My Reflection on Facilitating Learning: Issues on Learner-Centered Teaching of D.
Pan
By: Tristan R. Babaylan
GURO 21 Flexible Learner
Facilitating Learning: Issues on Learner-Centered Teaching of D. Pan corroborates my
viewpoints about learner-centered teaching, the strategies that help one or anyone design and
teach a course in which students take responsibility for their own learning. On my mind, I
only have a considerable impression about a learner-centric instruction; that is being able to
work with students as a friend, make the learning place more pleasant, deal with his/her
lesson masterminds, and effect students by using particular educating schemes. The
indicating goals must be acclimated to the necessities and premiums of learners, while
demonstrating procedures should be accurately used to improve learning and make the theme
significant.
On the contrary, I realized that schools are slowly but surely transforming from the large,
impersonal, factory-model organizations of yore into learner-centric spaces. This
transformation entails creating smaller, caring communities of learning, fostering intrinsic
motivation, and using both self-directed and active learning, the autonomy to implement non-
traditional educational approaches, but they still face challenges in implementing such a
different paradigm of education. When students are in charge of their learning, they generate
questions about course content, ask questions about how to learn and study, interact with their
peers to solve problems, and practice critical reflective thinking. Students’ motivation tends
to increase since they have some control over their learning, and their retention of course
content also tends to increase since they are questioning what they are learning and how they
are learning it -- their understanding of concepts which are necessary in applying them to
real-life global context.
With all these characteristics, I realized that I need to adjust, adapt and enhance my teaching
practice so that it can be fully “learner-centered” environment in the classroom, promoting
pro-active learning. It made me realize how important reflective practice as a teacher. It helps
me to understand themselves more and create strategy(ies) that could help in developing my
career as an educator. It is also a big help to the learners because I can create a better teaching
method that could help in developing my student’s learning. It is also important that as
educators, we must be open-minded and ready to embrace the changes not just for my
students but most especially to myself.
Personally, I agree to the author’s idea about learner-centered teaching that a teacher must be
familiar about this method or strategy of teaching so that learning will be facilitated well. The
different concepts that I have learned from this enhancement training of GURO 21 made me
realize what type of teacher I want to be in the future. I want to be the type of teacher who is
not just good in transmitting knowledge but I also want to be a fun and interactive teacher. I
want my students to be involve in all activities and be more involve in their learning. I want
them (learners) to develop their critical thinking skills and they should know how to apply the
ideas that they have learned in real life. To be honest, I always feel that I don’t have an inch
of creativity on my body. But since I have learned in this course the importance of being a
creative teacher, I would try my best to practice it. I want to create activities that is outside
the box and fun to fully engage and motivate my students in learning.
After this course, I would try my best to continue to evolve and improve as a teacher and as
learner.
