By filming teachers in training over a period of several months, the researchers identified different ways of exercising teaching authority and assessed their effectiveness. They found that strategies based on double addressing—i.e., addressing several students or groups of students simultaneously, using two different communication channels—were particularly effective.
At the end of the lessons, the teachers were asked to identify the most significant authority situations of the day and their objectives during them. The relevant episodes were then viewed with them to ''confront'' them and measure the gap between their expectations and reality. This method made it possible to identify different ways of exercising authority and to measure their effectiveness.
In these double addressing situations, teachers may combine direct and indirect communication, addressing one student to pass on a message to the rest of the group, or addressing the group to pass on a message to one student. In such a case, the apparent addressee is not the real addressee: the teacher is trying to pass on information indirectly to one or more other students.
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