A portion of the difficulties in encouraging students to take charge of their education, critically thinks, and be creative stems from their previous experiences as dependent learners. Convincing pupils that they too can separate and become self-sufficient learners need both students and instructors to adapt. Teachers are critical in making this happen since teachers are responsible for planning and implementing essential reforms. Teachers must seek methods to empower students by allowing them to choose their own educational choices. Flexibility is essential, and this necessitates a break from conventional education. Rather than instructors being in charge of all aspects of classroom education, students should be involved in the design, implementation, and evaluation stages of instruction (Jones, 2018). Additionally, students should have a say in how and what they study, with instructors retaining ultimate decision-making power and accountability.
Additionally, there is a measure of security associated with maintaining the status quo. Students who have become used to instructors dictating their education may have a fear of change. Students who are both failing academically and thriving academically might fall victim to this trap. Dependent students suffering see changes, and this increased degree of responsibility is yet another chance to strain and fail (Matthes & Stoeger, 2018). Students who have performed well in a typical classroom setting may be resistant to change if they are already comfortable with the status quo.
It is no easy effort to transition children from dependent to autonomous learners. As with any extensive work, breaking it down into small pieces is critical to its success. This indicates that instructors should not make drastic changes all at once, but should make incremental, controllable modifications and tiny tweaks along the road (Matthes & Stoeger, 2018). Assimilative learning, which adds new abilities to existing ones, is the most prevalent method of progressively increasing students’ capacity (Jones, 2018). Teachers’ positive reinforcement and support are also crucial in assisting kids throughout the adjustment process.
Teachers may oppose the transition to student-centered classrooms since it requires much preparation and labor, not to mention a complete paradigm shift in their thinking. One strategy to persuade instructors to embrace this new kind of instruction is to equip them with the appropriate skills. This requires proper training and education, as well as administrative support and reinforcement. This equips instructors with not just the required abilities but also the courage to proceed.
References
Jones, P. (2018). Critical Analysis of Knud Illeris’ How We Learn: Learning and Non-Learning in School and Beyond: A Look at Learning within the Diverse Realm of Education.International Journal Of Language And Literature, 6(1).
Matthes, B., & Stoeger, H. (2018). Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement.Contemporary Educational Psychology, 54, 271-280.