Ewan McIntosh and Bill Fowler Question 5
What is the balance of control between the teacher and the learner?
Are you currently satisfied with relationships within your education community (leadership, parents, community, etc)?
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Replies to This Discussion
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Permalink Reply by Michael Pennington on -
It isn't about control. Control stifles creativity and prolongs the archetype of school as an institution. I am a teacher and a learner, my students change roles from learner to teacher every day. Learning is a way of living, both sides (teachers and students) must be willing to not think of the classroom as control, but as a place to sit together and create knowledge. My desk is pushed against the corner wall and I use a student chair. If we are equals then control does not matter. People within education expect data and discipline and control; these have never been the hallmark of great learning. We need to change the linear education model to a more organic environment where the journey is more important than the destination.
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Permalink Reply by Vicki Pascaretti on -
As a teacher facilitator, I work with students and teachers in grades 3-5. Through our monthly professional development we engage in dialogue with teachers about their role as the guide on the side verses the sage on the stage. We encourage them to think of themselves as learners and not just teachers and to think of their students as teachers and learners. By understanding this balance, it helps them to see that they don't need all the answers and it allows the students to become the teacher of various content, technology, or strategies that may work in the classroom.
Our education community from the leadership to the parents is well structured and well informed. Our district has developed a strategic plan that includes 21st century teaching and learning and this was built with all stakeholders including students.
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Permalink Reply by Jennifer Harvey on -
Our school sees the student, teacher and parent trio as three twigs that together can not be broken. Most days this is true. I am becoming more a facilitator than an expert. With teens, however, facilitators/teachers play a parental role too.
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Permalink Reply by Jeanne Faucheux on
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My level of satisfaction with is area is generally high, but the tension between parents and teachers can at times be seen as "the nature of the beast." I find when communication channels are open before, during and after events that strain the balance, any conflicts can be generally worked through.
In the classroom, students need the teacher to set the agenda for learning, but they also need freedom to direct the methods of learning. In fact, it is often the opposite as well. I like to teach my students about the methods as we go so that as we progress through the year they can judge for themselves which methods work best for themselves and which work best for the particular goal of the learning experience.
In addition, I consider it my responsibility to manage student behavior in the classroom so that all can participate and learn. My students are generally respectful of the role their teachers play in this regard and we tend to establish our expectations for one another in the beginning of the year. Much of my training in this comes out of the Responsive Classroom materials.
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Permalink Reply by Morag Riddell on -
I think teachers have to be willing to relinquish some control when it comes to technology. They need to assume the 'guide on the side' role versus the 'sage on the stage' role that so many are used to. Often times students will know the technology better than the teacher and may be able to better problem solve the kinks that arise. Where the teacher needs to lead is in providing assignments that have clear objectives for the learners to meet. If we expect our students to collaborate then as educators we must be willing to do this as well. In my education community we have a top down hierarchy but collaboration is encouraged and I think everyone's input is valued in certain areas.
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Permalink Reply by Ewan McIntosh on -
How far can one let go of the reins, then? I wrote this piece earlier in the year to suggest that, more often than not, we can let go of the reins a lot further than most dare:
http://www.tes.co.uk/article.aspx?storycode=6067544
Do you agree,, or is this a fantasy learning world I'm suggesting?
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Permalink Reply by Brian Kaye on -
I would like to see the balance of control between the teacher and the learner shared. I do believe this exists in my educational community in certain pockets, but not consistently throughout all areas. Teachers will need to be more comfortable learning alongside the students, but this pedagogical approach will be difficult for many teachers who believe they are the sage on the stage. It will be critical for leaders to model this approach with their staff throughout the school year to see it is possible and leads to deeper understanding and learning.
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Permalink Reply by Jim Hobley on -
The ongoing question. Who controls what is learned, how it is learned and how it is assessed? Facing facts, the state, district and school has a share in contol between teacher and learner. They determine what is learned. Teachers have more control in how learning takes place, which is where they can invite student voice. The balance of control consists in the sharing of decisions about the content and process of learning as well as the form of assessment. Over the last several years, I have tried to shift more control from teacher to learner. Finding the right balance is an continuous process.
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Permalink Reply by James R. Daniels on -
I grew up in the world of the teacher was being in control and I was the follower. Today's world needs educators to be facilitators. Personally for me I struggle with this shift. I am all about the results of a lesson. When students work in groups I find it hard to engage all learners. Some students are passive. I guess that is why I am coming to the conference.
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Permalink Reply by Michael Lambert on
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Just as Nike slogan states--Just Do It--our educational world needs one, too--Let Go. Too often as teachers we believe we must 'know how' the various applications/tools work before we allow students to experiment with these resources.
Thus, we need to 'let go' of knowing and 'let go' of the student....truly unleash her/his potential.
Ewan McIntosh said:
How far can one let go of the reins, then? I wrote this piece earlier in the year to suggest that, more often than not, we can let go of the reins a lot further than most dare:
http://www.tes.co.uk/article.aspx?storycode=6067544
Do you agree,, or is this a fantasy learning world I'm suggesting?
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Permalink Reply by Bette Stanford on -
I'm very fortunate to have involved parents. I like Alan's message in his new book about including parents in the lesson presentations and I want to figure out how to do that this year. I think the kids would love being able to show off some their work. It would also give students an opportunity to teach their parents about Skype if they don't all ready know.
That balance of control idea is like using the clutch when shifting gears. It just feels right. If students are engaged, I try to adapt and keep doing what we're doing, if they are not, time to shift gears.
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Permalink Reply by Ann on -
When the current hierarchy and misconceptions about teachers needing to be the experts changes, then this question will become irrelevant. This is the change that is underfoot with it's beginnings in the Flipped Classroom. We are talking about a revolution (not unlike how people have changed from seeing doctors as omnipotent) in how people view teachers, schools, and the responsibility of teaching.
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