Organization and Management of

learner centered classroom

 At the end of the lesson, students will be able to :
1. identify various forms of learner centered classroom organization
based on learners’ needs;

2. formulate classroom procedures and routines that promote

discipline, fairness, respect and care among learners and encourage
OBJECTIVES learning;

3. design, organize and explain the significance of the layout of the

physical structure of the classroom for active engagement of
learners, individually or in groups, in exploration, discovery, hands on
and self-learning activities;

4. describe the roles and responsibilities of the teacher and the

learners for a supportive, inspiring, motivating and productive
learner-centered classroom
❏ Classroom Organization
focuses on the physical
environment.

➢ Effective teachers organize a

safe classroom environment
(Educational Review Office,
1998).
❏ Classroom Management is “the
actions and strategies teachers use to
solve the problem of order in
classrooms”(Doyle, 1986, p. 397)
➢ Effective teachers also use rules,
procedures, and routines to ensure that
students are actively involved in
learning (Marzano, Marzano, &
Pickering, 2003)
 Strategies and Principles in Developing
Learner -Centered Learning Environment

1. Turn you classroom into a

community
➢ involve students in the
learning process by enabling
them to interact to feel a
sense of community
2. Develop trust and
communication

➢ always be fair with students,

listen to them and allow
them to speak
 3. Find ways to integrate
technology
➢ give students the opportunity
to integrate exciting web tools
and technology into the
learning process, they become
eager, anxious participant in
just about any learning activity.
 4. Create an environment
where mutual respect and a
quest for knowledge guide
behavior–not
rules
➢ have an engaging classroom
environment, with engaging projects,
engaging activities and engaging
discussions to foster mutual respect
and encourages a pursuit of learning
that leaves little time for disruption
 5. Replace homework with
engaging project-based
learning activities
➢ In the student-centered classroom,
where activities and projects are
engaging, students become much
more eager to learn, and in class
productivity is much higher.
 6. Develop ongoing projects

➢ create ongoing projects for

students to promotes mastery of
subject matter being taught and
learned.
7. Allow students to share
in decision making

➢ It requires placing students at

the center of their own learning
environment by allowing them to
be involved in deciding why,
what, and how their learning
experience will take shape.
CLASSROOM ORGANIZATION:
ROOM STRUCTURING

Creating a welcoming and organized classroom

benefits not only the teacher but also students. It
cultivates a positive learning environment, which
helps students to focus while also providing
various opportunities for different learning styles.
Let's explore some room structuring ideas to
design a classroom that complements your
teaching style and that students will love.
 Group Work Whole-Group Discussions
Organize students around tables or Try a circle or U-shaped desk configuration for a
clusters of desks. Collaborative learning classroom discussion. This lets students
affords immense advantages as groups collaborate better and helps the teacher to
accomplish meaningful learning and solve manage the logistics and see everyone’s
problems better. expressions to gauge comprehension.

Self-Paced Learning Flexibility

Flexible room arrangements and seating
Set up individualized learning stations for plans are necessary for an interactive
students to work at their own pace. Use classroom. Arrange seating patterns from
centers such as a quiet reading corner, unit to unit, allowing a diverse and flexible
music area, discussion center, or grouping of students to encourage
multimedia spaces. communication and collaboration.
 Visual Aids
Green Spaces Reading Corner
Don't hesitate to provide a Consider using murals to
personal touch with plants, art, Create a cozy reading corner
with comfortable pillows,
liven up the classroom,
rugs, and posters that match your ensuring it's visually
teaching style. Consider using rugs, and adequate light for
reading material or group stimulating - like a blank
green walls to create a calming
and natural atmosphere. discussions. canvas awaits.
Activity: IPUTOK MO

