A final cost of coercive force is the threat of backlash . People do not like to be forced to do things against their will; they like even less (quite an understatement) to be forced to do so through violence. So even after a conflict is over, if the victims of aggression do not feel that justice has been done, they are likely to try to build up their power to "get even" at the first available opportunity. For this reason the victor must maintain a high level of credible threat, just to maintain the status quo, and not be attacked themselves.
3. It’s not all or nothing. Teachers who favor a traditional approach to teaching sometimes offer a caricature of an autonomy-supportive classroom – one devoid of intellectual challenge where kids do whatever they feel like – in order to rationalize rejecting this model. But autonomy support not only doesn’t exclude structure, as Keith Grove reminds us; it also doesn’t rule out active teacher involvement. That involvement can be direct, such as when teacher and students negotiate a mutually acceptable due date for an essay. (Instead of “You folks choose,” it may be “Let’s figure this out together.”) Or the involvement can be indirect, with the teacher setting up broad themes for the course and students making decisions within those parameters. But that doesn’t mean we should be prepared to share power with students only about relatively minor issues. It may make sense to start with that and then challenge ourselves to involve them in thinking about bigger questions as you (and they) become more comfortable with a democratic classroom.