¿Cómo se puede utilizar la enseñanza centrada en el alumno para reducir el agotamiento de los profesores?

One of the things I did as a Creative Writing teacher was to spend a lot of time teaching the students how to properly critique each other's work. This meant developing a teachable, repeatable workshop process, and letting them critique my own writing to show them how it worked. After that, I could get away with getting less feedback, often reading nothing but final drafts, because the students knew how to give and receive feedback. p.s. This works in other writing classes with some modifications to the workshop process.

I made it comfortable (and almost mandatory) for every student in the class to ask questions. Repeatedly, I paid attention to body language, context clues and those that understood the lesson immediately and those that struggled. When I recognized those that understood, they immediately became the teacher and I encouraged them to “teach” the lesson to the class or in groups and what I found was that sometimes students find creative, new or different ways to explain the same thing to students and it resonates better than my teaching. When I found the quiet student who understood but was bashful, I’d ask them to out their work on the board and explain it-building confidence and making them the expert helped me as a teacher and my students!

The prerequisite to this approach is grounded in strength-based mindsets and language concerning your students. We've been inundated with messages about what our students need help to do or what they lack. As educators, we must scaffold and chunk our lessons so that students can attain the standard of the lesson. What we believe about students greatly impacts what they learn in our classrooms.

The ultimate goal is to make the educational process more meaningful to students. The best way to do that is by framing lessons in terms of their interests; thus encouraging them to engage more in the material and hence learn better. The shift toward giving students more decision-making roles can look very different. But generally, they’ll all have similar characteristics such as more activities, small groups, discussion, and more student-led. This approach may seem to remove the teacher from the center of the classroom; but really, the teacher’s role is instrumental in students success. This relies on students working toward their own autonomy that would support learning at a pace they are comfortable with hence reducing teacher burnouts

An example is a peer- marked test: after a classic test, the teacher provides the marking scheme and ask students to swap tests with a colleague then mark that colleague’s test carefully. Each student will double- check the test and discuss in pairs, and then can share eventual misconceptions. In my experience, students are very rigorous with this type of activity and also fully engaged in the process- a win- win, with deep learning happening too.

The challenge here becomes alignment with curriculum and allocation of lesson time. Unfortunately, in Australia the structure and education model for our secondary schools make this difficult. Within the current education system, this would not reduce the workload of teachers but rather make the work different.

In my experience, student-centered teaching does not always reduce teacher burnout initially. A great deal of planning must take place to ensure that the project/assignment guidelines are clear for the students to follow. Further, establishing expectations of how students should conduct themselves and utilize time in and out of the classroom requires scaffolding and a great deal of front-loading along with constant monitoring and engagement. If this is done consistently throughout the course of the year, students will grow accustomed to these expectations and will hopefully aid in autonomy and student engagement.

One thing that I have found helpful in my teaching experience is student-centered teaching. Planning your lesson well is one of the best ways to know your students well and which approach and teaching style to use. Most of the teacher's job that is well-facilitated is done by the students when using student-centered teaching. In all the advantages that it has, I think that it encourages students to come out of their shells and be confident enough in the classroom. It helps teachers to assess critically the level of knowledge that the students have acquired and the corrections to be made. In as much as it motivates the students, the teacher is the most motivated as students display excellent ideas that were guided by the teacher.

One thing I have found helpful is Implementing student-centered teaching approaches can contribute to reducing teacher burnout by fostering a more engaging and supportive learning environment. Strategies include: 1. Incorporate Student Choice: Allowing students to have a say in their learning, such as selecting topics or project options, increases their engagement and reduces the teacher’s workload in lesson planning. 2.Collaborative Learning: Encourage group activities and projects, promoting a sense of community within the classroom. This shared responsibility can ease the burden on the teacher and create a more dynamic learning environment.

By empowering students to take responsibility for their learning, student-centered teaching allows teachers to have a more manageable workload and decreases burnout.

Understanding students learning style and personality greatly influences how a child learns and develops. An introvert and extrovert child too has different ways of involvement. Introverts prefer working alone while extroverts like participating in group activities. Try to incorporate real world applications adding value to the learning objectives. Provide children with multiple options for assignments and activities allow learners to pick what's best for them. Integrate technology that supports interactive and collaborative learning experience. Involve parents in the teaching learning process and educate them about their child's learning patterns so that teaching becomes a collaborative effort.

Furthermore, in order to best plan for student-centered teaching, think about the subjects and learning styles that your students are familiar with. In my experience, it’s always important to balance what students need to learn and/or improve upon with what they are already familiar with when concocting a student-centered teaching assignment. For example, when I taught Public Speaking, I would scaffold the bare bones of what students were required to have for their presentations. However, the learning was on the student to research, create, present, answer questions, and ultimately reflect on their project.