Mechanics:
 TRANSITION- A change from one state or
condition to another.
CLASSROOM
ROUTINE AND - Students coming in from the hall to begin
PROCEDURES formal instructions in class.
- Whole-class instruction to group work
- Instructional conversation to silence
- Planned instruction to unplanned instruction
(phone call, fire drill, emergency visitor)
 ● Solving Pre-Lesson Transition
CLASSROOM
ROUTINE AND ● Solving Transitions During The Lesson
PROCEDURES
● Solving Post-Lesson Transition
CLASSROOM MATERIALS - Make your rules and
ROUTINE AND procedures on the distribution and
collection of materials, storage of common
PROCEDURES
materials, teacher's desk and storage
areas, and student's desk
 Group Work- Rules and procedures on
CLASSROOM group work address the following:
ROUTINE AND
-Movement in and out of the group
PROCEDURES
-Expected behaviour of students in the group.
-Expected behaviours of students not in the
group.
- Group Communication with the teacher.
 Teacher- Led Activities - Rules and
procedures in the areas pertain to:
CLASSROOM
ROUTINE AND -Student attention during presentation
PROCEDURES -Student participation
- Talking among Students
-Obtaining help
- Out-of-seat behaviour
- Behaviour when work has been completed
 How to established Classroom
Routines?
CLASSROOM
ROUTINE AND 1. Explain the routine to your class
PROCEDURES 2. Model your expectations
3. Have students practice the routine
4. Implement the routine in your day
5. Review your routine as necessary
 ❏ Positive educational environments are necessary to facilitate
optimally adaptive student outcomes, including learning,
THE SOCIAL motivation, school adjustment, and achievement.
ENVIRONMENT:
❏ Schools and classrooms are inherently social places, and
FAIRNESS,
students go about their work in the presence of many peers.
RESPECT, CARE,
AND ❏ the classroom social environments comprised students;
ENCOURAGING perceptions about how they are encouraged to interact with
LEARNING others, and it compasses dimensions of the teacher support,
promoting mutual respect, promoting student task-related
interaction, and promoting performance goals.
 FAIRNESS
THE SOCIAL When assessing instructor “fairness” a student doesn’t usually
ENVIRONMENT: consider the intentions of the instructor, but rather his or her
FAIRNESS, perception of the instructor’s behavior or policies.
RESPECT, CARE,
AND Typology of perceived fairness:
ENCOURAGING
❖ Interactional fairness
LEARNING
❖ Procedural Fairness

❖ Outcome Fairness
 RESPECT
❏ Students expect an instructor to listen, consider, and thoughtfully
reply to their ideas, even when they challenge the instructor’s view.
THE SOCIAL An instructor perceived as impatient or demanding loses students
ENVIRONMENT: respect
FAIRNESS,
RESPECT, CARE, CARE
AND ❏ Care about your students and their academic performance. Learn
ENCOURAGING and use their names, talk to them before and after class, answer
questions thoroughly, and invite students who appear to be having
LEARNING
problems with the course to discuss those problems and potential
solutions.

ENCOURAGING LEARNING
❏ A sound relationship provides a tension-free environment to the
student enabling him to learn more and to complete the class.
 ❏ Positive educational environments are necessary
CREATING to facilitate optimally adaptive student outcomes,
A including learning, motivation, school
adjustment, and achievement (Eccles, Wigfield, &
MOTIVATING Schiefele, 1998).
LEARNING
ENVIRONMENT ❏ Since schools and classrooms are fundamentally
social settings where students study in the
presence of numerous peers, researchers have
long observed that academic achievement does
not solely entail academics.
 The classroom social environment is comprised of
CREATING students’ perceptions about how they are
A encouraged to interact with and relate to
others, and encompasses dimensions of:
MOTIVATING
LEARNING (1) teacher support
ENVIRONMENT (2) promoting mutual respect
(3) promoting student task-related interaction;and
(4) promoting performance goals.

(Ryan & Patrick, 2001).

 1. Establishing inclusion.
FOUR
MOTIVATIONAL How do we create or affirm a
learning atmosphere in which we
CONDITIONS feel respected by and connected to
one another?
(Wlodkowksi, 2. Developing attitude.
1999)
How do we create or affirm
a favorable disposition toward
learning through personal
relevance and choice?
 3. Enhancing meaning.
FOUR
How do we create
MOTIVATIONAL engaging and challenging
CONDITIONS learning experiences that include
learner perspectives and values?
(Wlodkowksi, 4. Engendering competence.
1999)
How do we create or affirm an
understanding that learners have
effectively learned something they
value and perceive as authentic to the
real world?
 ❏ Raising student knowledge of significant strategies
CREATING while continuously reminding them of their value are
A crucial components of a motivational teaching
MOTIVATING method that has a significant empowering effect. It is
one thing to initially pique students' interest with
LEARNING effective motivational techniques, but if motivation
ENVIRONMENT isn't actively preserved and protected, their natural
tendency to lose focus on the objective, grow weary
of the activity, and succumb to enticing distractions
will cause the initial motivation to gradually wane. As
a result, motivation requires deliberate fostering.
LEARNER CENTERED CLASSROOM
:ROLES AND RESPONSIBILITIES
 1. Are active participants in their own

Roles & learning.

2. Make decisions about what and how
Responsibili they will learn.
ties of 3. Construct new knowledge and skills by

STUDENTS building on current knowledge and skills.

