Challenging students to take ownership for their learning
I use many of the strategies in this module and I also encourage students to take ownership for their own learning. They need to do some homework (reasonable quantities)and study what they learned in class outside of class. A good employee will spend some time outside of their job keeping current in their field.
I require that students take ownership for their own learning - I teach them that accountability isn't a dirty word, it's a fact of life. I use a lot of "real life" situations when I teach and one of the things I cover quite often is that they need to get themselves organized now so they are organized when they gain employment in their chosen field. Students must realize that a lot of the things associated with class (being on time, being dependable, hard working, etc.)are also things that are required when they find jobs in their field. So homework is a requirement in my class - I check homework weekly, we first go over it as a group in class and then I check each student's work. I know this may seem childish, but it shows the student that homework is important and it is important that assignments are completed as assigned.
I hear the same thing in my classes. I wouldn't do that if this was a job and not school.
I love this idea. I wonder what my students would say if I was not prepared for class.
Hi Abraham:
Some students arrive with plenty of academic successes in their past. But most do not.
Spoonfeeding students can help them just so far, and they need to learn to be responsible to buckle down and make their learning experience work for them. We need to get them to the point where they can work independently in the work setting.
Past life and work experiences can help, and those with an abundance should be given the opportunity to share them, as others can benefit too.
Regards, Barry
Working with adult students in vocational careers is an excellent oportunity to let them grab their learning as their own tool by bringing their professional experience to coginitive process and at the same time looking at it as a way to acommplish their new professional goals with success.
Hi Lisa:
Isn't it wonderful when we encounter those students who really have both the potential and the commitment to do well? I feel this is the stuff that feeds teachers to want to do the best for their students.
Regards, Barry
Hi Lisa:
Another way to challenge students is to "put them in the drivers seat" early on. This takes a bit of courage and willingness to participate, but those who do often find they learn as much or more by jumping in feet first - sort of the opposite of delaying, procrastinating, or ommitting doing required asssignments.
In one setting they may excel, in the other they're likely to fail.
Regards, Barry
Hi Peter:
Although it's not spoken of directly that much, except perhaps at an orientation, workshop, or on special occassions, but accountibility, responsibility, achievement, being answerable for ones actions is so much a part of a successful student, and worker, we ought to teach classes about it.
When our courses are prepared in such a way the forces ownership for performance, we do teach these important traits to a degree. But the student still has a choice. It would be better if a student was not able to graduate or complete a course unless they met certain criteria - not course content criteria, but demonstrated successfulness with professional success.
Regards, Barry
Students attend school for many reasons and we must recognize the ones with the obvious and the hidden potential to achieve great things.
Excellent analogy. It is always amazing how people come to grips when they are put on the giving end.
This is a great thread.
On many occasions I am on the students to take ownership of their education. Many don't, so onany given day I role play and come into class as if I am not prepared, and try to run the class.
I then ask the question how they feel that I am not completly prepared and what the consequences should be. 9 times out of 10 the penalty is very harsh, so the explanation to them is that owenership is their responsability and it is job #1 for their education.
Hi Lisa:
The expression "a leopard can't change his spots" recognizes that unless there is a deep, meaningful change within an individual, their behavior (good or bad) is going to follow them.
If we inspiring enough, we could probably begin to have the student see their need, but they would have to recognize it, and be wilkling and wanting to change it for it to be successful.
Regards, Barry
I agree. I stress to my students that the behavior they are exhibiting in class will most likely be the same behavior exhibited in the workplace. Start becoming a model 'employee'.
Hi Tami:
Yes, when students are committed and have a vested interest in their own instruction they're bound to put more effort and strive for exceling at the topic or project at hand.
We can also use this daily by giving student choices that to the teacher, really don't make much diiference which way the student chooses to proceed, but conveys a perception they have more control over their learning. Simple technique - valuable results in terms of effort and student satisfaction.
Regards, Barry
I often use student-directed assignments for this very reason as well. Students always show more motivation for learning when they are "in charge" of the project/assignment.
Hi Heidi:
Students will rationalize, "well, this is school, and work is work. I wouldn't do that at work". Pretty weak.
Traits such as punctuality, attendance, clearly written communications, particiaptation, timeliness, helpfulness, respect and courtesy, professional behavior, and good grooming - these are all mostly non-measured components that positively contribute to better employees.
Students make choices. We can lead, but as you point out, they are responsible for assuming some accountibility for their actions, and consequences (good and bad) for the choices they make.
Regards, Barry
