Democracy in the Classroom

The UVU Review had an article titled “Classroom democracy doesn’t work” in the January 23, 2012 edition of the paper (volume LII, Issue 19). This article talks about how there are some professors who leave it up to the students to decide how the class is run. This can vary from the type of tests the students take, how many assignments, whether group projects are involved, to the exact material that is discussed. The article argues that professors should not do this in lower division courses, but that it is more acceptable in upper division.

I can understand this student standpoint, mainly because I have seen negative experiences with professors not giving enough direction. However, looking at creating a learner-centered teaching style, we can find an efficient way to encourage students to be more involved with their education. The following paragraphs discuss the benefits, and ways to incorporate learner-centered teaching into the classroom.

What are the benefits of learner-centered teaching? In my English class, we are discussing stakeholders. Who are the stakeholders in a class? The answer is easy, the professor and the students. This can be taken further; UVU is a stakeholder because their reputation is on the line. The community is a stakeholder because the students are the future professionals, which also affects the economy. But let’s focus down to the professor, students, and the atmosphere that is created. Weimer, author of Learner-Centered Teaching, discusses these three areas in more detail. First, Weimer says, “If students are engaged, involved, and connected with a course, they are motivated to work harder in that course” (31). Getting students involved can be difficult, especially in an introductory course that they don’t really want to be in. The student may not see the relevance as to why they need to take the given course. Allowing them to take part in the decision-making process assists them in a positive experience. In turn, this can help them see application to the real world. It then goes on to say, “Power sharing also benefits teachers. You no longer struggle with passive, uninterested, disconnected students” (31). The students become engaged in the class. They want to be involved and connected to what is taking place. It allows them to feel important to the process and allows for them to find their voice. Think for a moment on the best and worse teaching experiences you have had. Why was it the best or worst? My guess is that it has a lot to do with the student’s participation. Teaching can’t really happen if the students are not opening themselves up. When students are involved, the whole atmosphere of the classroom changes. “There is a much stronger sense that the class belongs to everyone. When something is ineffective, students are much more willing than in the past to help [the professor] fix it” (31). This all sounds great, right? The students feel more important to the professor, which gives them a better sense of respect towards them. They also feel respected and not looked down on. And, the professor feels productive due to a more engaged environment.

Finding this balance may be difficult at first. There are many ways to share the power with students. When choosing what types of decisions are shared with students, it is important to look at what the end purpose is. Usually the end purpose is students learning certain information, or gaining certain skills. The goal would then be to give students power that, no matter what their decision is, the end goal is still met. Weimer states, “Faculty still make key decisions about learning, but they no longer make all decisions and not always without student input” (28). An example is given about being in an introductory course and not allowing the students to choose what textbook is used. The students need more experience before making such large decisions. However, the professor may have a few textbooks that all fit the criteria and may discuss the options with the students. From there, the professor and students would discuss the options openly and decide on one together.

In one of my classes, we were going to be writing an exploratory/analysis paper. We were discussing the importance of building our writing skills to be able to take it with us into our careers. The choice was then given to us to stick with the original plan or switch to a memo format. This was a great way for us to practice a form of writing that would be used in our professional lives. The end result is still the same, we are learning to think critically, and the same amount of research is still being done.

The choice is yours to find what way works best for you to get the students involved. Many more resources can be found in making the decision. Be “that” teacher. “That” teacher where the students want to be in the class, they are excited to contribute. A difference can be made.

Resources:
Boyce, John-Ross. "Classroom Democracy Doesn't Work." UVU Review 23 Jan. 2012, volume LII ed., Opinions sec. Print.

Weimer, Maryellen. "The Balance of Power." Learner-Centered Teaching. San Francisco: Jossey-Bass, 2002. 23-45. Print.