Learner-Centered Teaching Book- Chapter 4.

Changing the Balance of Power.

This chapter describes if students deserve the power of choosing and the consequences of giving them that power. Also, in this chapter, we will answer the questions: What can one learn from this? And, How teachers or future teachers can apply that knowledge in a teaching situation?

First, do students deserve to have the power of choice? Yes, as they take a great part in the learning process. However, learners have only some say. They do not dominate the whole classroom. According to the book “Learner-Centered Teaching: Five Key Changes to Practice”, Chapter 4 (Weimer, 2013) between students and the teacher. For example, the main aim of a reading class would be to read a book, and usually, the book is given by the teacher (a controlled practice). Students, therefore, will be demotivated to read because they must read something that was previously selected by the teacher, not by them. If the teacher wants to guide learners to read something, at least he or she should give them some power, like providing book options for students to choose. That would change students' perspective over reading and would make learning meaningful.

Second, what would be the consequences of giving students some power in the classroom? According to Jostens (2016) several positive consequences one can find. For example, if students notice what they say and think is important, they will participate more actively. Learners will acquire knowledge not on the teacher's pace but theirs. Giving students more power will foster learner independence, they will investigate and learn not because the teacher wanted them to do so but because they want to know what their potential is, how far they can go. Besides, giving students a voice in the classroom will improve the teacher-student relationship and the classroom environment since the teacher will be a guide, monitor and observer and only a controller and feedback-provider when necessary.

To conclude, what one can learn from this? The answer is really simple. To give a voice to our students, they need to become independent learners. They need to be involved in the decision making of the class. As a result, we will have more motivated students, learners with a sense of control, and with less disruptive behavior. That will improve the teacher-student relationship and the classroom environment because for a teacher it would be a pleasure to work with students who want to work and more importantly to learn. Now, How teachers can apply this in a real classroom? One can share control in the classroom with these tips.

1. Allow students to be themselves. According to Willis & ETS (1997) in their journal Sharing Control in the Classroom, if a teacher allows his or her students to be themselves he or she will gain a more collaborative relationship, avoiding at the same time major battles. But always with a limit.
2. Let students offer their criteria in the elaboration of the curriculum. That will reduce the teacher’s amount of time doing something that may or may not work in the future when applied. And also, students will have the opportunity to set their own goals, what they can achieve during the learning process.

For further reading:

Weimer, M. (2013). Learner-Centered Teaching : Five Key Changes to Practice (2nd ed.). John Wiley & Sons, Incorporated. Retrieved from https://ebookcentral.proquest.com/lib/uta-ebooks/reader.action?docID=1119448&ppg=162

Jostens. (2016). Giving students a voice in the classroom. Educational Leadership, 11. Retrieved from https://www.jostensrenaissance.com/wp-content/uploads/2016/10/November­SearchInstitute-Voice.pdf

Willis, S., & ETS. (1997). Sharing Control in the Classroom, 1. Retrieved from https://www.ets.org/s/efolio/pdf/Sharing_Control_Classroom.pdf