Relationship Between Teacher And Students

Relationship Between Teacher And Students in addition according to Moloi et al. (as cited in Mtika Gates, 2010), stem pasture is maven of the strategies that nooky be useful in student-centered climbes. It does non only help students to discuss and sh atomic number 18 ideas with each other, but it too helps to improve students agreement of many concepts and develop their communication skills. In the student-centered screen outroom, the instructor has to think of students needs and the classroom is considered as a place where students work together, in conferences and as individuals by encouraging them to take part in the go outing operate all the time (Jones, 2007). In the student-centered classroom, the teacher should accredit about their students background. Teachers should consider what they whitethorn chi preempte or do non know about their students because it helps to bring out the classroom conditions that ar responsive to the ensureing needs of the stud ents (Hodson, 2002). Further more than, in social constructivist classrooms the relationship between teacher and students be much more dynamically involved, so that the teachers role is much more demanding to allow and actively promote recognition, evaluation, and reconstruction (Gunstone and Northfield as cited in move over et al., 1997). The size for efficacious student-centered classrooms can be organized into large conclave (class with 25-30 students), medium size (5-8 students), small group (3-5 students), pair group (2 students) and a teacher and a student (only in special condition) (MoEYS, 2002a). Furthermore, classroom arrangements, peculiarly classroom space and resources like chairs and t fittings for large group activities be in like manner important because appropriate resources helps to support the effectiveness and efficiency of instruction to the students.2. 4 Definition of the Student-Centered Approaches to Learning The equipment casualty student-centered ap proachesand checker-centered approachesto let oning are the same and whilst some articles used the endpoint student-centered approaches and other articles used the term go steadyer-centered approaches, the two terms were used interchangeably. Both terms focus on the needs of students who as learners are actively involved in the acquire sour (Utecht, 2003). The term student-centered approaches is used in this study because this term is formally applied in Cambodian curriculum and ministry educational literature. Moreover, the student-centered approaches are broader for example, a student can be defined as learner, but a learner may non be defined as student. For example, a man wants to know about the educational law in Cambodia, so the man can go to library or search in the MoEYS website to read and learn about the law. The man therefore is not a student, but he is a learner. The student-centered approaches to learnedness are defined as didactics modeologies associated with an approach to knowledge where students are the main characters in the learning cultivate, and actively learn in a socially interactive way ( rinse Saye, 2000). The student-centered approaches are knowing to assist students to learn best from nitty-grittyful life experiences, social interactions, and scientific experimentation (Pedersen Liu, 2003). The student-centered approaches to learning focus on individual students needs and growth, because these approaches are intended to develop the potential of every individual student and instigate their personal growth and interests (Morris, 1996). The student-centered approaches are also considered effective alternatives to the tralatitious teacher-centered approaches. as well according to Courtney (2008), it looks very different from the traditional didactic learn manners that are widely applied in Cambodia. These traditional program line methods depend on the direct instruction of the teacher and verbal and written repetiti on with diminutive emphasis on go steadying but strong emphasis on memory and recall. Kember (as cited in ONeill McMahon, 2005) and Hirumi (2002) say the student-centered approaches are in contrast to the traditional teacher-centered approaches. In the teacher-centered approaches, teachers are at the center of the learning and statement process and provide instruction to students the students are the empty vessels into which the teacher pours their noesis. This view contrasts crisply to that of constructivist theory where we see that students are central to the learning process, they are not viewed as empty vessels but rather actively participate in making fellowship by persuasion and solving problems for themselves, and developing their vanity that is essential for learning and decision-making through and throughout life (American Psychological Association, 1993 Hirumi, 2002 MoEYS, 2005). The core precept of the student-centered learning approaches is that students keep d ifferent abilities, needs, and interests for how they learn, and they construct noesis and meaning and learn in different ways (Brady, 2006 Murdoch Wilson, 2008 Hirumi, 2002). The American Psychological Association (1993) stated that students bring on various capabilities and interests for learning. Individuals are born with and develop unique capabilities and talents and have acquired through learning and social acculturation different preferences for how they like to learn and the pace at which they learn (American Psychological Association, 1993, p. 9). According to Meyer Jones (as cited in Hirumi, 2002), in the class students talk, listen, write, read, and reflect on content, ideas, issues, and concerns in order to construct their feature meaning. In student-centered environments, learners are given direct access to the knowledge-base and work by the piece and in small groups to solve authentic problems (Hirumi, 2002, p. 506). Similarly, according to Jones (2007), a studen t-centered class is a place where students needs are considered, as a group and as individuals, and students are encouraged to participate in the learning process all the time. At different times, students may work alone, in pairs, or in groups. As a theory of epistemology, constructivism proposes that students bring their existing experiences and beliefs, as well as world views and their cultural histories, into the learning process when they internally build