Page 52 - IJSA, Vol. 4, No 2, 2021

P. 52

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

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: [email protected]; 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.
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