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The Effectiveness of Teaching Methods for Children

Lilibelle Ortiz

The University of Texas at El Paso

RWS 1302
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Introduction

Every single person was a child, at some point in time, and had grown into

adults. While growing up, there is an undeniable fact that children learned new

information through self-exploration, analyzing, processing, emotion, caution, the

five natural senses, and by many other means. After developing some knowledge,

children continue to learn from schools and the people and information that

surround them. These children, who have now grown adults, are much wiser than

when they were children, and can now teach and give other children the necessary

information they need in the future. There are billions of people that populate the

planet, and no two people are exactly alike. This means that there is a possibility of

billions of strategies for teaching young children in pre-kindergarten, kindergarten,

and primary school. With many options available, they are all bound to have some

positive and negative effects, as all children have different ways of learning new

information. Teachers carry the responsibility of teaching these groups of different,

individual children using one single method. Knowing that all children learn best

using different methods, how do teachers know what the most successful teaching

method is for all of their students?

Teacher-Centered Education versus Student-Centered Education

The first decision that a teacher will have to make is whether to have their

classroom be a teacher-centered classroom or a student-centered classroom.

Teacher-centered and student-centered classrooms are the two most basic and

distinct concepts that all teaching styles will include. Each style is different from

each other and their success rates can vary due to these differences, however this is
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an important decision to make when evaluating for the best method their students

will learn (Rubin, 1994, p. 2).

Teacher-Centered Classroom

In a teacher-centered classroom, the teacher gives the needed information

while all of the student’s attention must be reserved for the teacher and learning.

When students must complete a given assignment, student interaction and group

work is discouraged because they can cause too many distractions for one another

and they tend to lose an overall focus on the work. When regarding the teacher’s

curriculum, the teacher will want to follow the lesson plans and dates that are

appointed. Not all students learn at the same pace, which means that some slower

paced students need an additional explanation or a different version of an example,

however offering an alternative explanation for one or two students takes up time

during the class. Often times, teachers-centered instructors will see this problem as

a small obstacle that can be ignored and continue with the lesson plan, without

helping the students who are struggling to learn the information. The contrary

teaching style of a teacher-centered classroom is a student-centered classroom.

Student-Centered Classroom

A student-centered classroom shares the focus of the lesson plan by offering

both student interaction and teacher interaction. When having the option of

interacting with both the instructor and other students, more questions can be

asked and answered correctly. When given an assignment, group work and

interaction is highly encouraged. Regarding the teaching curriculum, the instructors

tend to be more lenient on the dates. When a slow paced learner needs an
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additional or different explanation, the teachers will tell them to ask their peers,

however when the majority of the class needs an additional explanation, the

teachers will normally use an extra day for the same lesson. In doing so, the

curriculum has been shifted and work must be completed faster in order to catch up

to their lesson plan. This will not be as important to the teacher because the

ultimate goal is to ensure that students understand the given information.

Pros and Cons of Teacher and Student-Centered Classrooms

Teacher-centered and student-centered classrooms have very opposing

techniques. Even though the teaching environments are different from each other,

they both have positive effects and negative effects.

In a teacher-centered classroom, some positives can include an orderly

classroom, where the students are quiet, focused, and the teacher retains control of

the classroom. As the teacher controls the activities within the classroom,

important information is certain to be given. As for students, while they work on

their assignments on their own, they learn independence and decision-making.

However, an independent classroom also denies the student’s practice for

communication skills and self-expression. Maintaining focus on the teacher can also

become extremely boring for the young children, which can make their minds

wander and miss the important information the is given.

In a student-centered classroom, students gain collaborative skills through

interaction. Students also direct they’re learning, participate more, and enjoy the

class more when they are allowed to express themselves. The amount of
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expressiveness and collaboration, however, can make the classroom too chaotic and

disorganized (Teacher-Centered vs. Student-Centered Education, 2017).

Although both a teacher-centered and a student-centered classroom has its

positives and negatives, the majority of teachers have been using a student-centered

classroom because this method generally accomplishes the overall goal of having

the students understand the material better than a teacher-centered, as shown

demonstrated in the graph (Survey Finds Learner-Centered Teaching Up, Lecturing

Down, 2014).

However, this task is not accomplished on its own, the most effective

approach is to combine the two methods, using both sides of the positive

characteristics for a more solid classroom foundation.

Identical Method but Different Teachers

Considering that there are only two basic teaching methods, that were

previously described, it is inevitable that hundreds of teachers would be using the

same teaching style and information. However, due to an instructor’s individuality,

these teaching styles can be altered and can be received extremely different from

the students.

