STUDENT-CENTERED TEACHING PHILOSOPHY

Student-centered philosophies are another essential philosophy that educators

should be aware of. By focusing on the needs of students, teachers are able to
assist and teach students within the classroom ensuring a higher level of student
success. In this article three types of student-centered philosophies will be
discussed which are progressivism, social reconstructionism, and existentialism.

Student-centered philosophies focus more on training individual students. These

philosophies place more emphasis on the individuality of students and helping
them to realize their potential. A student-centered classroom may be less rigid or
structured, less concerned about past teaching practices and drilling academics,
and more focused on training students for success in an ever-changing world.
Students and teachers typically decide together what should be learned, as well as
how this can best be achieved.

Progressivism is based on the positive changes and problem-solving approach that

individuals with various educational credentials can provide their students.
Progressivist educators are outcome focused and don’t simply impart learned facts.
Teachers are less concerned with passing on the existing culture and strive to allow
students to develop an individual approach to tasks provided to them.

John Jacques Rousseau (1712–1778) and John Dewey (1859–1952) are the guiding
minds of progressivism. Rousseau maintained that people are basically good and
that society is responsible for corrupting them. He supported education in nature,
away from the city and the influences of civilization, where the child’s interests (as
opposed to a written set of guidelines) would guide the curriculum.

John Dewey proposed that people learn best by social interaction and problem
solvin. Dewey developed the scientific method of problem solving and
experimentalism. As a result of the varied opinions emerging from the movement,
progressivism was not developed into a formalized, documented educational
philosophy. Progressivists did, however, agree that they wanted to move away from
certain characteristics of traditional schools. In particular, they were keen to
remove themselves from the textbook-based curriculum and the idea of teachers
as disseminators of information, in favor of viewing teachers as facilitators of
thinking.

The progressivist classroom is about exploration and experience. Teachers act as

facilitators in a classroom where students explore physical, mental, moral, and
social growth. Common sights in a progressivist classroom might include: small
groups debating, custom-made activities, and learning stations. Teachers typically
walk freely among the groups, guiding them using suggestions and thought-
provoking questions.

Social reconstructionism is an educational philosophy that views schools as tools to

solve social problems. Social reconstructionists reason that, because all leaders are
the product of schools, schools should provide a curriculum that fosters their
development. Reconstructionists not only aim to educate a generation of problem
solvers, but also try to identify and correct many noteworthy social problems that
face our nation, with diverse targets including racism, pollution, homelessness,
poverty, and violence. Rather than a philosophy of education, reconstructionism
may be referred to as more of a remedy for society that seeks to build a more
objective social order.

Outraged at the inequity in educational opportunities between the rich and the
poor, George Counts wrote Dare the School Build a New Social Order? in 1932. He
called on teachers to educate students to prepare them for the social changes that
would accompany heightened participation in science, technology, and other fields
of learning, without compromising their cultural education. This text was important
in the development of social reconstructionist schools in the United States. For
social reconstructionists, the class becomes an area where societal improvement is
an active and measurable goal.

The reconstructionist classroom contains a teacher who involves the students in

discussions of moral dilemmas to understand the implications of one’s actions.
Students individually select their objectives and social priorities and then, with
guidance from the teacher, create a plan of action to make the change happen.

For example, a class may read an article on texting while driving and watch a
documentary on the need for awareness in school systems. In addition, a police
officer or a loved one of someone who has been affected by texting while driving
may speak to the class and describe dangerous and/or fatal events that have
resulted from choosing to text while driving. If the article, the movie, and the
speaker inspire them, the students may take on a long-term awareness project.

One group may choose to analyze the regional news coverage on texting while
driving, while another may choose to conduct a survey, analyzing student
viewpoints on the subject. Either or both groups may schedule meetings with
political leaders and create programs or legislation. Alternatively, they might create
a web page and present it to the media. All the while, the teacher advises on
research techniques, writing skills, and public communication methods, building
core skills that will be applicable across a broad range of topics.

An excellent example of social reconstructionism is the 2007 movie Freedom

Writers. In the movie the teacher was determined to get the students interested by
requiring them to write. Students were allowed to write about anything they
wanted and were free to express themselves in their journals however they
pleased. The journal writing not only taught basic writing skills; in some individual
instances, it helped to bring students out of a life of crime.

Existentialism promotes attentive personal consideration about personal character,

beliefs, and choices. The primary question existentialists ask is whether they want
to define who they are themselves, or whether they want society to define them.
Although freedom and individuality are highly valued American principles,
existentialists argue that there is an underlying message of conformity. Rather than
the belief that the mind needs to understand the universe, existentialists assume
that the mind creates its universe. Their beliefs incorporate the inevitability of
death, as the afterlife cannot be experienced personally with the current senses,
focusing on the fact that the experience we have of the world is temporary and
should be appreciated as such.

Education from an existentialist perspective places the primary emphasis on

students’ directing their own learning. Students search for their own meaning and
direction in life as well as define what is true and what is false, what is pleasant and
satisfying, what is unpleasant and dissatisfying, and what is right or wrong. The goal
of an existentialist education is to train students to develop their own unique
understanding of life.

