2-1. Student-Centered Vs. "Almost" Student-Centered Environment

I use to think "student-centered" and "teacher-centered" environments were on the opposite ends of a continuum. But there were too many experiences that didn't fit that model. Teachers who made decisions that were "almost-student-centered" tended to make more teacher-centered decisions than really student-centered decisions.

Teacher Centered -----Transfer of Ownership to-------Student Centered

Here content changed hands and I assumed so did the rights, freedoms and responsibilities of individuals. But teachers often don't. Thus what is called Student-centered should be called "Almost-Student-Centered." Teachers must view, and treat, students differently. All teacher decisions are made on the basis of: "Is this in the best interest of the student?" The answer must be an honest yes.

While talking with my son, he convinced me that student-centered and "almost" student-centered environments require a paradigm shift. Teachers must look at, and work with students differently when working in student-centered environments.

One of the attributes of the paradigm shift is shifting from a teacher-controlled environment to one in which the rights, freedoms, and responsibilities of the individual become a cornerstone of the classroom.

Teachers can, and do, shift between the two approaches. To be as effective as possible with Native (all?) students, teachers need to create a classroom based in the student-centered realm. Here rights, responsibilities, and respect are the very foundation of the class. Students need to experience a sense of control over their lives

This paradigm shift also impacts upon many of our experiences and/or beliefs. Some that need to be revisited include:

1. Win/lose situations,
2. Why am I a teacher?
3. What/how should I interact with students?
4. Democracy

STUDENT-CENTERED VS. "ALMOST" STUDENT CENTERED ENVIRONMENTS

STUDENT CENTERED

"Fringe" and Beyond Students

• Rather not have them in their class
• Confrontations are not seen as growing experiences
• Usually win/lose situations
• Believes in them
• Develops trusting relationships
• Win/win situations are important
• Recognition and acceptance that people are emotional beings

Rights, Freedoms, & Responsibilities

• Rights may, or may not be taught but not "lived" consistently
• Basic human rights are a cornerstone of the class and all interactions

Values

• Taught where appropriate, or incidentally
• Fundamental/basic human values are specifically taught and modeled

Expectations

• Vary
• Limited support(?)
• High but achievable (with lots of support)

Role Model

• Talking usually first then action sometime
• Action usually first then talking

Self-esteem

• Important but not a cornerstone
• Failure tolerated
• Constantly structuring positive learning experiences
• Failure accepted but analyzed and understood

Peer Pressure

• Name calling, put downs allowed to some extent
• Negative peer pressure not tolerated (disrespectful)

STUDENT CENTERED

"Open" Field trips

• Only "good" students end up going with the "fringe" students dropping out (often with inadequate excuses why they quit)
• Anyone goes
• Behavioral students taught how to do what is expected
• Must stay with fundraising unless a valid reason for stopping

Extra-Curricular Activities

• Low-to-high priority
• Very high priority
• Get to know students on a personal level

Consultation Commitment

• End of the day is often (not always) the end of the day
• Often don't go the extra distance that is required to reach some students
• Constantly seeking advice, etc. from students, parents...
• Totally committed

Symbolism

• not critical
• Another cornerstone
• Culturally relevant symbols
• Create own symbols that define who you are

Native Culture, values, etc.

• May be important but those attributes that make a person a Native person are not analyzed and compared to modern society
• Critical components
• Help student sort out the two worlds they live in
• Help any student sort out their confusions

STUDENT CENTERED

Behavior
DISCIPLINE POLICY

• Several rules (with students always finding new ways to circumvent them)
• Focus on consequence of action
• Teacher is judge (in control)
• Some good strategies
  {All to some extent}
  
• RESPECT POLICY
• One rule/code of conduct = RESPECT
• Focus on rights & wrongs
• Students experience rights as Canadian citizens
• Respect and deal with students' mind-sets, agendas, etc.
• Conflict Resolution
• Counseling
• etc.
• Teacher willing to be wrong
• Super consistent

Others?

{many of these strategies are used in the school}

• students who misbehave are placed in the hallways
• students are suspended for inappropriate behaviors
• students get to pick teams during gym periods
• the class is punished for the misdeeds of a couple
• a "No Hats" rule is in effect because of the belief that it is disrespectful to wear hats in buildings
• gym class is canceled because of students not doing their math
• gym marks are based on attendance, gym strip, etc.
• teachers do not model respectful behavior
• teachers expect students to be respectful without themselves being respectful to the individual students
• students are not allowed on a field-trip because of poor grades, attendance, attitude, etc.
• students are controlled by external forces such as threates, fear, inappropriate manipulation, etc.
• the staff does not create a positive school culture
• teachers are afraid of the students
• teachers argue with students
• teachers do not challenge students to become the best they can be
• teachers use a very limited range of strategies when dealing with students
• conflict resolution is not used as part of the "backbone" of the system
• all students are treated the same
• students can put-down other students
• the needs of students are not recognized, or honored {for example, student achievement goes unrecognized}
• students are allowed to be disrespectful
• there is no love

Love is patient,
Love is kind.
It does not envy,
It does not boast,
It is not proud.

It is not rude,
It is not self-seeking,
It is not easily angered,
It keeps no record of wrongs.

Love does not delight in evil but
Rejoices in the truth.

It always protects,
Always trusts,
Always perseveres.

Love never fails.

1Corinthians 13:4-8 NIV

Love is not an "airy'fairy" concept. It is extremely practical. It is also non-sexual.