This shift not only challenges established teaching norms, but also demands a continual commitment to staying attuned to students' evolving needs and fostering an environment where they can thrive as active participants in their own education.

Planning for student-centered learning would lead educators to think about challenging their classes to bring ideas to the table. Teachers could Lead the lesson or unit of learning with inquiry-students should activate and share their prior knowledge and take over where the inquiry takes the class.

La planificación docente, se puede convertir en una herramienta fundamental de acción para organizar y sistematizar el aprendizaje, en atención al contexto social, el diagnóstico de las necesidades, los estadios cognitivos, prioridades e intereses de los educandos, como elementos que se articulan en la enseñanza de manera significativa.

A student-centred approach fosters stronger relationships and communication channels between myself and my students. This shift creates a collaborative and supportive learning environment, ultimately contributing to a more sustainable and fulfilling teaching experience.

Para que los docentes podamos ofrecer una enseñanza centrada en el alumno/a, necesitamos incorporar tres ingredientes: conocimiento profundo de nuestros alumnos/as y sus contextos, formación del profesorado y seguimiento del mismo a través de un programa de mentoring y coaching.

Setting clear Learning Objectives to communicate learning goals,This helps students understand the purpose while allowing them to explore and discover. Active Learning Activities like group discussions, and projects. These methods encourage collaboration . Regular Feedback: Provide timely and constructive feedback. This helps students understand their progress and areas for improvement, promoting a growth mindset. Scaffold Learning: Break down complex topics into manageable steps. This helps students build confidence and gradually take on more responsibility for their learning. By implementing these strategies, educators can create a student-centered teaching approach that fosters a more engaging and personalized learning experience.

A student centered approach gives your students the responsibility of ensuring that they succeed. It boosts their confidence and overall shows them how much they are capable of doing. The teacher guides them along the process but ultimately the end result will be based on their input.

Student-centered teaching can be facilitated by promoting active learning, encouraging student collaboration and inquiry, using diverse teaching methods, and valuing student input and feedback.

Student-centered teaching involves shifting the focus from the teacher to the students, allowing them to take an active role in their learning. This approach encourages reflection, collaboration, and autonomy in students.

Student surveys and scheduled brief one-on-one conferences with students can provide teachers with information regarding the effectiveness of student-centered teaching.

I believe a successful approach involves regularly conducting surveys to collect direct feedback from students. Then, share the gathered feedback with the entire class and provide insights into the reasons behind any decisions to implement changes, if applicable.

I would add a dissenting opinion here and say that student centered teaching would not directly improve teacher burnout. Educators are burning out at ever-increasing rates due to lack of pay, student violence, administrator misconduct, draconian evaluation practices, and an overall lack of support and de-professionalization. Delegating more authority to the students wouldn't improve this situation, particularly at the secondary grades. It would only make it worse. We already function mostly as facilitators to student learning so if that was going to improve teacher burnout, it would have already.

I feel involving students in helping, and making them independent (which we already do and facilitate as well) May not really help with teacher’s burnout. In alternative schools where the number of students may be smaller or same throughout the day, it may help to divide the time throughout the week. We get to know more about individual student’s strengths and weaknesses and create plans and strategies where they can support teachers too. Teachers already do all the mentioned work. Other factors are in play from admin, management, pay, stress compare to the work teachers do. Also the whole system needs to change, time wasted in transitions, same schools for rich and poor has to be established to maintain equity/opportunities.

One of the simplest method to consider student-centric teaching and reduce teacher burnout is by using two concepts - UDL and DI. UDL stands for Universal Design for Learning. It is a master template of Lesson Plan that can be used for planning learning that caters to all student requirements. DI is for Differentiated Instructions. It is known that no two students learn the same way. Hence in order to ensure use of different methods of teaching according to the learner, the teacher must know the ways in which the learners learn. To simplify, the UDL needs to be planned in a manner where methods appealing to multiple intelligences (MI) can be incorporated. The concept by Dr Howard Gardner is referred for this purpose.

I have worked in a alternative middle school over 14 years ago where this was the foundational philosophy of the school and it worked really well. The main reason it worked well was that you had the same class all day, similar to a primary school setting. In this instance, if you had 1 class, you get to know your students really well. It also means that you can be flexible with the time you have with the students. This would need to be the model for the entire school for it to work effectively. I have tried to re-create something like this within a mainstream school but have been unsuccessful. The closest I have been able to get is having student choice in topics and presentation modes and leveraging student voice surveys.

In addition to what Kevin Wheeler states, for teachers being evaluated using the Danielson framework, if they are not using a student centered approach, chances are their ratings on their observations are not going well. And it will most likely not be uniform across observations from different administrators. One administrator would note to focus on a certain teaching style, and then everything is excellent. When the next administrator comes through, they do not support the same teaching style so it is unsatisfactory. The inconsistency adds to the frustration and stress levels of teachers knowing the end goal is always changing and unattainable.