Timothy G. Plax

Power in the classroom VI: Verbal control strategies, nonverbal immediacy and affective learning

This investigation is the sixth in a series of projects designed to programmatically examine teacher power in the classroom. Recognizing that nonverbal behaviors typically provide the framework for interpreting verbal messages, this project proposed and sequentially tested a heuristic model of student affective learning as a function of behavior alteration techniques and teacher nonverbal immediacy. Employing a two‐study correlational design, the model was tested in five stages across secondary and college students. Results supported the proposed positive relationships among teachers’ use of. behavior alteration techniques, immediacy and student affect for both studies. Teachers’ selective use of verbal control strategies in the classroom was shown to be indirectly related to affective learning as a function of students’ perceptions of teacher immediacy. Interpretations focus on the model, previous power in the classroom studies, and the design of future studies in this program.

Power in the Classroom VII: Linking Behavior Alteration Techniques to Cognitive Learning.

The present investigation examined the relationship between use of Behavior Alteration Techniques (BATs) and student perceived cognitive learning in college classes. Arguing that BATs serve to gain student on‐task compliance which, in turn, is consistently associated with achievement, results indicated a substantial relationship between BAT use and cognitive learning on both absolute and relative measures of achievement. Supplementary analyses further indicated that students perceived “good”; teachers employing more of the BATs positively associated with learning, while “poor”; teachers employed more of the BATs negatively associated with learning. Relatively small differences in teacher BAT use were noted for courses in students’ major area of study versus those courses outside their major. Discussion centers on those BATs recommended for use which are associated with higher cognitive learning and which do not, simultaneously reduce students’ affect.

Power in the Classroom V: Behavior Alteration Techniques, Communication Training and Learning.

This study examined the relationship between differential use of Behavior Alteration Techniques (BATs) by teachers trained or untrained in communication in instruction and learning of students of varying quality levels. Results indicated that increased use of Immediate Reward from Behavior, Deferred Reward from Behavior, Self‐Esteem, and Teacher Feedback as well as decreased use of Punishment from Teacher, Legitimate‐Teacher Authority, Debt, Responsibility to Class, and Peer Modeling were associated with increased student learning. Results also indicated that appropriate training in communication in instruction may lead to more appropriate choices of BAT usage and increased student learning. The results of this investigation were found to be generally consistent with previous studies in this series.

Power in the classroom III: Teacher communication techniques and messages

This study is a third in a series of investigations concerned with teacher power in the classroom. The focus of this project was on the generation of an extended list of power strategies or “behavior alternation techniques”; (BATs) and representative messages (BAMs) that elementary and secondary teachers use and perceive as effective in managing student behavior. Students generated lists of universal BATs and BAMs unrestricted by hypothetical relationships or scenarios. From these lists, 18 BATs with sample BAMs were derived and submitted for examination by public school teachers. The teachers reported frequent use and perceived effectiveness of only 7 BATs. These findings suggest that teachers feel they rely primarily on reward‐type BATs and frequently use the students “audience”; to effect change. Teachers also reported that their students do not frequently employ any of those BATs to change teacher behavior. Potential predictors of differential teacher use of BATs (instructor gender, years taught, gra...

Prospective teachers’ use of behavior alteration techniques on common student misbehaviors

Pertinent to recommendations for communication training in teacher preparation, this study investigated prospective teachers’ intended use of communication control strategies in managing student misbehaviors. After formulating a typology of common student misbehavior types (active/passive) and intensity (moderate/severe), prospective teachers were asked to project their use of behavior alteration techniques in four separate scenarios. Results indicated that inexperienced teachers are likely to employ the same two strategies across all four scenarios, regardless of misbehavior type or intensity. Findings are discussed in terms of teacher training in classroom management.

Communicating control in the classroom and satisfaction with teaching and students

This investigation reports the findings of two studies designed to explore the relationship between the use of Behavior Alteration Techniques (BATs) in the classroom and teacher satisfaction toward their profession and students. Results indicated that BAT use was a significant predictor of satisfaction for teachers at all levels of instruction. Specifically, elementary and secondary teachers’ (Study 1 ) use of primarily antisocial BATs was shown to be negatively related to their satisfaction, whereas the use of primarily prosocial BATs was unrelated to satisfaction. In contrast, college teachers’ (Study 2) use of prosocial BATs was positively associated with their satisfaction, but antisocial BAT use was unrelated. Interpretation of findings and discussion of differences were based on an analysis of the managerial demands and techniques available to teachers of younger students versus teachers of more adult‐learners.

Assessing the Link Between Environmental Concerns and Consumers' Decisions to Use Clean-Air Vehicles

A consulting contract with the California Air Resources Board led to a project examining how California drivers’ and fleet managers’ perceptions, attitudes, and consumer behavior regarding Clean Vehicle Technologies influenced their own energy choices when it came to purchasing vehicles. The consultants examined archival research, conducted focus groups, and collected survey data to analyze participant attitudes and behaviors. Key to the success of the project was the use of instructional communication theory and practice, which enabled the consultants to work productively with the client in carrying out valid research and to evoke meaningful responses from the participants.