MODULE 1: TEACHER-CENTERED PHILOSOPHIES AND LEARNER-CENTERED

PHILOSOPHIES
Teacher-Centered Philosophies
Teacher-Centered Philosophies are essential for the longevity of education and the continued
influence of teachers in the classroom.
Teacher-centered philosophies are those that transfer knowledge from one generation of teachers
to the next. In teacher-centered philosophies, the teacher’s role is to impart a respect for authority,
determination, a strong work ethic, compassion for others, and sensibility. Teachers and schools
succeed when students prove, typically through taking tests, that they have mastered the objectives
they learned.
1. Essentialism
Essentialism is the educational philosophy of teaching basic skills. This philosophy advocates
training the mind. Essentialist educators focus on transmitting a series of progressively difficult
topics and promotion of students to the next level or grade. Subjects are focused on the historical
context of the material world and culture, and move sequentially to give a solid understanding of
the present day. This philosophy stresses core knowledge in reading, writing, math, science,
history, foreign language, and technology. The tools include lecturing, memorization, repetition,
practice, and assessment.
A typical day at an essentialist school might have seven periods, with students attending a different
class each period. The teachers impart knowledge mainly through conducting lectures, during
which students are expected to take notes. The students are provided with practice worksheets or
hands-on projects, followed by an assessment of the learning material covered during this process.
The students continue with the same daily schedule for a semester or a year. When their
assessments show sufficient competence, they are promoted to the next grade or class to learn
more difficult material. For each class, the school board has approved a specific curriculum, which
must be taught, although how it is taught is left to the teacher’s discretion.
2. Perennialism
Perennialism is the educational philosophy that the importance of certain works transcends time.
Perennial works are those considered as important and applicable today as they were when they
were written, and are often referred to as great books. Perennialism is sometimes referred to as
“culturally conservative,” because it does not challenge gender stereotypes, incorporate
multiculturalism, or expose and advocate technology, as would be expected of contemporary
literature.
The goal of a perennialist education is to teach students to think rationally and develop minds that
can think critically. A perennialist classroom aims to be a closely organized and well-disciplined
environment, which develops in students a lifelong quest for the truth. Perennialists believe that
education should epitomize a prepared effort to make these ideas available to students and to guide
their thought processes toward the understanding and appreciation of the great works, works of
literature written by history’s finest thinkers that transcend time and never become outdated.
Perennialists are primarily concerned with the importance of mastery of the content and
development of reasoning skills. The old adage “the more things change, the more they stay the
same” summarizes the perennialists’ perspective on education. Skills are still developed in a
sequential manner. For example, reading, writing, speaking, and listening are emphasized in the
early grades to prepare students in later grades to study literature, history, and philosophy
Learner-Centered Educational Philosophies
1. Progressivism
Progressivism emphasizes that “ideas should be tested by experimentation and that learning is
rooted in questions developed by learners” . They believe that human experience is far more
important than authority when it comes to learning. Like pragmatists, progressivists believe that
change is occurring and should be embraced rather than ignored. Progressivism is all about
organized freedom that allows students to take responsibility for their actions in the classroom.
2. Humanism
Humanism is “concerned with enhancing the innate goodness of the individual” (115). Its focus is
on individual development through a process of developing a free, self-actualizing person.
Education should start with the individual and the choices made by the individual. The humanistic
classroom is welcoming and caring. Students feel comfortable to share their thoughts, feelings,
beliefs, fears, and aspirations with each other.
3. Constructivism
Constructivism “emphasizes developing personal meaning through hands-on, activity based
teaching and learning” (117). Teachers are responsible for creating effective learning situations
rather than constantly lecturing students. Personal meaning is the best way for students to connect
to the material being taught. Constructivist theorists “encourage the development of critical
thinking and the understanding of big ideas rather than the mastery of factual information” (117).
They believe that students will be more prepared for the ever-changing world if they learn how to
develop critical thinking skills. Unlike traditional ways of learning, the constructivist classroom
focuses on the way a learner internalizes, shapes, or transforms information.

Teacher-centered teaching Learner-centered teaching

The focus is on the teacher who is the The focus is on both the learners and the teacher.
expert.

The focus is on what the teacher knows The focus is on how the learners will use the skills
about the skills or content or content.
 Teacher talks. Learners listen. Teacher models. Learners interact with teacher
and each other.
Learners work alone. Learners work in pairs, groups, or alone
depending on the task.

