Miwa's reading Notes #8

Drawn from readings of this week, I come up with two topics I am interested in: students’  disrespectful behaviors and capability to control their learning.

                                 

Students’ Disrespectful Behaviors

I am annoyed by students’ disrespectful behaviors and attitudes. The acts include inappropriate questions indicating their obvious disinterest (e.g. how could I make my speech enthusiastically that I am not interested in?), overt display of their boredom (e.g. placing their head on the desk), indication of their irritation to leave class early in the middle of the lecture, etc. These behaviors are not only disrespectful for myself but greatly discourage other students’ motivation. I really wish to improve students’ problematic behaviors but cannot find constructive ways that can work for both themselves and other students.

The balance between policy and power (Learner-Centered Teaching, p. 25) is an important elements to consider this students’ behavioral problem. Control by policy seems one of limited options that I may take advantage of, though I also feel hesitation to go for the option. This discussion is also connected with the next topic, students’ capability to control learning. Reliance on power based on policy can be related to the issue of the instructor’s credibility. I believe that higher credible instructors can control students behaviors without taking advantage of power through policy and create sound and positive atmosphere that students make efforts to behave in appropriate manners. Personally, I don’t like to employ power through policy as it can greatly discourage my motivation as a student  and wish I could build more credibility to control my students. I believe the practice to become a ‘good’ teacher (Learner-Centered Teaching, p. 25) is the thing that I can work on.

Students’ Capability to Control Learning

I wish I could encourage students to take part in leadership in class by empowering them, though it is very difficult due to students’  capability to control learning that is widely varied. This problem is closely related to the topic of academically diverse students covered last week. I am aware that it is not good practice and can discourage excellent students’ motivation, though I tend to accommodate struggling students more than excellent ones, in order to avoid widening the gap between them. As a result, I always feel sorry for those who are seeking more advanced level of learning but just do not know how to handle this issue.   

Widely dispersed levels of intellectual maturity (Learner-Centered Teaching, p. 25) is a major factor that discourage me to empower students to participate in taking lead in class. Here, I would mention the issue of policy and power again. Accommodated treatment for some students is definitely unfair for those who are strictly following (and they are usually excellent ones who can be dissatisfied with as discussed above). I don’t think that lack of intellectual maturity is a good reason for me to differ my treatments among students. Students’ autonomy to lead class should be an effective way, and I would seek the ways to create the opportunity that students can lead class without widening a gap of academic levels among students.