Int'nal programs promote student autonomy<\/p>\n
Simon Marcus Gower
\nContributor\/Jakarta<\/p>\n
The role of the teacher in a classroom is quite often a
\ndifficult one. Trying to lead a group of students in their
\nclassroom studies consistently requires a balancing act of
\nestablishing and maintaining direction and being responsive to
\nstudents' needs.<\/p>\n
A class ideally should be a group of like-minded people who
\nshare the same aims, and intention to learn, but this is not
\nalways possible.<\/p>\n
Sometimes students are encountered who are deliberately
\nobstinate or unruly. Other times, the diverse range of abilities
\nand interests in a single classroom can be difficult to
\naccommodate. When teachers come up against such challenges there
\nis a temptation -- a danger even -- to become something of a
\ndictator.<\/p>\n
Students who have been subjected to this kind of heavy-handed
\napproach in the classroom are likely to be obedient, but also
\npassive, unresponsive and unthinking. They have not been
\nencouraged or challenged to think for themselves and so have
\nbecome highly dependent on their teachers. It could be surmised
\nthat their \"education\" has in fact stifled their development and
\ndenied them the opportunities they needed to grow and flourish as
\nindependent students and human beings.<\/p>\n
The American author, Elbert Hubbard, wrote that \"the object of
\nteaching a child is to enable him to get along without his
\nteacher\", and this very directly indicates the more subtle and
\nencouraging role of the teacher. In essence the teacher should
\nnot be so much of a demanding and domineering figure but should
\ninstead be someone who is responsively helping the student in
\nlearning.<\/p>\n
This more \"responsive and helpful\" model for teaching and
\nlearning is something that is quite expressly built into
\ninternational programs of education such as the International
\nBaccalaureate Program; or as it is more often referred to the IB
\nProgram. This program is increasingly being offered in Jakarta
\nand is increasing in its popularity around the world; no doubt
\nbecause it is a more responsive approach to education.<\/p>\n
But what is the IB Program? Well, it is an internationally
\nrecognized curriculum that leads students in their 11th and 12th
\ngrades of school to the IB Diploma. It should also be noted that
\nIB Programs are offered for the primary and middle years of
\nchildren's education, but for the purposes of this article the IB
\nDiploma level is focused on.<\/p>\n
The IB Program is governed by the International Baccalaureate
\nOrganization based in Geneva, Switzerland and general
\nadministration and development comes from the International
\nBaccalaureate Curriculum and Assessment Center in Cardiff, Wales.
\nSchools from around the world can then adopt and implement this
\nprogram for their students and this is what is happening now in a
\nnumber of schools in Jakarta.<\/p>\n
The IB Program very directly and expressly engenders a model
\nof learning and study that is student-centered and requires that
\nthe students are active in their school efforts. Students are
\nencouraged to develop organizational skills and time management
\nto be more independent in what they do and are required to attain
\na broad \"world-view\" that allows them to solve problems without
\nconstantly requiring the assistance of a teacher. Teachers are
\nfar more mentors in this model of education than, say, dictators
\nor controllers.<\/p>\n
But what do students engaged in an IB Program actually do?
\nWith much talk of greater freedom for students one could get the
\nimpression that the students are at liberty to do pretty much
\nwhatever they please; but this would be inaccurate as, in fact,
\nquite considerable challenges and requirements of rigor lie ahead
\nfor IB Diploma students.<\/p>\n
Within an IB Program students are required to complete and
\ntake examinations in six IB subjects. These fall into quite
\nfamiliar categories of languages, sciences, humanities, arts and
\nmathematics but in addition students must write an \"Extended
\nEssay\", complete a course in critical thinking known as the
\n\"Theory of Knowledge\" and carry out 150 hours of activities that
\nare much more outside of the classroom context known as
\n\"Creative, Action and Service Activities\" (or CAS).<\/p>\n
All of these engender a much more \"hands-on\" and practical
\napproach to learning and in many ways create a learning style
\nthat is more relevant to today's needs. Students are not just
\nrequired to \"hit the books\" and follow lecture-type presentations
\nfrom teachers but are more and more required to be participants
\nand action-takers.<\/p>\n
The \"Theory of Knowledge\" component of the program requires
\nthat the students gain skills in analysis, argumentation,
\nevaluation and critical thought that very directly allows them to
\nbecome independent and clear-minded thinkers. The \"Extended
\nEssay\" element sets up the requirement for students to achieve
\nresearch skills, again with their teacher as mentor and guide but
\nnot as their substitute thinker.<\/p>\n
In entering into CAS, students might participate in dramatic
\nor musical performances, sporting and team activities or
\ncommunity service activities such as caring for the elderly,
\nhelping out at an orphanage or teaching younger children or
\nchildren with disabilities.<\/p>\n
This is, perhaps, the most direct way in which students become
\nactive and independent, as they gain the experience of working
\nfor and with others and truly achieve awareness of the world
\naround them and how they may participate and contribute to it.<\/p>\n
Ultimately, then, international programs of education such as
\nthe International Baccalaureate foster rather different
\napproaches to education than have, perhaps, traditionally been
\nthought of. They are more challenging and require that students
\nare highly motivated and that motivation really has to come from
\nthe students, it cannot be forced by teachers or parents.
\nStudents need to have good reading and writing skills to succeed
\nin such programs because these skills are implicitly required.<\/p>\n
Though demanding, such programs can have significant and
\nbeneficial results. Students that attain IB Diplomas attain
\nqualifications that are internationally recognized and respected
\nbut equally importantly they achieve characteristics that are
\nrelevant and valuable in today's world. Significant among these
\nare awareness and skills in cooperative learning and community
\nservice and a sense of internationalism that is highly valid and
\nvaluable in times of globalization and a growing sense of the
\n\"global village\". -- The author is the Principal of Raffles
\nInternational Christian School, Pondok Indah, Jakarta<\/p>",
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