International Journal of Science Annals, Vol. 4, No. 2, 2021 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa LETTERS TO THE EDITOR LETTER TO THE EDITOR Revisiting Learner-Centered Ideology, Management, and Paradigm Ignacio A. Jr. G.1 1 College of Education, Bulacan State University, Philippines Received: 24.11.2021; Accepted: 21.12.2021; Published: 25.12.2021 Keywords: learner-centered ideology, learner-centered management, learning paradigm Copyright: © 2021 Ignacio A. Jr. G. Published by Archives of International Journal of Science Annals DOI and UDC DOI https://doi.org/10.26697/ijsa.2021.2.6 UDC 37.014:37.013.41 Conflict of interests: The author declares that there is no conflict of interests Peer review: Double-blind review Source of support: This study did not receive any outside funding or support Information about Ignacio Avelino Jr. G. – https://orcid.org/0000-0003-1012-8350; the author: avelino.ignaciojr@bulsu.edu.ph; Faculty, College of Education, Bulacan State University, City of Malolos, Bulacan, Philippines. Dear Editor, As we know, the educational curriculum refers to intervention strategies (Ming-tak & Wai-shing, 2013, academic content taught in schools or a collection of p. 1). Teachers must learn several things about lessons, assessments, or a particular program or course themselves as managers of the classroom. Likewise, taken on by students (Alanazi, 2016). Granting it is teachers must also learn about their students as essential to note what a curriculum will achieve, what individuals and show them they are cared for in many students will do and use to learn, and what teachers will different ways (Williamson, 2008, p. 21–22). use to teach the class; however, as to Crowley (2021), the Undeniably, many teachers have a tough time voluntarily curriculum is in no way neutral – it, at all times, mirrors ceasing and surrendering control in the classroom. ideological views. Part of the problem is that they might not recognize the From a learner-centered ideology, it is presumed that process to be accounted for. Positively, it is not giving up education manifests itself in drawing out people’s control but allowing the students to control themselves to inherent goodness and capabilities for growth (Schiro, the expectations presented in the room. Letting students 2013, pp. 5–6). As a teacher wanting to operate in this at all grade levels be empowered in the room will enable ideology, I believe the learners have their own abilities them to make better choices (Williamson, 2008, p. 28– for growth. This ideology is all about bringing out the 29). Teachers are crucial in crafting essential decisions – competency within them. On the other hand, classrooms to provide instruction or produce learning. These are busy public places; events are unpredictable (Ming- perspectives – instruction or learning paradigm – tak & Wai-shing, 2013, pp. 10–11). This requires the genuinely affect how teachers introduce themselves in teachers to develop their range of classroom management front of the class (Barr & Tagg, 1995, p. 16). Although strategies. Setting up a classroom is an essential part of providing instructions and producing powerful learning teaching and learning. It involves designing the environments may seem different from the issue of classroom atmosphere, rules, and expectations classroom management, it cannot be denied that it (Williamson, 2008, p. 3). Granting there is no sole way supports each other. In a case study conducted by Garett of managing a wide array of classrooms, fruitful (2008), the three elementary teacher-participants who classroom management is tied to student engagement and were operating in a student-centered manner of giving empowerment (Honigsfeld & Cohan, 2014). instructions and producing learning environments, in Classroom management practices can be seen from some cases, used teacher-centered classroom teacher-centered to student-centered (Garett, 2008). Only management strategies. This implies various ways to when the attempts of student-centered management fail supplement the learning environment with management should teachers have to resort to controlling or strategies. 50 International Journal of Science Annals, Vol. 4, No. 2, 2021 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa According to Biggs and Tang (2011, pp. 17–20), there The learning paradigm resolves the ends, not just are three levels of thinking about teaching. The first, improving the means. Learner-centered ideology was not blaming learners, focusing on what the student is. Here, created just as an espoused theory (i.e., set of ideologies if students do not learn, it is not that it is whatsoever people propose to explicate actions), but also as a theory- improper with the teaching, but that students are in-use (i.e., ideologies we can conclude from how incompetent, uninterested, or with some defect. The individuals behave) (Barr and Tagg, 1995, p. 14). If the second, blaming the teacher, focusing on what the students do not learn, do not instantly blame them and tell teachers do. The third focuses on what the student does. them that they are incapable, unmotivated, or even It is a student-centered model of teaching, with teaching possess an academic defect. Instead, focus on what the supporting learning. Except learning takes place, expert student does and how it relates to teaching, integrating instructions are immaterial and irrelevant. teaching and learning. The third level of thinking