Challenges of Implementing Student-centered Strategies in Classrooms (original) (raw)
Related papers
Student-Centered Approach to Classroom Management in English Language Teaching
Journal of Education, 2012
The purpose of this article is to investigate how classroom management and discipline problems can be dealt with in a student-centered way. The term "classroom management" refers to the procedures, strategies, and instructional techniques teachers use to manage student behavior and learning activities. Effective classroom management creates an environment that is conductive to teaching and learning. It is the most important-and the most difficult-skill a novice teacher has to master. Even experienced teachers often find themselves faced with a student-or an entire class-who challenges their established management skills and forces them to find new ways of dealing with classroom situations. A survey was held. The goal of the survey was to find out how well aware are school teachers in Georgia of issues of effective classroom management. I also intended to find out whether teachers hold teacher-centered or student-centered views on classroom management. Time management was emphasized. The results showed that, although student-centered approach to classroom management in English Language Teaching has already gained popularity among English teachers in Georgia, much still has to be done to be able to say that our classroom are managed in a student-centered way.
Global Journal of Human-Social Science, 2019
In an increasingly interconnected and globalized world, there is no alternative to attaining communicative competence in English as it is the primary language used in international affairs. On the other hand, the traditional teacher-centred learning cannot ensure the best student-learning outcome for learning English and therefore, many educationists recommend the introduction of the student-centred learning in the classrooms. Hence, this paper delves into the current practice of student-centred classrooms for learning English at tertiary level colleges in Bangladesh. It also seeks to address the challenges of student-centred classroom for learning English at tertiary colleges in Bangladesh and endeavours to find the solutions to the challenges. For this purpose, twelve (12) teachers has been chosen from four (04) tertiary colleges of Pabna district of Bangladesh. world, there is no alternative to attaining communicative competence in English as it is the primary language used in international affairs. On the other hand, the traditional teacher-centred learning cannot ensure the best student-learning outcome for learning English and therefore, many educationists recommend the introduction of the student-centred learning in the classrooms. Hence, this paper delves into the current practice of student-centred classrooms for learning English at tertiary level colleges in Bangladesh. It also seeks to address the challenges of student-centred classroom for learning English at tertiary colleges in Bangladesh and endeavours to find the solutions to the challenges. For this purpose, twelve (12) teachers has been chosen from four (04) tertiary colleges of Pabna district of Bangladesh. A questionnaire and an interview schedule, containing of both close-ended and open-ended type questions, were used to collect the data. The findings of this study show that 'lecture method' is predominantly followed in the tertiary colleges of Bangladesh while very few number of teachers try to practice 'student-centered learnning methods' in the classroom. Among teaching aids, 'whiteboard & marker' and books are mostly used. The study shows that teachers are facing many problems in the classroom in teaching-learning activities. Based on the findings of the study, some recommendations have been made in order to overcome the challenges and problems with regard to ensure student-centred classroom for learning English efficiently.
International Journal of Science and Engineering Applications, 2019
The main objective of the study was to explore the roles and strategies used by the Wolaita language teachers to implement student centered teaching method in Wolaita language classroom. Four purposively selected teachers and six students were involved in the study. Classroom observation and interview were used as a tool to collect the data. Qualitative data analysis approach was used to analyze the data. The study clearly indicated that teachers did not arrange the classroom properly in a way that is easy for the students to work cooperatively with one another and they also did not properly involve students in group and pair work. Moreover, it revealed that teachers did not accommodate the students with various learning styles and level of achievement. Thus, it was recommended that teachers should arrange the classroom before start teaching. They should be sure that there are spaces between chairs, tables and desks so as to effectively implement student-centered teaching. Before classroom teaching, teachers should let students sit in group or in pair. This also helps teachers to be effective in applying student-centered teaching approach. Teachers also should encourage and involve the students in group work so as to ensure the student centered teaching approach.
Global Journal of Human Social Science, 2019
In an increasingly interconnected and globalized world, there is no alternative to attaining communicative competence in English as it is the primary language used in international affairs. On the other hand, the traditional teacher-centred learning cannot ensure the best student-learning outcome for learning English and therefore, many educationists recommend the introduction of the student-centred learning in the classrooms. Hence, this paper delves into the current practice of student-centred classrooms for learning English at tertiary level colleges in Bangladesh. It also seeks to address the challenges of student-centred classroom for learning English at tertiary colleges in Bangladesh and endeavours to find the solutions to the challenges. For this purpose, twelve (12) teachers has been chosen from four (04) tertiary colleges of Pabna district of Bangladesh. world, there is no alternative to attaining communicative competence in English as it is the primary language used in international affairs. On the other hand, the traditional teacher-centred learning cannot ensure the best student-learning outcome for learning English and therefore, many educationists recommend the introduction of the student-centred learning in the classrooms. Hence, this paper delves into the current practice of student-centred classrooms for learning English at tertiary level colleges in Bangladesh. It also seeks to address the challenges of student-centred classroom for learning English at tertiary colleges in Bangladesh and endeavours to find the solutions to the challenges. For this purpose, twelve (12) teachers has been chosen from four (04) tertiary colleges of Pabna district of Bangladesh. A questionnaire and an interview schedule, containing of both close-ended and open-ended type questions, were used to collect the data. The findings of this study show that 'lecture method' is predominantly followed in the tertiary colleges of Bangladesh while very few number of teachers try to practice 'student-centered learnning methods' in the classroom. Among teaching aids, 'whiteboard & marker' and books are mostly used. The study shows that teachers are facing many problems in the classroom in teaching-learning activities. Based on the findings of the study, some recommendations have been made in order to overcome the challenges and problems with regard to ensure student-centred classroom for learning English efficiently.
