The responsibility for learning

By:Eman Mustafa

Shaimaa Mohammed

The responsibility for learning

The proposal isn’t about abandoning structure, rules ,or extrinsic motivation. but it is about understanding the liabilities these approaches involve and using them. With these approaches, they work to build spaces in which students can begin to move, grow, mature, and act responsibly about their own learning and toward the learning of others.

When teaching is learner-centered, the classroom climate changes in ways that accomplish two objectives.

First ,faculty aim to create a climate conducive to learning.

Second, faculty aim to create environments where without rules and

requirements.

Getting students to accept the responsibility for learning

Classroom Climates conducive to learning

Classroom environments affect behavior ,including the motivation to learn and the willingness to accept responsibility for learning.

The findings of Fraser and the Winston group support the impact of psychosocial relationships on learning outcomes.

Fraser showed the components of classroom climate :

1-personalization

2-involvement

3-student cohesiveness

4-satisfaction

5-task orientation

6- innovation

7-individualization

Climates that build student autonomy and responsibility

A self-regulated students proactively seek out information when needed and take steps to master it .

There are three principles to create conditions that motivate students to begin accepting responsibility for the various aspects of their learning .

Principle 1: it’s about who is responsible for what in the teaching-learning process

Masters have the responsibility to monitor the process and offer constructive feedback and assessment .

They should create conditions and develop policies and practices that enable students to understand their responsibility and that empower them to accept it .

Principle2:it is about logical consequences ,not discipline

This principle is about connecting students’ decisions

to and with results . Our role is to help them see those connections so that they can learn from them.

Principle 3: It’s about consistency in word and

deed

“actions speak louder than words”

When teachers are expecting more responsible learners, this should be conveyed not by what they say but by what they

do

Policies and practices that create climates for

learning

Teachers need policies that:

1. Create positive impact on learning outcomes

1. Encourage students to take actions necessary

1. Involving students in the process

2. Getting feedback on the climate

3. Tackling troubling behaviors constructively

Creating conductive climates for learning

1. Facing poor exam performance

2. Accepting responsibility for assignment details

3. Clarifying student responsibility

4. Empowering students to fix problems

Practices that develop responsibility

questions

What are the equivalents that allow the immature students to grow to responsible ones?

How many consequences should students be allowed to experience?

Is there any legitimate place for the teacher

when the environment is truly learner centered?