Workshop title: Mission possible: Reclaiming the human factor by shifting responsibility to the learner – The changing role of the teacher in the age of AI

Names of the presenters: Elen Laanemaa & Aida Hatšaturjan

Affiliation and academic title: Estonian Academy of Security Sciences, lecturers of English for Specific Purposes and Russian for Specific Purposes

Email addresses: elen.laanemaa@sisekaitse.ee, aida.hatsaturjan@sisekaitse.ee

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Keywords: learner autonomy, teacher’s role, shared responsibility, human factor, coaching approach

 

Abstract:

In the age of AI, where instant answers are just a click away, the (language) teacher's role must evolve from a provider of information to a facilitator of learner autonomy. When educators over-regulate the learning process by deciding the what, how, and when, learners remain passive – a dependency that AI tools further reinforce. This workshop, based on the recent pedagogical transition at the language instruction in the Estonian Academy of Security Sciences, challenges the status quo by asking: "If learners aren’t taking responsibility, whose responsibility is that?"

The session is a hands-on journey designed to maximize audience participation through the following activities:

1. Self-reflection in space: using a physical ‘line-up’ activity, participants map out their current versus ideal distribution of responsibility, visualizing the gap between belief and practice.

2. Defining ownership: a group discussion focusing on the core question: “What do you actually take responsibility for while teaching?” We examine why teachers tend to ‘over-help’ and how this hinders deep, meaningful learning.

3. The “Silent Teacher” (inspired by Caleb Gattegno’s “The Silent Way”) simulation: the core of the workshop is a structured role-play designed to shift the focus from teaching to learning. Participants engage in a simulation where the teacher practices the ‘pedagogy of stepping back’, allowing the learner to independently design their own learning journey. In this exercise, the teacher must adhere to strict rules: they must not offer solutions, provide advice, or break the silence to fill a void. Instead, their primary task is to ask supportive, open-ended coaching questions that stimulate the learner’s internal thinking process – a uniquely human skill of facilitation and empathy that AI cannot replicate.

4. Addressing barriers: using digital tools (e.g., Mentimeter), we gather input from the participants and identify the psychological and practical obstacles to handing over control in the digital age.

The workshop concludes with an attempt at a behavioral strategy change, where participants, acting as both learner and teacher, commit to one concrete, human-centered strategy to foster learner responsibility. By experiencing the initial discomfort and the eventual empowerment of the facilitator role, educators can gain practical tools to reaffirm the human factor in their classrooms.

 

References:

Ollin, R. (2008) Silent pedagogy and rethinking classroom practice: structuring teaching through silence rather than talk. Cambridge Journal of Education, 38: 265-280.

Richards J.C. & Rodgers, S. (1999) Approaches and methods in language teaching. Cambridge University Press.

Su, F., Wood, M. & Tribe, R. (2023) ‘Dare to be silent’: Re-conceptualising silence as a positive pedagogical approach in schools. Research in Education, 116 (1): 29-42. Retrieved from:  https://doi.org/10.1177/00345237231152604   

Zembylas, M. & Michaelides, P. (2004) The sound of silence in pedagogy. Educational Theory 54(2): 193–210.

van Nieuwerburgh, C. (Ed.) (2012) Coaching in education: Getting better results for students, educators, and parents, London, NY: Routledge. 

Whitmore, J. (2009) Coaching for performance: Growing human potential and purpose — The Principles and practice of coaching and leadership. London: Nicholas Brealey Publishing.