Rizal Technological University

College of Education

English Department

Professional Education: Reflection Paper

Talib, Khairiah

Facilitating Learner-Centered Teaching is a course that prioritizes a pedagogical strategy that places the learner’s
needs, abilities, learning styles, and interests at the center of the learning process inside the classroom. This
approach allows learners to take charge of their learning, while the teacher acts as a facilitator and a guide
instead of just dictating and explaining everything. In simple words, fewer words, more actions, are being
implemented because the learning activities being done here are interactive, allowing students to communicate
collaboratively with their classmates. At first, I thought that this course would be hard, especially since I did not
know before what is meaning of the term “Learner-Centered” is. However, as the lesson goes deeper, I realized
that this is the easiest among all or less exhausting approach when teaching since it follows a learner-centered
approach. It makes the students active and engaged in their learning. Another good thing about it is teaches a
lesson to students that they should be responsible in their learning and not only listen to the teacher. From most
of my experiences, there are only a few teachers who practice a learner-centered approach, and by this
experience, I thought that a teacher’s job was about talking nonstop in front of pupils. It is with great appreciation
for this course that I now recognize the importance of putting first the idea of creating an engaging learning
environment for all students.

In the class that I have observed, the teaching strategy of Teacher Evonie, the application of the learner-centered
approach was minimal, particularly in how the pupils were treated. Ideally, when we talk about learner-centered
teaching, it comes with encouraging students to actively participate, collaborate, and communicate while
learning. However, it is the opposite of what I saw; participation of learners is limited only to recitations. They are
passive learners who are just waiting to be called, either to read the slide or to be called randomly; others are
hesitant to answer. They only listen to what Teacher Evonie says, and most of the time, they only nod as if they
understand everything. Learners have no initiative in asking questions, exploring ideas, and they depend heavily
on the teacher. There are also no group activities conducted in the classroom during observations by the teacher
to make the learning interactive for students. What kept the students motivated in answering the questions was
because of “Chips”; chips were used as their reward whenever they recited or shared their opinion about a
certain issue or phenomenon. While this method may seem effective in the short term by encouraging
motivation, however, in the long run, if it is always used every day with no other strategies, the students may get
bored or unmotivated to learn. The absence of collaboration among students made the other learners lose their
interest in listening and did not feel enjoyment in her discussion. Her teaching strategies were still largely
influenced by the idea of teacher-centered learning, which places the teacher as an authority rather than a
facilitator.

The learning experience of students with Teacher Evonie is far from having a learner-centered strategy, as
mentioned above. While most of the students listen and participate actively in the recitations, not all students are
focused on the learning process. Several students from different sections were visibly distracted, and these
distractions are signs that the teacher failed to engage the students or accommodate all their learning needs and
interests. In short, they are not invested in the lesson; rather, they choose to play with objects in the corner and
shout while the teacher is discussing, or do whatever they want. There are 3 components of personality according
to Freud’s theory: the Id, the Ego, and the Superego. It says that many factors affect one’s behavior; however, in
my observation, the student who played with the blocks in the corner was strongly influenced by the id, which
was to satisfy his immediate desire, even when he violated the rules of his teacher. At first, he was the only one
who was playing. Later, two children approached and joined him to play. The other two students also gave in to
their Id or desires when they had the chance to choose whether to continue listening to the teacher instead of
playing. Their ego was so weak that they did not choose proper behavior when inside the classroom setting. Their
superego was not strong enough to control their motive.

Another theory that explains why the students acted like that is according to Howard Gardner’s multiple
intelligences: interpersonal, intrapersonal, logical-mathematical, bodily-kinesthetic, linguistic, musical, spatial,
and naturalist, which suggests that intelligence is not measured merely by a single ability, but is a collection of
distinct types. Since the teacher mainly focused on speaking in front, verbal participation, and individual
recitation, it means that only one intelligence was unlocked, the linguistic intelligence. Having one strategy is not
enough to fully implement a learner-centered approach since teaching strategies should be varied and inclusive
depending on the learner’s needs.

In terms of physical environment, I think the school did not qualify in both Piaget and Vygotsky’s constructivist
theory that students best learn in a well-supported environment that supports free exploration, such as space for
flexible seating, enough to do group activities, and access to stimulating materials that is needed to have a
learner-centered approach. However, all the classrooms that we have observed were overcrowded but well
ventilated. What made me uncomfortable was that there were no open windows, just the transparent glass
windows that do not support a breathable space. Another classroom had just a little transparent box panel on the
door, but no large window, unlike the other classrooms. My thought was that if they needed help, or there were
emergencies, no one could hear them since they practice a strict protocol that they are not allowed to go back
and forth outside the classroom. In every classroom, students are also seated cramped which makes it hard for
them to collaborate or enjoy the learning process. Being teacher-centered is not only practiced inside the
classroom but also outside the classroom. While my groupmates and I were in the classroom, every time a
student entered the faculty, they had to greet and say “Good morning, be happy” while smiling and pointing their
cheeks using the index finger. This school process is a school-led process that establishes a joyful and welcoming
environment, but does not fully reflect a learner-centered method. Students should be given proper support in
their learning journey, a well-deserved safe space for learning, growth, and self-expression.

Through my observation, I realized that it is not only old teachers who practice a teacher-centered approach in
teaching, but some young teachers are not familiar with or who do not practice the idea of learner-centered
teaching. Teaching is not only simply delivering the content of the lesson, but also engaging the students and
observing their learning styles to promote inclusivity inside the classroom. The participation of students not only
depends on the ability of the teacher to make them interact or enjoy the discussion, but the physical environment
of the classroom also plays a vital role. Since the Philippines is mandated to practice learner-centered education
as part of the K to 12 curriculum, I can tell that during my high school days, one teacher made me interested in
her subject, even though I hated it. A quote from Gilbert Highet was, “There are no boring subjects, only boring
teachers.”. As a future educator, I do not want to become the boring one; that is why learning how to be creative
in teaching is my goal. It is our responsible to create an inclusive and dynamic classroom environment where the
students will feel safe and secured regardless of their interest.