In the case of Qiang Cheng and Hsien-Yuan Hsu (2017), who have both

studied related departments in children’s learning and teacher education, they

wanted to see if the teacher’s level of performance affects a student’s learning and

their ability to retain the given information. Their original study is conducted on the

school subject of mathematics, however the basic concepts can be used for any

teachers. An important part of Cheng and Hsu’s study is that they were required to

analyze the teaching methods of both high-performing teachers and low-performing

teachers, in order to provide a well understanding of the gap between the different

performing teachers and possibly provide a solution as to how to improve teaching

across many different countries. The results of their first objective demonstrated a

large difference and gap in international teaching styles.

In continuance of Cheng and Hsu’s study, they used concepts of both

conceptual teaching and procedural teaching in order to build a basic framework

around their study. Conceptual teaching maintains a central focus on conceptual

understanding and problem solving capacity that students, of all grade-levels, can

use. In procedural teaching bases its focus on a teacher’s primary role to give direct

instruction in order to obtain the necessary information. Conceptual and

procedural teachings are somewhat the equivalents of student-centered teaching

and teacher-centered teaching.

The National Council of Teachers of Mathematics (NCTM) argued that, in

order to achieve its goal in increasing the level of education, “ teachers need to use

student-centered, inquiry based type of teaching so that students have the

opportunity to positively struggle in learning new concepts and skills, and in solving

math problems.” In addition to this, the NCTM also states, “instead of being passively

driven in mathematics learning, students need to actively persevere in solving non-

routine problems, justifying and communicating their problem solving approaches

with appropriate tools and representational devices, and at the same time, making

connections between relevant topics within mathematics, and relating what they

learn in mathematics classroom to what is happening in their daily life” (Cheng &

Hsu, 2017, p. 116)

The two concepts of conceptual and procedural teachings was an important

and, overall, determining factor when analyzing the profiles of high-performing

teachers and low-performing teachers.

Traditional Methods and Modern Methods

As time continues to pass, objects, ideas, concepts, and many other things

will follow the passing of time and change accordingly; teaching concepts are not an

exception.

Traditional forms of teaching concepts revolve around the teacher. All focus

is given to the teacher as they give the needed information for the subject “while

students are passive observers who sit, listen, copy, memorize and repeat
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everything the teacher says” (Ivić , 2016, p. 66). The goal for a traditional teaching

method is to transfer the information from the teacher to the student. In a

traditional method classroom, the student’s cognitive process is used solely to

remember, identify, define, and repeat. The traditional method is undoubtedly the

equivalent to a teacher-centered classroom. This traditional method of teaching,

most often times, fails because students are not engaged in the classroom. The

information that they have simply memorized has no identifying features to hold in

the student’s brain. Due to this insufficient method of a traditional classroom, it is

hardly used any instructors anymore.

Modern forms of teaching include student interaction in order to select

teaching objectives and teaching tasks based on real problems and the student’s

previous knowledge, interests, and experiences. This modern approach to teaching

focuses on the student’s developmental skills and competence, ultimately

encouraging students to develop higher learning skills, such as, “problem solving,

gathering, classifying, interpreting and passing on information” (Ivić , 2016, p. 66).

In modern methods, the teacher, “considers students as partners” (Ivić , 2016, p. 66)

and is determined to repeat and reteach the information any numerous amounts of

time if it means that their students will understand the information and grasp the

concepts of their lessons. This modern method of teaching is the equivalent to a

student-centered classroom.

Bognar and Matijević state that, “the traditional teaching hinders

development of students and their abilities. Such teaching is limited only to

textbooks and frontal (lecturing) method. Therefore, student skills, critical thinking,
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problem solving and preparation for lifelong learning cannot be developed. Unlike

the traditional teaching, modern teaching aims to create conditions for preparing

the students for an active life and performance within the society” (Ivić , 2016, p. 66).

Ivić (2016, p. 66) mentions in her journal that, “It is human nature to explore

and thereby gain new experience and knowledge. Already at a very early age,

children are curious about the world surrounding them, explore it and learn at the

same time. Therefore, the schooling period, when children learn with their full

potential, is the time when the implemented teaching strategies should satisfy

children’s need for not only curiosity but also active participation, cooperation,

exchange of experiences and affirmation.” This statement provides information

regarding a child’s human nature. If children’s nature instincts were used in a

developed way for teaching, then it would have the most success in educating its

students.

The Reggio Emilia Approach

The Reggio Emilia Approach is an instructional method used, in Italy, by

preschools and primary education. The overall fundamental bases of the Reggio

Emilia Approach is a student-centered method and it focuses on the students self-

directed learning, experience learning, respect, responsibility, and exploration. The

reason that the Reggio Emilia Approach uses these traits is because it is based on

the assumption that children form their individual personalities and ideas and an

early age (Boyd & Bath, 2017, p. 193). The Reggio Emilia Approach is used in order

to express themselves in a creative manner, ultimately discovering their interests

and dislikes, as well as collaborating with others, having control of their situation,

becoming independent, and so many other things.

