SAFETY WITH ELECTRICITY iN OUR HOMES
4.3. Conclusion
5.3.1. Power relations
Teacher centered approaches combined with poor learner discipline, poor working
conditions, teacher overload and time-bound curricula pose a challenge for effective PBL and MLE in a school (Shor, 1992). I discuss the challenges for effective PBL and MLE within a school context by focusing on the following issues: power relations; learning and self realization and affirmation.
I, as a researcher/teacher, was aware, that the way the teacher handles issues of power, that is, wielding, giving away or sharing, would have an impact on his/her classroom management practices. This awareness is allowed for by the framework guiding PBL and MLE, because of its focus on social learning and rich dialogue.
The above is evident in the following learner's responses:
"Regulation ofone's selfis needed. The teacher and other learners helped me when1needed to know. They helped me to look and listen" (Lwazi), and "1could have learnt more ... (i)f my group allowed me to do the investigation and collect the information needed.
If
1was serious about my work andfocussed on what 1 was doing" (Cameron), and "my peers helped me understand" (Thandeka).A sharing of power classroom structure embraces the "we" language that reflects the respect and trust needed in a true democratic learning environment, and serves to distribute power among the members of the learning community (Landou, 2004).
Working in such an equitable environment, students learn behaviours that are appropriate for citizens in a democratic country. Citizenship expectations also help the role players in a learning community to focus on solving problems by working together.
According to Glasser (1998), quoted in Sparks-Langeret al. (2004, p.344), learner's acts in the classroom are aimed at fulfilling the five basic needs mentioned earlier, and that if the teacher can remember that the learner's behaviour is merely an attempt to satisfy one of these basic needs (namely, survival, love, power, fun and freedom), then the approach taken will be more sensitive and responsive. For MLE and PBL, including discipline, attendance to these needs is one of the most important factors for educators to consider when making classroom decisions.
Participants assisted in the creation of an environment that is conducive for the above, and a structure for sharing, collaborating and self-discipline was put in place.
Commitment to this did not always work due to the following:
"Other learners sayingJ was stupid when J went to the science class during interval. SometimesJJelt dumb" (Nkosenhle), "Little time, Some learners are not sure
if
they wanted to know or not" (Lwazi), "Jcould not attend to all the group sessions asJhad to rush home to look after the babies at home" (Thapelo), and"IfJwas serious about my work andJocussed on whatJwas doing. The school could have taken action to reduce the noise while J was learning" (Cameron).
The comment made by the last participant, Cameron, reveals more than just the need for learners to take responsibility for their learning, and for effective PBL. His statement reveals broader contextual dimensions that pose a challenge for effective or quality PBL and MLE, namely, on-going noise or disturbance that is beyond their control and quest for effective mediation of own learning. This factor calls for whole school development that is supportive of PBL and MLE.
The participant's quest for self actualization is evident in their reflections above. Self- actualization, according to Maslow (1987), refers to the need for self-fulfillment, the need to develop all one's potential talents and capabilities. Once this self-actualization or fulfillment is activated, learners hold in high regard such values as truth, goodness, beauty, justice, autonomy and humour (Feist, 1990). The participants recognize the value of learning in this way, that is, learning cooperatively through PBL and MLE, and
therefore seek justice regarding the noise levels (Cameron), freedom from home chores to learn more (Thapelo), more personal commitment to achieve more from own learning
5.3.2. Learning.
The new vision for education in South Africa places the focus in schools on learning, and this has been succinctly idealized as a principle, namely, lifelong learning (DOE, 1997).
Inclusive education compels educators to "focus on each individual to learn who their students truly are. And, regardless of who the students are, irrespective of their needs, values, and interests, they are there to learn. Teachers must be prepared to reach and teach each one of them" (Landou, 2004:9). The PBL and MLE framework gives learners opportunities to make own learning meaningful:
"Understanding the work in such a way that you know what you are learning"
(Jhandeka), " ... to face new experiences" (Nkosenhle), "You can learn whatever you want to" (Lwazi), and "Learning that is not only meaningful to the teacher,
but also to the student.
If
1 am learning something that 1 understand" (Cameron).Ananalysis of the learning participants took out through engaging in PBL, as discussed earlier in this chapter. The above findings are reflective of the different needs of the participants, and what each considers meaningful. Italso shows us that each one takes out personally meaningful stuff even from a collaborative PBL situation. Cockroft (1982) suggests that educators need to provide more opportunities for pupils to talk about what they are doing, to become aware of their own ideas and those of their peers, and to modify their own ideas where necessary. This is the closest that educators can ever likely to get to a teaching situation, such as project based learning, in which both teacher and learner expectations are fully realized.
The above type of meaning making requires effective collaboration in social learning situations. In the PBL classroom collaboration is not achieved overnight. All role-players have a role to play in overcoming problems related to (among others) domination, non- participation by some team members, or respect for others in the team. We need to take time in developing' collaborative space' where each learner is allowed to articulate own ideas and listen to divergent views (Olsen, 1997). Such collaborative space must provide room for us to attend to multiple voices in our dialogue to negotiate new meanings (Castle, 1997).
Hence, accepting that students are there to learn, then, appropriate classroom management practices, other that the type that uses behavioural strategies discussed earlier, must be embraced to promote meaningful learning.