4. Understand expectations and are
in a encouraged to use self-assessment
Learner-Cent measures.

ered 5. Monitor their own learning to develop

strategies for learning.
Classroom 6. Work collaboration with other learners
7. Produce work that demonstrates
authentic learning.
 1. Are active participants in their
Roles & own learning.
Responsibili
ties of Learners are accountable for
understanding strategies, working
STUDENTS toward their application, evaluating
in a their own performance, and
creating personal growth goals.
Learner-Cent
ered
Classroom
 2. Make decisions about
Roles & what and how they will learn.
Responsibili
ties of Decision-making plays an important
STUDENTS role for students especially in the
areas they need to develop and in
in a what way they make and feel
Learner-Cent learning comfortable and easier.

ered
Classroom
 3. Construct new knowledge
Roles & and skills by building on
Responsibili current knowledge and skills.
ties of
Students learn by connecting new
STUDENTS knowledge with knowledge and
in a concepts that they already know,
thereby constructing new
Learner-Cent meanings.
ered
Classroom
 Roles & 4. Understand expectations
and are encouraged to use
Responsibili
self-assessment measures.
ties of
STUDENTS Students have the chance to
in a evaluate themselves or their
learning process and outcomes
Learner-Cent through self-assessment using
standards they have established
ered with their teacher.
Classroom
 5. Monitor their own
Roles & learning to develop
Responsibili strategies for learning.
ties of
A crucial life skill for learners is keeping
STUDENTS track of their own academic
in a achievement. It encourages
metacognition, which has been linked
Learner-Cent to greater levels of accomplishment.
ered
Classroom
 6. Work collaboration with other
Roles & learners
Responsibili
ties of
Students make individual
STUDENTS progress in tandem with others,
in a working towards a common goal.

Learner-Cent
ered
Classroom
 7. Produce work that demonstrates
Roles & authentic learning.
Responsibili
ties of It is the role of students to show
the results of their learning by
STUDENTS making outputs or activities that
in a show the knowledge or ideas
they gather through their learning
Learner-Cent
ered
Classroom
 Roles & The learners needs individualization, engangement, and integration in a
student centered classroom.
Responsibili
Individualization make sure that students have the freedom to decide thier
ties of own task and choose their own reliable sources.

STUDENTS For collaborative learning and peer teaching, learner interacts.Learning

occurs when students combine what they have learned with past knowledge to
in a create new meaning.

Learner-Cent Teachers also play their vital roles and reponisbilities inside a learning

ered centered classroom for teaching and learning to effectively function. Teaching
and learning is indeed a life long process.

Classroom
ROLES AND RESPONSIBILITIES
OF THE TEACHER
 In a learner-centered classroom, students are the
focus of education, while teachers facilitate learning
and help students reflect and become responsible
Learner for their education.
Centered Student-centered classroom, or student-centered
Classroom learning environment, is one where the focus of
instruction is shifted from the teacher to the
student, with the end goal of developing students
who are autonomous and independent, by placing
the responsibility of learning in the hands of the
students.
 Act as The teacher should be able to foster an
FACILITATOR environment where learners can explore and learn
without worrying about being judged. By offering
and directions, encouragement, and resources, the
Guide teacher should also be able to support learners in
realizing their full potential.
 Provide Learner-centered teachers must go beyond
Anytime, planning and grading even though all teachers have
Anywhere a long history of working after school hours.
Students and teachers are urged to communicate
and on a regular basis not just when there is a
On-Demand problem—and teachers must make themselves
accessible to their students “anytime and
Support anywhere”.
 It takes staff commitment to core values to ensure
that a positive, learner-centered school culture is
Embody Core built and maintained. For students to achieve
Values That deeper learning outcomes like critical thinking,
problem solving, collaboration, communication,
Support self-directed learning, an “academic mindset,” and
Deeper mastery of core content, adults in the system have
to develop and strengthen the same knowledge,
Learning skills and dispositions.

Being a teacher also entails being a leader, a

motivator, a coach, a mentor, and an adviser.
 The facilitator promotes students’ active
Truly participation in their own learning.
Encourage A teacher provides instructions and assistance so
that the learners can acquire understanding and
Students skills through their own efforts.
Drive Their For teachers, learner-centered models require
Own flexibility. While there are of course goals and
Learning standards and frameworks to guide instruction,
teachers do not follow a lock-step progression
based on the school calendar.
 Learner-centered teachers leverage technology to
boost access and outcomes by customizing student
Leverage experiences based on powerful student data.
Technology Teachers in learner-centered environments don’t
just use “technology for the sake of technology,”
to and teachers certainly aren’t replaced by programs
Personalize and devices.

Learning They use data from online programs and

assessments to get a clear sense of student
learning and then differentiate instruction
accordingly.
 Create The facilitator promotes students’
participation in their own learning.
active

