According to The Impact, a judge has an unusually strong effect on mental health patients in causing them to follow treatment plans. This phenomenon is called the black robe effect, based on perhaps a metaphor for and perhaps the real, physical source of the judge’s authority. After only on listening to the episode and googling the term “black robe effect” once, this is my understanding of the effect:
- The effect on the patient is due to the outward signs of authority that the judge carries;
- The effect is in causing otherwise uncooperative patients under the judge’s purview to follow advice/orders already known to those patients (i.e. the judge is not the orignator of the advice/orders);
- Most of the effect is realized in the judge’s absence as an indirect effect of his/her authority (e.g. when the patient takes a daily medication at home);
The basic outline of this effect is something I’ve found to be a major part of my job as an ESL or EFL teacher. I’m often in the position of telling my students do things that they could feasibly do without anyone’s saying anything, but they’re much more likely to do when I tell them. This is probably the one way in which I most reliably assume the “teacher role” and exercise my authority.
In fact, this is probably one of the best justifications nowadays for teachers existing at all. We are great at causing (or forcing or allowing or facilitating; I’m not picky on the causal metaphor) people to do things that they could always do for free, and ideally creating norm-governed communities where success at those things is celebrated. We definitely aren’t the only ones in the room anymore with access to the right information – students have all the human knowledge in the world in their pockets. We have authority and an agreed-upon role as an arbiter of the values of our in-class community, and not much else.
Reading circles are a good example of the black robe effect in my classes. This semester, one of my classes has read a non-fiction book over the course of a couple of months, and every 2 weeks during that time we’ve done reading circles that cover the chapters we read in the previous week (for the curious, here are the roles that I use). Now what is my role in “teaching” the weeks that we share our reading circles sheets? It’s pretty much the black robe effect without the gavel:
- The effect on the students is due to the outward signs of authority that the teacher carries; (i.e. they do it because the person in the front of the room told them to)
- The effect is in causing otherwise uncooperative students under the teacher’s purview to follow advice/orders already known to those students; (i.e. the book we’re reading has always been available to buy, as are millions of other fine books – “uncooperative” here means “wouldn’t do it by default”)
- Most of the effect is realized in the teacher’s absence (e.g. when the student reads at home – and although I’m physically present in the classroom when they’re sharing their reading circles, I’m not participating, so then too).
One of my staple activities is even more of a textbook example of a black robe effect – I give students something called a Language Log, which is basically a blank sheet with spaces for English input (things they watched or read or people they talked to) outside the classroom and what they noticed. Nothing about the sheet requires some deep knowledge on the part of the teacher to design or implement – it is a kind of educational MacGuffin that furthers the goals of language development without containing anything meaningful itself (the educational MacGuffin was a staple of my classes back in Japan too). Still, if some non-authority or even one of the student’s family members gave them the same sheet and instructed him/her to keep track of input, it would not work – family members, in ESL and in mental health treatment, don’t get to wear black robes.
I’ll post again at a later date about what exactly my black robes comprise.