By Dr. Ronald Johnson (1939-2018)
All students are not alike, nor do they learn in identical ways. Most students who learn with minimum dependence on adults (individualized learning) can complete prescribed daily academic goals within three or four hours. Other students need more time. Some students do quite well while completing print or software curriculum in cubicles. Other students feel “captured” in cubicles…especially after long periods without breaks to stretch, talk, and engage in social activities with peers.
That is why effective learning-center proctors and homeschool parents are flexible regarding where students sit and how they learn. The ideal individualized learning environment allows options for students regarding where they sit to complete academic prescriptions, and whether they complete lessons in print, digital, audio-enhanced, interactive internet format…or combinations thereof.
Students should initially be assigned individual learning stations (cubicles or tables) at which to complete academics. However, as students express satisfaction or dissatisfaction about “confinement” in their cubicles, proctors and/or parents might want to offer options on a trial basis to allow particular students to prove whether they will assume responsibility to complete daily academic goals in locations other than cubicles…such as at regular desks, on beanbags, at tables, in computer lab, on carpet, or in stuffed chairs.
The test is whether such an open-learning environment is too distractive for particular individuals or other students in the room. Some students may even request permission to listen to approved instrumental music provided by proctors (with headphones set at controlled volume). At various times during the day, students may select to rotate among various study locations at which to complete lessons: cubicle, table, desk, etc. A rotating system can enhance student achievement and be advantageous, provided that staff closely monitor students as they rotate. (Students tend to take advantage of staff which become careless regarding attention to the accomplishments and presence or absence of students during the day.)
Parents and/or educational proctors are wise to be aware that contemporary students have grown accustomed to availability of mental stimulation via social and electronic media, and have developed a mind-set that frequent changes in mental focus is just a normal part of life. Therefore, youth assume that they ought to be able to change the locations and processes by which to complete academics.
The attention span of contemporary youth is much shorter than that of adults who oversee student academics. Consequently, adults sometimes misinterpret student restlessness as disruptive behavior. All that may be needed is a simple change of location (from cubicle to table, desk, or chair) and/or learning system (print, personal computer, tablet, audio-enhanced, etc).
Even though the learning environment for individualized learning requires some structure, flexibility is justified by the differences in students’ maturity levels, personality temperaments, learning styles, and motivational gifts. Flexibility can be built into the structure to accomplish the overall goal of maximizing students’ learning. Implement a good system, but build in some “wiggle” room for restless students.
