Teaching Self Directed Learning for Healthier Communities
- 1. How do students respond when teachers give up the quest for externalized classroom control and, instead, embrace guidance and self-reflection? Alicia Davis Portland State University Case Study in Early Childhood Education MS ed Curriculum and Instruction, Portland State University, 2017
- 2. How do we invite students into community? Respect Integrity Valuing all perspectives
- 3. Questions What kind of self-directed behaviors are young children capable of? How do all students respond in a more positive way when given the tools of intrinsic versus extrinsic direction? The salient question of this research is this, How do students respond when teachers give up the quest for externalized classroom control and, instead, embrace guidance and self-reflection? As expected, the students will test and re-test theories of power and control until they have optimized their internal guides for self- regulation and intellectual development.
- 4. SLOW DOWN… let the students decide… can we trust them to create meaning and direct their own learning?
- 5. Csíkszentmihályi Mihály, /ˈmiːhaɪ ˈtʃiːksɛntˈmiːhaɪ/ FLOW
- 6. Non Violent Communication, Marshall B. Rosenberg needs • Safety • Peace • Quiet • Health • Frustrated feelings • Vulnerable • Nervous • Ashamed • Afraid • Sad
- 7. “When I see (hear, notice) _________, I feel _______________. Could you ______________________ so that I can have the __________ I want (need)?” (from Non-Violent Communication)
- 8. Processes include: • Dialog and guidance regarding What Kind of Person I Want To Be (“What Kind Of School We Want to Have”) • Self assessment in “Responsibility Chart”; • Observation/documentation
- 9. Strategies include: constructivism; emergent learning; student directed learning; play-based learning; project-based curricula; trusting students; peer to peer problem solving; critical thinking; curiosity; RESPONSIBILITY CHART; OMISSION OF POSITIVE REINFORCEMENT; INTEGRATION of EMOTION WORDS
- 10. Procedures include: Omit Positive reinforcement; Return the onus to the student; Implement calendar (Responsibility chart); Refer to Rosenberg’s script; Introduce (directly and indirectly)“needs and feelings” words Constant observation and documentation
- 11. From Extrinsic to Intrinsic Guidance (Do I look to the outside world for validation of who I am, what I want to learn, and how I learn it?) • Relationships built on trust and respect • Emotional intelligence modeled by teachers with self-respect and respect for others • Healthy relationships as the foundation for everything • Relationships before tasks, behaviors, or academics • Behaviors are the outward manifestations of (often misguided) internal thoughts and feelings, perceptions, and misconceptions ( reference: Positive Discipline)
- 12. Findings ∞Students of all ages respond when given the tools to self-direct ∞True learning and community comes from having self-value and self-worth ∞Learning to respect yourself AND others is a foundational step in learning emotional intelligence ∞Emotional intelligence is not to be sacrificed for academic performance or controlled behavior ∞Learning best happens when students are under reduced stress and are excited about learning ∞These things can happen in a student-led, community-centered, egalitarian environment comprised of mutual respect and non-violent communication
- 13. Limitations This case study was done with my own child, in our home This study was not representative of a large group of students As a case study of one child, the results are not applicable, as of yet, to a majority of the population The results may be skewed as I am of close emotionally proximity to the case study subject More research in this area is needed: with a larger population, with a diverse population, with students of different ages, and with students in other environments
- 14. When students are allowed to self-reflect on their own behavior, they CHOOSE to create conscious, communicative, and democratic spaces.
- 15. Outcomes • More time is spent on real work/play vs. managing behavior • Student(s) verbalize what they are passionate about learning and are more receptive of true knowledge when the work/play is student-directed • Democratic thinking and conversation drives community forward, propelling co-construction of knowledge • Constructivism in the classroom leads to student-led hypothesizing and theory making (and breaking) • Project work and social emotional development is heightened with the addition of needs and feelings words (Rosenberg)
- 16. Resources Csikszentmihalyi, M. (1998). Flow: The Psychology of Optimal Experience. Harper Collins. NYC. Duffy, R., Erwin, C., and Nelsen, J. (1998). Positive Discipline: The First Three Years: From Infant to Toddler. Harmony Books. NYC. Kohn, A. (1996). Beyond Discipline, From Compliance to Community. ACSD. Alexandria, VA. Rosenberg, M. B. (2003). Nonviolent communication: A language of life. (6th ed.) PuddleDancer Press. Encinitas, CA.