Learning circle 3 (learner centered approaches)

Group members: Pei-Ru, Hiroki, James, Asis,
Mata

1.
Regarding learner-centered
approaches, teachers have to concern themselves with their learners’ needs and
individual differences. That is, before courses begin, teachers can carry out a
needs analysis, to identify who their learners are (e.g. age and current
learning level), what their learning goals are, and the like. If the students
are an older/ more mature group, teachers can negotiate learning content, materials,
and even teaching methods with them so that they can sense they are involving
students in their learning process.

2.
Some elements of TPR can be
used to facilitate learners to realize imperative sentence structure and
prepositions of place. However, the skill is more appropriate for younger learners.

3.
The music element of the
suggestopedia method can be adopted in a classroom setting to relax students. For
example, during conversation activities, music can break the ice and build up a
warmer atmosphere for learners to speak out.

4.
L1 can be used in certain
teaching contexts, especially for novice learners. One advantage is that they may
feel more confident and comfortable while being instructed; another thing is
that teachers can save time explaining grammar rules and the like.

5.
Based on the principles of
communicative language teaching, it is necessary to encourage learners to
participate in their learning process. With peer and self-learning, they maybe
develop their capacity of learner autonomy.

6.
Sometimes, a silent period is
allowed for students. Namely, teachers can wait for students when they prepare to
speak readily. In this way, learners can feel safe and are perhaps more willing
to learn.

7.
From the silent way, it may be
difficult for learners to memorize the meaning of rods and learning content at
the same time, but visual aids, such as posters, are useful in order to build an
indirect English learning environment. In this way, learners may acquire
English spontaneously.

8.
As teachers, we have to provide
opportunities for learners to give feedback on learning, including individual feedback
and group discussion as well as in the setting of the classroom and home. Through
the interaction and negotiation, learners’ feelings and needs are taken care
of, which should decrease their affective filters and increase their learning
efficiency.

9.
At the beginning of class,
teachers can list classroom rules which they can discuss and negotiate with
learners so that classroom management will be easier for teachers and more
welcoming to the learners.

10. Based on the core values of humanistic approaches, assessment can be
more process oriented - teachers can collect students’ tasks, homework sheets,
projects, or learning notes so that they can evaluate the students’ learning
process and learning outcomes. Moreover, peer evaluation as well as self
assessment can be applied so that they can have a sense of participation in
their learning process.