Learning centered is an approach to teaching in which the education of the students is given priority. The focus is to develop a leaner centered institution in which the student engagement in the learning process is prioritized. As a teacher, the learning centered statement means that the students are considered in all decision making. In as much as the teacher is important in the paradigm because he is the researcher, designer, instructors as well as the guide, he must also motivate the students and evaluate them.
What is expected of learning centered teacher?
Therefore the learning centered teacher must demonstrate expertise and competence in designing and developing number of learning options that can be used to meet the leaner’s needs. As a learning centered teacher, I must be in a position to clearly articulate all the learning for the learns as well as demonstrate greater interpersonal skill to develop a rapport and respectful relationship with the students. As I teacher I know that I have to a duty to create a creative and supportive collaborative environment for learning where students can learn without the fear of being victimized, embarrassed or shy.
Despite having relevant educational qualification and experience, it is also important for me to able to mentor, coach and guide the students throughout the entire learning process because this inspires the students to achieve their individual learning goals. (Gabbenesch, 1992, pp. 4 – 5).
Finally, the demand for educational achievement on the part of the students requires that the learning centered teacher must research, and update their relevancy if the content delivered to the students in his discipline. In order to assess his competence, the leaner centered teacher must constniouasly participate in self-assessment based on ten feedback provided by the students as well as his fellow learners (Grunert, Millis, &, Cohen, 2009)
Therefore, my statement as a learner-centered teacher is to be a supportive teacher to students of all cultural backgrounds. I seek to apply learner centered teaching in a range of social contexts. On the other hand, the students should also be engaged in their learning process by allowing them to participate in planning their course content, clarifying their goals as well as objecpves for the entire course and assess their progress. Students should also be asked to establish their own criteria for judging their own performance (Altman, &, Cashin, 1992)
Finally, as learning centered teacher, I must
Have relevant educational, and technical expertise in creating learning materials, options aimed at meeting the needs do the students
I must be able to communicate the learning outcome for the students
I must demonstrate excellent interpersonal skills when dealing with the students so as to develop a mutually respectful relationship with the students
Be able to understand and apply learning theories in practice.
Helping students by teaching them to learn how to learn through behaviors modification
Identifying and assisting all the troubled students
Teaching the students techniques for learning styles especially in relations to their homework and class assignments and this goes particularly to the active learners
To conclude, my mission is students learning, and thus I will accept responsibility in collaboration with the learners for their learning. I will also support and promote student learning as my job. I will also guide both students and institutional decision with the aim of focusing on students learning while assessing the effectiveness of every student centered decision in relations to the student learning and educational achievements
Judith Grunert O’Brien, Barbara J. Millis, Margaret W. Cohen, (2009). The Course Syllabus: A Learning-Centered Approach. 2nd Edition. John Wiley & Sons.
Altman, H. B. and Cashin, W. E. (1992). "Writing a Syllabus," Idea Paper No. 27, Manhattan, KS: Center for Faculty Evaluation and Development, Kansas State University.
Gabbenesch, B. S. (1992). "The enriched syllabus: To convey a larger vision," The National Teaching and Learning Forum, 1(4), 4 – 5.