During my Teaching Practice sessions, one teacher who truly inspired me to embrace the learner-centred approach was Ms. Adams, a passionate and innovative science educator. From the very first day, it was clear that she prioritized her students' engagement and understanding over merely delivering content.
One memorable instance was during a unit on ecosystems. Instead of starting with a traditional lecture, Ms. Adams brought in a variety of materials—live plants, rocks, and even small animals. She set up stations around the classroom and invited students to rotate through each one, exploring and making observations. As they interacted with the materials, Ms. Adams encouraged them to ask questions and hypothesize about the relationships within ecosystems.
What stood out to me was her approach to facilitating discussions. Rather than giving direct answers, she guided students by asking thought-provoking questions that prompted critical thinking. For example, when a student expressed confusion about the food chain, she responded with, “What do you think happens if one of these animals disappears? How might that affect others?” This encouraged students to think deeply about the topic and explore the connections for themselves.
Ms. Adams also recognized the diverse learning styles in her classroom. She often gave students choices in their assignments, allowing them to express their understanding in various formats—be it through art, presentations, or hands-on projects. This inclusivity fostered a sense of ownership and pride in their work, as each student could showcase their talents and interests.
Witnessing Ms. Adams in action made me realize how powerful the learner-centred approach can be. It not only engaged students but also deepened their understanding and appreciation of the subject matter. I left my Teaching Practice sessions inspired to apply these strategies in my future classrooms, committed to creating an environment where my students could thrive as active, independent learners.
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