Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate) - Setting high social and academic expectations - Creating school environments focused on the needs of the learner

1. Keys to Student-
Centered Learning
Creating a Student-Centered Learning Climate
Presented by: Ms. Rosabelle Mahinay

3. Getting to Know
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4. Getting to Know
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Our Generations Today

5. Getting to Know
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Our Generations Today

6. • Setting high social and
academic expectations
• Creating school environments
focused on the needs of the
learner
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Creating a Student-Centered Learning Climate
Seven (7) Domains for school
leadership and management

7. Definition by TeachThought.com
It is a process of learning that puts the needs of the students over the conveniences of planning,
policy, and procedure. Like any phrase, “student-centered learning” is subjective and flexible – and
only useful insofar as it ultimately supports the design of learning experiences for students.
Definition by EducationEvolving.org
It is the model that shifts from being adult-centered and standardized to student-centric and
individualized. Specifically, the learning is personalized to the students’ unique needs, interests, and
aspirations, and designed with their ideas and voices at the table.
“ Students have a choice in their Learning ”
Definition by EdGlossary.org
refers to a wide variety of educational programs, learning experiences, instructional approaches,
and academic-support strategies that are intended to address the distinct learning needs, interests,
aspirations, or cultural backgrounds of individual students and groups of students. 7

8. Shifting roles for students:
• Student as teacher
• Student as collaborator
• Student as community member
Shifting roles for teachers:
• Teacher as designer
• Teacher as facilitator
• Teacher as organizer
“ Students have a choice in their Learning ”
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9. It is the prevailing attitudes,
standards, or environmental
conditions of a group,
period, or place.
CLIMATE
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Creating a Student-Centered Learning Climate

10. OUTPUT
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Keys to Student-Centered Learning
December 14, 2020

11. Teachers
Technology
Student-Centered Approaches
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12. We can trace out-of-control behaviors to a variety of factors:
• The physical and emotional climate of the child’s home and
neighborhood
• The amount of stability and consistency in the child’s family
• The parenting styles of the child’s parents
• The power and influence of peers in a child’s life
• The positive and negative role models available to the child
• The child’s exposure to violent media
• The child’s emotional and physical health
• The child’s own attitude toward his/her anger
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Dealing With Student Behavior in Today’s Classrooms

13. ▪ Seek attention from peers or adults
▪ To attain power/control
▪ For revenge or retaliation
▪ Feels good/play
▪ Fear of Failure
▪ Getting something (sensory input)
▪ Imitation / Learned Misbehavior
▪ Underlying Mental Health Issues 13

14. 1. Classroom Rules
2. Classroom Schedule
3. Physical Space
4. Attention Signal
5. Beginning and Ending Routines
6. Student Work
7. Classroom Management Plan 14

15. 8. Make your rules describe behavior that is
measurable.
9. Assign consequences to breaking the rules.
10. Always include a “compliance rule”.
11. Keep the rules posted.
12. Consider having rules recited daily for first
two weeks then periodically.. 15

16. Inappropriate Rules
❑ Be responsible
❑ Pay attention
❑ Do your best
❑ Be kind to others
❑ Respect authority
❑ Be polite
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Preferred Rules
❑ Raise your hand and wait
for permission to speak.
❑ Sit in your seat unless you
have permission to leave it.

17. ▪ The best consequences are reasonable and logical
▪ A reasonable consequence is one that follows logically
from the behavior rather than one that is arbitrarily
imposed
▪ The best logical consequences teach the students to
choose between acceptable and unacceptable actions.
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18. ▪ Aggressive (the hyperactive, agitated, unruly student)
▪ Resistant (the student who won’t work)
▪ Distractible (the student who can’t concentrate)
▪ Dependent (the student who wants help all the time)
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19. The number one problem in the
classroom is not discipline; it is the
lack of procedures and routines.
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20. Effective teachers introduce
rules, procedures, and routines
on the very first day of school
and continue to teach and
reinforce them throughout the
school year. 20

21. 21
DISCIPLINE PROCEDURES ROUTINES
Concerns how students BEHAVE Concerns how things are DONE Concerns how things are DONE
HAS penalties and rewards Have NO penalties or rewards Have NO penalties or rewards
It dictates how the students
should behave.
It is how you want something
done. It is the responsibility of
the teacher to communicate
effectively
It is what the student does
automatically without
prompting or supervision. It
becomes a habit, practice, or
custom for the student.

22. A smooth-running class is the
responsibility of the teacher,
and it is the result of the
teacher’s ability to teach
procedures.
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23. 23
During Synchronous Class:
▪ How to enter the google meet
▪ What to do at the beginning of the class
▪ What to do when you have a question
▪ What to do after the class
During Asynchronous Class:
▪ What to do when you have a question
▪ Where to submit completed outputs
▪ How attendance is monitored

24. 1. EXCUSE yourself from what you are doing
2. RELAX. Take a slow relaxing breath and CALMLY approach
the student with a meaningful look.
3. FACE the student directly and CALMLY wait for a response.
4. If there is no response, WHISPER the student’s first name and
follow with what you want the student to do, ending with
“please”. RELAX and WAIT.
5. If the student does not get to work, RELAX and WAIT.
Repeat Step 4 if necessary. 24

25. 6. If backtalk occurs, relax, wait and KEEP QUIET. If the student
wants to talk back, keep the first principle of dealing with
backtalk in mind:
IT TAKES ONE FOOL TO TALK BACK.
IT TAKES TWO FOOLS TO MAKE A
CONVERSTAION OUT OF IT.
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26. 26
7. When the student responds with the appropriate behavior
say, “Thank you,” and leave with an affirmative SMILE. If a
student goes so far as to earn an office referral, you can
deliver it just as well RELAXED.
After all, ruining your composure and peace of mind
does not enhance classroom management.