about teaching captures the learning paradigm. A learner-centered paradigm Acknowledgements advocate must not end on just reading and knowing the This is to thank Almighty God and my Professor in learner-centered curriculum ideology itself; instead, the Student-Centered Teaching and Learning at Far Eastern paradigm must drive them. The learning paradigm must University for inspiring me to walk through student- capture them. As stated by Barr and Tagg (1995), “For centered ideology. many of us, the learning paradigm has always lived in our hearts… But the heart’s feelings have not lived clearly References and powerfully in our heads” (Barr & Tagg, 1995, p. 14). Alanazi, S. (2016). Comparison of curriculum In a learner-centered class, students do not depend on ideologies. American Research Journal of teachers all the time for approval, instructions, Humanities and Social Sciences, 2, 1–10. correction, or praise. Students do not disregard each other https://doi.org/10.21694/2378-7031.16021 but look at each other and communicate. When in doubt Barr, R. B., & Tagg, J. (1995). From teaching to learning or difficulty, students seek the teacher’s advice, but only – A new paradigm for undergraduate education. after they have made an effort among themselves to solve Change: The Higher Magazine of Higher problems. Working together is the emphasis, e.g., by Learning, 27(6), 12–26. pairs, groups, and/or as a whole class. Also, students may https://doi.org/10.1080/00091383.1995.1054467 be teacher-led in a student-centered class. The teacher 2 will clarify important things and/or give some practice Biggs, J., & Tang, C. (2011). Teaching for quality before working together. Teachers will be available to learning at university (4th ed.). The McGraw-Hill provide advice and encouragement while students work Companies. together. After finishing the work together, their teacher https://cetl.ppu.edu/sites/default/files/publication will provide them with feedback, suggestions and s/-John_Biggs_and_Catherine_Tang- entertain questions. The bigger the class, the more _Teaching_for_Quali-BookFiorg-.pdf obligatory it is to have a learner-centered class (Jones, Crowley, C. B. (2021). Curriculum ideologies. In Oxford 2007, pp. 4–5). We may not even reach some students in Research Encyclopedia of Education. Oxford a jam-packed classroom as we circulate. It is not easy to University Press. monitor and participate in activities simultaneously. https://doi.org/10.1093/acrefore/9780190264093. Should we take part in class discussions as equal 013.1033 partners? Continuous interference is not likely to Garett, T. (2008). Student-centered and teacher-centered encourage students’ autonomous academic-related classroom management: A case study of three behaviors. elementary teachers. The Journal of Classroom Some people are more dominant, outgoing, opinionated Interaction, 43(1), 34–47. and/or imaginative than others. Sometimes others sit and http://www.jstor.org/stable/23869529 listen, getting bored or feeling frustrated. In other cases, Honigsfeld, A., & Cohan, A. (2014). Preface: The one student is happy to be a “passenger”. Reshuffling universal challenges of classroom management. groups methodically can help. Shyer and introvert In A. Honigsfeld, & A. Cohan (Eds.), Breaking learners must not constantly be combined in a single the Mold of Classroom Management: What group. It may be of value to get rid of the dominant, educators should know and do to enable student bossy, and/or influential ones from each group and assign success (pp. xv–xviii). Rowman & Littlefield them all together when one student has dominated each Education. group. On the other hand, some may not aspire to voice http://library.lol/main/EA2C68E7DC001BE15A out argument or lack certainty; they may not yearn to talk EA3134FFBF676A much. In this case, teach students schemes, to inspire Jones, L. (2007). The student-centered classroom. them to speak more like asking follow-up questions Cambridge University Press. (Jones, 2007, p. 9). https://mail.brettwilkin.com/phocadownload/Stu It is necessary to provide powerful learning environments dentCentredClassroom/jones-student- as a paradigm rather than merely providing instructions. centered.pdf It is highly substantial to note that expert teaching Ming-tak, H., & Wai-shing, L. (2013). Classroom comprises mastery over different teaching techniques. management: Creating a positive learning 51 International Journal of Science Annals, Vol. 4, No. 2, 2021 рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa environment. Hong Kong University Press. Williamson, J. A. (2008). Literacy in the student- https://doi.org/10.5790/hongkong/978962209888 centered classroom: A practical approach to 6.001.0001 setup, design, and implementation. Rowman & Schiro, M. S. (2013). Curriculum theory: Conflicting Littlefield Education. visions and enduring concerns (2nd ed.). SAGE http://library.lol/main/6241BBB24BE50B5011D Publications Inc. https://mehrmohammadi.ir/wp- C2EA76AF8779B content/uploads/2021/09/Curriculum-Theory- Conflicting-Mi.pdf Cite this article as: Ignacio, A. Jr. G. (2021). Revisiting learner-centered ideology, management, and paradigm. International Journal of Science Annals, 4(2), 50–52. https://doi.org/10.26697/ijsa.2021.2.6 The electronic version of this article is complete. It can be found online in the IJSA Archive https://ijsa.culturehealth.org/en/arhiv This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en). 52