Abstract
The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
