If the goal of an instructor is for students to learn and then apply learned in their careers, than every training- instruction- learning,-educating process should be student-centered. Is there any other way?
Hi Nisa:
Right on! When we center our attention on student needs, our planned activities may need to be modified, but the student will benefit more from our customized approach than something canned that they miss altogether.
Regards, Barry
Hi Cheryl:
Perfect example I think demonstrates the value of pretesting. Can't go from "A" to "C" - need that "B" part. Pretesting can help assure all are on board to recieve.
Regards, Barry
Hi Rene:
Reaching out to students as individuals is one of the few ways that memorable and meaningful information sharing can occur. The vessel has to be able to receive what we have to give. Being receptive opens the door to take our teaching material.
Regards, Barry
Hi Albert:
I agree, and always hope that is the outcome. It may also reveal where additional instruction is needed or where the curriculum is weak and some tweaking.
Regards, Barry
Hi Denise:
For me, student centered is really "customized student learning". I believe whenever we can tailor instructor to individual needs, the student will benefit. It's not easy or always possible, but any movenment that direction helps.
Regards, Barry
I believe that by making my students the focus, I am giving them more opportunities to learn. In my current class, I've found that half of the class doesn't have a strong background in anatomy and physiology...which makes things difficult when trying to understand where a drug works or how it affects a specific organ. By taking a bit more time to review, I'm hoping all of my students benefit by having a better understanding of drug mechanisms and having information which will be of use when they go out into the "real world".
Students come first. They need to see me as a resource and that I am there for them, to equip them with certain skills and knowledge so they can go on to be successful in the career field. Being a student-centered instructor ensures that the individual learning needs of the students are met, as they are a versatile group with different strengths and weaknesses.
When I'm teaching a new math concept, I need to know what exactly my students will have to learn and how they will use this skill in the performance of their jobs. For instance, they may not need to be able to create a graph from data, but they will need to analyze the graph, so when I teach the unit on graphing, we'll spend some time creating a single graph, and much more time analyzing graphs. If I concentrate on the skills they will be using on the job, they will be more successful, and I will have been successful in teaching them.
I've always thought that in order to be successful is to put yourself in their place, and think about how to relate the material to real-life situations in order assist in the transition process as seamlessly as possible. The reason for teaching is to help them develop the knowledge and skill, and if you don't put them as the first priority, then you are missing the entire goal.
Being a student-centered instructor will enable the students to gain better understanding of the course content.
It puts the student's learning style in front of the information itself.
Student-centered instructor involves a more discovery learning where students have an active roll in the learning process. Adults attending career colleges bring with them a wealth of knowledge and experience and will therefore be more receptive to this instructional style. A receptive student body make for a successful teacher.
The focus of the classroom should be about learning, not teaching. If I keep the students and their success as my focus I will be a effective teacher. Giving students one on one time, extended time to form answers to verbal questions, and using different teaching methods to reach a greater range of students are good ways to ensure the class time stays focused on the students.
Being student-centered allows us to refocus our efforts. Often through the course of a term or several terms, it is easy to not only get distracted, but to lose focus of WHY we are teaching. I find that stepping back and looking at my class from a student perspective, or even trying to place myself in a particular students situation can help me to redirect my focus and turn my teaching to a more student centered approach.
Your accessment is right on the mark and what is also essential when working with student centered learning is when working with multicultural learning in a college environment. If a student is allowed entrance into a teaching/learning institution with limited language skills, we must quickly access teaching that is not only student centered but also student inclusive that also acknowledges their voice and experience.
I set up realistic demands for my students, I share my expertise and knowledge of the field, I want my students to be successful. I try to identify the individual needs of each student in my class.
I feel that being a student-cenetered instructor helps because letting the students know that you care about them and how they are doing as individuals as well as a group helps them to relate to you on a better level. It makes them feel that it is not THEM against the world, and that someone does take their futures and studies seriously. If they realize they are important it may help their outlook on themselves and their performance in class. Offering students options, like tutoring, or giving them advice on how to study, or even taking that extra minute to explain something they are having trouble with will hopefully make them respond in a more favorable and profitable way.
I always focus on the needs of my students--what they need to know and what technique works for a particular student or group of students. At the end of the day, I have one question for myself: Did my students learn what they are supposed to learn from me today?
No matter how good an instructor is in her field, if she is unable to effectively impart her knowledge to her students, then her goal is not met because no learning took place.
To be successful in the teaching process, you will be able to identify the individual needs of each student. Most often times as a group or a class, students feel embarassed to tell the instructor that they did not understand the subject matter. They will just agree with the rest of the class. If you approach them individually and evaluate them, you will be able to know if learning actually took place. I do this in all my clinical classes.
