Teacher authority and language utilization in the classroom with and for students has a direct impact on the development of their critical thinking process. Many factors influence educators when choosing how to proceed with their students such as educational objectives and outcomes, standardized test scores, parents, school boards, politicians, and the political climate of the time. This essay explores certain educational philosophical descriptions of human language used in the classroom and the impact on our current crisis in teacher classroom authority. Teachers are confronted with curriculum outcomes developed by education specialists and political bureaucracies who do not include them in the discussion, which leaves them with questioning their own classroom authority. A look back at educational philosophers, John Searle, John Dewey, and Hannah Arendt, helps us understand the crisis and give some suggestions and calls for action in meeting its challenge.