Teacher monitors and corrects. Learners work without constant monitoring and
correction. Teacher provides feedback or
corrections as questions come up.

Teacher chooses topics. Learners have some choice of topics.

Teacher evaluates student learning. Learners evaluate their own learning. Tutor also
evaluates.

Learning environment (usually a Learning environment (may not be a classroom)

classroom) is quiet. is often noisy and busy.

Dimensions of Learning
1. The function of content
2. The role of the instructor/teacher
3. The responsibility for learning
4. The purposes and processes of assessment
5. The balance of power

The Function of Content

Def: Content includes building a knowledge base, how the instructor and the students use
the content.
Essential Component: Level to which students engage content.
Teacher-Centered Approach: Instructor allows students to memorize content.
Learner-Centered Approach: Instructor encourages students to transform and reflect on most
the content to make their own meaning out of it.

The Role of the Instructor

Def: An essential role of the instructor is to assist students to learn

Essential Component: Instructors uses teaching and learning methods appropriate for student
learning goals.
Teacher-Centered Approach: Instructor:·Does not have specific learning goals and/or -
Uses teaching and learning methods that conflict with learning goals

Learner-Centered Approach: Instructor intentionally uses various teaching and learning

methods that are appropriate for student learning goals.

The Responsibility for Learning

Def: Students should assume greater responsibility for their own learning over time.
Essential Component: Responsibility for learning should rest with the students.
Teacher-Centered Approach: Instructor assumes all responsibility for students learning
(provides content to memorize, does not require students to create their own meaning of content,
tells students exactly what will be on examinations).
Learner-Centered Approach: Instructor provides increasing opportunities for students to
assume responsibility for their own learning, leading to achievement of stated learning objectives.

The Purposes and Processes of Assessment

Def: There are additional purposes and processes of assessment beyond assigning grades.

Essential Component: Formative assessment (giving feedback to foster improvement.

Teacher-Centered Approach: Instructor: Uses only summative assessment (to make decisions
to assign grades) - Provides students with no constructive feedback
Learner-Centered Approach: Consistently throughout the learning process, instructor integrate
- Formative assessment - Constructive feedback

The Balance of Power

Def: The balance of power shifts so that the instructor shares some decisions about the course with
the students.

Essential Component: Flexibility of course policies, assessment methods, learning methods, and
deadlines.
Teacher-Centered Approach: Instructor mandates all policies and deadlines or Instructor does
not adhere to policies.
Learner-Centered Approach: Instructor is flexible on most Course policies, Assessment
methods, Learning methods, Deadlines and Instructor always adheres to what instructor has agreed
to with the students.
UNIT II: Role of Psychology in the Teaching and Learning Process
Psychology is a branch of science that studies human behavior.
Psychology helps educators and teachers to understand the nature of diversity of learners.
Psychology plays a very important role in understanding the teaching and learning process.
 psychological factors that are primarily internal to and under the control of the learner
rather than conditioned habits or physiological factors. However, the principles also
attempt to acknowledge external environment or contextual factors that interact with
these internal factors.
 principles intended to deal holistically with learners in the context of real- world learning
situations. Thus, they are best understood as an organized set of principles; no principle
should be viewed in isolation.
 principles are intended to apply to all learners- from children, to teachers, to
administrators, to parents, and to community members involved in our educational
system.

