By Maria SpelleriInstructor, Department of Language and LiteratureManatee Community College, Florida, USA
It’s hard for me to surrender control in my life, including my classroom. (You catch that “my”? I’m not kidding here.) Even though my conscious self knows that studies show empowering students leads to more student satisfaction and adult learners need a say in their learning, the insecure inner me yearns to micromanage my classes, doling out pages and assignments like the last M & Ms in a lifeboat.
Admitting a problem truly is the first step on the road to recovery because now I am on a mission to give my students more say, more choices, more control of their studies in “my” courses. Proud in my recovery process, I just wanted to share a few small steps that I took as I started out.
1. I gave students several topics to choose from
in preparing presentations and writing papers, or sometimes they come up with one completely on their own. (It took a weekend with the shades drawn to calm down after that.)
2. In a thick textbook that we never get through, students get to pick chapters with topics that interest them. (OK, I chose 7 of the 15 and they choose 2, but it’s a good start.)
3. I allow students to “blow off” their choice among certain homework and assignments. (The tremors are much better now.)
4. Students are permitted to look at incoming text messages during class. They aren’t allowed to answer them, but when they feel that vibration, do you think they are thinking about class anymore? No way! Better to take a quick glimpse and then shut it off until break time. (No one can actually hear my teeth grinding, I’ve been told.)
5. I use every possible excuse to have a student man the instructor station and show a paper on the projector or type on the computer for all to see. I might even stand in the back of the class and ask a student to be at the “controls”, pointing out items for the class to look at or comment on. (And I absolutely resist the urge to shout out Focus! Zoom in! The paper is upside down! Oddly enough, they figure it out without me.)
6. In an advanced level reading course, my greatest challenge because reading can be so teacher focused if an effort isn’t made, I incorporated a regular “You Be The Teacher” activity. In this totally student- centered activity, the class learned about the Hidden Treasures of Afghanistan, the problems with building a space station on Mars, issues regarding the Mexican border fence, and how dogs evolved into the hundreds of species we have today, among other interesting topics. Students delved deeply into their articles and became confident with every paragraph. It was very successful as far as student engagement, and I think it caused them to focus carefully on discerning important details from filler. But the best thing about this “letting go” was seeing how involved the students were as they worked on authentic readings of their own choice.
As I hand over more classroom control to the students, I feel we are becoming more like partners in their learning, which is what I had always told them we were. But now I am also walking the walk!