Learning Process and Students

¶ … teacher is no longer the person who holds all of the answers or the individual who is solely responsible for imparting knowledge.

"From the stage sage to the side guide"; these were the words of Alison King (1993). She suggested that the process of learning is active, and it should be about more than just sitting, listening, writing down notes and looking for the right answers. Students are passive and reactive instead of involved and proactive when they are in their auditoriums or classrooms. How can students become involved and proactive? There are different kinds of theories which explain the roles of both the student and the teacher, as well as what steps a teacher should follow to change into a facilitator. The theories include those of behavior, constructivism and learning. The academic faculty requires that students become active and take responsibility of the way they are taught (A.G. Nystrom, 2014).

The main objective of academics is that people learn through their whole lives. We see this in the teaching and learning approaches within institutions. The approaches are aimed at construction of knowledge instead of just transmitting the already existing knowledge. For this to succeed, education meant for information literacy should summarize problem-solving and critical-thinking abilities, and the ability to reflect. Educators should change their approach and use " side guide" instead of " stage sage," as per the constructivist method, which mainly aims at developing the ability of students to come up with questions that can be researched on and help them explore independently the subject under study. Learners are also required to take charge of the way they learn so that they have the right level of control and motivation to strengthen the learning process (Susie Andretta, 2015).

There may be highly-regarded societal practices involving research in developing countries, and a lot more in the Northern side of America, but the level of continuous evaluation of empowerment impact is still low. Youth-led involving research is aimed at bringing about positive growth as well as civic involvement among the urban youth that are economically disadvantaged. An investigation that used the clustered-randomized experimental approach in schools was conducted to find out the impact of youth-led involving study on the mental growth. The sample used included 401 students who were in urban governmental schools. The results showed that being involved in the research during school days led to an improvement in the students' sociopolitical abilities, their motivation to be influential to their communities and school as well as participatory behavior. There was no great impact found on perceived power at school (Ozer Emily J. & Douglas Laura, 2012).

Culturally responsive academics can be seen in the way students and teachers communicate; teachers need them to avoid judging their student according to their cultural background. This means that teachers need to understand their students' family and community structure, and they need to understand how they impact the way they should interact. Discursive relations between students and teachers have a great impact on the learning process, and the way they behave when they are outside. Discursive relations help teachers understand what their students care about as well as what they know. Such classrooms create knowledge by means of sharing of authority; the students are allowed to ask questions, make suggestions, reflect critically and take charge of their learning as well as that of others. It looks like the level of professional growth for culture-sensitive academics that is designed for making teachers learn from the minority students and involving coaching within classrooms, can move the classroom activities of many mainstream secondary school teachers. The shift can be noted by the minority students, and they are seen to react positively. Studies show that the Maori students' description of their schooling experience brings about ''emotional, cultural or cognitive dissonance through presentation of evidence that is beyond the teachers' usual experiences''. Our study evidence also supports this opinion. Nonetheless, this co-constructive strategy should be embedded through the entire schooling system in order to achieve real change and maintain it for the native learners as well as their communities (Anne S. Hynds, et al., 2016).

It is really necessary that there be further longitudinal research on students and teachers who went to The Kotahitanga schools located in classrooms that were high implementing in order to have a better view of whether or not the program affects student outcomes and teacher practice over time. Probably, there are students who have more positive reactions than the rest, and the benefiting students' characteristics should be studied. There was about a quarter of the teachers who were seen to have low levels of implementation even after being part of the program of professional growth. The Facilitator interviews conducted showed clearly that some of the teachers had a hard time implementing parts of the Productive Teaching Profile, despite being in support of it (Anne S. Hynds, et al., 2016).