It would be challenging to argue that the primary responsibility of the teacher is to teach while learners take the responsibility of learning. This neat separation has enabled teachers, particularly those in traditional would give priority to teaching a program where engagement was often of little concern.
I have always believed that learners need to be motivated to grow into better citizens in a similar way that they are projected to attain appropriate levels of mastery in various disciplines. However, I learnt that commitment to care, necessities an approach to standards which encompasses the social cognitive development of learners (Schallert and Martin 45). It is true that learners are often instructed to learn, which frequently meant to memorize material in their own time and in private.
These routines taught me a very powerful message that learning was private and personal while teaching was conducted in a more public forum. The necessity to have concern should contribute to the development of emotional intelligence; this includes self-discipline, passion, perseverance and the capability to inspire oneself (Rattan, Good and Dweck 731). An important dimension of this emergent provisioning of progressivism is a difficulty of learning to care, it does not only involve the care of practitioners. Interactional dialogue had a key role in this process. It became difficult for language to give structured help to learners as they came to understand the concept and internalize it.
I have come to realize that scaffolding along with structuring offer assisted learning where teaching and learning become part of a single process. However, overelaborate structuring is likely to foster dependence leading to bureaucratic knowledge despite the fact that structuring should encourage independence, understanding and upright knowledge. It is not just an inquiry, as a result, of offering a cognitive challenge. Despite constructing these teaching-learning interactions, how they are planned and executed is critical to the development of higher education processes.
The observation made by Yoon (497) under collaborative learning, has made me realize that even though focused heavily in learner-learner intercessions, is not teaching leaning (Smith 115). Teachers play a significant role in the collaborative process, facilitating learners by observing their performance and giving help, direction and response as needed. A guidance should be provided in the collaborative learning designs for the teachers on how to facilitate the learning process for the students and how to adapt the learning tools and activities as needed in their context. Communication among learners needs to be encouraged, and the learning designer specifies what these interactions should look like, and makers recommend for how collaborative learners might be supported.
Designers should additionally consider motivational elements of the learning situations, both intrinsic motivation, and extrinsic incentives. Despite not being able to separate motivational elements, they can be incorporated into a number of elements of the design. For instance, giving learners the chance to renege in distributing themselves when creating groups could be motivational although the grouping variables and who the groups compose of may impact mutual success and should be considered as well
In my observation, there is need to question the present methods and to find ways to improve on civilization rather than preferring one over the other. Re-visioning progressives require ongoing interrogation of practice rather than an ideological commitment to particular classroom routines as well as actions (Volet et al. 132). Classrooms, for that reason, are places of struggle where learners on their daily basis, struggle with the complexities as they try to give meaning and logic to existing ways of learning. By combining complexities faced by learners, some situations certainly restore fundamental education enterprise.
Works Cited
Rattan, Aneeta, Catherine Good, and Carol S. Dweck. "“It's ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students." Journal of Experimental Social Psychology 48.3 (2012): 731-737.
Schallert, Diane Lemonnier, and Debra Bayles Martin. "A Psychological Analysis of What Teachers and Students Do in the Language Arts Classroom."Handbook of research on teaching the English language arts 2 (2003): 31-45.
Smith III, John P., Andrea A. Disessa, and Jeremy Roschelle."Misconceptions reconceived: A constructivist analysis of knowledge in transition." The Journal of the Learning Sciences 3.2 (1994): 115-163.
Yoon, Bogum. "Uninvited guests: The influence of teachers’ roles and pedagogies on the positioning of English language learners in the regular classroom." American Educational Research Journal 45.2 (2008): 495-522.
Volet, Simone, Mark Summers, and Joanne Thurman. "High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?." Learning and Instruction 19.2 (2009): 128-143.
