We must acknowledge that different methods of teaching can result in different levels of empowerment in terms of students’ behaviors and outcomes. Recently, learner autonomy has been a major area of interest in foreign language learning. It must be recognized that autonomy is multidimensional and takes different forms in different learning contexts; however, generally speaking, research has shown that autonomous learning allows learners to make the best use of learning opportunities both inside and outside the classroom. Benson (2001) states that autonomy can be broadly defined as the capacity to take control over one’s own learning. He takes the position that autonomy is a legitimate and desirable goal of language education. He also argue
learners who lack autonomy are capable of developing learning appropriate conditions and preparation. The ways in which we organize the practice of teaching and learning have an important influence on the development of autonomy among our learners.
Yan (2012) asserts that the learner becomes very independent while developing creativity and innovativeness. Since learner autonomy is beneficial, the teacher must play a role its promotion. He proposes, that being the knowledge-giver that dominates the class, the teacher is the well-placed individual to teach learner autonomy. Yan mentions different teachers’ roles that can enhance learning autonomy.
1- Facilitator: who can be psycho-social, technical, motivator, and guider to assist the learners overcome their difficulties.
2-Manager and Organizer: who can organize different activities and games that meet the learners’ desires and expectations.
3- Counselor: who can reduce the anxiety by giving advice to the individual learners on how to ach...
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... (CAL Online Resources: Digests, October 1994).
Sanacore, J. (2008). Turning reluctant learners into inspired learners. The Clearing House.
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Shwienhorst, K. (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer Assisted Language Learning, 16(5), 427–443. Doi: 10.1076/call.16.5.427.29484
Thanasoulas , D. (2000, September). Learner autonomy. ELT Newsletter, 32. Retrieved from http://www.eltnewsletter.com/back/September2000/art322000.htm
Wenden, A. (1998). Learner strategies for learner autonomy. Great Britain: Prentice Hall.
Yan, S. (2012). Teacher’s roles in autonomous learning. Journal of Sociological Research.
3(2), 557-562.Retrieved from http://www.macrothink.org/journal/index.php/jsr/article/viewFile/2860/2371
Jake’s origin of his Anxiety Disorder stemmed from the rise in the difficulty of his classes. More specifically, it could have been a behavioral, humanistic, and/or a cognitive factor of which induced his anxiety. Depending on how the counselor came up with Jake’s diagnosis, comparative analysis can be applied to the three possible variable factors of Jake’s counselor’s reasoning, and how other psychologists view each of the same behavioral, humanistic, and cognitive factors today.
Self-directed or independent learning is a strategy which focuses on giving responsibility for students in their own learning. McInerney et al. (2015) state that this strategy is likely well-suited to teach adult learners since adults are autonomous learners. The example of applying this strategy in learning is by giving a project to students that lasts over several days and this is largely unsupervised. This is often employed by university lecturers when they give assignments to their students.
...e mother left him to explore on his own to learn lessons about what is around him, such as the fire. Although he will get hurt once, he will learn from the experience. Even when it comes to social structure person autonomy can work out well. In the example of the Burmese novices, one can ask and ensure with the one in power or knowledge, but a person does not need to follow what he or she has been told to do. It is not a command but a suggestion and warning. Thus, personal autonomy can be practiced when it comes to work. A person does not have to be fully on his own to be individual. In both the child and work example, the child and workers are supported. Although they are left to do things on their own, the mother and the monk are there when help is required.
One of the ideas that I have learned is that all students learn in different ways and teachers need to teach to their needs. This is described with an analogy in Finding Freedom. The analogy used is, “ . . . anyone would laugh themselves silly at the thought that children with different body sizes ought to be made to wear the same size clothes . . .” (Hinchey, 67). We would laugh if someone said all children should wear the same size clothing, yet teachers are still teaching students all in the same way. Some students learn from lecturing and memorizing, whereas others learn from examples and trial and error. Finding Freedom states that teachers need to modify work for students so that they can learn the material (Hinchey, 11). Delpit also states, “Some of the [black students] even learned how to read, but none of them as quickly as my white students. I was doing the same thing for all of my kids--what was the problem?” (Delpit, 13). Before reading these two statements as well as others and discussing them in class I thought that almost all students learned in the same way. I thought this because I learned from lecturing, memorizing, and a few examples. I figured that if I could learn in that way and most of my peers learned in that way then most students could.
