The student-centered teacher is a facilitator. He designs a learning environment that allows learners to self-regulate and self-monitor their own learning. But a student-centered learning environment does not mean students are completely autonomous. The teacher plays a vital role in guiding students to reach their learning goals. He must provide the support and resources that cater to a variety of needs, interests, backgrounds, and perspectives. While the overarching goal of a lesson or unit may be similar for all students, each students’ methods of attaining those goals will be unique.
Throughout the learning process, the teacher uses the approach of “scaffolding”, or providing temporary instructional supports for students so that they can eventually complete tasks with more independence. The teacher offers assistance to students with only those skills that are beyond the student’s ability level to complete independently. The teacher may do this through feedback, demonstrations, prompting, or asking leading questions. These supports are gradually faded as the student begins to master the task. The teacher is constantly individualizing instruction, intervening only when learners lack a necessary skill. The instruction is highly individualized, so the teacher must have an understanding of his students’ unique needs, interests, and abilities
My Perspective
As a collaborative Special Education teacher, I teach students with a wide range of abilities in a variety of grades on a daily basis. I teach small-group “resource” classes as well as co-deliver instruction with regular education teachers to a classroom of students both in and out of the Special Education program.
My goal is to meet the unique needs of all the students I instruct in both the Special Education and regular education environments. I strive to plan activities that allow me to lecture as least as possible, granting me the opportunity to conference with students individually or in small groups. I aim to help students set individual goals and address their misunderstandings. My approach may be far from perfect, but I am constantly considering students’ unique backgrounds and perspectives as I help them reach their learning objectives. When I become a media specialist, I hope to continue my collaborative role in helping teachers reach each student in their room. I will strive for the media center to not only serve as a book and technology repository, but as an extension of all classrooms where students can dynamically explore ideas, create their own information, and perhaps discover their hidden talents and interests.