How to Gain Authority in the Classroom? Why Being Yourself Is the Key

The Authority Dilemma

A concept I’ve been pondering lately is that of authority. 

New teachers frequently wonder how to gain authority in the classroom. This concept can be taken in many directions – authority might result from impeccable content knowledge, strong classroom management, or increased assignment rigor.  These are all valid but I don’t think they get to the heart of the matter.  

The Words That Cut

Far too often, younger teachers are subject to remarks made by students and other adults that undermine their authority. 

A colleague says, “Oh, I thought you were a student! You look so young!” Or, upon meeting a parent, you hear, “Oh, I was expecting someone older!”  

These seemingly innocent comments erode our confidence and, by extension, our feeling of competence and authority. 

And then there are the student comments. The ones that stick with you for days:

“Why do we have to do this? Mr. Johnson never makes us write this much.”

“This class is so boring. Can’t we just have free time/watch a movie/work in groups?”

“Ms. Smith let us use our phones. Why can’t we do that in your class?”

Comments about age or experience can shake your confidence and leave you questioning who you are as a teacher.

The Authority Trap

As a young teacher, I attempted to gain authority (and counteract those “You look young enough to be a student.” comments) by transforming myself into “the stern teacher.”  I didn’t smile until January – something that did not come naturally to me.  My desks were placed in straight rows.  I tried to force way too much silent work on my students. 

The result? 

I distinctly remember (over 20 years later!) feeling exhausted from trying to maintain this persona.  In the classroom, my lessons were rigid.  The connections I wanted to build with my students suffered.   I was trying to be something I was not, and I believe my students could sense that frustration.

In trying to increase authority, I lost what made me…me.

Finding My Teacher Voice

I’m quick to smile.  I enjoy connecting with students and having lively classes. Classroom management was always a work in progress, but I’d rather have imperfect management than pretend to dislike my students.

One of my favorite teaching memories came when I embraced my authentic style. 

During a mid-novel slump, instead of assigning silent reading questions, I brought in a murder mystery game. I shared my passion for mysteries and explained the connection between solving a mystery and logical thinking. 

That day, the class was lively – maybe too lively.  The result was that students used the logical reasoning skills from that game in their novel discussions for weeks afterward. The engagement wasn’t perfect, but the learning was more lasting than having them answer questions silently.  

The “Let Them” Revolution

I recently came across a podcast featuring Mel Robbins.  She was talking about her new book The Let Them Theory, a “step-by-step guide on how to stop letting other people’s opinions, drama and judgment impact your life” by embracing the philosophy of “let them”. 

Let them, as in, let them think that, and then let me, as in, let me decide how I want to respond to this situation. When we stop letting other people’s opinions impact our lives, we regain our power and, dare I say, authority.

Here’s how this looks in practice:

When a colleague says “You look so young!” — Let them think that. Let me continue proving my competence through my work.

When students compare you to other teachers — Let them have their opinion. Let me create my own unique classroom culture.

When parents question your experience — Let them wonder. Let me demonstrate my expertise through my actions.

Claiming Your Authority

If we use the “let them” theory we can more fully be ourselves.  This makes us better teachers.  

Here’s my plea: Don’t adopt a persona if it doesn’t fit you. The idea that you only have “authority” if you don’t smile, don’t get enjoyment from the students, and have them work silently in rows for the entire period is antiquated and wrong. 

Maybe there are aspects of your classroom you’d like to improve–work on those and keep trying but don’t feel like you “lack authority” because of who you are.

Your authority comes from:

Your passion: Students can tell when you genuinely love your subject matter

Your expertise: Your knowledge and preparation speak volumes

Your genuine care for students: Real relationships build real respect

Your commitment to their growth: Your consistent effort to help them succeed earns their trust

Moving Forward: Your Authority Action Plan

1. Embrace Your Style

• • •    Identify your natural teaching strengths
    •    Find ways to incorporate your personality into lessons
    •    Create classroom routines that feel authentic to you

2. Handle Undermining Comments

• • •    Prepare confident responses to common remarks
    •    Practice the “let them, let me” technique
    •    Focus on your professional growth, not others’ opinions

3. Build Authentic Authority

• • •    Set clear expectations that align with your teaching style
    •    Consistently demonstrate your expertise and preparation
    •    Share your genuine enthusiasm for teaching and learning

Reflection Questions

Take a moment to consider:

1. What aspects of your teaching style feel most natural to you?
2. Which comments or situations make you question your authority?
3. How can you incorporate more of your authentic self into your teaching?

Remember: You don’t need to be someone else to be respected. You need to be fully yourself.

Amanda Melsby has been a professional educator for 20 years.  She taught English before working as an assistant principal and later as a high school principal.  Amanda holds an Ed.D. in Educational Practice and Leadership and is currently a dean of teaching and learning.