Teaching Methods Used Today : Teacher Centered And Student Centered

For example, teachers make sure the practice assessments they give out to their students mirror the format of the state assessments. Especially in third grade, where students are taking the test for the first time and have some troubles with filling out bubble sheets and following directions. Across classrooms, teaching practices are aligned to the curriculum and reflect and express set of beliefs about how students learn best through student work products and discussions. In a math lesson, some students worked with the teacher in the front of the room answering a series of tiered questions using large visual representations and some worked with their tables as well. This helps keep students not only engaged but, working together as a team.

Finally, in China and Saudi Arabia, the teacher often speaks the entire class period and interaction is at a minimum. In the US, we encourage students to direct their own learning. Teachers often include group activities or projects and encourage partner shares during class time. Students are required to come up with their own ideas and share them to peers or to the class.

The student-centred approach as a part of the humanistic theory allows students to be active participants in discovering new information in a creative and independent way. As a means of student-centeredness students participate in group activities, especially co-operative learning, in order to develop social and affective skills. Collectively, theorists responsible for the shift from teacher-centred to students-centred learning believe that through student centeredness an important goal of the humanistic theory – emotional support – will be offered to each student. The student centred approach aims at supporting individuality and diversity by finding the similarities among children (Thompson, n.d.). The main idea behind the student-centred approach to learning is to make learning meaningful to students’ lives, needs and interest. An example of this would be a teacher teaching students about the body’s control, and starts the lesson by asking “what are the different body activities that the brain controls” (Students’ answer may include: hearing, touching, thinking, breathing, tasting, talking…).

Throughout education there are six main philosophies to take into consideration, and they are as followed. From a teacher centered classroom approach they include Essentialism, Behaviorism, and lastly Positivism. In a student centered classroom approach they are Progressivism, Humanism, and Constructivism. What do these terms mean? Essentialism is and educational philosophy that there is a common core of information and skills that an educated person must have. Behaviorism is a psychological theory and educational philosophy that asserts that behaviors represent the essence of a person and that all behaviors can be explained. A person acts the way they do for a reason. Finally positivism is a social theory and educational philosophy that limits truth and knowledge to what is observed and measured. These are all important for a teacher to take into consideration. Progressivism is an educational philosophy that emphasizes that ideas should be tested by experiments and that learning is better developed in questions developed by the learner. Humanism is an

No teachers are similar as well as no students learn in the same way. Every teacher has their own unique teaching style which is based on their educational philosophy, their classroom’s demographic, what subject area they teach, and the school’s mission statement. Up until now, teachers are looking for a system that will engage students in the educational process and will develop the students’ critical thinking skills. Moreover, teachers want the classroom to be in order and in control, but they also want their students to appreciate the learning procedure. These teaching styles can be divided into two approaches – the teacher-centered and learner-centered.

In my classroom, I will differentiate learning by offering a variety of methods of instruction such as hands on models, cooperative learning, technology, lectures, group activities, independent learning assignments. I will also adjust delivery based on understanding of concepts. I

The first is where one teaches and one observes, a useful model when observation and data collection is necessary, but it does not give both teachers equivalent responsibilities. Station teaching breaks students into small groups and has them rotate to several teacher-led and/or independent work stations, a model which involves both teachers but can be noisy and distracting for both teachers and students. In parallel teaching, students are divided into two equal groups and each partner teaches the same material; this method ensures diversity and lowers teacher-student ratio, but requires that both teachers have similar content knowledge and teach at a similar pace. In alternative teaching, one teacher works with a small group of students who need additional instruction, while the other teacher works with the remaining students; this benefits those students who need more intensive instruction, but it can stigmatize them if they are always placed in this small group instruction. One teach while one assists is a method that allows for students to be supported during a lesson, but it can be over-used with the eventual result of having little benefit over a one-teacher classroom. The final and possibly the most effective method is team teaching, where both teachers equally share planning and instruction. This method allows teachers to draw off one another’s strengths and provides greater diversity of teaching, but it may be difficult for

The biggest difference between student-centered education and traditional education is that with student-centered education a variety of teaching methods are used (Blumberg, 2008). People all learn in different ways and at different levels and using just one standard teaching method does not always work for everyone. Learner-centered education is beneficial to both the teacher and the student in that it provides the perfect environment for hands on learning. It allows for the instructor to tie the material to real work examples and situations while allowing the learner to relate the learning to their own experiences.

