A teacher in the light of learning paradigm
Defining a teacher depends on the kind of teaching paradigm in which he identifies himself with. This writing aims to define the role of a teacher in the context of student-centered approach of learning where students are considered co-creators of knowledge rather than mainly accepting knowledge from their teachers as what the highly instructional approach of teaching suggests.
If we will make our learning experiences as point of reference in defining a teacher, we will probably be enclosed in the notion that a teacher is someone who lectures lessons to students who are merely just accepting information he provides. With this kind of set up, the teacher is perceived as the dominant being in the class because the knowledge mainly comes from him. As how Estes 2004 has put it, the power resides with the teacher (p. 145). Undeniably true, many of us have this kind of definition because that is how our teachers are when we were still in the university. However, if we define teachers in the context of the learning paradigm, the power of the teacher is diffused or being equally distributed to students who are now considered co-creators of knowledge.
A teacher, in the context of learning paradigm, is someone who facilitates the learning in the class. They provide an interactive learning environment that encourages students to engage and take part of the discussions. They take into account studentsâ inputs and views as important elements of their learning process. For instance, in a student-centered classroom, the class is discussing about certain topic when a student provided his inputs based on his personal experiences and interpretation of the concept which makes it a little out of topic. The facilitator and the students, instead of calling out that studentâs overly subjective and biased interpretation, accepted it, made use of it as point of discussion and then redirected the class to the main topic of the discussion. Teachers value students perspective rooted from their individual social realities.
Learner-centered teachers also acknowledge that studentsâ learning capacity may be different from one another. Thus, providing students with variety of teaching mechanisms to help them develop their full potentials. For instance, teachers looking at technology as leverage for personalizing their learning and expanding their access to information. In this way, students are taking responsibility in their own learning.
Generally, a learner-centered teacher is someone who commits to the professional and personal growth of students. Committing to professional growth by developing lifelong skills and critical thinking which is essential for problem solving, and committing to personal growth by developing reflective learning experiences.
