A school is made up of students from different ethnic groups, cultures, races, values, and beliefs, which dictates teacher’s ways of relating and interacting with the students. In schools, the teachers are faced with the challenge of improving students' academic achievement in various subjects across the curriculum. The ability to implement the curriculum requires the commitment of the teachers. The best approach for appropriate learning would be the quality of teachers in terms of training and qualification as they improve students' learning outcomes and academic achievement. Teachers' professional training and qualifications have a significant impact on academic achievement. The role of teachers' intellectual autonomy is confronted with the delivery of the school curriculum. This paper x-rays the teaching method of banking and peer tutoring as a violation of students' learning autonomy by teachers.
Table of Contents
1. Introduction
2. Banking Instructional Method
3. Peer Tutoring
4. Conclusion
Objectives and Topics
The primary objective of this paper is to investigate whether specific contemporary teaching strategies, namely the banking instructional method and peer tutoring, inadvertently infringe upon the learning autonomy of students within educational settings.
- Analysis of the "banking" concept in pedagogical knowledge transfer.
- Evaluation of teacher-led peer tutor selection processes and their impact on student rights.
- Examination of the power dynamics between educators and learners.
- Discussion of potential mitigation strategies, such as voting methods, to enhance student participation.
Excerpt from the publication
Peer Tutoring
Peer tutoring can be referred to as a way of assigning responsibility to a student to assist his or her fellow student meet specific learning standards. It involves helping other students to learn better in a particular topic or subject. The teacher plays an active role to ensure the students or tutees pay adequate attention to the tutor at that particular time. The essence of peer tutoring is to find out if employing the services of classmates would encourage students to express their views and ideas better in a learning situation. Peer tutoring is best practice during classroom instruction, school lunches, school breaks, after-school hours, and weekend tutorials.
Peer tutoring could make the class noisier without the teacher's intervention. One of the sensitive parameters in the peer tutoring arrangement that seems to violate students' rights and autonomy is the selection of a peer tutor. This is because students do not seem to have the right to decide who becomes the peer tutor, as the teacher alone makes the selection. This paper examines whether the teacher's selection of the peer tutor violates students' rights and autonomy when the peer tutoring teaching method is used.
Summary of Chapters
Introduction: This section establishes the foundational role of the teacher as an architect of student potential and introduces the external variables that influence the modern classroom environment.
Banking Instructional Method: This chapter defines the banking model as a teacher-centered approach that treats students as passive recipients of information, potentially stifling their intellectual autonomy.
Peer Tutoring: This chapter examines the structure of peer tutoring, focusing on the selection process of tutors and how teacher-driven decisions may impact student autonomy and class dynamics.
Conclusion: This section synthesizes the findings, asserting that both banking methods and current peer tutoring practices may pose significant challenges to student autonomy if not implemented with greater inclusivity.
Keywords
Teacher characteristics, student learning autonomy, banking instructional methods, peer tutoring, educational psychology, pedagogical approaches, teacher-student interaction, student-centered learning, classroom management, academic achievement, instructional design.
Frequently Asked Questions
What is the fundamental focus of this research paper?
The paper explores the extent to which traditional and modern instructional methods—specifically the "banking" method and peer tutoring—restrict students' ability to exercise autonomy in their own learning process.
Which specific instructional methods are analyzed?
The study primarily investigates the "banking instructional method," where a teacher deposits knowledge into passive students, and "peer tutoring," focusing on the selection and influence of classmates in the teaching process.
What is the primary research concern regarding these methods?
The primary concern is the potential violation of "student learning autonomy," questioning whether these methods reduce students to passive participants rather than active contributors to their own education.
Are there specific research methodologies employed?
The paper uses an analytical and critical pedagogical lens to examine current classroom practices and their alignment, or lack thereof, with principles of student agency and autonomy.
What topics are covered in the main body of the text?
The main body addresses the characteristics of an effective teacher, the mechanical nature of banking instruction, the complexities of peer tutor selection, and the role of social interaction in collaborative learning.
Which keywords best describe this study?
The study is characterized by concepts such as teacher characteristics, student learning autonomy, banking instructional methods, and peer tutoring.
How does the author define the "banking instructional method"?
The author defines it as a teaching style where teachers impart knowledge without adequate student feedback, effectively positioning themselves as the sole authority and students as mere vessels for information.
Why is the teacher's role in selecting peer tutors considered "sensitive"?
It is considered sensitive because the teacher often makes the selection unilaterally based on criteria like intellectual ability or social relations, leaving students with little to no voice in who supports their learning.
What suggestions does the author offer to improve peer tutoring practices?
The author suggests incorporating democratic processes, such as balloting or voting, to select peer tutors, which could help remove misperceptions of bias and encourage greater student participation.
Does the paper suggest that these methods should be completely abandoned?
While the paper highlights that these methods can potentially violate student autonomy, it implies that the violation stems from how they are currently operationalized, suggesting a need for changes in execution rather than total abandonment.
- Quote paper
- Dr. Timothy Okpeku Oziegbe (Author), 2023, Do Teachers Violate Student Learning Autonomy by Introducing Banking Instructional Methods and Peer Tutoring?, Munich, GRIN Verlag, https://www.grin.com/document/1318863
