Chapter 6:
Sharing Control and Giving Choices
Sharing Control and Giving Choices
Process of Choice
Human nature teaches us that we want to be in control of our lives and how we demonstrate that control is through the choices that we make (Zull, 2002). Students are constantly making personal choices about their level of engagement and effort associated with learning (Doyle, 2011).
In order to maximize engagement and participation through giving students control over their learning experience, teachers need to provide choices about how their learning takes place. Two specific areas to give student control and choice are (1) policies and procedures used in course and (2) content and teaching strategies (Doyle, 2011).
Human nature teaches us that we want to be in control of our lives and how we demonstrate that control is through the choices that we make (Zull, 2002). Students are constantly making personal choices about their level of engagement and effort associated with learning (Doyle, 2011).
In order to maximize engagement and participation through giving students control over their learning experience, teachers need to provide choices about how their learning takes place. Two specific areas to give student control and choice are (1) policies and procedures used in course and (2) content and teaching strategies (Doyle, 2011).
Sharing Power with Students
The most compelling reason to share teaching power with students is that learning belongs to students, not teachers (Doyle, 2011). In other words, it's not about us, it's about them. In order to create a win-win situation in the classroom, the teacher's goal should be shared power and increased choices (Doyle, 2011).
Sharing power with students creates a learning community and conveys mutual respect (Doyle, 2011). Sharing power may also be supportive of the growth-mindset because it teaches students that they have control over the own learning process.
The most compelling reason to share teaching power with students is that learning belongs to students, not teachers (Doyle, 2011). In other words, it's not about us, it's about them. In order to create a win-win situation in the classroom, the teacher's goal should be shared power and increased choices (Doyle, 2011).
Sharing power with students creates a learning community and conveys mutual respect (Doyle, 2011). Sharing power may also be supportive of the growth-mindset because it teaches students that they have control over the own learning process.
SUGGESTIONS FOR IMPLEMENTATION
Sharing Power in the Classroom
There are several course policies that can provide an opportunity to share power with students in the classroom. These include attendance, late assignments, and make-up work for low performance. By sharing power on how these polices are structured, responsibility and ownership is shifted to the students (Doyle, 2011).
Doyle (2011) provides a process for sharing course policy development with students. First, introduce the policies to the students that they can influence, providing ground rules or boundaries to scope their decision authority as needed. Then, divide the students in small groups to discuss what expectations they feel is fair. Finally, develop a final policy based on the students' suggestions. As the teacher, you can decide if you want this policy to be based on student's voting on options or if you as the teacher will determine the final policy.
There are several course policies that can provide an opportunity to share power with students in the classroom. These include attendance, late assignments, and make-up work for low performance. By sharing power on how these polices are structured, responsibility and ownership is shifted to the students (Doyle, 2011).
Doyle (2011) provides a process for sharing course policy development with students. First, introduce the policies to the students that they can influence, providing ground rules or boundaries to scope their decision authority as needed. Then, divide the students in small groups to discuss what expectations they feel is fair. Finally, develop a final policy based on the students' suggestions. As the teacher, you can decide if you want this policy to be based on student's voting on options or if you as the teacher will determine the final policy.
PERSONAL AND/OR PROFESSIONAL CONNECTIONS
I haven't had much personal or professional experience with shared power in the classroom, either as a student or a teacher. I am willing to experiment with limited opportunities to share power regarding course policies, but my management background warns me that there has to be consistency of expectations of policies across the entire program, not just my course. For example, the dress code policy for the nursing students has to meet requirements of all of our clinical partners and could not vary from semester to semester. Although, there are some limited opportunities to provide student input, such as choice of uniform vendor.
RESOURCES
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, Virginia: Stylus.
Zull, J. (2002). The art of changing the brain. Sterling, VA: Stylus.
Zull, J. (2002). The art of changing the brain. Sterling, VA: Stylus.