Student-centered learning sounds elegant and intriguing in an ideal classroom: students collaborate with each other naturally, pursue their interests and choose the activities that attract and inspire them taking control of their learning and progress, in general.
In practice, though, it’s a far messier and down to earth procedure. Real classrooms are spaces shaped by learners of a different dynamic , diverse needs, personalities and behavior unpredictability. Classroom autonomy works when there is a balance of who holds control and how it is exercised in order to facilitate learning acquisition in an enjoyable and effective way.
Teachers could offer multiple options tied to the same learning objective allowing students to decide and choose how to approach language learning which leads to comprehension and consolidation. For example, one student may work on a project on which he collects information and writes on a topic and the other creates a video designing a timeline using digital applications. Student autonomy lies on the learning trip not only the destination. Similarly, classroom discussions and learning may shift from teacher driven questioning to student –driven one where students inquire, pose questions, experiment, challenge each other and guide the direction of learning.
However, students do not usually know how to manage freedom. Some may feel overwhelmed by open-ended tasks without clear instructions and others may not be able to tackle them due to their being used to more teacher –centred styles. In groups, too, a few students dominate while others withdraw. This, therefore, appears less like student- centred learning and more like confusion or disengagement. Failure often occurs when autonomy is introduced without sufficient scaffolding. Skills like time management , goal-setting, or self –reflection are crucially important. Equally, establishing consistent, focused daily routines help to start the lesson positively creating a psychologically safe environment for students in which students thrive deciding on the teaching strategies and choosing a variety of tasks tailored to their needs.
Guidance and clear instructions can lead thereby to a less chaotic learning environment presenting new concepts , break them down into chunks or step –by- step processes and this can help avoid cognitive overload and achieve a sense of teamwork as they are doing it together including everybody and cooperating with each other. Organising tasks and giving clear instructions in peers or groups helps them making the task more comprehensive and enjoyable. In this way, they act as both coordinators and cooperators equipped with skills that will help them both as students and humans later in the future learning how important inclusion is.
Students often lose focus quickly, especially those with learning difficulties so differentiated activities followed by teaching strategies can keep all students involved and motivated enhancing their autonomy and enforcing their student-centred learning. Learning how to behave themselves and help each other by acting as facilitators and instructors empowers their self confidence and they learn to be respectful, compassionate and helpful with their peers, thus minimizing messy, noisy or chaotic classrooms. Assessment and reflection add to the above for a more mature and balanced student learning.
Barriers that learners might be facing can be diminished when there is:
- Representation of content prioritized creating a clear lesson structure with guidance and explicit classroom delivery and instructions.
- Action and expression through oral presentations ,written tasks, digital portfolios , group work suited for all learning levels and difficulties .
- Engagement and motivation, providing choice, initiative and long-term goals .
- Adapting learning materials and incorporating appropriate technology limiting boredom and fatigue.
- Practising focus, time management and organization skills in classroom to avoid procrastination.
- Setting the right environment in which students will feel safe and confident .
- Integrating learning, inclusion and assessment.
- An environment of resilience, respect, assistance, compassion and cooperation.
- Minimising the feeling of competitiveness among students by assigning roles and inspiring team work.
And if all of the above feel like a burden, think that the effort of implementing as many as possible will really reward you and your students leading to less messy or chaotic ‘’student-centred’’ classes!
