Student- Centered Learning

Warming-up.Comparison of Teacher-Centered and Learner-Centered Paradigms

1. Reading: Read one of the recommended articles and be prepared to discuss in small groups the following issues a) advantages and disadvantages of Teacher-Centered and Student-Centered approaches; b) the psychological problems students encounter when they experience a student-centered instruction; c) Zone of Proximal Development Have you already experienced anything like this during the course of Methodology? What would you recommend to the students who have such problems

2. PROJECT WORK

Watch the video “Miss Langmade’s Classroom” about gradual transition from Teacher -centered to Student-centered approach in Australian secondary education from 20th to 21st centuries. (https://www.youtube.com/watch?v=P09PvuX6xQo )

Do you think secondary education in Ukrainian schools have undergone the same changes? What could be done to introduce changes in this field? At home, working in groups of 5, study the problem and present the results of your analyses in the format of a 3-5 minute PP presentation.

2. DEBATES. Split into two teams: Team 1 –proponents of Student-Centered learning, Team 2 – Opponents of SCL. Decide in the course of the debates whether SCL is worth implementing in Ukrainian schools.

Lecture 2. TEACHERS AND LEARNERS

Task 1. Remembering teachers

- Think back to some teachers (of any subject) you have had in your life What do you remember about them and their lessons? The teachers manner? How you felt in their presence? Can you recall any specific lessons? Specific teaching techniques? What it was like to be student in that room?

- Find some words and phrases that characterize the atmosphere of the classes (e.g. positive, encouraging, boring, friendly, like an interrogation, sarcastic, humorous, respectful, scary, quiet, etc.).

 

Commentary

When I started teaching, I found that my basic image of what a teacher’s job was and how a teacher should behave was drawn largely from what I had seen my own teachers doing. Any teacher starting out needs to check if they have in-built assumptions about teaching from this exposure to hours and hours of observing your own teachers at work.

Teacher Roles.

Information gatherer.

In response to their students’ ever-changing needs, teachers constantly collect information about learners, analyze their learning styles, their language behavior, and observe ongoing interactions.

Decision-maker.

Teachers make decisions on a moment-to-moment basis. They plan flexible learning experiences to respond sensitively to learners of differing language ability levels and varying backgrounds, interests and needs. While providing the necessary linguistic and emotional support, teachers encourage students to use their abilities to the utmost.

Motivator.

Teachers arouse and maintain their students’ interest by constantly assessing the needs and goals of their students and tailoring their instruction accordingly. They provide stimulating, interesting lessons that respond to the emotional, cognitive and linguistic needs of the learners.

Facilitator of group dynamics.

Teachers organize instructional tasks logically and understand how to use different types of grouping (including individual, pair, small group and large group work) to encourage specific types of learning.

Provider of large quantities of authentic English input and opportunities to use this input.

Teachers provide students with extensive exposure to English through readings, lectures, movies, audiotapes and so on. They invite native speakers to class and arrange field trips so that students could practice their English in the meaningful context. Teachers also arrange rich opportunities for learners to communicate with peers, native speakers and themselves.

Counselor and friend.

Teachers provide emotional support when it is required and help learners feel secure and confident about second language learning. They recognize psychological problems that may hinder their students’ progress and help them to overcome these difficulties.

Provider of Feedback.

Teachers monitor students’ learning progress regularly. The feedback that they provide learners is timely and constructive.

Promoter of multicultural perspective.

Teachers expect their students to be tolerant of cultural conflicts, to respect those of diverse cultures and to avoid stereotyping others.

 

Roles of learners.

Ideal learners perform the following roles:

- Participant/user -questioner

- Discoverer - recorder of information

The responsibility for fulfilling these roles is shared between the teacher and the learner.

To help learners to fulfill the roles of participant/user the teacher could:

- Invite learners to respond through using questions, for example;

- Provide group and pair work;

- Value contributions made by praising and responding appropriately;

- Respect when learners do, and do not, wish to speak and reflect on why this may be the case.

To help learners to fulfill the roles of discoverer the teacher could:

- Ask questions that lead the learners to finding patterns;

- Provide reference material;

- Show learners how to use reference material effectively.

To help learners to fulfill the roles of questioner the teacher could:

- Teach useful questions, such as: What does x mean? How can I say…? How do you pronounce that?

- Create a non-threatening, supportive atmosphere;

- Encourage learners to ask each other questions, not just about language, but to promote communication on a range of topics.

To help learners to fulfill the roles of recorder of information the teacher could:

- Write new language on the board;

- Encourage learners to copy from the board;

- Show models of effective noted and records;

- Encourage learners to discuss their own strategies for learning.

The Importance of Rapport

Interestingly, when I recall my own teachers at school, I find it quite hard to recall details of any specific individual lessons, but I can recall – quite strongly – the way that the teacher related to the class and how I felt in this teacher’s presence. I think of some whose lessons were bright and enjoyable, some whose lessons were frightening and tense, some who seemed to bring out the best in me and some who closed me up.

What creates this distinctive atmosphere of each teacher’s class? What makes the difference between a room where people are defensive and anxious and the room where people feel able to be honest and take risks? Teachers and trainers often comment on the importance of ‘rapport’ between teachers and students. The problem is that, whereas rapport is clearly important, it is difficult to define. Sometimes people equate it with “being generally friendly to your students”. This is a reasonable starting point, but I think we need to have a wider definition.

If a significant part of class’s success is down to how the teacher and students relate, does that suggest that successful teachers are born? Is your rapport 100% natural or is it something that can be worked on and improved?

Task 2. Creating a positive learning atmosphere

Work in groups of three and list some features that may be important in creating a positive relationship and a positive learning atmosphere. Decide which items are ‘inborn’ and which could be worked on and improved.

Arguably may be, but I would say that all of these are things that can be studied and improved on.

Of course, although it’s a good start, a positive learning atmosphere isn’t everything. Being jokey, chatty and easy-going doesn’t necessarily lead to good teaching – one of my teachers was very friendly and funny, but his lessons ended up in confusion. Contrastingly, lesson from one of the more quieter, very serious teachers often were memorable.

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Gives clear, positive feedback
Has a good sense of humour
Really listens to his/her students
E.g.: In a positive learning atmosphere the teacher…shows respect.

Empathises with students’ problems
Inspires confidence
Is, by and large, authentically her/himself
Is patient
Does not complicate things unnecessarily
Is non-judgmental
Is honest
Is well organized
Is enthusiastic and inspires enthusiasm
Trusts people
Can be authoritative without being distant
Is approachable

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