COGNITIVE AND METACOGNITIVE FACTORS

Cognitive factors refer to the mental processes the learners undergo as they process information.
The way learners think about their thinking as they engage in mental tasks is the concern of the
metacognitive factors.
1. Nature of the learning process
The learning of complex subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.
Learning in schools emphasizes the use of intentional processes that students can use to construct
meaning from information, experiences, and their own thoughts and beliefs. Successful learners
are active, goal-directed, self-regulating, and assume personal responsibility for contributing to
their own learning.
Learners need to have a clear and concrete understanding of knowledge and concepts presented
so that they would also know in what particular situations they have to apply them. Learning
through experience is the most effective way of teaching. An intentional learning environment is
one that fosters activity and feedback and creates a culture that promotes metacognition, that
is, one in which the learner becomes aware of his or her learning process and can use tools to
enhance this learning process.
Teachers play a significant role in guiding their learners to become active, goal-directed, and
self-regulating, and to assume personal responsibility for their learning. The learning activities
and opportunities provided by the teacher are very important situations where learners can
integrate knowledge and concepts to their experiences. Whenever teachers plan their lessons and
topics, they always need to consider how they can bring reality in the classroom.
2. Goals of the learning process
The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
Learners need to be goal-directed. Teachers have to guide learners in terms of determining their
personal goals. They need to set their goals, not dictated by others, to ensure
their willingness to achieve them. Meaningful learning takes place when what is presented to
learners is very much related to their needs and interests. When learners have good understanding
of the concepts discussed in school, they can reach long-term goals most likely. Indeed, it is
challenging to motivate learners to succeed.
3. Construction of Knowledge
The successful learner can link new information with existing knowledge in meaningful ways.
In planning a new lesson to be presented, teachers would usually find it more effective when they
connect the learners existing knowledge to new information. The integration of prior experiences
to a new concept to be learned is a way of making connections between what is new and what is
already known. That new knowledge is created from old knowledge is the very heart of
constructivism. Teachers should initiate more opportunities for learners to share ideas,
experiences, observations, and readings as the need arises. Sharing prior knowledge can be done
in creative strategies like concept mapping, group activities, and other collaborative techniques
where learners are also able to learn from each other's experiences.
4. Strategic Thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.
Strategic thinking is a person's ability to use knowledge in different ways to solve problems,
address concerns and issues, decrease difficulties in certain situations, and make sound decisions
and judgments in varied conditions. Strategic thinkers do not easily give up even
in difficult situations. They are more challenged to find ways to solve a problem no matter how
many times they already failed. They are not afraid to commit mistakes because
they perceive them as meaningful learning experiences to continuously discover other
ways of arriving at solutions. Teachers are supposed to give them as many
opportunities to learn, experiment, solve, and explore new ideas and concepts. Thus, to
motivate and encourage the learners to be more creative and innovative in their ideas, opinions,
and responses are musts for teachers.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate creative and
critical thinking
One of the most challenging roles of the teachers is to develop among their learners' higher order
thinking skills (HOTS). It means that their learners can do evaluation, synthesis, analysis, and
interpretation of varied concepts, information, and knowledge. As previously mentioned, learners
develop their thinking skills when they are provided with opportunities and learning experiences
to process varied events and situations, specifically if given real problems. This context means
that aside from mastering information, discovery, problem-solving, creation, and evaluation
should also be integrated into their learning experiences. Assessment tools in school should be
authentic. Students can make inferences, sound judgments, and relevant conclusions, and use
their learned knowledge to varied situations. HOTS are very much needed in this fast-changing
world.
Successful learners can reflect on how they think and learn, set reasonable learning or
performance goals, select potentially appropriate learning strategies or methods, and monitor
their progress toward these goals. In addition, successful learners know what to do if a problem
occurs or if they are not making sufficient or timely progress toward a goal. They can generate
alternative methods to reach their goal (or reassess the appropriateness and utility of the goal).
Instructional methods that focus on helping learners develop these higher order (metacognitive)
strategies can enhance student learning and personal responsibility for learning.
6. Context of learning
Learning is influenced by environmental factors, including culture, technology, and instructional
practices.
Learning does not only take place inside the classroom. Much of what learners learn in the
classroom with their teachers can only have meaning once they see them concretely
in their everyday life. Examples given in the classroom should be a reflection of
their actual life experiences. The digital tools and instructional practices must be carefully
selected to facilitate a motivating, stimulating, and encouraging learning environment geared
toward effective acquisition of knowledge, concepts, and skills among learners.
MOTIVATIONAL AND AFFECTIVE FACTORS
How the learners push themselves to learn and how they value learning are the concerns of the
motivational factors.
Meanwhile, the affective factors relate to the attitude, feelings, and emotions that learners put
into the learning task.
7. Motivational and emotional influences on learning
What and how much is learned is influenced by the learner's motivation. Motivation to learn, in
turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of
thinking.
Motivation plays a very important role in learning. It pertains to an individual's inner drive to do
something, accomplish something, pursue a goal, learn, and master a skill, or just discover
without necessarily being forced or pushed by anyone. The level of one’s motivation would
also determine the extent of his or her ability to accomplish desired tasks. The way teachers
motivate their learners is then crucial to make them actively engaged in the learning process.
8. Intrinsic motivation to learn
The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation
to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty relevant to
personal interests, and providing for personal choice of control.
Intrinsic motivation is manifested when an individual engages in an activity or task that is
personally gratifying. It is personally rewarding, and there is no expectation for any external or
tangible reward.
Extrinsic motivation is its direct opposite. A person engages in a task or activity
to earn external rewards or to avoid punishments in some situations.
Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control.
As teachers and mentors, the most important way to motivate the students to learn is to present
the value of that knowledge or concept to their life. Learning is not only about getting good
grades or complying with requirements, but it is more of knowing why they need to learn such
and to what specific instances in their lives that they would be able to use them. When what is
being taught to the students is presented creatively, it stimulates their HOTS, enhances their
curiosity, and heightens their interest to learn more about it. Teaching strategies that allow
personal choice and control, collaboration, and creation for learners contribute to a more
heightened intrinsic motivation for learning.
9. Effects of motivation and effort
Acquisition of complex knowledge and skills requires extended learner effort and guided
practice.
The learners' motivation to learn is also partnered by their extended efforts.
Teachers facilitate learning opportunities and experiences that encourage learners to exert time
and effort and at the same time commitment and enthusiasm toward a task they have to do and a
concept they have to learn. It is through the teachers' encouragement that they will have to do
tasks with quality and not just for compliance's sake.
DEVELOPMENTAL AND SOCIAL FACTORS
10. Developmental influences on learning
As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical, intellectual,
emotional, and social domains is taken into account. Knowledge on the physical, intellectual,
emotional, and social domains of the learners is an excellent springboard for planning learning
activities, materials, and assessment. Often, some learners are not learning well because there is
a mismatch between the learning activity and the learners' developmental stage/
11. Social influences on learning
Learning is influenced by social interactions, interpersonal relations, and communication with
others.
Learning can be enhanced when the learner has an opportunity to interact and to collaborate with
others on instructional tasks. Learning settings that allow for social interactions, and that respect
diversity, encourage flexible thinking and social competence. In interactive and collaborative
instructional contexts, individuals have an opportunity for perspective taking and reflective
thinking that may lead to higher levels of cognitive, social, and moral development, as well as
self-esteem. Quality personal relationships that provide stability, trust, and caring can increase
learners' sense of belonging, self-respect and self-acceptance, and provide a positive climate for
learning.
INDIVIDUAL DIFFERENCES FACTORS
12. Individual differences in learning
Learners have different strategies, approaches, and capabilities for learning that are a function of
prior experience and heredity. Individuals are born with and develop their own capabilities and
talents.
Diversity is a natural part of life. The learning environment is the best example where diversity
is manifested between and among learners. Each learner has his or her learning style, intelligence,
potential, skills, talents, learning preferences, as well as cognitive abilities, which are the effects
of both experience and heredity. Theories on multiple intelligences, learning styles and the
differentiated instructions are all to be considered when planning the delivery of lessons.
Teachers assist and support their learners in identifying their most effective learning style,
dominant intelligence, skills, and potentials, and help them identify the ways and means on how
they can use them to maximize learning
13. Learning and diversity
Learning is most effective when differences in learners' linguistic, cultural, and social
backgrounds are taken into account.
Multicultural teaching encourages teachers to consider their learners' linguistic, cultural and
social backgrounds. Language can be a barrier in learning when learners cannot express
themselves properly and when the learning material is not also related to their social context.
Examples given may be too vague or abstract because their most specific application cannot be
found outside of the school. Cases and situations should be contextualized and localized. When
learners find that their lessons are also concretely seen in their places and are closely related to
their environment, the more they can appreciate learning.
14. Standards and assessment
Setting appropriately high and challenging standards and assessing the learner as well as learning
progress including diagnostic, process, and outcome assessment are integral parts of the learning
process. Assessment provides important information to both the learner and teacher at all stages
of the learning process
Assessment and evaluation are essential pats of the teaching and learning process. The results of
assessments conducted are used to gauge the learners' strengths, weaknesses, limitations, and
areas of difficulties. Teachers can also determine what kind of support and scaffold the learners
need. This process also includes knowing which instructional material would best assist
a learner for better school performance.
Assessment should be an ongoing process. Whether it was formative or summative, results
should be used as a means of improving the teachers' strategies and techniques in teaching. Low
results may not always be attributed to students' negligence and difficulties but may
also attributed to other factors.

