Chapter 6 - Sharing Control and Giving Choices
Learning Objectives
![Lime green bull's eye with arrow.](/uploads/3/8/1/8/38182723/1838538.jpg?126)
By the end of the workshop participants will be able to:
1) design a chart listing areas where they can share decision making with their students,
2) with a partner, review chart and add one action step for each decision that can be shared with the students.
Chapter Six Summary
Sharing Power
Doyle suggests facilitators make a list of decisions that are made each semester in their classrooms and take time reviewing who makes these decisions and see where students might be able to voice an opinion. Relinquishing power is not easy for anyone, but is imperative in building a learning environment where everyone feels part of the learning process. Another thing to remember is that the facilitator ultimately has the last say, which is important for both the facilitator and student. However, when students participate in the decision making process facilitators are reinforcing that they believe in the ability and intelligence of their students. If we are asking students to be responsible for their own learning it makes sense to give them some responsibility for consequences for late work or attendance. Having students buy into the learning process by feeling they have some power in the decision making prevents any tug-of-war mentality between the teacher and the students (Doyle, 2011).
Doyle suggests facilitators make a list of decisions that are made each semester in their classrooms and take time reviewing who makes these decisions and see where students might be able to voice an opinion. Relinquishing power is not easy for anyone, but is imperative in building a learning environment where everyone feels part of the learning process. Another thing to remember is that the facilitator ultimately has the last say, which is important for both the facilitator and student. However, when students participate in the decision making process facilitators are reinforcing that they believe in the ability and intelligence of their students. If we are asking students to be responsible for their own learning it makes sense to give them some responsibility for consequences for late work or attendance. Having students buy into the learning process by feeling they have some power in the decision making prevents any tug-of-war mentality between the teacher and the students (Doyle, 2011).
![Gold justice scales in orange background.](/uploads/3/8/1/8/38182723/4304991.jpg?358)
How to Share Power
Doyle offers a comprehensive plan for sharing power which he has divided in three categorizes: Course Policies (attendance, tardiness, late work); Organizational Issues (due dates, group formation, office hours); and Teaching and Content Issues (textbooks, outcomes, rubrics). Although each topic has it's own action steps, the rationale works across the board: allows students to take ownership of their own learning; builds community; allows practices for being responsible for their own learning.
Students aren't always grateful for this shift in responsibility. They have been conditioned to look to their teachers for rules and boundaries. However, we know that brains can be retrained and with practice sharing power students will be more prepared for real-world learning and experiences (Doyle, 2011).
Doyle offers a comprehensive plan for sharing power which he has divided in three categorizes: Course Policies (attendance, tardiness, late work); Organizational Issues (due dates, group formation, office hours); and Teaching and Content Issues (textbooks, outcomes, rubrics). Although each topic has it's own action steps, the rationale works across the board: allows students to take ownership of their own learning; builds community; allows practices for being responsible for their own learning.
Students aren't always grateful for this shift in responsibility. They have been conditioned to look to their teachers for rules and boundaries. However, we know that brains can be retrained and with practice sharing power students will be more prepared for real-world learning and experiences (Doyle, 2011).
Connections
![Intersecting colorful square lines for connections logo.](/uploads/3/8/1/8/38182723/___6477960_orig.jpg)
In our online courses we have a worksheet before each section reminding participants of the requirements for the week. Post three times on two discussion boards (total six), complete weekly assessment, etc.. I found I was getting lots of emails and phone calls from facilitators complaining that they couldn't get certain students to complete these requirements no matter how many times the contacted them. Eventually we worked on a paragraph to put in our weekly welcome email stating: "In the housekeeping department, please review your weekly worksheet to make sure you have completed the requirements in order to receive your Certificate of Completion at the end of the course." Now, the students are in charge of keeping track of their own work and we've done our job as facilitators of reminding them of the requirements. This has allowed facilitators to use their time more efficiently and focus on learning and not policing.
Ideas for Implementation
![Goldfish leaping from one small clear fish bowl to larger clear fish bowl. Blue sky and clouds in background.](/uploads/3/8/1/8/38182723/9145048.jpg?327)
A+ Behavior
As a substitute teacher it is important to gain credibility in the classroom as early in the day as possible. Also, walking into the classroom as a "sub" (a term I changed to visitor teacher) automatically sets up a power struggle between what usually happens in the classroom and my new expectations. The first thing I would do after introducing myself was write in big bold letters on the white board "Class behavior: A+." Then I would say to the classroom, "Won't it be wonderful for your teacher to walk into your room tomorrow morning and this is the first thing she/he sees? I know we are going to have a great day!" Sometimes I would erase or add the +, but because they knew their teacher would be proud the next morning we spent the day learning and not in a tug-of-war (most of the time). By writing those words on the board the students knew I had confidence in them, trusted them, and we were on the same team.
As a substitute teacher it is important to gain credibility in the classroom as early in the day as possible. Also, walking into the classroom as a "sub" (a term I changed to visitor teacher) automatically sets up a power struggle between what usually happens in the classroom and my new expectations. The first thing I would do after introducing myself was write in big bold letters on the white board "Class behavior: A+." Then I would say to the classroom, "Won't it be wonderful for your teacher to walk into your room tomorrow morning and this is the first thing she/he sees? I know we are going to have a great day!" Sometimes I would erase or add the +, but because they knew their teacher would be proud the next morning we spent the day learning and not in a tug-of-war (most of the time). By writing those words on the board the students knew I had confidence in them, trusted them, and we were on the same team.
Let's Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.