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-and-
answer 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