, NCPTS (
Content practice test NOT TAKEN
TExES content exam NOT
TAKEN
PPR practice test NOT TAKEN
TExES PPR 8-12 NOT TAKEN
Where in this transcript of Sue
Hazzard's classroom do you find students discussing
positional authority?
Positional authority
is authority based upon a person’s status or role in society. When Ms. Hazzard
questions the students about whether or not they should listen to policemen, a
grown-up, a parent, or classmates, she asks the students to make a judgment
whether or not they should unquestionably obey each person based on his/her
societal position of responsibility.
At what point might they be
talking about personal authority?
Personal authority, authority
earned based on individual qualities and attributes, is discussed in the
excerpt when Ms. Hazzard talks to the students about
parental trust because of the predetermined disposition that parents love and
care for children and are concerned about their children’s health. Another illustration was trust of the police
officer and government helping citizens, but they could also be granted expert
authority because that is also their areas of expertise.
Can you find mention of expert
authority?
The example of expert authority provided in the discussion is the
example of the class mate. Ms. Hazzard recalls that a friend has the authority to stop
someone from physically assaulting another friend because he/she does not want
someone else to make the same mistakes he/she made. Expert authority is gained based on a specific
occupational skill set and acquired proficiency and experience within that
occupation.
What do you think are Miss
Hazzard's purposes in this conversation?
Ms. Hazzard’s goals for this conversation were to gain insight
on children’s perceptions of authority based on the different types of
authority and assess the value that the children place on each authority
classification.
Would you ever engage students
in this sort of discussion? Under what circumstances and for what reasons would
you talk about these issues with students?
I tried engaging
students in this sort of discussion on Friday (9/21). My students were having difficulty following
the rules I established for my class, and they were interrupting my
demonstrations and efforts to assist individuals in class. I quizzed them on the importance of not
checking their cell phones in class, threading their I-pods through their camouflaged
blouses, and going to the bathroom in the middle of class when they had a break
only 15 minutes prior. Unlike Ms. Hazzard’s class, my class was stunned and speechless that I
busted them on being disrespectful; they had no answers and were the quietest
they had ever been. I ended up banishing
a repeat offender to the hallway and threatening him with kicking him out
because of his failing grades and disrespectful attitude towards me. His behavior has improved immensely, and we
are all happy. Perhaps I shall try this
method again with a different class, but this one is like teaching kindergarteners
that can legally smoke.
Ms. Hazzard never discussed the consequences of trusting or not
trusting adults of various authority types.
I would have like to read that.
What metaphors discussed
earlier in this chapter represents the vignette of Sue above?
Ms. Hazzard displayed the mediation metaphor
by presenting a topic for discussion (trusting adults) related to a previous
incident (hitting and then not listening in class/rule breaking) and allowed
students to discuss the right and wrong choices for given situations (what
adults should we trust and why?). This
allowed students to reflect upon choices they have made and their own
responsibilities to themselves and to others in addition to solving the
conflict as a group.
I also think Ms. Hazzard used the guidance
metaphor because she encouraged the students to judge their own actions. She directs the conversation with specific
questions so that students can draw conclusions about who is an authoritative
person, why and what that student’s responsibility is to respond to that person
of authority.
HAZZARD,
Buddy Response A
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Message
no. 462 |
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Author: Stephanie Bohn |
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Date: Tuesday, September 25, 2007
2:36pm |
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Hi
Katherine, Do
you think that the teachers intentions of that activity were to also show who
authority figures are?…or just to see what
children think of authority figures?
