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Introduction
Learning is an essential factor in a child’s life. It enables the child to develop mentally. The goals of education are focused on ensuring the children develop life skills on their own. As such, it is important to step back from a child’s learning schedule. However, a parent needs to monitor the progress of the child. Instead of telling them what to do, parents should ask their children what work they are supposed to do. This is offering guidance without interfering with the child’s ability to develop responsibility for their learning. This discussion focuses on the six-step problem-solving process that will ensure a child develops responsibility for his/her learning.
Defining the Problem
Children must develop responsibilities over their learning. (McCombs, 2012). This is a critical part of children’s growth. It enables the child to learn from the mistakes they make. Every parent wants the best for their children. Thus, one essential question comes into mind; should I help my child do their homework as a parent? Thinking back during my childhood, my parents would get involved in my assignments. They would contribute a major part in doing my assignment. However, parents should allow children to do their assignment by themselves from an article in Parenting magazine. At some point, I realize my child is not following all the elements of the assignment. This leaves me in a dilemma. Should I help the child out, or should I not? Recently, I met with a parent who has a kid in the same class as my child. The parent had taken the day off to help his child with the science project. In this direction, I got tempted into doing the same. However, this will hinder my child from developing responsibility for his learning. Conversely, I want the best for my child. Leaving him to do the assignments means that I assume I did not notice my child’s mistakes with the assignment. Thus, the major problem is whether I should get involved with my child’s assignment.
Analyzing the Problem
Allowing the child to develop responsibility for their learning is beneficial. Firstly, it makes them develop problem-solving skills. (Kemmer, 2011). When the child takes their homework on their own, they learn how to tackle challenges. This is an essential life skill that every child needs. Secondly, it enables the child to identify his/her strengths and weaknesses. It is invaluable for the child to realize their strengths and weakness. This helps them in their educational development. However, as a parent, I feel responsible for my child’s wellbeing. I feel the urge to help him out. In a sense, offering a helping hand will enable the child to understand the assignment better. However, this means that the child has relied on my help to comprehend the assignment. This is contrary to the goals of education. Educational goals seek to promote the ability of comprehension within the child. (Carpenter & Pease, 2013). They need to develop this ability on their own. Thus, if I interfere with my child’s assignment, I will have contradicted education goals. However, parents are still supposed to help out their children since it is a sign of concern. Showing concern to my child will trigger motivation and the development of enthusiasm for the child. Since I want the best for my child, I will let them develop their learning responsibility. This is because there could be other ways to facilitate his motivation without contradicting the goals of education.
Generating Possible Solutions
There are many possible solutions to the problem. Essentially, the major issue concerns helping my child or developing responsibility for his learning by himself. In a sense, helping him out would show him I am concerned and part of his life. However, this could be achieved in many ways. I can still offer assistance, although not in its entirety. This means I would help him interpret and internalize the assignment requirements. I could also offer minimum supervision, which reduces my interference with his work. I could also give him promises as incentives. This would include promises of gifts if he attains a certain mark in the assignment.
Analyzing the Solutions
Each solution presented above has its consequences. Some might create a negative impact on the child, for instance, giving promises as incentives. This means the child will be working to achieve the gifts. This contradicts the essentiality of learning. It is, in a way corrupting the child. By contrast, the child should be able to know the essentiality of developing responsibility by himself. Similarly, helping the child in interpreting the assignment would have consequences. The goals of education require the child to think and reason by themselves. By helping him in interpreting, I will be contradicting his educational development. The child might develop dependent on my interpretation, whereas he should do that by himself. Showing concern for the child’s progress with the assignment is valuable. By doing so, I will reduce interference with his progress. However, I will be involved partly with him doing the assignment. For instance, I could oversee him as he does the project. At the time, I will not direct him on what to do. Instead, I will allow him to do it by himself as I watch. I will also be encouraging him to read and fully understand what the assignment requires.
Selecting the Best Solution
As a parent, I want the best for my child. I want him to learn to be independent. I want him to develop mentally. As such, I need to allow him to develop responsibility for his learning. I will ensure that he fully does the assignment on his own without my interference. However, there is a need for parental support. Psychologists hold that showing concern for your child’s undertaking motivates them. (Pintrich, 2003). This creates a positive mentality within them, which will enable the child to develop his cognitive skills. I want these skills, among others, for my child. These are skills I cannot teach him. As such, I will let him learn them by himself, but with my guidance. Therefore, the best solution for me is just overseeing his learning process. I will not interfere with his assignment in any way. I will let the child read, interpret, and internalize the assignment on his own. However, my presence will constantly be around him. This will help him develop esteem and confidence in his abilities.
Implementation
I need to fully support my child in his quest for developing responsibility. As such, there are several things or steps I must undertake to see him through. Firstly, I will have to provide everything he needs. This ranges from a conducive learning environment to offering all the resources he requires. For the science project, I must spend just like my fellow parent purchasing all the tools needed. Secondly, I will offer assistance with handling the tools. This will minimize the chances of accidents. Thirdly, I must ensure that my child is ever motivated. I will do this by always talking to him and guiding him on what to do when stuck. This will enable him to develop responsibility for his learning.
Conclusion
It is crucial to allow children to develop responsibility for their learning. This entails stepping back from their learning schedule. However, it also means monitoring their progress from a distance. By doing so, the child will develop essential life skills such as problem-solving and identifying their strengths and weaknesses.
Sources
- McCombs, B. (2012). Developing responsible and autonomous learners: A key to motivating students. Retrieved from American Psychological Association: http://www. apa. org/education/k12/learners. aspx.
- Kemmer, D. (2011). Blended learning and the development of student responsibility for learning: a case study of a ‘widening access’ university. Widening Participation and Lifelong Learning, 13(3), 60-73.
- Carpenter, J. P., & Pease, J. S. (2013). Preparing students to take responsibility for learning: The role of non-curricular learning strategies. Journal of Curriculum and Instruction, 7(2), 38-55.
- Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667.