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Make sure you are clear with your expectations for students. If there's a miscommunication, ensure you take the necessary steps to resolve it. This makes students feel comfortable in their school environment. -Julia. L & Dara. S

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This reading talks about power dynamics in the classroom. Referent power is described as being open and approachable as a leader and someone who connects and empathizes with their students. This relates to the idea of being humble and acknowledging mistakes, and that we don't know all the answers.

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Picking up on mannerisms is something that students will do without them even trying. It is good to have an outside opinion so you know how you may come off to your students - Jorien & Lexy

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Those with privilege often remain unaware of how systems of oppression benefit them, while marginalized groups are more directly affected by structural barriers. Recognizing and critically reflecting on these dynamics is the first step toward creating more equitable relationships and environments

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The shared stories about antisocial power reminded me how even unintentional actions, such as a stern look or a short outburst, can discourage students from connecting. The article reinforced that teaching is truly about relationships and reflection.

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Students need to get to know you as a PERSON and as an EDUCATOR.

By getting to know your personality, students will be able to understand that you are an approachable educator who is there to support them and help them reach their full potential.

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After reading "Let's Talk About Power" it is evident that teachers must properly use their power in the classroom in a way that focuses on building a positive community, fosters supportive relationships, and actions student concerns. As well, teachers must recognize and acknowledge how their own behaviour, decisions, body language, and approaches impact students and the power dynamics.

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We were intrigued by Reid and Kawash's argument that power is a relational concept. Teachers should be having discussions with students rather than making decisions on their behalf. Having a neutral disposition and demeanour is important so that teachers are approachable. Teachers should make accommodations for students and seek advice from colleges for best interest of all.

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We need to be aware that our body language, facial expressions and tone of voice all can affect how students perceive us and our attitude towards teaching. It can set the mood of the class up in a negative or positive way and it is important for us to consider how this can impact academic outcomes for our students.

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We spoke about the use of power within the classroom. We agreed that there should be a balance between cohesive power and referent power. This allows teachers to set their boundaries and expectations, while also allowing students to feel comfortable and safe in the learning space. Teachers should be approachable for students as we are mentors within their lives .

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Respect goes both ways and can affect a classroom dynamic. If a teacher is not respectful, than the class won’t respect the teacher. Some teachers get a power trip where they abuse their power and that makes a classroom inefficient. Ideally teachers should embody all forms of prosocial power, as missing one form can bring them from being a good teacher to a mediocre teacher.

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The lines between power and respect can at times get blurred, as the students can perceive the fear they feel towards their educator, as respect. This applies in the opposite way as well, that students can perceive positivity as power being held over them. Our goal as educators is to work towards dismantling this power dynamic to ensure students are able to be adequately honoured in the class

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Trying to balance playing boundaries with students while also building connections with them is important. If students feel comfortable they feel like you're their friend but also if you're strict they don't feel like they can come to you when they need help.

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What stood out to us the most was the distinction between power over and power with. In the article power is rooted in authority, control, and compliance, which can lead to students in the classroom to not use their voices in class and stay silent. In contrast power with is grounded in collaboration, shared responsibility, and respect, ultimately building trust in relationships. This idea really resonated with us because it made us reflect on our experiences in practicum as both a student and now teacher candidates. With our own experience we remember how encouraged and motivated we felt when teachers welcomed contributions.

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Modelling respectful behaviour even when the students are being disrespectful is important. As teachers, we need to be cognisant that classrooms are not just places of learning information, but places where humans beings are formed. Our approach to power will inform how students learn empathy.

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Classroom management will be one of the challenges we face as we enter the teaching field, and we believe understanding this framework will support us. The part that we enjoyed learning about is understanding that building connections with the students ultimately changes the learning environment and how much the students are supported. We learn in teachers college that relationships with our students can allow us to enjoy our time with them, but it also affects how much they are willing to learn from us.

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Being referent with your students is crucial towards developing connections and success within the classroom. Allowing for students to share their concerns and ideas, can aid in strengthening a classroom with diverse learning styles. Additionally, this aids in building rapport and connects with your students. As educators, it is important that we take feedback as a form of growth and development of learning opportunities.

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We were quite intrigued about Leslie's story. It is fascinating to learn about the student preference, and also how to manage a situation like this one, where the person in power is in a place where they must admit to their mistake. We both wonder how different outcomes would be depending on the classroom.

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Oppression is systematic, built into structures and policies, not based off the individual. This explains why certain groups continue to face barriers despite social prowess.

What is important after damaging of relations is the recovery. Reconnect with the other group and take into account both perspectives when coming to a solution.

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Anti-social and prosocial are in relation to the learning outcomes in the classroom. In most cases it is the prosocial that gains more in classes rather than the anti-social (very intuitive). Be sure to take feedback from students because the teacher intentions may differ from the students perceptions.

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We agreed that students benefit from having clear expectations because these provide consistency, structure, and a sense of security in the learning process. When students know what is expected of them, they are better able to focus on their growth and take ownership of their progress. At the same time, we recognized that students are more motivated and excited to learn when they have a genuine voice in the classroom. Opportunities for choice, collaboration, and input allow them to feel empowered and invested in their education. As educators, it is important to acknowledge the responsibility that comes with our role. The power we hold should be used not to control but to facilitate learning and create an environment where every student feels included and supported. A safe and inclusive classroom is essential for meaningful learning to take place. When students know they are respected and valued, they are more likely to engage fully, take risks, and embrace challenges. We also noted that fostering a strong sense of classroom community and building positive relationships are just as significant as teaching academic content. By building trust, encouragement, and mutual respect, we can inspire students to reach their full potential and ensure that every learner has equitable opportunities for success.