Teachers can make their teaching methods more learner-centered, allowing the students to influence the educational process actively. First, educators can study the individual features of their tutees to understand their needs and the specifics of their characters better. In addition, they can enable the learners to choose what they want to study and how they desire to organize their curriculum. Moreover, teachers may permit the students to define how they will assess their results based on the assumption that the learners are skilled and intelligent enough to make proper choices. Finally, it can be appropriate to allow the tutees to select the learning environment. All these steps might help the learners become more responsible for education and motivated to study better.
Humanistic and constructivist learning theories support learning-centered instruction demonstrating the role of focusing on the students in the improvement of their educational outcomes. Humanistic learning theory explains that learners can study more effectively when they feel supported, and the teachers comprehend their needs (Chen & Schmidtke, 2017). Its focus on the personal qualities of the students and the necessity to give them choices demonstrates that it supports the learner-centered approach. Constructivism learning theory also emphasizes the role of tutees and their knowledge and experience in education. Mainly, it assumes that they construct their knowledge based on active engagement and critical thinking skills. These abilities allow them to choose what to learn and how the process of studying should be organized. Therefore, this theory supports the learner-centered techniques displaying that students play a significant role in acquiring new knowledge. Consequently, humanistic and constructivist theories of education might help teachers understand how they can arrange pedagogy to make it more supportive of their learners.
References
Chen, P., & Schmidtke, C. (2017). Humanistic elements in the educational practice at a United States sub-baccalaureate technical college. International Journal for Research in Vocational Education and Training, 4(2), 117-145.