Jerrod,
Great summary. I'm sure no one wants their efforts not to be fruitful. But even with schools or classes where the curriculum is very prescriptive, giving individual attention, customizing, and relating to each students needs can be accomplished.
Barry Westling
For me, the student-centered model is the very nature of my industry. I work in a smaller for-profit school and we HAVE to be student-centered. Not only because the vital portion of our operation is the student body but because our mission and vision support the success of our clients. I know that each student has their own set of challenges and by recognizing that fact I am aware that a universal teaching style does not work. It is through the application of a varied methodology with student-centric adjustments that gives the classroom the dynamic nature it requires.
James,
These are pertinent analogies. However it's said, tuning in and being willing to spend time with students with their individual needs will only help the successful outcome we are seeking.
Barry Westling
In Real Estate it's location, location, location. In teaching, it's relevance, relevance, relevance. Anticipating the inevitable thought, "What's in this for me," that students think (and *should* think!) helps me meet the needs of this particular class. To sum up: engage or enrage!
Victor,
Instructors usually have a plan how they want the class to go. But when student needs occur, there needs to be methods to address individuality; student-centered (vs. instructor-centered).
Barry Westling
Because you can focus on student learning needs and adjust your delivery style accordingly. The method provides the best feedback to complete a proper lecture with great results
FYI... Pedagogy is the art of teaching children and andragogy is the art of teaching adult education.
Have a great day,
Steven Ehle
Steven,
No prob. It's interesting to me that many mistakenly use "peda" when they mean "andra" (but don't know the difference). Anyway, since many of our "adult" students often behave like kids, your comments have been enlightening. Thanks for your posts.
Barry Westling
For each time I used the term "Pedagogy" please substitute "Andragogy"...! My bad...
Steven,
I believe too, successful instructional outcomes are a shared responsibility, bot instructor and student contributing to the process.
Barry Westling
In the last ten years I have become to realize that “I really did not understand my role as an educatorâ€. Advocates of student-centered adult learning (pedagogy) generally proceed from the constructivist position that maintains that learners construct their understandings through their actions and experiences on the world. Student-centered thinking has spawned a burgeoning interest in the use of a variety of different active learning methods in and out of the classroom. These include collaborative learning, experiential learning, problem-based learning, and a variety of other pedagogical methods. However, the theory and practice of student- centered learning is not without its problems. Student centered learning is often defined in contradiction to teacher - centered learning.
The idea that students must be active in the construction of knowledge is often understood to imply a diminishing role for the teacher in the learning process. Teachers are called upon to relinquish singular claims to authority or power in the classroom. As a result, the role of the teacher becomes recast as one of coach or facilitator. I argue that the student centered dichotomy is built upon a false premise -- namely that it is possible to parse off the active role of the student of which the student and teacher both are a part of the learning process. In other words, learning is a form of “guided†participation. Guided heavily by the teacher…
From this view, knowledge in any given discipline is the historical product of Socio-cultural processes that have evolved over long periods of time (i.e. basic electricity). Such knowledge is preserved and communicated through the cultural vehicle of language. It follows that learning within any given discipline requires mastery of the language-based meanings that define disciplinary knowledge and practice. Such knowledge can only be acquired through active participation in language-mediated learning activities that are structured by more expert individual – the teacher. All learning is thus viewed as a form of doing. Adult learning becomes a task of articulating learning goals and identifying the forms of doing that promote development toward those goals.
Jason,
If we can "walk in the students shoes" so to speak, that can help give a perspective about how best to modify our delivery to make classes more interesting, memorable and fun.
Barry Westling
Most of my students, >90%, are working at least 20 hours per week and are doing their best to fit their classes into their lives. While this does not seem to be the best plan of action for future dental hygienists and registered nurses, this is the truth that I need to deal with on a daily basis. Which means that the last thing my students want to deal with is an instructor who drones on about anatomy & physiology without any context and who seems to be wasting their time. I am still working on my delivery even after nearly 10 years of teaching, but working at being student-centered helps me cut to the chase, so to speak, and reach my students faster.
Kathryn,
Yes, we do get all kinds. I've always believed my challenge is to work with the diversity of students -- even those that seem unwilling to want to help themselves. Student centered implies "working with what you have". Some may feel these students don't deserve extra attention, and I can understand that sentiment. However, my relationship is to my employer and to all my students in the role of instructor.
Barry Westling
It definitely does help if you explain to students why they need the information they are getting. It helps when students what to learn the information then just forcing it on them.
What I find very difficult is the variety of students we get at the school.There are older students who have a strong desire to learn the material because they have been the real world and know how important education will be for their future. Than you have students who just arrived from high school and don't care about learning the material just getting the degree.
It is definitely a balancing act trying to keep the attention of all and also make sure each student receives equal attention.
Eugene,
My take is to try to recall my time in school and classes where I had a difficult time understanding things. I had a few, but not many instructors who would really help me when I needed it. I remember that awful feeling of frustration, helplessness and discouragement. It really doesn't take much extra effort to go the extra mile if the student will also do their part -- it's really a win-win situation.
Barry Westling
When the adult student recognizes that you began you career in the same manner as they are beginning theirs they begin to see someone who can be approached. Forming a classroom relationship with students by getting to know some of their obstacles that they are having lets them know that you care about them as individuals. This demonstrates that you have listened and thought about their issues and ways you may be able to advise them based on similar issues and how you overcame those issues which concerned you.
Paul,
This is a good sentiment. I also think we sometimes fall into a pattern of "this is how we're going to do it", rather than "how can I best convey needed information to these students, at this time, in this specific class, given their uniquenesses, readiness and diversity".
Barry Westling
I think we are all centered on the student as a whole we focus on getting the students to enjoy the class and to learn as much as possible especially adult students as their time is hard to come by.
Nancy,
Great! For me, it just seems to take little extra effort to pay attention to student needs, cater to their individuality, and see better results than to always insist on conforming to my way.
Barry Westling