I’m also curious as to
what grade you teach, since you stated that you tried this type of activity
with your students on Friday. It is very interesting to know that your
activity was successful and the student who constantly disrupted
you has straightened up since then! HAZZARD, *My
Response* to Buddy Response A |
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Message
no. 490 |
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Author: Katherine Graff |
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Date: Tuesday, September 25, 2007
9:13pm |
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Hi
Stephanie, Thank
you for your response! I teach Marines
and Sailors with ages ranging from 18-40, of all different backgrounds and
educational experience. The student in
question is an 18 year old male and a recent high
school graduate. He made top scores on
his country report
on perfect scores on every quiz since the
incident. Cell phones were not a
problem in class today, either. I am very happy with the results even
though I had to resort to traditional management in the end. I think I got through to them. Interesting
view point about stating concrete examples of authority figures-I agree with you on that point. I get the feeling that the children already
knew this from life experience,
but it never hurts to review and remind students who cares for them to facilitate reflection of the
students' individual responsibilities in society. Since she used examples
that the children are familiar with, it would be easy for them to make the connections. Nice job and thanks again! I missed that one-I guess I was looking at
it from a scientific perspective. I tend to have an analytical mind sometimes
and think too hard
: ) |
HAZZARD,
Buddy Response B
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Message
no. 517 |
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Author: Charlott
Norman |
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Date: Wednesday, September 26, 2007
4:34pm |
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I
too agree that the students themselves were placed in a position of
positional authority when they were asked question about
authority. Thanks for sharing your
experience in your class with this activity. I am a substitute teacher and I prefer to
teach at the high school
level and I love the field I'm in
(speech communication), but the disrespect I get is aweful
sometimes! I have to have this
discussion at the start of every single class, every single day. Of course we go through the Cliff Note's
version and most of the time I
don't have any real problems ( knock on wood). Okay,
back to the matter at hand, do you think that the friend that has the
authority to stop
another friend from being abusive can be considered a personal authority
situation as well as an expert? ~Charlott |
HAZZARD, *My Response* to Buddy Response B
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Message
no. 547 |
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Author: Katherine Graff |
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Date: Thursday, September 27, 2007
6:50am |
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Hi
Charlott! Nice
to hear from you! I can see how the
friend that can stop a friend from being abulsive
is also exercising personal authority-excellent thought. Why do you think students are disrespectful to you? You certainly rate expert and positional
authority :) I am sorry to hear about that. Thank you for reading my post and I
appreciate your insight. |
HAZZARD,
Buddy Response C
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Message
no. 511 |
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Author: Wenyung
Chung |
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Date: Wednesday, September 26, 2007
2:22pm |
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It
is interesting to read that you actually use this activity in your
instruction. You mentioned
that the students had difficulty following your rules, was this because of
the their
unfamiliarity to the activity or the students act this way all the time by
being unwilling to follow
instructions and being disruptive during the lesson? I guess it is good that
out your feelings to your students, since they realized how they have been mishaving
and disturbing your instructions. May you should take a time and teach your students to be sensitive to the needs of
others to promote an collaborative environment. |
HAZZARD, *My Response* to Buddy Response C
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Message
no. 548 |
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Author: Katherine Graff |
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Date: Thursday, September 27, 2007
7:02am |
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Hi
Wenyung, I
totally agree with you that my students need sensitivity sessions, but unfortunately
their
behavior is a practiced behavior exhibited by almost every Marine I have
taught from that specific unit. I do have to redirect them often and quell
ethnic slurs constantly. The difference about the Marine Corps and
other places is that you are a Marine
no matter what diverse background you have.
A Marine is a Marine. They constantly
speak racial and ethnic slurs at each other, but every Marine knows it is a joke,
and that is a unique cultural aspect of the Marine Corps that most do not
know about.
It is hard to make students who know that they are going back to months
to be right in the middle of a war zone and they might not come back, so it is
"easy" for them to become culturally desensitized against any
ethnicity remotely Arab in nature.
