CLASSROOMS AS LEARNING COMMUNITIES: WHAT'S IN IT FOR by Chris Watkins

By Chris Watkins

In study rooms that function as studying groups, the social and studying reasons develop jointly via all members being concerned and engaged in construction wisdom. This publication demonstrates a brand new method of seeing and coping with school rooms via: an integration of what is most sensible in studying and what is top within the social lifetime of school rooms a imaginative and prescient of the function of the trainer that's extra artistic and extra regarding the commitments of academics a extra attached view of faculties unlike the mechanistic view that presently dominates a solution to the temporary functionality pressures of politicians - greater functionality. The perform and imaginative and prescient of study rooms that function as studying groups is gifted truly and  encourages academics to take steps in the direction of development a more suitable lecture room with the features of studying groups they decide on.

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Belonging A sense of being part of the collective and a psychological sense of membership develop in a community. This has significant effects on engagement in the life and purposes of the collective. 15 A key dimension of that sense of belonging and membership is whether students feel respect, acceptance, inclusion and support. A rigid interpretation of belonging could be hazardous, as can occur in overemphasising ideas such as ‘building class identity’. Such overstating of belongingness to a particular class (or even the school) might ignore the way in which each pupil is a part of many collectives.

This is one impact of the twentieth century, during which we have been taught to think of schools as formal organisations and behaviour within them as organisational behaviour. When analysed, many of the assumptions of this view are mechanical rather than human: they derive from the planning of factories for profit, rather than human association for learning. The mechanical way of thinking is ingrained in our everyday conceptions of organisation and order: we assume a state of orderly relations between clearly defined parts.

They also often associate with others in order to press collaborative enquiry. I think it is no coincidence that a view of learning which highlights the process of making connections between ideas and between areas of knowledge also operates in contexts where connections between people are rich. Take a smaller example of the scientists in a laboratory27 or a team of photocopier mechanics:28 their communication and collaborative construction of new knowledge is based around the problems they have posed and the results of their active enquiry.

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