Nagaraju Ch. et al.

, IJSRR 2013, 2(3), 125-131

Research article Available online www.ijsrr.org ISSN: 2279–0543

International Journal of Scientific Research and Reviews

Teacher-Centred Learning and Student-Centred Learning in English
Classroom: the Teaching Methods Realizing the Dreams of Language
Learners

Nagaraju Ch.*, Madhavaiah G. and Peter S.

1
Asst. Prof., Dept. of Science and Humanities, NBKRIST, Vidyanagar, Spsr Nellore, India

ABSTRACT
Since the beginning of teaching English language, the language enjoying the status of the
king of all languages in the present scenario, as one of the subjects included in the curriculum has
been taught in a multiple ways of methods by the teachers. Of course, in fact, many of the methods
followed by the language teachers are praiseworthy giving the entire credit to the teachers’
innovative quest. There are some methods, however, considered the best and accepted through the
implementation of the same techniques or methods in teaching English language by the novice
English teachers.
‘Student- Centred learning’, the method which has got a great momentum in the teaching of
this language, is one of the best methods which can realize the long cherished dream of the learners
who want to be good at this language. Of the things which cannot be perceived by mere theoretical
knowledge gained by reading a book like swimming, driving, cycling- the language learning requires
the major involvement of students rather than the English teacher.
We, the teachers of English language and literature, welcome changes cheerfully when they
are result oriented meeting the needs of the learner. We say no to the longstanding Teacher-Centred
learning method when it is mandatory in the classroom. This paper brings up the benefits by
following the teacher-centred learning and student-centred learning in in different conditions in
English classroom. It also highlights some ways how the student can be made instrumental in the
process of language teaching and learning.

KEYWORDS: Teacher- Centred, Student- Centred, Facilitator, Learner

*Corresponding Author
Ch. Nagaraju,
Assistant Professor of English, Dept. of .Science and Humanities,
NBKRIST, Vidyanagar, SPSR Nellore, AP
E – Mail - [email protected]
Mob. No. - 91+7416785725

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INTRODUCTION
The word Teacher-centred learning requires no definition and no explanation since it has
been everything the movement learning got its birth. The learner requires a person who can guide
him, advise him, motivate him, helping him achieve the objectives of education. Teacher has been
the best option to make all these things happen to the student for centuries throughout the ages.

The term student-centred learning (SCL) is widely used in the teaching and learning. Many
terms have been linked with student-centred learning, such as flexible learning experiential
learning, self-directed learning and therefore the slightly overused term ‘student-centred learning’
can mean different things to different people.

The concept of student-centred learning has been credited as early as 1905 to Hayward and in
1956 to Dewey’s work. Carl Rogers, the father of client-centred counseling, is associated with
expanding this approach into a general theory of education. The term student-centred learning was
also associated with the work of Piaget and more recently with Malcolm Knowles. Rogers, in his
book ‘Freedom to Learn for the 80s’, describes the shift in power from the expert teacher to the
student learner, driven by a need for a change in the traditional environment where in this so-called
educational atmosphere, students become passive, apathetic and bored.1

The paradigm shifts away from teaching to an emphasis on learning has encouraged power to
be moved from the teacher to the student. The teacher-focused/transmission of information formats,
such as lecturing, have begun to be increasingly criticised and this has paved the way for a
widespread growth of ‘student-centred learning’ as an alternative approach.

This paper brings up certain ways mentioning the major points of student –centred learning.
It also brings up the right situations where the two methods can be adopted. We should remember
that no method is successful without the presence of Teacher.