LEGAL AND POLICY FRAMEWORKS AND LEARNER-CENTERED TEACHING

Collaborative Activity
In a small group, read and analyze the content of RA 10533 Try to relate it to the principles of
learner-centeredness.
Identify provisions in RA 10533 that highlight learner-centeredness and discuss their
implications for teaching.
Prepare powerpoint presentation.
RA 10533: Enhanced Basic Education Act of 2013
An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education
RA 10533: Enhanced Basic Education Act of 2013
An Act Enhancing The Philippine Basic Education System By Strengthening Its Curriculum
And Increasing The Number Of Years For Basic Education
The enhanced basic education program encompasses at least one (1) year of kindergarten
education, six (6) years of elementary education, and six (6) years of secondary education, in
that sequence. Secondary education includes four (4) years of junior high school and two (2)
years of senior high school education.
Standards and Principles. The DepEd shall adhere to the following standards and principles,
when appropriate, in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be gender- and culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already know proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available. For this purpose,
MTB-MLE refers to formal or non-formal education in which the learner’s mother tongue and
additional languages are used in the classroom;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge
and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts.
K12 FRAMEWORK
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
Lecture: Organization and Management of Learner-Centered Classroom
ORGANIZATION AND MANAGEMENT OF LEARNER – CENTERED CLASSROOM
The classroom is a vehicle for getting students from where they are when they enter the
schoolhouse door to where they need to be an academic year later. Ideally, we all would like
to see at least one year of progress for one year of seat time. In talking about classroom
management and student achievement, it may help to think of the teacher as the driver of the
car who needs to respond to the passengers' needs in order to ensure that they reach their
destination. In driver education there is a substantial focus on the mechanics of driving and
the rules of the road, but not very much attention is given to keeping the automobile
functioning. People learn about preventive maintenance as a secondary set of skills through
guidance,observation, reading, and trial and error.
DEVELOPING a LEARNER-CENTERED CLASSROOM
1. Turn your classroom into a community
2. Develop trust and communication
3. Create an environment where mutual respect and a quest for knowledge guide behavior–
not rules
4. Replace homework with engaging project-based learning activities.
5. Develop ongoing projects
6. Allow students to share in decision making
CLASSROOM ORGANIZATION: ROOM STRUCTURING
The physical layout reflects your teaching style. If you want students to collaborate insmall
groups, for example, organize them around tables or clusters of desks. For
frequentwhole-group discussions, try a circle or U-shaped desk configuration. If
you plan on an individualized, self-paced curriculum, you might set up learning stations.The
physical layout should also reflect you. Don't hesitate to give the room your personaltouch with
plants, art, rugs, posters, and maybe some cozy pillows for the reading corner."Creating a
caring, child-centered environment takes lots of thought and planning.
Flexible Room Arrangements
In learning-centered classrooms, teachers no longer determine physical arrangements
primarily to provide personally assigned individual space. Rather, the spatial environment
isdesigned to facilitate collaboration. Some teachers in learning-centered classrooms
arrangetheir rooms in advance; others set up the room arrangement after negotiations with
their students. In reviewing research on seating arrangements, Lambert (1995)
concluded thatseating flexibility—as opposed to a perpetually fixed seating
arrangement—is a necessary prerequisite for an interactive classroom.
Appropriate room arrangements that support the curriculum will often shift across gradelevels,
and these tend to become more formalized with increasing grade levels (Gallego andCole
2001; Johnson 1985, as cited in Gallego and Cole 2001). Therefore, teachers at the higher
grade levels who are establishing learning-centered environments will be especially aware
ofthe shift from the prevailing norms as they arrange seating to support more face to-face
interaction. If room arrangements change, students must be socialized to working in these
different configuration.
Varied Social Forum
Another important aspect of the environment is providing flexible and diverse forum for
students to gain information and share expertise. In some classrooms, teachers design
smallgroup inquiry centers through which students rotate on a weekly basis (Bruer 1993). In
others,students are members of different groups created for different purposes. To provide
multipleforum and flexible grouping arrangements in your classroom, you may change seating
patternsfrom unit to unit and from activity to activity. For example, each student participated in
a homegroup of four students as well as a center group of four students, but the mixture of
studentswas different in each group. During center time, groups were given freedom to
move to acarpeted area or other space for private workspace or needed supplies and
equipment. Formany students, center time was the highlight of their day because they could
have their “own”space. Some researchers (David 1979) have found that students consistently
listed as concernsadequate personal space and having private places. The emphasis on
collaboration in learning-centered classrooms should not be misinterpreted to mean that
students never work alone. Notall students learn in the same way. Classrooms that nurture
