The Making of Student Centered Classrooms
Introductory Summary
Student-centered classrooms should be modeled on the basis of an education approach which prioritizes focus on the students’ needs. This learning puts student’s voice first by focusing on their interests, ability and learning styles. In this classroom set-up the teacher is a mere facilitator while, the students are active participants.
Steps in making a student centered classroom.
Students’ interaction should be the central focus in a student-centered classroom, whereby, students collaborate with minimal to no teacher involvement so as to make conclusions of their own (Echevarria & Vogt, 2007). In the making of a student centered classroom Echevarria and Vogt (2007) suggest that, learners should be permitted to make a choice on how to carry out activities rather than be told by the teachers. In reading exercises as an example; students can be asked to choose whether to read with partners or in small groups. This gives scaffold support for students that require it. Later on, they could choose whether to read texts with others or independently. This helps them learn well in groupings or solitude; whichever makes them comfortable in learning.Students evaluation is another key consideration in the making of a student centered classroom. In such a set-up students should be allowed to participate in evaluating their own learning. This is best done if students can group themselves and give opinions that are conclusively reached in group set-ups these assessments will bear weight because they carry an average of opinions from nay students (Gottlieb, 2006).Conclusively, all teachers should accommodate the students’ wants and what makes them contended and comfortable. In the process the teacher should provide an interactive, dynamic and trusting environment to allow students to collaborate with others.
References
Echevarria, J, and Vogt, M. (2007). Ninety Nine Ideas and Activities for teaching English Learners with the SIOP Model, pg 73-75. Needham Heights, MA: Allyn and Bacon Publishers.
Gottlieb, M. (2006). Assessing English Language Learners: Bridges from Language Proficiency to academic Achievement. Thousand Oaks, CA: Corwin Press Incorporation.
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