THE ROLE OF TEACHER IN STUDENTS- CENTRED LEARNING

A ship without a Captain

A film without a Director
A Classroom without a Teacher are unimaginable and impracticable. The
captain of a ship takes up the responsibility of ensuring a safe journey to the passengers voyaging in
the ship. He guides the workers who work under his supervision. He doesn’t throw coal into the fire

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to generate energy to run the ship or operate steering like a driver. The employees bring a problem to
the notice of the Captain who finds a proper solution for it.
Making a movie which requires lots of characters, technicians and the required amount is
not possible without a Director. He is the one and only responsible for the entire credit and criticism.
It is the brilliance of the Director what makes the movie successful by bringing out the requisite
action from the characters but not the actors who act according to the instructions of the Director. If
the actors are responsible for the success of a film, every film should get the same level of success
with the team of actors- which is not really happening.
Believe, the classroom becomes a pandemonium of Children/Students without the presence of a
Teacher. A classroom without a teacher can be imagined as the planet of Earth without water and air.
Trust, teacher is not a dictator or the almighty God- but he is the one who is more important the
people mentioned above in the classroom.

This method is absolutely needed when the classroom consists of a large number of
students who are passive in taking part in group activities conducted in student-centred learning
process. Teacher is inevitable and unavoidable in controlling class.

REASONS WHY STUDENTS USUALLY DON’T SPEAK IN ENGLISH:

Some students say: “Why do we have to do pair work and group work?”

“When I speak English, I feel stupid because I make lots of mistakes and don’t know enough
vocabulary.”

“I don’t want to speak English until my English is much better.”

“I don’t want to listen to other students speaking incorrect English because I’ll learn their mistakes.”

“My teachers speak the best English. I want to learn from them.”

A Teacher doesn’t want his students who

 Can’t communicate in the real world
 Panic when they can’t think of the right words to use
 Are tongue-tied because they’re worried about making mistakes and losing face
 Can’t survive without a teacher to help them and guide them
 Look away in embarrassment when someone asks, “Can anyone speak in English?”2

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A student-centered approach helps students to develop a “can-do” attitude. It is effective,

motivating, and enjoyable. This paper sets out to discuss how this approach can be implemented. It
also deals with the problems that may arise.

STUDENT- CENTRED LEARNING:

“If you Listen – you forget

If you See- you understand

If you Do- you understand” said a great philosopher mentioning the importance of
involvement in the process of learning. In a student-centered class, students don’t depend on their
teacher all the time, waiting for instructions, words of approval, correction, advice, or praise. They
don’t ignore each other, but look at each other and communicate with each other. They value each
other contributions; they cooperate, learn from each other, and help each other. When in difficulty
or in doubt, they do ask the teacher for help or advice but only after they have tried to solve the
problem among themselves. The emphasis is on working together, in pairs, in groups, and as a whole
class. Their teacher helps them to develop their language skills.

A student-centered classroom isn’t a place where the students decide what they want to learn
and what they want to do. It’s a place where we consider the needs of the students, as a group and as
individuals, and encourage them to participate in the learning process all the time. The teacher’s role
is more that of a facilitator than instructor; the students are active participants in the learning process.
The teacher helps to guide the students, manage their activities, and direct their learning. Being a
teacher means helping people to learn – and, in a student-centered class, the teacher is a member of
the class as a participant in the learning process.3

In a student-centered class, at different times, students may be working alone, in pairs, or in groups:
 Working alone, preparing ideas or making notes before a discussion, doing a listening task,
doing a short written assignment, or doing grammar or vocabulary exercises.
 Working together in pairs or groups, comparing and discussing their answers, or reading and
reacting to one another’s written work and suggesting improvements.
 Working together in discussions or in role-plays, sharing ideas, opinions, and experiences.
 Interacting with the teacher and the whole class, asking questions or brainstorming ideas.

Also in a student-centered class, students may be teacher-led:

 Before students work together, their teacher will help them prepare to work together with
explanations and pronunciation practice.

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 While students are working together, their teacher will be available to give advice and
encouragement.
 After they’ve finished working together, and the class is reassembled, their teacher will give
them feedback, offer suggestions and advice, make corrections, and answer questions.

ADVANTAGES OF STUDENT-CENTRED LEARNING

When students are working together in English, they

 Talk more
 Share their ideas
 Learn from each other
 Are more involved
 Feel more secure and less anxious
 Use English in a meaningful, realistic way
 Enjoy using English to communicate

DISADVANTAGES
The following are the disadvantages encountered during the implementation of the Student –
centred learning.