a social environment can also attend to students as individuals. Students have more choice
about when they might needpersonal space. Teachers have more flexibility to confer either
with groups or privately with individual
Collaborative Classroom
Effective communication and collaboration are essential to becoming a successful
learner. It is primarily through dialogue and examining different perspectives that
students become knowledgeable, strategic, self-determined, and empathetic. Moreover,
involving students in real-world tasks and linking new information to prior knowledge
requires effective communication and collaboration among teachers, students, and
others. Indeed, it is through dialogue and interaction that curriculum objectives come alive.
Collaborative learning affords students enormous advantages not available from
more traditional instruction because a group--whether it be the whole class or a
learning group within the class--canaccomplish meaningful learning and solve problems
better.
Characteristics of a Collaborative Classroom
Collaborative classrooms seem to have four general characteristics.
1. Shared knowledge among teachers and students. In traditional classrooms, the
dominant metaphor for teaching is the teacher as information giver; knowledge flows
only one way from teacher to student. In contrast, the metaphor for collaborative classrooms
is shared knowledge. The teacher has vital knowledge about content, skills, and instruction,
and still provides that information to students. However, collaborative teachers also value
and build upon the knowledge, personal experiences, language, strategies, and culture
that students bring to the learning situation.
2. Shared authority among teachers and students. In collaborative classrooms, teachers share
authority with students in very specific ways. In most traditional classrooms, the teacher is
largely, if not exclusively, responsible for setting goals, designing learning tasks, and
assessing what is learned. Collaborative teachers differ in that they invite students to set
specific goals within the framework of what is being taught, provide options for activities and
assignments that capture different student interests and goals, and encourage students
to assess what they learn. Collaborative teachers encourage students' use of their own
knowledge, ensure that students share their knowledge and their learning strategies, treat
each other respectfully, and focus on high levels of understanding. They help students listen
to diverse opinions, support knowledge claims with evidence, engage in critical and
creative thinking, and participate in open and meaningful dialogue.
3. Teachers as mediators As knowledge and authority are shared among teachers and
students, the role of the teacher increasingly emphasizes mediated learning. Successful
mediation helps students connect new information to their experiences and to learning in
other areas, helps students figure out what to do when they are stumped, and helps them
learn how to learn. Above all, the teacher as mediator adjusts the level of information and
support so as to maximize the ability totake responsibility for learning.
4. Heterogeneous groupings of students The perspectives, experiences, and backgrounds
of all students are important for enriching learning in the classroom. As learning beyond
the classroom increasingly requires understanding diverse perspectives, it is essential to
provide students opportunities to do this in multiple contexts in schools. In collaborative
classrooms where students are engaged in a thinking curriculum, everyone learns from
everyone else, and no student is deprived of this opportunity for making contributions and
appreciating the contributions of others.
Thus, a critical characteristic of collaborative classrooms is that students are not
segregated according to supposed ability, achievement, interests, or any other characteristic.
Segregation seriously weakens collaboration and impoverishes the classroom by depriving all
students of opportunities to learn from and with each other. Teachers beginning to
teach collaboratively often express delight when they observe the insights revealed
by their supposedly weaker students.
Thus, shared knowledge and authority, mediated learning, and heterogeneous groups of
students are essential characteristics of collaborative classrooms.
Activity Based Learning
Understanding activity-based learning is significant for creating the appropriate social
environment; however, in conjunction with this knowledge, the physical environment
must be well-thought-out to support the transactions that are intended to take place.
The concepts that validate situated learning theory must be extended to the design
profession; for, situated learning theory provides the foundations for creating activity-
based learning environments. The reason for this is that it emphasizes the significance of
authentic learning experiences and acknowledges that these experiences occur at specific
times within a specific place.
CLASSROOM ROUTINES AND PROCEDURES
Establishing effective classroom routines early in the school year helps keep your classroom
running smoothly and ensures that no time is wasted while students wonder what they should
be doing during times of transition. Classroom routines can be established for many activities,
including entering the classroom in the morning, transitioning between activities and preparing
to leave the classroom. The basic procedures for establishing solid routines remains the same
regardless of the routine procedure that you are teaching your students
Explain the routine to your class.
Tell your students why the routine is important and what you expect them to do as part of the
routine. If you want your students to enter the classroom quietly in the morning and select a
book to read, explain how entering the room this way helps get the day started quickly; define
