Relationship Between Teacher And Students

Relationship Between Teacher And StudentsSimilarly according to Moloi et al. (as cited in Mtika Gates, 2010), throng give out is one of the strategies that place be useful in assimilator-centered approaches. It does non only help students to discuss and shargon ideas with each other, scarcely it also helps to improve students understanding of some concepts and devise their communication skills. In the student-centered classroom, the teacher has to think of students needs and the classroom is considered as a place where students work together, in groups and as individualists by encouraging them to inquire part in the erudition transition all the time (Jones, 2007). In the student-centered classroom, the teacher should be intimate well-nigh their students background. Teachers should consider what they may know or do not know about their students because it helps to create the classroom conditions that argon responsive to the learning needs of the students (Hodson, 2002). F urthermore, in mixer constructivist classrooms the relationship between teacher and students are much more dynamically involved, so that the teachers role is much more demanding to allow and actively promote recognition, evaluation, and reconstruction (Gunstone and Northfield as cited in Hand et al., 1997). The size of it for utile student-centered classrooms passel be organized into large group (class with 25-30 students), medium size (5-8 students), small group (3-5 students), pair group (2 students) and a teacher and a student (only in special condition) (MoEYS, 2002a). Furthermore, classroom arrangements, especially classroom space and resources like chairs and tables for large group activities are also important because appropriate resources helps to embody the effectiveness and efficiency of command to the students.2. 4 Definition of the Student-Centered Approaches to Learning The terms student-centered approachesand learner-centered approachesto learning are the same an d whilst some articles use the term student-centered approaches and other articles used the term learner-centered approaches, the two terms were used interchangeably. Both terms focus on the needs of students who as learners are actively involved in the learning process (Utecht, 2003). The term student-centered approaches is used in this study because this term is formally applied in Cambodian curriculum and ministry educational literature. Moreover, the student-centered approaches are broader for example, a student can be defined as learner, but a learner may not be defined as student. For example, a man wants to know about the educational law in Cambodia, so the man can go to library or search in the MoEYS website to read and learn about the law. The man therefore is not a student, but he is a learner. The student-centered approaches to learning are defined as precept methodologies associated with an approach to learning where students are the main characters in the learning proce ss, and actively learn in a socially interactive way (Brush Saye, 2000). The student-centered approaches are designed to assist students to learn stovepipe from meaningful life experiences, social interactions, and scientific experimentation (Pedersen Liu, 2003). The student-centered approaches to learning focus on individual students needs and growth, because these approaches are intended to develop the potential of all(prenominal) individual student and encourage their personal growth and interests (Morris, 1996). The student-centered approaches are also considered effective alternatives to the traditionalistic teacher-centered approaches. Similarly according to Courtney (2008), it looks very different from the traditional instructive teaching methods that are widely applied in Cambodia. These traditional teaching methods depend on the direct instruction of the teacher and verbal and written repetition with little emphasis on understanding but strong emphasis on memory and recall. Kember (as cited in ONeill McMahon, 2005) and Hirumi (2002) stated the student-centered approaches are in contrast to the traditional teacher-centered approaches. In the teacher-centered approaches, teachers are at the center of the learning and teaching process and provide instruction to students the students are the empty vessels into which the teacher pours their acquaintance. This view contrasts sharply to that of constructivist opening where we see that students are central to the learning process, they are not viewed as empty vessels but rather actively participate in making intimacy by thinking and solving problems for themselves, and developing their self-esteem that is essential for learning and decision-making throughout life (American Psychological Association, 1993 Hirumi, 2002 MoEYS, 2005). The core principle of the student-centered learning approaches is that students bring forth different abilities, needs, and interests for how they learn, and they const ruct association and meaning and learn in different ways (Brady, 2006 Murdoch Wilson, 2008 Hirumi, 2002). The American Psychological Association (1993) stated that students have various capabilities and interests for learning. Individuals are innate(p) with and develop unique capabilities and talents and have acquired through learning and social acculturation different preferences for how they like to learn and the pace at which they learn (American Psychological Association, 1993, p. 9). accord to Meyer Jones (as cited in Hirumi, 2002), in the class students talk, listen, write, read, and reflect on content, ideas, issues, and concerns in order to construct their own meaning. In student-centered environments, learners are given direct access to the cognition-base and work individually and in small groups to solve authentic problems (Hirumi, 2002, p. 506). Similarly, according to Jones (2007), a student-centered class is a place where students needs are considered, as a group an d as individuals, and students are encouraged to participate in the learning process all the time. At different times, students may work alone, in pairs, or in groups. As a theory of epistemology, constructivism proposes that students bring their existing experiences and beliefs, as well as world views and their cultural histories, into the learning process when they internally