The expression ‘student has an obligation to himself that is as great, if not greater, than the teacher’s obligation to the student’ is clearly illustrated by Scudder and Shaler. In the two instances in the excerpt we find a major role in the learning process which lies on the shoulder on the student and not the teacher. The learner must accept to go an extra mile to ensure he takes ownership of this process. It is the responsibility of the student to participate and show interest by discussing about what they learn and put in writing. His understanding lies behind the idea that for the student to actually understand something he needs to look beyond the obvious. Becoming self sufficient learner comes with responsibility of acknowledging the student’s moral obligation (Scholes, 1984)). The student must therefore focus his attention towards learning by observation. Taking control in the process equips the learner and enables him to look beyond the physical sense. The idea is to create a favorable environment for one’s own learning and becoming self-reliant. The student therefore concentrates on learner-centered teaching that teaches how to think, work out problems, assess facts, examine arguments, and create hypotheses. In class he may talk about his own learning and experience. This will challenge student assumptions about education and encourages him to accept responsibility for decisions he makes. Such decisions help him build confidence in the entire process. In the Learner-centered approach the teacher works to develop structures that promotes shared commitments to learning. He sees learning individually and collectively as the most important goal of any educational experience. Lastly it encourages student to reflect on what he is learning and how he understands it. Teacher challenge student assumptions about learning and encourages him to accept responsibility for decisions they make about it( Oser,1992) . In reference to Professor Agassiz “Facts are stupid things until brought into connection with some general law,” which helped the student to observe in a whole new realm. He is telling the student to analyze the fish by using his observations and explain what he sees. By doing that the professor is asking the student to critically analyses and gives his opinion based on his own assessment. The professor hopes the student will spot what he wants him to see by direct observation. It teaches one how to learn concept and how to apply it, to a certain extent than just memorizing details (Walls, 1997)
When I try to look back over the semester on how I think about my obligations as a student and as a writer, taking responsibility for my own education has been one of the key milestones in my carrier. It has prepared me so well for the future as a successful student. As a scholar, I came to learn that for me to succeed there are three things that I need. to learn substance; I must do what is necessary of me as a student, I need to grow understanding of the content; there is need know the reason for every learning experience. At all times I bear in mind that irrespective of what happens to me, the option of how I choose to respond lies exclusively with me. As in the case of scudder and shaler, taking liability for my own learning prepares me for the future. On the side of the teacher, his responsibility is to integrate the best research while trying to encourage the student to take responsibility for their own learning. He occupies the student in setting his own learning goals through guided class discussions while Student is offered significant choices that are aligned with learning objectives. The learner can choose how he desires to learn and, how he wants to present their knowledge of a topic. He is provided with guidance that encourages self-monitoring of his own perceptive (Purdie, et al. 1996). The professor’s view was a more in-depth plea than the student’s first standpoint. The student was given another chance to see what he really needed to see. My obligation as a student is to write down what I learned, whether they enjoyed a particular (Walls, 1997)
As a writer now I see myself being compelled further than this course to the extent of creating opportunities to track my own interests and practice skills in a range of ways. Use routine thinking to give structure that will engage new learning by making links, critical judgment and exploring potentialities. Talk about my individual knowledge. Be an inquirer to know that is happening within and without. My responsibility is to make my ideas are open and vigorous in the learning process. Encourage enthusiasm, progressiveness, inquisitiveness and suggestion (Oser, 1992). Demonstrate that you value initiative above compliance. It means accepting that my own circumstances and that other people is not in any way connected, and they are not in any way responsible for the choices I make. The significance of learning at the moment is more on building self-confidence on my side without necessarily burdening other people. The teacher is to provide opportunities for continuous self-evaluation and reflection to enable the student to give positive and explicit feedback. He gets to put pen to paper what he discovered, whether he enjoyed a particular learning experience, what helped his learning, what stalled their learning and what might help them after that. In observation learning needs to look beyond the obvious and the physical sense.