what quietly means, because without clarification, some students may consider quietly to
mean a whisper voice while others will take it to mean no talking. Allow students to ask
questions about the routine and your expectations.
Model your expectations.
Act out, in detail, what you expect from students when completing a routine. Break
the routine down and narrate what you are doing. Show each stepof the routine and how it
should be properly completed.
Have students practice the routine
Select one or two well-behaved students to demonstrate the routine first, allowing the
class to see how the routine should be completed by a student. Once students all understand
what is expected, have the whole class practice the routine. Younger students may benefit
from completing the routine one step at a time.
Select one or two well-behaved students to demonstrate the routine first, allowing the
class to see how the routine should be completed by a student. Once students all understand
what is expected, have the whole class practice the routine. Younger students may benefit
from completing the routine one step at a time before practicing the whole routine at once.
Have students practice the routine until the class feels comfortable completing the routine
without teacher assistance.
Implement the routine in your day. Once students understand the routine, have them
complete it during the day. As you implement the routine, remind students of
the proper procedure and your expectations, making your reminders less detailed until they
are able to complete the task completely on their own. Review your routine as necessary. If
the class struggles to remember the routine or has trouble completing the routine after a break
from school, review your expectations and have students practice the proper way to complete
the routine again students practice the routine. Select one or two well-
behaved students to demonstrate the routine first, allowing the class to see how the routine
should be
Social Environment
The term social environment refers to the way that a classroom environment influences or
supports the interactions that occur among young children, teachers, and family members. A
well-designed social environment helps foster positive peer relationships, creates positive
interactions between adults and children, and provides opportunities for adults to support
children to achieve their social goals. To create a classroom environment that supports
positive social interactions, teachers need to plan activities that take the following aspects into
consideration. Click the items below to learn more.
Children should spend time every day in different kinds of groups. Groups of various sizes
open up different opportunities for social interaction and learning. Activities suited to large
groups include opening group circle time, story time, meal times, and outside time. Small
groups allow more time for interaction with individual children and are ideal for teaching new
skills and providing feedback. Additionally, small groups offer more opportunities for children
to practice their language skills and for teachers to facilitate children’s communication
development.
Group Size and Composition
Groups can either be made up of children with similar skills and abilities (i.e., homogenous
groups) or mixed abilities (i.e., heterogeneous groups). Homogenous groups are ideal for
teaching targeted skills or skills that meet the particular needs of a subset of children.
Conversely, groups that include children with diverse skills and abilities provide opportunities
for all children to learn positive social skills and communication skills from their peers. In this
way, all children contribute to the classroom culture while also receiving the support they need
to interact with their peers and teachers in meaningful ways.
When considering group size and composition teachers should:
Make sure children have opportunities to get to know each other and engage when in groups,
including snack and meal times, to promote interactions.
Create activities that require children to work together and share materials.
Provide visual supports to promote social interaction and independence. Some children may
not interact with their peers because they may not know what to do or how to do it.
Model, encourage, and teach positive social-interaction skills.
Model, encourage, and teach problem-solving skills.
Consider limiting the number of children allowed in a given area at one time.
Teacher- vs Child-Initiated Activities
A learning environment’s daily routine should include both teacher-initiated and child-initiated
activities. Teacher-initiated activities are those that the teacher plans and leads, such as story
time or a small-group learning activity. Generally, a child-initiated activity is one that allows
children to follow their interests and explore their passions. When they plan activities for the
social environment, teachers should:
Take note of children’s preferred activities when they have the opportunity to choose their own.
Doing so can help teachers to identify the children’s areas of strengths and interests.
Recognize that children may demonstrate challenging behavior during teacher-led activities
that they find difficult, uninteresting, or overwhelming. Teachers can use their knowledge of
children’s preferred activities and materials and embed them in activities that may be more
challenging (e.g., If a child love trains, but does not like to use any writing materials, provide
pictures of trains for the child to color at the writing center).
Assign classroom jobs or responsibilities (e.g., plant water helper, animal feeder, lunch cart
pusher, table setter) to help children feel a sense of belonging.
Make sure that every child has the opportunity to be a leader and a helper.
Make sure that every child has frequent opportunities to answer questions, make choices, or
offer comments in a verbal or non-verbal way. For example, children can indicate their song