27. Goal: Students will feel welcome and will immediately go to their
seats and start on a productive task.
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❑ Greet the students at the door.
❑ Have a task prepared for students to work on as they
sit down.
❑ Do your “housekeeping”.
❑ Keep tasks short (3-5 min.)
❑ When you’ve finished, address the task.

28. Goal: Your procedures for ending the day/class will:
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❑ Ensure that students will not leave the classroom
before they have organized their own materials
and completed any necessary clean-up tasks.
❑ Ensure the you have enough time to give
students both positive and corrective feedback,
and to set a positive tone or parting prayer for
ending the class.

29. ▪ Design efficient procedures for assigning,
monitoring, and collecting student work.
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5 Major Areas of Managing Student Work:
❖ Assigning Class Work and Homework
❖ Managing Independent Work Periods
❖ Collecting Completed Work
❖ Keeping Records and Providing Feedback
❖ Dealing with Late/Missing Assignments

30. 30
▪ Piranha
▪ Catfish
▪ Goldfish

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Piranha
▪ Are usually the “trouble-makers”
▪ Can be passive aggressive or
overtly aggressive
▪ Have negative attitude
▪ Have attendance problems
▪ Are “at risk”

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Catfish
▪ Go with the flow
▪ Are usually good-natured, but have
limited motivation
▪ Are social beings
▪ Tend to cooperate; follow MOST rules
▪ Perform to the average or just enough
to stay out of trouble with mom/dad

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Goldfish
▪ Are in the top 10-15% of their class
▪ Are “teacher pleasers”
▪ Are highly motivated to perform well
▪ Show enthusiasm for learning
▪ May be “over achievers” and /or
high achievers

34. 1. Determine the learning styles of your students
2. Determine reading levels/skills of students
3. Inventory access to technology
4. Connect writing to what is being taught
5. Focus on academic expectations and core
content
6. Establish a variety of instructional strategies
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35. ▪ What do I want all students to know and be able to do at the
end of this lesson?
▪ What will I do to cause this learning to happen?
▪ What will students do to facilitate this learning?
▪ How will I assess to find out if this learning happened?
▪ What will I do for those who show through assessment that the
learning did not take place?
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36. ✓ Lesson Content
✓ Learning Level
✓ Instructional Methods, Materials, Activities
✓ Student Activities
✓ Evaluation Tools, Strategies, Activities
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37. Academic Focus
Instructional Strategies
Student Engagement
Writing Strategy
Reading Strategy
Technology Strategy
Assessment Strategy 37

38. 38https://www.teachthought.com/p
edagogy/28-student-centered-
instructional-strategies/

39. 39https://spencerauthor.com/stude
nt-ownership-projects/

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41. ▪ Fear of Failure
“Better to look bad, than stupid”. Safer not to try.
▪ Lack of Meaning
May not see relevance to assignments.
▪ Emotional Distress
Anxiety/Depression from influences at home.
▪ Learning Disability
Give up in frustration. 41
Factors That Influence Motivation:

42. ▪ Lack of Challenge
▪ Desire for Attention
Look helpless to teacher
▪ Peer Concern
Not cool to like school
▪ Low Expectation
No encouragement from home
▪ Expression of Anger
Due to pressure from parents
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Factors That Influence Motivation:

43. 1. Vary Your Teaching Style
2. Relate Instruction to Student’s Interests
3. Give instructions relevant to Real World
4. Provide Hands-on Activities
5. Apply “Meaningful Work”
6. Allow Student Some Control over What and How He Learns
7. Praise Student’s Efforts and Accomplishments
8. If Student is Too Cool, consider incentives, rewards, group
recognition ( spark some competition)
9. Challenge the Students
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44. As a teacher, your personal interest in
students also can be demonstrated
by establishing and maintaining
rapport with them.
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45. Rapport can be established by:
❑ listening actively,
❑ talking to students about topics that interest them,
❑ showing an interest in students’ personal lives,
❑ letting them know you missed them when they are absent
❑ and welcoming them back,
❑ sharing your own interests and stories,
❑ displaying empathy and giving emotional support,
❑ letting them perform activities in which they excel, 45

46. ❑ greeting students by name,
❑ scheduling surprises for them,
❑ doing favors for them and allowing them to do things for you,
❑ acknowledging their performance and behavior,
❑ participating in after-school activities with them,
❑ recognizing special events in students’ lives such as birthdays,
❑ displaying kindness,
❑ spending informal time with students, and
❑ complimenting them 46

47. 1. agree on unified expectations, rules, and procedures;
2. use wrap-around school- and community-based services and
interventions;
3. create a caring, warm, and safe learning environment and
community of support;
4. understand and address student diversity;
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48. 5. offer a meaningful and interactive curriculum and a range of
individualized instructional strategies;
6. teach social skills and self-control; and
7. evaluate the impact of the system on students, educators,
families, and the community and revise it based on these
data.
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49. Teachers
Technology
Student-Centered Approaches
49
 Creating a Student-Centered Learning Climate

50. 50

51. • https://www2.slideshare.net/greenermango/creating-a-student-centered-learning-
climate
• https://www.teachthought.com/pedagogy/28-student-centered-instructional-
strategies/
• https://resilienteducator.com/classroom-resources/student-centered-discussions/
• https://spencerauthor.com/student-ownership-projects/
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