I had a student refuse to do a Arabic speaking country report because
he hates
Arabs with a passion since he is a corpsman and he has seen countless deaths because of the violence and terror going
on in the country. I explained to him
that terrorists
aren't Arab or any other ethnicity; I told him he should view terrorists as
robots that
do not belong to any nation or people because they have about as much feeling
and concern for others as a robot
would. That is about all I can do
besides be a good role model for my students using the hidden
curriculum technique in 20 class days. Thank
you for you response again Wenyung. It is a pleasure hearing from you! |
HAZZARD, Buddy Response C Follow-up
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Message
no. 560 |
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Author: Wenyung
Chung |
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Date: Thursday, September 27, 2007
9:23am |
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You
really have an interesting class. Good luck with your students, i bet you are going to have a lot of experiences teaching
the class. |
HAZZARD, *My Response* to Buddy Response C Follow-up
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Message
no. 570 |
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Author: Katherine Graff |
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Date: Thursday, September 27, 2007
10:52am |
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Thanks,
Wenyung! You
will have neat stories of your own before too long when you get your own class. : )
When do you expect to begin full-time teaching? |
HAZZARD, Response 1 to a Classmate’s Work
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Message
no. 549 |
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Author: Katherine Graff |
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Date: Thursday, September 27, 2007
7:36am |
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Katherine
Graff HAZZARD
AUTHORITY CASE STUDY Session
3, Page 05, Activity
03 EDUC
5329 M.Ed.T, Secondary, Foreign Languages
(Arabic) ACTFL,
NCPTS ( Content
practice test NOT TAKEN TExES content exam NOT TAKEN PPR
practice test NOT TAKEN TExES PPR 8-12 NOT TAKEN Hello
Wenyung, I
enjoyed reading your discussions about the Hazzard
authority case. I can see your point
of view about using this and other strategies using negotiation and passing
on authority to students in your
Math classes. Math is pretty much cut
and dry and you dont have much room for compromise
there. Good for you hanging in
there! I agree with your statements. What did you think about the "friend
that stopped another students from doing something
inappropriate"? Thank
you for sharing! |
HAZZARD, Response 2 to a Classmate’s Work
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Message
no. 550 |
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Author: Katherine Graff |
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Date: Thursday, September 27, 2007
7:59am |
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Katherine
Graff HAZZARD
AUTHORITY CASE STUDY Session
3, Page 05, Activity
03 EDUC
5329 M.Ed.T, Secondary, Foreign Languages
(Arabic) ACTFL,
NCPTS ( Content
practice test NOT TAKEN TExES content exam NOT TAKEN PPR
practice test NOT TAKEN TExES PPR 8-12 NOT TAKEN Hi
Stephanie, Great
points about all three types of authority.
I agree with you about the mediation for resolving the conflict that
occurred and sparked this discussion in the first place. I am interested in your comment
about police officers and law makers being unprofessional. Do
you not think that even though there are some bad apples in every profession,
that law
makers and enforces have more task specific training and experience than the average American living in the would never be disrespectful to a
teacher even though he/she is bad at her job.
Don't get
me wrong, I agree with you about the unprofessionalism
(Senator Craig being the target of a sting recently, for
example). But should we not classify
them as experts because of the specialized training? Thanks
for sharing your thoughts and ideas about the case! HAZZARD, *Classmates Follow-Up* Response 2 to a
Classmate’s Work
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HAZZARD, Response 3 to a Classmate’s Work
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Message
no. 740 |
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Author: Katherine Graff |
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Date: Saturday, September 29, 2007
6:50pm |
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Hi
Charlott! I
am on the same page with Erika, Wenyung, and
Stephanie. I never assume that students/children
have any authority over anything, including my own children; they believe that they are experts at
everything-HAH!. I can see how they
could consider themselves
experts about matters that are important to them at their ages, since they feel
that they are seasoned enough to give each other advice, "So when they
{a classmate} sayd
don't slug someone, they know why".
Excellent thought! I also did
not realize
that Ms. Hazzard was using the management metaphor,
and you hit the nail on the head. Great catch! Glad to hear you are willing to use this
in the classroom setting (using a more mature language, of course!) You are correct, it never hurts to remind teenagers
what their place is in society and what their responsibilities are so that
they grow up to be successful in their own
unique ways. Fascinating paper-thanks
for sharing. |
HAZZARD RUBRIC
Fully answered question 1
I
explained positional authority as respect given to someone based on their
societal status and cited the teacher and parents examples from the case
study. 10
Fully answered question 2
I
explained personal authority as based on individual qualities and attributes and cited parents, law
enforcers and makers as examples from the case study. 10
Fully answered question 3
I
explained expert authority as authority based on knowledge or skill sets and
cited the classmate and the law makers and enforces as examples from the case
study. 10
Fully answered question 4
I
argued the reason for her conversation was to gain insight about children
perceptions and value place on the 3 categories of authority. 10
Fully answered question 5
I
narrated an instance in which I performed this activity with my class last week
and gave the results of the outcome. 10
Fully answered question 6
The
metaphors I related to Ms. Hazzard’s discussion were
guidance and mediation and cited reasons for both metaphors . 10
Responded to three members of your learning team and replied to all
responses to your original post.
I initiated
discussions with Stephanie Bohn, Wenyung Chung and Charlott Norman and I received original commentary
about my paper from all three of them plus Margaret Liew. 10
Total
Possible 70 points My score 70 My percentage 100%