Conclusion

The differences between a teacher-centered classroom and a student-

centered classroom are undoubtedly different in its concepts and teaching styles,

where a teacher-centered classroom is more strict on maintaining focus, learning

and memorizing information, following the schedule and learning objectives, and

maintaining a low and steady pace. On the contrary, a student-centered classroom

is more lenient on the schedules, encourages interaction, attempts to inform

students on the lesson rather than memorizing, and is loud and fast paced. Overall,

the teaching method that was stated to be most effective was a student-centered

classroom because it allows the children to become more engaged in the lessons.

When regarding the Reggio Emilia Approach, the basis of this teaching method is

focused in a student-centered method and allows students to explore new

information on their own, so that they may direct their own learning path and

discover their own pace. Considering all of the information, the Reggio Emilia

Approach uses all of the positive traits in this teaching method and should be used

in other locations around the world, seeing as it uses the most successful teaching

styles.

Interview conducted with a UTEP Terry Scholar

Questions to Ana Rico

1. In your opinion, what do you think is the most efficient way to teach young

students the information they need? Examples are following the syllabus in a
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strict manner, being lenient with the timeframe, using a reward system,

using a punishment system, etc.

“I believe that being lenient on children and using a reward system definitely

creates a welcoming environment that the students can feel confortable

enough to learn and ask questions.”

2. In what way would you teach a classroom, considering the different ways of

teaching?

“If I were a teacher, I would use a student-centered classroom because the

students should be the priority when teaching, not the schedule.”

3. Due to classroom rules, restrictions, or school policies, do you think there is a

certain or a correct way to teach a classroom?

“There are so many different methods of teaching a class, mainly due to a

teacher’s preferences and style, so I don’t think there’s a “correct way” of

teaching, but there are certainly thinks that can improve teaching.”

4. If all instructors must follow the same set method on teaching, do you think

that this is an effective or ineffective method? Why or why not.

“I think this can be an effective method because children can start getting

accustomed to one specific learning style and improve through the uniform

style.”

5. There is a method of teaching called, “The Reggio Emilia Approach” which

allows young students to explore and gather information on their own. Do

you think this method would be effective or ineffective on young children?

“I think that this is method would be effective because it allows these

children to take control of their learning and can develop their own

questions.”

6. What are some pros and cons of this method?

“Pros would be that the students can direct their learning and can expand

their learning through exploration. Cons could be that they could get

distracted and lose focus easily.”

7. As a student, do you recall any methods that were used, from elementary

grade levels, that you think were the most effective on yourself and your

peers?

“There was a lot of group work that I learned from, which were also

enjoyable. I think my peers would have agreed because we accomplished lots

of tasks that way.”

8. Do you think that you would have learned better with the Reggio Emilia

Approach?

“I personally don’t think I would have learned better with this method

because I believe it would leave me with too many unanswered questions.”

9. The Reggio Emilia Approach is only used in Italy. Should this method be

applied in the U.S. or other locations? Why or why not.

“This method should be used in other locations because it seems like a great

starting point for little children, however it should not be used once these

children begin school.”

10. If the Reggio Emilia Approach were used in other locations, do you think

there would be a greater or lower success rate? Why?

“I think there would be a greater success rate because the children start to

understand the basis of questioning, resolving, and learning on their own and

from a very young age. It would give them a head start once they begin

learning in schools.”
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References

Boyd, D., & Bath, C. (2017). Capturing Student Perspectives through a "Reggio" Lens.

International Journal Of Teaching And Learning In Higher Education, 29(2),

192-200.

Cheng, Q., & Hsu, H-Y. (2017). Latent Cluster Analysis of Instructional Practices

Reported by High- and Low-Performing Mathematics Teachers in Four

Countries. Journal on Mathematics Education, 8(2), 115-132.

Ivić, S. (2016). Frequency of Applying Different Teaching Strategies and Social

Teaching Methods in Primary Schools. Retrieved March 30, 2018, from

https://files.eric.ed.gov/fulltext/EJ1122875.pdf

Learner-centered teacher-student relationships are effective: A meta-

analysis Retrieved from

http://rer.sagepub.com/content/77/1/113.full?patientinform-

links=yes&legid=sprer;77/1/113.

Rico, A. (2018, April 03). Personal interview.

Rubin, J., & And, O. (1994). Components of a Teacher Education Curriculum for

Learner Strategies.

Survey Finds Learner-Centered Teaching Up, Lecturing Down. (2014, November 18).

Retrieved March 30, 2018, from https://www.facultyfocus.com/articles/teaching-

and-learning/new-faculty-survey-finds-learner-centered-teaching-less-lecturing/

Teacher-Centered vs. Student-Centered Education. (2017, December 05). Retrieved

March 30, 2018, from https://education.cu-portland.edu/blog/classroom-

resources/which-is-best-teacher-centered-or-student-centered-education/