build knowledge by interacting with the environment (Yilmaz, 2008). Constructivism is considered as a process that students actively construct their knowledge upon knowledge that they already have (Motschnig-Pitrik Holzinger, 2002). Social constructivist, Vygotsky believed that learning is a social process in which learners developed understanding through interaction with the environment around them (Brush Saye, 2000, p. 5). According to Jonassen Duffy Jonassen (as cited in Brush Saye, 2000), the need for more student-centered learning activities have been promoted by the supporters of the constructivist epistemology of learning. In short, the key characteristics of the student-centered approaches to learning emphasize studentsprior knowledge and experience, developing Bloom Taxonomy thinking skills, especially critical thinking and problem solving, exploring individual learning needs and interests, promoting active student involvement, and developing motivation for life-long learning (American Psychological Association, 1993 Brush Saye, 2000 Hirumi, 2002 Mtika Gates, 2010). However, there is no single schema that helps students to have effective learning all the time and there is no teaching strategy that is better than others in every circumstance. Each teaching strategy has its strength and weakness, so teachers need to make decisions and chose teaching strategies that help their students to achieve the learning outcomes (Killen, 2003). Similarly according to Hab Em (2003), to choose and effectively apply a teaching strategy the teacher has to judge many times because selecti ng an appropriate teaching strategy is based on the decision whether we provide knowledge to students through direct instruction (teacher-centered approaches) or indirect facilitation (student-centered approaches).2. 5 Student-Centered Learning as Adopted by the Cambodian Ministry of Education 2.5.1 Vision of learning and teaching Learning has many styles such as learning by seeing, audience, writing, reading, watching television, self-experiment, practice, thinking, playing games, study tour and so on. These styles of learning provide knowledge to the learners. However different learning can have different result. Learners may produce different learning outcomes with a different learning style to another student (MoEYS, 2002b). For example, those who learn by listening will forget all or remember a little after several days. Those who just stand and see people swimming cannot swim, but if they learn to swim themselves, they can swim effectively. People therefore can do something when they involve themselves. According to Confucianism, it is believed that If you tell me, I will forget. If you show me, I may remember. But if you involve me, I can do and understand (MoEYS, 2008). The Cambodian governments vision of the purposes for learning and teaching roles has gradually changed between societies and from one a period of time to another (MoEYS, 2002a). Previous teaching methods considered effective and appropriate was when teachers were considered to be the knowledge providers. Teachers provided knowledge and told students, and students listened to teachers and followed teachers without developing their own ideas or understanding. In this consideration teachers had the power because they had the knowledge that students needed to be able to progress through the education system. This vision was later officially abandoned because the learning outcomes were considered unsuitable to both the needs of the country for skilled thinkers and they compared poorly to the wider international educational context. In the following period, another new teaching method was integrated called question and wait on method. The teacher raised questions and the students answered. This method was adopted in the belief that it would bring better results for students. The question and answer method was later changed and reformed to what was known as the active method because this method required much relationship between teacher and students. For the last vision, it was believed that creation only relationship between teacher and students was not enough. To have better result for students, relationship between students and students must be created in the teaching and learning process. Teachers have to prepare students to work in groups, so students can exchange their ideas, work cooperatively, and help each other in learning. This last vision is a very important part of student-centered approaches (Hab Em, 2003 Inspector, 2002 Ung, 2008). These approaches to learning and teaching shifted the power reposition of the teacher from one who held all the knowledge to a more equal one where teachers partner with, sometimes lead, their students into new understanding and knowledge. 2.5.2 article of faith and theory Theories that are applied and relevant to teaching and learning in the current Cambodian school system areLearning is creating new knowledgeLearning is exchanging experience (Inspector, 2002) The theories of learning above are also clearly identifiable as concepts of constructivism. Although constructivism is not a theory of learning, the principles have been applied by many educators in teaching and learning, especially, but not only, in science education (Han et al., 1997 Yilmaz, 2008). Constructivism emphasizes that knowledge and meaning are constructed by the human mind in effect learners create links between their existing knowledge and new experience and make new knowledge structures and meaning (Yilmaz, 2008). The role of te achers and students are changed by the adoption of the student-centered approaches to learning. Students are given greater responsibility for their learning and the teachers roles change where they become more coordinators or facilitators of the learning experiences. Students are encouraged to explore the knowledge by themselves and with other learners and the teachers help the learning process by showing students paths of knowledge. In this new role in the classroom, the teachers become part of the learning process and acts as a guide and a resource for the students (Utecht, 2003). Furthermore, the importance of school is to provide multiple opportunities to students to create knowledge and understanding by themselves through research, really experience and solving problems.