Knowles, M., Holton, E., & Swanson, R. (2011). The adult learner. (7th ed.). Burlington, MA: Taylor and Francis.
Corey, G. (2013). Theory and practice of counseling and psychology. Belmont, CA: Brooks/Cole Cenage Learning
The next task these groups were asked to complete was to test the children’s ability to self-teach. Two sessions were conducted. The first session took place a week before the sec...
Tutoring has always been a task I have thought of with both alacrity and apprehension. On one hand, I have the desire to help anyone who is struggling with whatever they may be doing, yet especially when it comes to academics. On the other, however, I do need to develop better skills of patience and other methods of reaching an idea to those who may not understand the way it is taught to them. Along with the student’s development of skills in the subject, I too develop my own abilities of tenacity and persistence until one is confident in his abilities on his own.
Facilitation of this model allows adult learners to be active and self-directed in their learning.... ... middle of paper ... ... Children who come to my kindergarten class may begin learning the alphabet based on the pedagogy theory (because I am teaching it and it is important), but once I show them the value of it, they become a different kind of learners. They see the benefit of learning letters, sounds and reading because now they can enjoy reading their favorite books on their own.
Many of a learner’s individual characteristics can influence how he or she learns. Individual differences are frequently explanation for difference in education, knowledge and presentation in the midst of learner. The learning of individual differences with learners’ permits is completed by the plan that consequences can help out educators plan teaching that improved meets the requirements of each one learner’s requirements.
Synchronous learning also claims that it can be more effective in terms of class time and time spent on tasks, and also helps in the student centeredness of classes and less of teacher centered classes, which gives more time for complex language (Chun, 1994; Kern, 1995). It has been supported that it helps for better empowerment, autonomy, equality, and enhances critical thinking skills (see Kroonenberg, 1994/1995; Warschauer, Turbee, & Roberts, 1996).Asynchronous learning also creates opportunities in second language learning (Cummins & Sayers, 1995). Beginning
Most importantly, the student must care about their education. This, of course, is easier with the display of ownership by the parents and teachers. It is important that he or she is aware of the consequences that can occur later in life if education is taken lightly. They must also be aware of the great rewards that can be reaped by taking ownership in one’s education. With this ownership, they control their destiny positively or
... to interchange ideas and clarify doubts or issues I have. I have to contain myself for doing the most of the speaking in some of the classes, overcome laziness to analyze how well or bad an activity or class turned out and think of better ways to do things when they did not work as I thought they will . To conclude I am aware that the only responsible of my learning is me. “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
Students should be given the opportunity to direct their learning in a supportive environment by not only regulating their performance but also selecting individual learning goals as the first thing. Regardless of the fact that self-managed learning’s are highly used in higher education, there is little direct evident to the strategies that enhance their efficiency as well as the factors that influence the engagement of students in self-management. When indoctrinating self-managed learning in higher education, teachers should always keep in mind that the starting point is definitely the student and thus respect should be given to his/her interests and visions of learning. In this, the teacher perceives the student and his/her world as a resource to be leveraged for classroom learning and teaching. One of the main characteristics of self-managed learning is that students usually take significant responsibility for personal learning beyond and above reacting to instruction. This implies that their teacher have an important role in assisting them acquire the necessary skills for self-managed learning. To do this, they have to clearly understand the perception of self-managed
Students who are high-risk for failure because of anxiety need a different type of assessment. These students are given a more performance-based hands-on assessment or verbal discussion option for their evaluation. My students have done power-points, self-evaluations and one-on-one discussions for a ...