Balance of Power in the Classroom

Ferris State University

Center for Teaching, Learning & Faculty Development
Balance of Power in the Classroom
	Based on the work of Maryellen Weimer Who are today’s students that we would share power with: Hopeful but anxious and tentative Want it to be easy but think it will be difficult Wish their major didn’t have courses they are not interested in(math, science, English) Will not speak in class unless called upon Want and need teachers that tell them exactly what to do(Dualistic) Education is “done to them” it usually involves discomfort (Maryellen Weimer Learner-Centered Teaching, 2002) Why are students like this? Is their something about the way we teach that discourages students’ development as learners? The research of those who look at Feminist theories of development and the development of Self-Regulated Learners suggest: Motivation, Confidence and Enthusiasm are adversely affected when teachers control the process through and by which students learn. Control is so much a part of us as teachers we don’t see the level of control we have taken Who decides? What students learn Pace of the content coverage Structure of assignments Class environment, policies and conditions Evaluation criteria What the flow of communication will be—who gets to speak Who makes most if not all of the important decisions about learning? 2. The syllabus language has underlying it CONTROL and POWER—it is not a document for negotiation 3. What is the connection between our classroom/course policies and how they support student learning? Teachers take control because we believe students cannot be trusted to make decisions about learning. We often believe: They lack the intelligence The good study skills Are not well prepared Do not like the content area they are learning Are only interested in grades Do not care about learning The truth is students need instruction in how to take more control but it is not a hopeless situation. Teachers make all of these decisions because they always have—but do we know if they benefit learning? Do these decisions benefit the teacher more than the learner? We seek control because teaching makes us vulnerable—we know students can choose to ignore our authority Sharing Power with Our Students Letting students make decisions equals giving student’s responsibility for the decisions. Asking for student input does not equal students making the decision. A few decisions are not the same as all of the decisions—Students choose the assignments but the teachers chooses the parameters of the assignments. Example: Letting students choose the textbook from several the teacher provides. Students prefer a teacher-centered classroom--when teachers refuse to make the decision, students will reluctantly make it. The benefits of a Learner-Center Classroom that shares power: Students spend more time on task which equals greater learning. Students discover that knowledge is power. The students’ energy drives the teacher to be energized. It avoids the “we” vs. “them” attitude. Better leaning environment—the class belongs to everyone. If the learning lesson does not work we all fix it together. Giving Students Choices 1. Activities and Assignments Choice in assignments = feeling I have a chance to do well Choice comes with structure—due dates, parameters Due dates set by students and deadlines set by students but they must be set using a real world timetable with penalties for missing a due date or deadline. Example Outline major steps in a project Timeline for the steps to be completed Which parts of the project they want feedback on—when they will have the material to the professor for feedback 2. Course Policy Decisions Decisions made by students give them ownership and greater responsibility to live up to the policies. Example--students write course policy for discussion/participation Meet in groups of four Each person has a question pertaining to participation in class Example: What behaviors count positively toward participation? Should some behaviors count more than others? Do we reward risk takers—those who try even if they are wrong? What happens to those who do not participate? They each ask the other group members to answer the question. Persons with the same question then group up to share findings. The whole group discusses each plank and votes on the policy for the class. Students realize that the planks protect them from the teacher being arbitrary with their participation grade. Students realize that in the real world most of the time they will not be called on for their views—but will need to volunteer them if they are to be heard (i.e. get the bosses attention). Participation can include many parts: Asking questions of the teacher or of peers Answering questions of the teacher or peers Adding too Disagreeing with Making a comment etc. Research on Class Participation Research by Howard, Short and Clark 1996 suggest that 28% of the students in any given classroom contributed 89% of the discussion. Nunn in 1996 reported only 25% of any student group took part in a classroom discussion. Calling on students does not promote lively participation of the class. Sharing Power over Content Why do students have trouble choosing a topic to write on? It could be they think they need to choose one that the teacher would want them to choose. Ask the students individually to identify what material they would like to have reviewed for a test and tally up the similar responses and base the review of these materials. Don’t teach what they already know. Students are asked to read the chapter and identify the issues that they need clarified or further discussion of and focus the lecture only on these issues. Ask students to write exam questions and what they think is important for them to know. Sharing Power on Assessment Students are given a draft of the syllabus. In small groups they talk among themselves about what they most want to learn from this class and the best ways for them to learn it. All suggestions from the groups are them places on newsprint (or the board) The syllabus is then revised making as many changes as is possible given the learning outcomes that are set for the class. Questions to Ask Ourselves Can we design a set of course activities and assignments that responsibly give the students more control over the decisions that affect their learning? How much power is enough? Can we give more to some students than to others? How much freedom can students handle? Current systems let students make few decisions and as a result they often become dependent learners. What are Our Professional Responsibilities? In a perfect system teachers would be fazed out as students became autonomous, self-directed learners but for most students that is many, many, many, years away. What should we hand over to the students to do on their own by their own choosing? When do we hand over certain responsibilities to the students? Is the key to do it gradually?
Faculty wanting further information about any of these topics are encouraged to contact Terry Doyle at doylet@ferris.edu Check back for updates! Website comments? Contact danielsl@ferris.edu