 It takes more time

 Not suitable for large classes
 Not enough learning materials
 Feel nervous, embarrassed, or tongue-tied
 Speak English and make a lot of mistakes
 Speak in their native language, not in English
 Not enjoy working together

TEACHER’S ROLE VERSUS STUDENT’S ROLE

Students can’t be “taught” – they can only be helped to learn. In a student centered
classroom, our role is to help and encourage students to develop their skills, but without
relinquishing our more traditional role as a source of information, advice, and knowledge. In a
student-centered classroom, the teacher and students are a team working together. Teacher’s role is
to make sure everyone benefits from the lesson, supporting one another.4

At different times in a lesson, teacher’s role may change as the lesson moves from teacher-led
to student-centered and back again. Teachers’ are responsible for helping students work

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independently, monitoring them while they’re working together, and giving them feedback
afterward. In a whole-class activity, students and the teacher interact, and students accept the
authority of the teacher as their manager. When working together, students will be responsible for
their own behavior and learning while the teacher walks around the classroom monitoring.

At first, some students may be too dependent on teachers and expect to be helped, corrected,
and encouraged all the time. To begin with, teachers can put them into groups with less teacher-
dependent students, and not pair them up with equally diffident students. It may take some time
before they become more independent.

As students become more independent and resourceful, they’ll stop thinking “I don’t know
the right word, so I can’t say what I want to say” but rather “I don’t know exactly the right words,
but I’ll try to find other words to say what I mean.” When in doubt, they’ll ask one another for
ideas and vocabulary before asking the teacher. They can also help one another by using dictionaries
in class and looking up words. But they’ll also ask “public” questions – questions directed to the
whole class – so that everyone can benefit from hearing the answers.5

It may be hard for teachers to answer every question that comes up. Teachers may feel
uncomfortable about letting our students down by not knowing enough, or about losing their respect.
But Teachers can’t know everything, and students shouldn’t expect teachers to. If the teacher
doesn’t know answer for a question from a student, it’s best to say, “That’s a good question. I’ve no
idea of the answer. I’ll find out for you and let you know next time.” The teacher then makes a note
of the question in the class notebook so that teacher can research the answer before the next lesson.
In a more advanced class, the teacher can say, “Good question! Does anyone know the answer?6

Student-centred and teacher-centred continuum

Teacher-centred Learning Student-centred Learning

Low level of student choice High level of student choice
Student passive Student active
Power is primarily with teacher Power primarily with the student

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CONCLUSION
The intensions of a teacher and Students should be similar in the process of Teaching-
learning. It is no wrong to meet the objectives by following a fair method be it a Teacher-centred or
student-Cetntred learning. These two methods, with a limited number of challenges, are always
handy in meeting the objectives of Teaching and learning. Teacher is instrumental in any method
what can realize the dreams of students. Teacher cannot do anything without the cooperation of the
students in the classroom.

“A Teacher should not be a sage on the stage but he should be a guide standing aside.”

REFERENCES
1. Jeffrey Froyd and Nancy Simpson’s. “Student-Centered Learning: Addressing Faculty
Questions about Student-centered Learning” Texas A&M University 2007; 6: 04-06.
2. Leo Jones’s. “The Student-Centered Classroom”, Cambridge University Press 2009; 03: 01-
03.
3. Leo Jones’s. “The Student-Centered Classroom”, Cambridge University Press 2009; 03: 05-
007.
4. Angelo, T. A., & Cross, P. K.. Classroom Assessment Techniques: A Handbook for College
Teachers (Second ed.). San Francisco, CA: Jossey-Bass. 2010; 04: 16-18.
5. Barr, R. B., & Tagg, J.. From Teaching to Learning -- A New Paradigm for Undergraduate
Education. Change, 2007; 6: 12–25.
6. Allen, D., & Tanner, K.. Infusing Active Learning into the Large-enrollment Biology Class:
Seven Strategies, from the Simple to Complex. Cell Biology Education, 2005; 4: 262-268.

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