choice during group time in a number of different ways (e.g., speaking, pointing).
Materials and Activities That Promote Interaction
Activities, games, and toys that require two or more children to participate have been shown
to promote social interaction. More, different types of materials promote different types of play
and social interaction. For example, a board game might lend itself to a couple of children, a
home-living area might be more appropriate for a small group, and a game of duck-duck-goose
requires a large group. When they think about what materials and activities should be included
in their classrooms, teachers should:
• Limit the amount of materials so that children have to share to promote social interaction. Be
careful not to limit to the point that children argue over them.
• Plan projects that can be done as groups or in pairs. For example, teachers can give two
children one large piece of paper to create a collage.
• Provide toys—such as dolls and building blocks—that are likely to encourage social
interaction.
Including Families
Another important aspect of designing the social environment is to build rapport through
frequent, open, and honest communication with families and by and making families and those
important to them feel welcome. Family members can include a child’s immediate family,
extended family, and others in the community or neighborhood that are important in the
family’s life. Family members can share information about the strategies they use in their
homes and cultures to promote social interaction. Teachers should listen to and incorporate
parents’ beliefs, as appropriate, into their instructional practices, including suggestions about
how to encourage and guide children.
More specifically, when they partner with families to design the social environment, teachers
should:
 Offer opportunities for family members (including immediate family, extended family, and
community members) to volunteer in the classroom.
 Provide opportunities for families to meet and connect with each other.
 Invite families to bring materials and share activities from their home and culture.
 Collaborate with families to support the development of their child’s social skills at home.
 Include families in brainstorming and planning activities to meet a child’s individual needs.
Lecture: Role of Discipline in a Learner-Centered Classroom
Discipline is teaching acceptable behaviour and unlearning maladaptive behaviour with
support, guidance and direction in managing behaviour. It’s about setting limits; clarifying
roles, responsibilities and mutual expectations; and creating a predictable, orderly and stable
life.
Learner-centered discipline involves engaging students as decision-makers and problem-
solvers.
• Cultivates and maintains trusting relationships, and is respectful of students.
• Helps students understand their impact on others, build empathy, and repair harm they may
have caused.
• Prioritizes keeping students in the learning environment, engaged with peers and support
systems.
Is responsive to the cultural, developmental, and school context for behavior and aims to end
the disproportionate use of harsh punishment of students of color.
COLLABORATIVE CLASS NORMS
• Every class should have a short list of class rules or norms that are developed together and
positively phrased
• Developing this list as a group allows students to see the why behind the rules and buy-in to
how they are enforced.
• Create three to five rules that tell everyone what they should do, not what they shouldn’t do.
Example: “Hands and feet to yourself” instead of “no kicking”
• As a teacher or counselor, your job is to facilitate the development of the list, not develop it
yourself.
• Work on how you rephrase and narrow these rules.
• Let the students sign the rules.
• Let the make a name for the group, a name that describes classroom community
LOGICAL CONSEQUENCES
How many times has a student pushed in line on the way to recess and the teacher’s reaction
was to take away recess?
Keep the consequences related to the misbehavior. For example, if that student pushes in
line, they go at the back of the line. Let the student practice lining up while they are missing
the initial part of recess. This would be logical since their misbehaviour cost the class
recess time.Make sure that the consequences are connected to the misbehaviour.
Consistent Application.
The consistent application goes hand in hand with logical consequences. Make sure that you
are consistent with your rules, your consequences, and your reinforcement. Students succeed
in predictable and just environments. They get angry just the same as we do when they think
they aren't being treated fairly or acknowledged. Think about some of these ques琀椀ons:
• When will you call home to parents?
• When will you send a student to the office?
• What consequences do you have for minor infractions?
• How will you address repeated misbehavior?
• How will you acknowledge and encourage exceptional actions?
• Will you track any of this?
Make a plan and feel confident that it will guide your decisions fairly and effectively.
Time for Resolution
In your classroom, develop routines for resolving conflicts. This is not a skill that comes
naturally to students (or adults), so be prepared to guide and instruct. First thing though,
provide the space and time for this to occur.
Some teachers build this into their morning meeting or closing meeting.
• Create a box in your class where students can write concerns or comments. These can be
addressed one- on-one or during your class meetting.
• Have a conflict resolution process for disagreements between students. This process should
focus on communicating clearly, attending agreeable solutions, and make a plan to move
forward.
Calm Spaces
What happens when a student is struggling to control their emotions or behaviour? Do they
have a place they can go in your room or a process they can go through?