The expression ‘student has an obligation to himself that is as great, if not greater, than the teacher’s obligation to the student’ is clearly illustrated by Scudder and Shaler.
They examine the key responsibilities of the student in relation to the teacher. Their understanding lies behind the idea that for the student to actually understand something he needs to look beyond the obvious. Becoming self sufficient learner comes with responsibility of acknowledging the student’s moral obligation.
The student must therefore focus his attention towards learning by observation. Taking control in the process equips the learner and enables him to look beyond the physical sense. The idea is to create a favorable environment for one’s own learning and becoming self-reliant.
The student therefore concentrates on learner-centered teaching that teaches how to think, work out problems, assess facts, examine arguments, and create hypotheses. In class they may talk about their own learning and experience. They challenge student assumptions about education and encourage them to accept responsibility for decisions they make.
Such decisions help them build confidence in the entire process. Learner-centered teachers work to develop structures that promote shared commitments to learning. They see learning individually and collectively as the most important goal of any educational experience. Lastly it encourages students to reflect on what they are learning and how they are learning it. They challenge student assumptions about learning and encourage them to accept responsibility for decisions they make about itWhen I try to look back over the semester at how I thought about my obligations as a student and as a writer, taking responsibility for my own education has been one of the key milestones in my carrier. It has prepared me so well for the future as a successful student.
As a scholar I came to learn that for me to succeed I need to do three things. I need to learn substance or content; I need to do what is necessary of me as a student, I need to gain understanding of the content; and I need know the reason for every learning experience. At all times I bear in mind that irrespective of what happens to me, the option of how I choose to respond lies exclusively with me. According to scudder and shaler, Taking liability for our own learning prepares me for the unpredicted, and for my future. The teacher only integrates the best research while trying to encourage students to take responsibility for their own learning. Teachers occupy students in setting their own learning goals through guided class discussions.
Students are offered significant choices that are aligned with learning objectives. They can choose how they desire to learn and, how they want to present their knowledge of a topic. They are provided with guidance that encourages self-monitoring of their own perceptive. In reference to Professor Agassiz “Facts are stupid things until brought into connection with some general law,” which helped the student to observe in a whole new realm. He is telling the student to analyze the fish by using his observations and explain what he sees.
By doing that the professor is asking the student to critically analyses and gives his opinion based on his own assessment. The professor hopes the student will spot what he wants him to see by direct observation. It teaches one how to learn concept and how to apply it, to a certain extent than just memorizing details.As a writer now I see myself being compelled further than this course to the extent of creating opportunities to track my own interests and practice skills in a range of ways. Use routine thinking to give structure that will engage new learning by making links, critical judgment and exploring potentialities. Talk about your individual knowledge.
Be an inquirer. Make your idea process open. Be vigorous participant in the learning population.
Encourage enthusiasm, progressiveness, inquisitiveness and suggestion. Demonstrate that you value initiative above compliance. It means accepting that own circumstances and that other people are not responsible for the choices we make.
The significance at the moment is more on building self-confidence on the side of the student without necessarily burdening their more. Provide opportunities for continuous self-evaluation and reflection. Provide positive, explicit feedback. Students get to put pen to paper what they learned, whether they enjoyed a particular learning experience, what helped their learning, what stalled their learning and what might help them after that.
In observation learning the student needed to look beyond the obvious and the physical sense. The professor’s view was a more in-depth appeal than the student’s first perspective. The student was given another chance to see what he really needed to see. My obligation as a student is to write down what I learned, whether they enjoyed a particular