Real-World
and A teacher provides instructions and assistance so
that the learners can acquire understanding and
Authentic skills through their own efforts.
Learning
Experiences It requires students to engage in meaningful
activities and actively think about what it is they
are learning. It fosters intrinsic motivation, which is
to say behavior driven by internal rewards, because
the nature of the work itself is satisfying.
 Commit to
Learner-centered teachers must commit
Professional wholeheartedly to being learners themselves. This
and means setting personal and professional goals and
Personal seeking out opportunities to build new knowledge
and skills.
Growth
 Commit to
Learner-centered teachers must commit
Professional wholeheartedly to being learners themselves. This
and means setting personal and professional goals and
Personal seeking out opportunities to build new knowledge
and skills.
Growth
 THE ROLE OF THE DISCIPLINE IN
LEARNER-CENTERED CLASSROOMS
 The Role of INTRODUCTION
Discipline in
a Discipline is often seen as a necessary evil in schools, but it
can play a much more positive role in learner-centered
Learner-Cent classrooms. When discipline is implemented in a way that is

ered respectful, supportive, and focused on teaching and

learning, it can help students develop the self-discipline and
Classroom self-control they need to succeed academically and in life.
 The Role of WHAT IS A LEARNER-CENTERED CLASSROOM?
Discipline in
a A learner-centered classroom is one in which the
needs and interests of the students are the primary
Learner-Cent focus of instruction. Teachers in learner-centered
ered classrooms create a safe and supportive environment
where students feel comfortable taking risks, asking
Classroom questions, and exploring their own ideas.
 WHAT IS DISCIPLINE?
The Role of Discipline is the practice of training people to obey rules or a code of
Discipline in behavior, using punishment to correct disobedience. It can also refer to the
quality of being able to behave and work in a controlled way which involves
a obeying particular rules or standards.

Learner-Cent Discipline is important in all areas of life, from school and work to
personal relationships and hobbies. It helps us to achieve our goals, develop

ered our skills, and build strong character.

Classroom
Here are some examples of discipline:

● A student who studies regularly and completes their assignments on

time is disciplined.
● An athlete who trains hard and follows a strict diet is disciplined.
 THE ROLE OF DISCIPLINE IN LEARNER-CENTERED
The Role of CLASSROOM
Discipline in ❖ Promotes Responsibility

a ❖
❖
Maintains a Positive Learning Environment
Sets Clear Expectations

Learner-Cent ❖ Emphasizes Problem - Solving And Conflict Resolution

ered
❖ Fosters Independence
❖ Individualizes Approaches

Classroom ❖
❖
Promotes Feedback and Reflection
Teaches Self - Discipline
❖ Applies Consistency and Fairness
❖ Allows Flexibility
 THE ROLE OF DISCIPLINE IN LEARNER-CENTERED CLASSROOM
The Role of
Discipline in
Promotes Responsibility

Students are encouraged to take ownership of their actions and

a understand the consequences of their choices.

Learner-Cent Maintains a Positive Learning Environment

ered Students feel safe, valued, and able to express themselves.

Classroom Sets Clear Expectations

Students are aware of what is expected of them in terms of

conduct, respect for others, and engagement in their learning
process.
 THE ROLE OF DISCIPLINE IN LEARNER-CENTERED
The Role of CLASSROOM

Discipline in Emphasizes Problem-solving and Conflict Resolution

a Teachers and students work together to address issues or

conflicts, fostering a sense of community and cooperation.
Learner-Cent Fosters Independence
ered Students are allowed to make choices and learn from their

Classroom mistakes while providing guidance and support as needed.

Individualized Approaches

Discipline approaches are individualized to meet the needs of

different learners.
 THE ROLE OF DISCIPLINE IN LEARNER-CENTERED
The Role of CLASSROOM

Discipline in Promotes Responsibility

a Students are encouraged to take ownership of their actions and

understand the consequences of their choices.
Learner-Cent Maintains a Positive Learning Environment
ered Students feel safe, valued, and able to express themselves.

Classroom Sets Clear Expectations

Students are aware of what is expected of them in terms of

conduct, respect for others, and engagement in their learning process.
 THE ROLE OF DISCIPLINE IN LEARNER-CENTERED CLASSROOM
The Role of
Discipline in
Promotes Feedback and Reflection

Discipline includes opportunities to receive constructive feedback

a on the student’s behavior and reflect on their actions.

Learner-Cent
Teaches Self - Discipline

Discipline helps the student develop the skills and self-control

ered necessary to manage their own behavior.

Classroom Applies Consistency and Fairness

Discipline is applied consistently and fairly to all students.

 THE ROLE OF DISCIPLINE IN LEARNER-CENTERED CLASSROOM
The Role of
Discipline in Allows Flexibility
a Teachers are open to adjusting their approaches as

Learner-Cent
they get to know their students and as the learning
environment evolves

ered
Classroom
 The Role of
THE PRINCIPLES OF DISCIPLINE IN A
LEARNER - CENTERED CLASSROOM
Discipline in Positive Reinforcement Relationship Building
a
Learner-Cent
ered
Classroom Student Involvement Logical Consequences
 The Role of BENEFITS OF DISCIPLINE IN A
LEARNER-CENTERED CLASSROOM
Discipline in
a
Learner-Cent
ered Reduces
Classroom Improves Social
Disruptive
Behavior
- Emotional
Improves Academic Skills
Achievement