The document discusses creating classroom environments that encourage students to take responsibility for their own learning. It argues that teachers should aim to (1) create a climate conducive to learning and (2) create environments where students can learn without rigid rules. This involves establishing principles where students understand what they are responsible for, connecting their decisions to logical consequences rather than discipline, and ensuring consistency between teachers' words and actions. The goal is to develop policies and practices that build student autonomy and responsibility for their learning.

1. The responsibility for learning
By:
Eman Mustafa
Shaimaa Mohammed

2. The responsibility for learning
The proposal isn’t about abandoning structure, rules ,or extrinsic
motivation. but it is about understanding the liabilities these
approaches involve and using them. With these approaches, they
work to build spaces in which students can begin to move, grow,
mature, and act responsibly about their own learning and toward
the learning of others.

3. When teaching is learner-centered, the classroom climate changes in
ways that accomplish two objectives.
 First ,faculty aim to create a climate conducive to learning.
 Second, faculty aim to create environments where without rules and
requirements.
Getting students to accept the responsibility for learning

4. Classroom Climates conducive to learning
Classroom environments affect behavior ,including the
motivation to learn and the willingness to accept responsibility
for learning.
The findings of Fraser and the Winston group support the impact
of psychosocial relationships on learning outcomes.

5. Fraser showed the components of
classroom climate :
1-personalization
2-involvement
3-student cohesiveness
4-satisfaction
5-task orientation
6- innovation
7-individualization

6. Climates that build student autonomy and
responsibility
A self-regulated students proactively seek out information when needed
and take steps to master it .
There are three principles to create conditions that motivate students to
begin accepting responsibility for the various aspects of their learning .

7. Principle 1: it’s about who is responsible for
what in the teaching-learning process
Masters have the responsibility to monitor the process and
offer constructive feedback and assessment .
They should create conditions and develop policies and
practices that enable students to understand their
responsibility and that empower them to accept it .

8. Principle2:it is about logical consequences
,not discipline
This principle is about connecting students’ decisions
to and with results . Our role is to help them see those
connections so that they can learn from them.

9. Principle 3: It’s about consistency in word and
deed
“actions speak louder than words”
When teachers are expecting more responsible learners, this
should be conveyed not by what they say but by what they
do

10. Policies and practices that create climates for
learning
 Teachers need policies that:
1. Create positive impact on learning outcomes
1. Encourage students to take actions necessary

11. 1. Involving students in the process
2. Getting feedback on the climate
3. Tackling troubling behaviors constructively
Creating conductive climates for learning

12. 1. Facing poor exam performance
2. Accepting responsibility for assignment details
3. Clarifying student responsibility
4. Empowering students to fix problems
Practices that develop responsibility

13. questions
 What are the equivalents that allow the immature students to grow to
responsible ones?
 How many consequences should students be allowed to experience?
 Is there any legitimate place for the teacher
when the environment is truly learner centered?