Balancing the Classroom: Strategies for Sharing ResponsibilitySeptember 26, 2007 | Ken Messersmith
A teacher in our local school district recently posted a question on one of our discussion boards: "I'm having a difficult time coming up with ideas on how to give my students more responsibility and freedom in my classroom. I am very structured and organized -- how can I give my eighth graders a little freedom in the classroom and retain structure and organization?"
This is an excellent question. Responsibility and freedom are clearly two concepts we must embrace if we are to teach young people to participate in our democracy. It's easy for teachers to be so organized and structured that students lose freedom, which in turn lowers the level of student responsibility and increases the teacher's responsibility. Is this the way we want it to happen?
To answer this teacher's question, two instructional strategies come to mind.
1. Project-based, cooperative-, or service-learning methods. These place the responsibility for learning on the student by encouraging him/her to find the answer to a problem rather than memorizing a teacher-given solution.
2. Student-generated and tested hypotheses. Students write down what they know about a concept and then conduct research and experiments to either verify their knowledge or correct their misconceptions. This strategy is most often associated with scientific methods but can be applied to many areas.
How would you answer this teacher's question? Do you have specific examples to share? Please write and let me know!