Teachers and schools have absolute authority and are in charge of the entire educational process.

Teachers must take the lead in proposing a new knowledge system and be accountable for all activities, from setting learning objectives to assessing students' competence. It's as though teachers see their students as empty vessels that need to be filled (Yasmin et al., 2019).

Teachers are the guides in taking on a more challenging and crucial role in SDL. SDL learners usually engage with teachers to set their learning objectives, what knowledge should be obtained, and how to evaluate their learning. Teachers' primary responsibilities include providing motivation, a positive environment, goal orientation, and cultivating students' self-efficacy and self-control (Yasmin et al., 2019).

Students have no control over what they learn. They are more like followers, and they must learn knowledge according to the school's and teacher's curriculum. Follow the teacher's directions and complete the academic goals customized by the school.

SDL schools, unlike conventional learning schools, are generally guided by teachers, and students have the autonomy to plan their own learning, including diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, selecting and implementing appropriate learning strategies, and evaluating learning outcomes. (Premkumar et al., 2014)

Timetable

Flex timetable

Most of the current schools follow a similar structural pattern forcing almost the same range of courses and curricula.

Courses occur only when students take the initiative to organize them, and they last only as long as the students want them. Many students at the school never join a course, and the school sees no problem with that. (Peter Gray, 2008)