In our contemporary schools we find teachers’ domination and leadership in majority of students‘ activities. Children do not like frequent intervention of the adults in their activities. So, the hypothesis is that whether diminishing adult intervention and leadership will provide a better congenital environment to the students to be more creative and innovative. If so, how we achieve it?
Great thought. Many schools are experimenting with this concept by creating student teams to plan and run events like TEDx. While the teacher supervision would be required for providing high level guidance and logistics support, they remain mostly hands off regarding the execution. This creates the space and freedom for the students and evolve into better planners and leaders.
IMO, leadership should always be in silent mode. Intervention should be minimized to push the green young minds. Alexander Mather is a good example of this approach.
The evolutionary development of the human species - as shown by anthropological research - has shaped us as a species of herd life, and a herarchy must exist in the herd. Children, as well as teenagers, need boundaries for proper development. Thus, adult leadership in the education of children and adolescents is imperative. Rather, it is about the leadership paradigm in which to be implemented. Unfortunately, the vast majority of school communities in the world operate in the paradigm of classical leadership based on domination resulting from violence: threats, punishments, etc. Teachers lack attitudes and skills in partnership leadership based on respect towards students and equal cooperation. Teachers should stop teaching and start organizing learning processes and motivating students to learn their students.
Dear Dr. Sridhar Mulakaluri thank you very much for your insightful reply.
Dear Dr. Ryszard Jurkowski many thanks for your comprehensive and innovative reply.
Diminishing adult domination, having one that has done bottom-up teaching for almost all of 30 years requires more and subtle leadership to make it work. and increases teacher stress extremely. Top-down does not open the professor to savage criticism from their students and colleagues as empowering students. Most liberal or open professors, directors, managers never stay the course because of the effort needed or high risk of burnout. This needs to be addressed.
Having said that, I will admit that most of those students that refused to or poorly participated and bad-mouthed me in private came to me years later and said that that behavior had been the worst decision they had ever made. Things like they heard my voice and ideas expressed in the chaos that was my classroom every day at work, and usually ended in saying that it was debatable if I was the best teacher of whatever subject we as a group tackled that I was the best mentor they ever had. Which is so gratifying that I managed to continue this style of teaching in spite of poor evaluations and even meager respect of colleagues.
Thank you
CGY
In recent approaches to educational science there is no adult domination in the process of learning.
I deal with, among others teaching school principals and teachers. It is extremely difficult to convince principals that the silence in the classroom indicates a lack of teacher competence. It is extremely difficult to convince teachers that their role is solely to organize and motivate students. Or rather, leading them on their own march towards competence. This is due to, inter alia, from the principles of accounting and remuneration for teachers' work. The basic principles of accounting for teachers include, in particular, ensuring discipline in the classroom (including silence) and paying for teaching. If the student does not have any results (because silence does not teach), then the student and his / her family home are charged, and not the teacher, because he conducted the lessons with success, which he showed in the class log.
Dear Dr. Christopher Gerard Yukna thank you very much for your wonderful reply.
Dear Dr. Ryszard Jurkowski many thank for your analytical and insightful reply.
Very True Sir...................... Innovation and Creativity can not exist under a controlled/programmed environment. Indirect supervision by seniors may be there, but no direct interference at all. It will definitely lead to more creative happenings/creations/developments, and moreover, a spirit of achievement will develop, along with self-confidence.
Dear Dr. Sanjeev Bansal thank you very much your insightful reply.
Spaces such as business incubators, allow the development of the students' initiative.
Thank you very much Dr. Roberto - Minadeo for your innovative reply.
Good morning
Yes, of course, totally agree. Students have to be more participating in class. They have to prepare classes and collaborate more. Flipped classroom is an example
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Best regards
Ph.D. Ingrid del Valle García Carreño
Yes, the learning environment must be free from any type of domination. It must be a free way approach. There must be guidance to show the right path. Like a bud becomes flower in congenial atmosphere, similarly a learner may become effective learner through congenial learning environment.
A teacher's most useful tools in teaching what needs to be taught without domination of student innovation and ownership of knowledge is the use of active listening and good questions. First, you have to encourage the sharing of ideas. You will get nothing from students if you shut down everything they say. My approach is to listen first, then open the idea up for discussion within the classmates, then, at the end of the discussion, ask the entire class some well-defined questions. Example: We know from the research we have reviewed that a major challenge to this theory is participant reaction. How do you think participants would react to this idea? (Listen.) How would you deal with anticipated resistance? (Listen.) Who should deal with the resistance? etc. Open dialogue around key concepts is essential to learning and, yes, you can do this online through the discussion boards.
Dear Dr. Ingrid Del Valle García Carreño thank you very much for your insightful reply.
Dear Dr. Pravat Kumar Dhal many thanks for your wonderful reply.
Dear Dr. Constance Fuller special thanks for your analytical and insightful reply.
I guess "adultism" is an aweful bias we definitly need to deconstruct. A arrogant bias which undermine so much fresh efforts
Dr. Adeline Leroy thank you very much for your insightful reply.
I am of the opinion that the teaching-learning process is not Rocket Science hence, teachers should be create an atmosphere that allows students to contribute.
Adult domination is detrimental to creativity and innovation which are byproducts of working with ones initiative.
To discourage adult domination, the teacher should be open to opinion of the students; allows for discussion in the class and adopt teaching strategies such as brain storming, discovery approach and emphasize on poject based learning.
Adult domination encourages rote learning and does not allow for creativity and innovation among learners.
Iberedem, you bring up an important point. If we as teachers only lecture (one-way), then we are operating on an assumption that students hear and understand everything we say. Believe me, they don't! They hear and understand only what is familiar and they often engage in conversation only about what is familiar. In short, they DO NOT LEARN TO THINK! Our job as educators is to challenge them to use their own wit, and/or develop their wit. I will often ask students to tell me what they know about a topic, or have heard, or believe to be true, so that I can understand where their point of engagement falls. I have also set up in-class debates when there is significant disagreement about a topic. And, in my undergrad classes I also give critical thinking assignments that do not have any correct answer, but require a logical argument for the answer(s) they give. These always start out bad, and with a degree of resistance. That is because some students have never been challenged to actually think before. However, after a couple of these assignments, they get it, they do it, and it is like opening floodgates to real and meaningful dialogue.
Many thanks Dr. Constance Fuller for your comprehensive, insightful and innovative reply.
Intetesting question!
Inner freedom in teachers and holustic perspective will provide a new environment for children!!!
Domination means lack of intetgrative behaviour!
MARIA ANAGNOSTOULI
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