Student Centered Or Teacher Centered Classroom

In public schools across the United States, students with special needs are placed in self-contained and resource classrooms in an attempt to facilitate effective teaching and learning practices. However, for some students, the physical placement of self-contained classrooms in and of itself is cause for concern and can impede the learning process (Jones & Hensley, 2012). When students feel isolated or stigmatized by their school environment, their confidence and self-determination levels can be negatively impacted, thereby, diminishing academic progress.

In chapter 5, Reforming America’s Schools, I learned many things that affect me as an educator. An important fact that interests me was that there are four goals that schools should follow. The first one is academic, including a broad array of knowledge and intellectual skills. The second one is vocational, aimed at readiness for the world of work and economic responsibilities. The third one is social and civic, including skills and behavior for participating in a complex democratic society. The fourth one is personal, including the development of individual talent and self-expression. This will affect me as an educator so that I can follow and do my best to complete these goals. Now I am aware of what should be done in a classroom.

The classroom environment effects instruction and learning by having an open area for the students to learn while exploring/playing. The educator uses the open space to model the task that needs to be completed. There were two table, which each seats seven students, for instructional hands-on work. Here students complete worksheets, drawings, and tracing words, shapes, and letter. Students encourage and help each other when sitting at these tables. Students learn to communicate when working in two groups on the same task. There were no effective practices that built an anti-bias environment that supported diverse learners.

The second observation experience at High Point Elementary was similar to my first in the sense that it was very informative and rewarding. Ms. Fish’s class was observed to be student-centered with some structure and guidance resembling a teacher-centered environment. The class was student-centered most the time because it was essential for student learning at the first-grade level. The first graders I have observed are in the environment being student-centered because it is focused more on them rather than the teacher, which aided their learning due to their short attention spans.

Every teacher encounters the challenge of getting students engaged in work in the classroom. While some students enthusiastically walk into a classroom each day, others need motivation and inspiration to focus in school. This issue is significant for school leaders because the role of the school is to provide a place for students to engage and interact with knowledge. If students are not

When I first become a teacher, I will set up my classroom with table in a group collaboration, but will also be easily utilized for individual learning. Students will have many opportunities to express themselves in many ways like independently and in a group setting. Students will also receive extrinsic motivation while learning how to motivate themselves intrinsically through a gained value and ownership of their own education.

Sheldon Berman is the superintendent of the Hudson Public School system and has focused on a study to better the environment the students learn in. “This school has been working on two goals for ten years: bringing consistency student-centered instruction and high standards to our academic curriculum; and creating an environment that nurtures student’s social, emotional and civic development.” (Berman, S. 2003)

In Finnie Tyler High School, there is no mission, vision, or goals driving learning. Each teacher does what they want, when they want. This is an ineffective approach to instruction because students have a difficult time making connections between various subject matters and learning does not necessarily build from one concept to the next or even from one class to the next. Another issues is that teachers are professionally isolated, meaning they do not collaborate with one another. Collaboration is extremely important in improving instructional practices.

Elementary students have been considered sponges such that they should be open to learning and have some kind of mindset that school is considered good. However, over the years ' the demographics have changed such that number of students have increased along with diversity, poverty schools, and types of educational needs. This change the idea of education being good to other issues on campus such as healthcare, and physical and intellectual development which can multiply over the years. Students are overlooked as key participants in teaching learning initiatives and leads to the belief that it is the teacher’s sole responsibility for better outcomes. As students become aware of their individual educational importance they should begin to take more value and

The main goal of this project is to encourage students to break away from more traditional education. In these scenarios, the teacher is the center of the classroom and the students play a relatively small role in instruction. They simply sit, absorb information, and repeat it on summative assessments. Over the course of a school year, students end up going “a mile wide and an inch deep.” That is, they very rarely have the opportunity to dig deep into topics. Consequently, the information covered is often quickly forgotten. By putting students in charge of their education, I hope that students go “a mile deep and an inch wide.”

Childhood and adolescence are times of crucial growth in developing their sense of self and learning about the world. If the average American teenager spends about 7 hours in a classroom environment per day, then teachers are in a prime position to impact their students. As a teacher, I can ensure that my students receive the encouragement, compassion, and respect that is so important in becoming an able and confident member of society. Not every student receives academic support at home. Therefore, my classroom should also offer resources, classroom assistance, and a positive learning environment. I should invest time and effort into my students. I can help them realize their own potential and

Sarah is a second grade teacher at Punchbowl Public School. Her classroom is working at meeting outcomes at a high Stage 1 level. Sarah has a class of 26 students and with her beliefs in teaching she creates an effective learning environment for every student. Through her implementation of Classroom management, structure, organisation, essentials for literacy, effective communication and introducing technology she achieves goals she has set in helping her students improve and satisfies herself by seeing the results of her hard work.

Three of the six boys said they will take less honors classes next year. The reason the three gave revolved around the amount of time required out of school to be successful in the honors classes. Additionally, all six expressed some type of academic inadequacies. The six said that the “really smart” people in the class made them feel dumb or that their work was not up to the right standards. The learning styles attitudes were consistent with the first focus group, hands-on and collaborative. Additionally, five of the young men expressed the desire to be able to move around in the classroom, even if this just meant standing by the desk.

In the elementary classroom how, do educators maintain a classroom community that involves students’ backgrounds and interests? The overall inquiry of this project focuses on exactly what was analyzed in the previous section through scholarly literature. To build on these ideas, a fieldwork analysis of two classrooms has been ongoing over the past three months to investigate this same query. Throughout the fieldwork, most of the data collected has been done by observation and participation in the two classrooms. Thorough notes have been taken throughout fieldwork and weekly reflections have been written to gather thoughts based on the weeks in the classrooms. Furthermore, brief and informal interviews with the classroom teachers as well as some students have also been used to collect data for the analysis.

The article contains views from professionals who both support and oppose the idea of differentiated classrooms and its effectiveness for teachers and students. As you read further into the text, the author suggests that there are more important questions to ask, “What are students supposed to be learning? [and] are all students mastering it?” (p. 10). Furthermore, by answering these questions leads to “broad focus on learning intentions and student learning, teachers work (and principles support and evaluation of that work) follows logically into three phases: unit in lesson planning; delivery of instruction; and follow up with unsuccessful students” (p. 11). Finally, the text discusses each aspect in-depth providing ways that teachers can make each of these phases effective in their implementation and application towards intentional