Promoting Learning Autonomy (Ch. 6, Kuma)

Autonomy is a human tendency to seek control over one's life. In this chapter, Kuma discussed how learners can hone into learning to learn.

On pg. 132, Leslie Dickson (1987, pg. 11), discussed and defined terms such as self-instruction, self-direction, self-accessing learning, and individualized instruction. I like how Dickinson brings up varying degrees of learner involvement along with teacher engagement, but these concepts require a lot more that isn't seen with the naked eye. We have to take into account that many schools do now have the resources like technologies or materials that can always "grab" students into the lesson. I do believe that teachers should find ways to direct the learning. Instructors can and should put more responsibility onto the learners, by having them make decisions on how they would want to implement their knowledge (project, making the assessment, presentation, etc.). What are some ways that a teacher can overcome these barriers of resource lackage?

Students do need to take some responsibility for their own learning. Scholars need to identify what learning strategies are most beneficial for them, and how they can utilize that into their studies. TEACHERS are also detramental to this process. Feedback to students on what their strengths and weaknesses are assist students in their proficiency in the target language. The big thing is encouragement. We must encourage students to participate and take stock in the class. Students need to feel there is a purpose for them to be there. What are some ways teachers can negotiate that with their students? (Keeping in mind of the curriculum)

"Paulo Freire (1972) emphasized the development of sociopolitical conciousness as a tool for engagement in social struggle, and by social scientists such as Ivan Illich (1971), who emphasized the need to liberate learning from the constraints of schooling" (Kuma, pg. 141). Now, I am all for social justice and doing what is best for the students. My teaching philosophy that I have written expresses how I want to make my students well-informed citizens of the world by opening language and culture to them. However, with all these new educational standards and laws, I almost feel discouraged, being able to find my students' strengths and use them in order to weaken their weaknesses through activities that can promote communication and creative writing. In this era of teaching, it can be very difficult, especially if you are part of a school district that isn't meeting AYP under NCLB. I don't want to only be teaching off a test, but many districts encourage that, and if I want a job, especially as a new teacher, I am going to have to play ball that way. THAT (BLEEP)s (BLEEP)! (I am keeping it PG-13) I know it will take picking battles, but what battle is win-able? How can I go off-script and expect to keep a job, EVEN if it involves probably helping my students more? Thoughts? Ideas? Sleep on it followers.
See you in the AM.

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Blogfully yours,
Your TESOL Bro,
Tom Tomas Tommy T.