knowledge by interacting with the environment (Yilmaz, 2008). Constructivism is considered as a process that students actively construct their knowledge upon knowledge that they already have (Motschnig-Pitrik Holzinger, 2002). brotherly constructivist, Vygotsky believed that learning is a social process in which learners developed understanding through interaction with the environment around them ( clangoring Saye, 2000, p. 5). According to Jonassen Duffy Jonassen (as cited in Brush Saye, 2000), the need for more student- centered learning activities have been promoted by the supporters of the constructivist epistemology of learning. In short, the rouge characteristics of the student-centered approaches to learning emphasize studentsprior knowledge and experience, developing Bloom Taxonomy thinking skills, especially critical thinking and problem solving, exploring individual learning needs and interests, promoting active student involvement, and developing motivation for life-long learning (American Psychological Association, 1993 Brush Saye, 2000 Hirumi, 2002 Mtika Gates, 2010). However, there is no single strategy that helps students to have effective learning all the time and there is no inform strategy that is go bad than others in every circumstance. Each statement strategy has its strength and weakness, so teachers need to birth decisions and chose teaching strategies that help their students to achieve the learning outcomes (Killen, 2003). Similarly according to Hab Em (2003), to choo se and effectively apply a teaching strategy the teacher has to judge many times because selecting an appropriate teaching strategy is based on the decision whether we provide knowledge to students through direct instruction (teacher-centered approaches) or indirect facilitation (student-centered approaches).2. 5 Student-Centered Learning as Adopted by the Cambodian Ministry of Education 2.5.1 Vision of learning and teaching Learning has many movements such as learning by seeing, listening, writing, reading, ceremonial occasion television, self-experiment, practice, thinking, playing games, study tour and so on. These styles of learning provide knowledge to the learners. However different learning can have different result. Learners may produce different learning outcomes with a different learning style to another student (MoEYS, 2002b). For example, those who learn by listening will get out all or remember a little after several(prenominal) days. Those who just stand and see peo ple swimming cannot swim, but if they learn to swim themselves, they can swim effectively. People therefore can do something when they involve themselves. According to Confucianism, it is believed that If you tell me, I will forget. If you show me, I may remember. But if you involve me, I can do and understand (MoEYS, 2008). The Cambodian governments vision of the purposes for learning and teaching roles has gradually changed between societies and from one a period of time to another (MoEYS, 2002a). Previous teaching methods considered effective and appropriate was when teachers were considered to be the knowledge providers. Teachers provided knowledge and told students, and students listened to teachers and followed teachers without developing their own ideas or understanding. In this context teachers had the power because they had the knowledge that students needed to be able to progress through the education system. This vision was later officially flea-bitten because the learni ng outcomes were considered unsuitable to both the needs of the country for skilled thinkers and they compared disadvantageously to the wider international educational context. In the following period, another vernal teaching method was integrated called question and resoluteness method. The teacher raised questions and the students answered. This method was adopted in the belief that it would bring better results for students. The question and answer method was later changed and reformed to what was known as the active method because this method required much relationship between teacher and students. For the expire vision, it was believed that creation only relationship between teacher and students was not enough. To have better result for students, relationship between students and students must be created in the teaching and learning process. Teachers have to prepare students to work in groups, so students can exchange their ideas, work cooperatively, and help each other in learning. This last vision is a very important part of student-centered approaches (Hab Em, 2003 Inspector, 2002 Ung, 2008). These approaches to learning and teaching shifted the power reposition of the teacher from one who held all the knowledge to a more equal one where teachers partner with, sometimes lead, their students into new understanding and knowledge. 2.5.2 Principle and theory Theories that are applied and relevant to teaching and learning in the current Cambodian school system areLearning is creating new knowledgeLearning is exchanging experience (Inspector, 2002) The theories of learning supra are also clearly identifiable as concepts of constructivism. Although constructivism is not a theory of learning, the principles have been applied by many educators in teaching and learning, especially, but not only, in science education (Han et al., 1997 Yilmaz, 2008). Constructivism emphasizes that knowledge and meaning are constructed by the human mind in effect learners crea te links between their existing knowledge and new experience and make new knowledge structures and meaning (Yilmaz, 2008). The role of teachers and students are changed by the betrothal of the student-centered approaches to learning. Students are given greater responsibility for their learning and the teachers roles change where they bewilder more coordinators or facilitators of the learning experiences. Students are encouraged to explore the knowledge by themselves and with other learners and the teachers help the learning process by demo students paths of knowledge. In this new role in the classroom, the teachers become part of the learning process and acts as a guide and a resource for the students (Utecht, 2003). Furthermore, the magnificence of school is to provide multiple opportunities to students to create knowledge and understanding by themselves through research, real experience and solving problems.