chapter  5
21 Pages

Where Do We Go from Here?: Implementing the Student-Centered Secondary Classroom

By examining each of these constituencies closely, we can see how each could effectively contribute to the move toward student-centered classrooms. Before we do that, it needs to be said, once again, that change is a difficult process. In The Performance Assessment Handbook (Vol. One), I included a list of 38 items that were under the heading “There’s always a (good?) reason not to change.” It need not be repeated here, as I’m sure any group of educators could quickly assemble a similar list, just as I’m sure many of the items on that list would be among those brainstormed by said group. The point is a simple one, however, and it is that unless people have the will to change and are willing to make a commitment to changing what they do, things will stay the same. The most significant aspect about this call to change is that it is focused on the students and, therefore, any objection or obstruction can only be seen as self-serving or purely selfish. Why wouldn’t educators want to implement a program that makes their students more engaged learners and more effective students?