Unit 10
The balance of power
Although most teachers are at least
somewhat adapted to the idea of a certain role change, which may promote
learning more effectively, the idea that the balance of power in the classroom
needs to be changed is novel and disturbing. Our authority as future teachers
is taken for granted, so that most of us no longer realize the extent to which
we guide students in learning. The respected chemistry educator Bunce (2009)
also said this: "Students know that the course belongs to the teacher: the
teacher determines the policy, the due date, the difficulty of the test, and
the value of each assignment/test. The teacher can also decide which materials are
important and how to present it. No one asks students what they need to learn.
Usually, they have no say in getting things done, and they do not voluntarily
make any suggestions for fear of being considered rude.
(Video taken from: https://youtu.be/iaNrFZHOhUU)
To obtain tangible evidence of controlling students and their learning tendencies, we only need the syllabus. Even if the attitude is gentle, the usual gentle teachers will adopt amendments, requirements and instructions. These regulations make laws for students: "No matter when and under any circumstances will not accept any late papers", otherwise, it will be lowered if they do not participate.
Singham (2007) condemned the syllabus listed the designated reading materials, but did not list the reason why the subject is worth learning, important or interesting or profound, or whether the course will adopt learning strategies. The typical syllabus shows few signs that students and teachers are embarking on exciting learning adventures together, and the tone is more like something that was given to prisoners on the first day of imprisonment. There is a large amount of research literature involving learning motivation and loud screaming: controlling the environment has been proven to reduce people's interest in what they are doing.
Although
most learning decisions are made for students and control of most aspects of
the learning
environment, students can still make the most important decisions.
They decide whether to study alone with them. Teachers cannot learn for
students or force them to learn... In fact, the balance of power in the
classroom is beneficial to students. They can make teaching meaningless by not
learning. (Page 93) Yes, if students choose not to participate or study, they
will fail, but their ability to learn still depends on them. However, we still
firmly believe that all power is in the hands of instructors. Teachers often try to
control the learning
situation in the syllabus (Wimer, 2013).
Teachers can create a set of
criteria that assist students in making effective choices including
dates, detailed instructions, and assessment criteria. Teachers can allow
students to select from a group of equally-weighted assignments and provide a the rationale for how their selection will affect their learning in the class and
students to submit their own plan for completing the assignments with due dates
and deadlines and product timelines.
Bibliography:
Weimer,
M. (2013). Learner-centered teaching:
Five key changes to practice (2nd ed.). San Francisco: John Wiley &
Sons.
The Balance of Power Between Students and Teachers |
UNT Teaching Commons. (2020, 2 enero). UNT
Teaching Commons. https://teachingcommons.unt.edu/teaching-essentials/student-learning/balance-power-between-students-and-teachers
Extra material:
International
Journal of Instruction. (2014, enero). Learning
responsibility and balance of power (N.o 6-16).
https://files.eric.ed.gov/fulltext/EJ1085236.pdf