An existentialist classroom typically involves the teachers and school laying out
what they feel is important and allowing the students to choose what they study. All
students work on different, self-selected assignments at their own pace. Teachers
act as facilitators, directing students in finding the most appropriate methods of
study or materials, and are often seen as an additional resource, alongside books,
computers, television, newspapers, and other materials that are readily available to
students.

By focusing on student-centered philosophies school systems and educators will be

able to make necessary changes to create effective and life transforming
environments for students.
What are Teacher-Centered Philosophies?
Teacher-centered philosophies are the ones you are probably most familiar with. These
philosophies focus on what the teacher wants his or her students to learn. There are a lot of
factors that determine what kind of teaching philosophies to use. Shawn A. Faulkner and
Christopher M. Cook state that “the state tests seem to drive the curriculum and warrant more
teacher-focused instructional methods—lecture, worksheets, and whole-class discussion” (2006).
We remember this from our own experiences in school. Do you remember when you were in
class and the teacher was in front and she lectured to you? Everyone student remembers taking
notes off of the blackboard. These are just two examples of teacher-centered practices. Kathy
Brown clarifies that “the teacher-centered approach is associated chiefly with the transmission of
knowledge” (2003). Getting the knowledge out and to the student is the main focus. The students
are accountable for what they have learned and the teachers are also.

What are Student-Centered Philosophies?

Student-centered learning is just what is says. It is basically learning by doing. Teachers believe
that education should be child-centered. According to Julie K. Brown, she basically says that
“student-centered instruction is when the planning, teaching, and assessment revolve around the
needs and abilities of the students” (2008). This is quite the opposite from what you have just
read. “Regardless of variations in developmental levels, all children are exposed to the same
content in the same time period and the teacher’s role is to facilitate growth by utilizing the
interests and unique needs of students as a guide for meaningful instruction” (Teacher Vision).
According to Becky A. Smerdon and David T. Burkam, “students develop analytic skills that can
be applied to other problems and situations, rather than accept their teachers’ explanation”
(1999). This technique gives the students the chance to use their abilities and experiences to
solve problems and find new ways of learning. One example of this would be if a math teacher
lets his or her students work in groups to solve different problems or let students create their own
test. With student centered learning, students and teachers are committed to working together
and finding the best achievable way of learning.

1. Progressivism in the Classroom

“Progressivisms build the curriculum around the experiences, interests, and abilities of students,
and encourage students to work together cooperatively” (Sadker and Zittleman). The
progressivist teacher would use games like Monopoly or Jeopardy to illustrate important points.
Unlike Perennialists, Progressivists do not believe in teaching “Great Books,” but use “computer
simulations, field trips, and interactive websites on the Internet to offer realistic learning
challenges for students, and build on students’ multiple intelligences” (Sadkier and Zittleman,
2007). Many props are used to expand the students’ abilities and to make them think a little
differently. Instead of just lecturing to students, teachers try to find more interesting ways to
communicate important learning techniques and this “affords students opportunities to explore
ideas and construct knowledge based on their own observations and experiences” (Smerdon and
Burkam, 1999). Teachers ultimately serve as their students’ guide and they want their students to
use problem-solving strategies they have learned in class to help manage the challenges of life.
2. Social Reconstructivism in the Classroom
“Social Reconstructionism encourages schools, teachers, and students to focus their studies and
energies on alleviating pervasive inequities, and as the name implies, reconstruct into a new and
more just social order” (Sadker and Zittleman, 2007). Social reform is the key to this type of
philosophy and social challenges and problems help guide teachers with their message. A social
reconstructionist teacher wants to not only inform their students, but rouse emotions and point
out the inequalities that surround them and the world (Sadker and Zittleman, 2007). The teacher
engages the students to discuss and address problems such as poverty, homelessness, violence
and many more issues that create disparity. The teacher’s role is to explore social problems,
suggest alternate perspectives, and assist students’ examinations of these problems (Sadker and
Zittleman, 2007). For examples in the classroom, “one group of students might analyze news
coverage of racial and ethic groups of a community or students might arrest and trial records in
order to determine the role race plays in differential application of the law” (Sadker and
Zittleman, 2007). The main focus of this philosophy is to help students find ways to improve
society. The teacher wants the student to value society and realize that there is unfairness in the
world and it is important to be aware and act as advocates for those who are being judged.

3. Existentialism in the Classroom

Existentialism is another student-centered philosophy. “Existentialism places the highest degree
of importance on student perceptions, decisions, and actions” and individuals are responsible for
determining for themselves what is true or false, right or wrong, beautiful or ugly (Sadker and
Zittleman, 2007). To sum it up, students make choices and then take the time to evaluate those
choices. “The teacher’s role is to help students define their own essence by exposing them to
various paths they may take in life and by creating an environment in which they can freely
choose their way” (Sadker and Zittleman, 2007). This philosophy means that students think for
themselves and are aware of responsibilities assigned to them. Existentialism philosophies say no
to tradition and focuses on the students’ unique talents. The teacher views each student as an
individual and students learn how to achieve their full potential by trying new concepts.