Although I have had many different types of teachers, there are two that stick out more than any others. The first was my third and sixth grade teacher. She was the best teacher I ever had. The second was my seventh grade teacher. She was the worst I think a student could have had. Both, these teachers had very different teaching styles and very different out looks on teaching. To be an effective teacher the teacher must respect the student and be willing to go the extra mile to help the students learn all they can. In this paper, I will discuss the effectiveness of these two teachers and how their teaching styles differed.

Furthermore, as I read the assigned articles and viewed videos, I realized that my teachers obviously, followed Piaget’s, Vygotsky. Dewey, and Bruner constructivist view because they used the theory of assimilation and accommodation, e.g., the learning of a new experience and changing of a person’s worldview. I also discovered after deep reflection on this week’s assignment, how much of an impact my teachers had on my teaching style. Before retiring, I taught based on what my students needed. Therefore, much of my teaching mixed the theories of, Constructivism, Social Constructivism and Cognitive-Behavioral depending on the student.

There are several ways that student-centered learning can be described, and they all lead back to the same basic idea, the student. First, student-centered learning can be defined as a discipline that involves the interaction of a team of students that experience creative learning to be used in the real world (Thornburg, 1995). Thornburg (1995) also mention that students are essential to the classroom, just like a team member is essential to a game. He says that teachers are part of the definition of student-centered learning, but they are not the main attraction. The students are the focus, and the teacher is the one who can assist among small groups of students. Eaton

Which classroom environment do ninth grade students academically excel in: Student-centered or a teacher centered classroom?

In 2025, the population of Timor-Leste will be educated, knowledgeable and qualified to live a long and productive life, respectful of peace, family, and positive traditional values. All individuals will have the same opportunities to access to a quality education that will allow them to participate in the economical, social and political development process, ensuring social equity and national unity. (Ministry of Education, 2011)

Timor-Leste is known as post-colonial country, colonized for 450 years by Portugal and 24 years by Indonesia. Due to the human rights violations, massive torture and assassination the so-called ‘Santa Cruz Massacre’ towards young Timorese people on November 12, 1991 by Indonesian military, Indonesia was got pressured by the United Nations and International community to give the rights of Timor-Leste to determine whether or not they want to be a part of Indonesia. In early 1999, the President of Indonesia, B. J. Habibie, announced to conduct referendum with two options the so-called independence and special autonomy zone. On 30 August 1999, the referendum was conducted under the supervision of the United Nations. As a result, the majority of people of Timor-Leste voted to a self-determination with 78% percent. After the announcement of the result, contra-independence people of Timor-Leste (militias) together and Indonesian military, who are assigned in Timor-Leste, ruined the country by devastating and demolishing all important infrastructures across the territory including the university in Timor-Leste (UNTIM). In 2000, Timor-Leste was under the United Nations transitional period, began transforming the name UNTIM to National University of East Timor or Universidade Nasional Timor-Leste (UNTL). As

Timor-Leste is known as post-colonial country, colonized by Portugal for 450 years and Indonesia for 24 years. Due to the human rights violations, massive torture and assassination the so-called ‘Santa Cruz Massacre’ towards young Timorese people on November 12, 1991, by the Indonesian military. Indonesia was got pressured by the United Nations and International community to give the rights of Timor-Leste to determine whether or not they want to be a part of Indonesia. In early 1999, the President of Indonesia, B. J. Habibie, announced to conduct a referendum with two options the so-called independence and special autonomy zone. On 30 August 1999, the referendum was conducted under the supervision of the United Nations. As a result, the majority of people of Timor-Leste voted to a self-determination with 78% percent. Due to this result, Timorese pro-indonesia the so called militia and the Indonesian military ruined the country by devastating and demolishing all important infrastructures across the territory including the University of Timor-Leste (UNTIM). In 2000, Timor-Leste was under the United Nations transitional period, began transforming the name UNTIM to the National University of East Timor or Universidade Nasional Timor-Leste (UNTL).