Proceedings of the ICECRS, 2017
This study was conducted to examine teachers’ attitudes and beliefs towards the use of Student-Centred Learning in English language classes. In addition, it also sought to examine the extent of student-centred learning practices amongst primary school teachers have on their students’ performance in the English language. A survey was carried out to collect data from 147 primary school English language teachers in Perlis. The questionnaires were used to determine the teachers’ beliefsand attitudes towards student-centred learning and to measure the extent teachers practice or attempt to practice student-centred learning in their classrooms. The results for March Test and mid-term examinations were also collected from 346 respondents of Year Five students to determine the relationship between student-centred learning practices and the students’ achievement. The findings of this research showed that there were positive attitudes of the English language teachers towards student-centred l...
International Journal of Humanities, Social Sciences and Education, 2018
The teaching of English language in the secondary schools of Zambia is usually text based. Teachers graduate from different colleges and universities with diplomas and degrees and go to teach the secondary school learners. The purpose of this study was to assess the usage of learner centred techniques in the teaching of English language in the secondary schools of Lundazi district. The objectives of the study were to: establish how children were learning English using learner centred techniques and identify the challenges in using the learner centred activities in the secondary schools of Lundazi. The study used a mixed methods design and adopted concurrent triangulation on a population of 99 respondents. 72 respondents were pupils, 24 were teachers of English while 4 were heads of departments for languages in the secondary schools. Focus group discussions were used to collect data from 32 learners and 24 teachers while 39 answered a likert scaled questionnaire and 4 heads of departments were interviewed. Microsoft excel was used to analyse quantitative data while thematic analysis was used to analyse qualitative data. The findings revealed that teachers were not interested in teaching using learner centred techniques hence they used a limited number of learner centred activities. Despite this, pupils were interested in learning English using the learner centred activities. Challenges included inadequate teaching and learning material, over enrolment, rushing to cover the whole syllabus and teaching to make children pass examinations. The study recommended that teachers should use the continuing professional development meetings to share fully the process of teaching English language using learner centred techniques in the secondary schools. Government should control enrolment in secondary schools so that quality learning can be realized through teaching English using learner centred techniques.
Classroom Management Strategies in English Language Teaching: A Perspective of English Teacher
EDUVELOP, 2020
The essence of classroom management is the creation of more conducive student learning conditions. The conducive learning conditions are the most important prerequisite for the smooth implementation of student learning activities, so that the smooth learning process influences the learning outcomes more optimally. Good class management is one that can serve and help students' needs in learning. Therefore, the characteristics and needs of students are the first things that need to be known and taken into account by the teacher as well as possible. This present study tries to analyze classroom management strategies in English Language Teaching of three junior high school in Yogyakarta. To collect the data, the researchers used semi-structure interview and the obtained data were analyzed with descriptive-qualitative method.The result showed that there are three dominant aspects of classroom management system, namely; curriculum and instructional management's (i.e. curriculum planning, making the lesson plan, scheduling, method implementation learning and assessment), management behavior (i.e. teacher sets and enforces the rules and the procedure, teacher starts the lesson, teacher builds relationships with students, teachers apply discipline and consequences and teacher is involved in the process learning), and management of the environment (i.e. class settings namely structuring furniture and determining the number of students).
General overview to student-centered approach
Modern Scientific method, 2024
The article elaborates student-centered instruction and its characteristic features. This approach is compared with teacher-centered instruction. Clarity has been brought to the notion “center”. Besides, language teaching methods which require student-centered instruction and teacher-centered instruction have been involved in the study. It has been concluded that the teacher has a partial control over the students at the lesson while conducting the lesson via student-centered focus though the students organize the whole lesson in the classroom. Topics are usually chosen by the students while the materials are given by the teacher.
The Student-Centered Classroom
1 Autonomous Learning 2 2 Classroom Management 4 3 Motivation 13 4 Fluency and Accuracy 18 5 Teacher as Facilitator 25 6 Different Kinds of Activities 28 Conclusions 40