Student-centered teaching

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Under a student-centered lesson the teaching means a form of teaching and learning in which the learning process is essentially determined by the learners and their interests, questions, impulses and actions. This type of teaching competes with the differently oriented working methods of teacher-centered and socially integrative teaching .

Concept emergence

The term widespread in didactics today goes back to the researcher couple exchange / exchange . The two psychologists Reinhard and Anne-Marie Tausch tried with this conceptualization to contribute to an objectification of the discussion in the 1970s about the leadership styles , which they called upbringing styles for the education sector , sometimes with fighting terms such as " laissez-faire style" .

Social forms

Characteristic social forms for student-centered teaching are the circle of seats , a ring-shaped arrangement of chairs in which all learners are facing each other, or the division into different (mostly work-sharing) small groups. After making the methodical arrangement , the teacher accompanies the learning process from outside. She can be consulted if the learners want advice or help of their own accord. The teacher holds back and does not impose himself.

Communication structures

Decentralized communication structures are chosen so that the communication line runs in constantly changing cross-connections from student to student and only in exceptional cases to the teacher. The teacher renounces a dominant role and leaves the students to the greatest possible extent independent direction of the learning processes.

Didactic objective

With this form of learning, the aim is to make the students independent in the learning process. The learners should not only take in the learning material delivered to them , but also work on it themselves, if possible, review each other critically and largely determine the learning pace and learning goals themselves. Conflicts are also not resolved by the teacher, but by the study group itself. The teacher only intervenes in emergencies and offers various alternatives as possible solutions. He is neither an instructor nor a crisis manager , just a consultant . The child constantly changes the role of the taker and the giver in the learning process. It becomes a teacher when it has developed a knowledge advantage and a student when it absorbs the knowledge of classmates and is taught once.

Areas of application

The idea of ​​putting the learner at the center of one's own learning process has historically become reality in various thought models:

The overall teaching of Berthold Otto or Wilhelm Albert, for example, began at the beginning of the class with a student question, followed by answers and other questions from the student body, until the teachers were finally able to join the discussion (as the last).

The Summerhill education of Alexander Sutherland Neill tried in terms of anti-authoritarian education extreme counterpoint to the widespread authoritarian style of leadership to set the time. However, it was highly controversial with its excessive management style of a largely laissez-faire (example: voluntary participation in classes). The concept has failed because of the realities of life, because of the realities of upbringing children and because of the requirements for effective human education, and its meaning has accordingly remained limited to a few alternative experimental projects and private schools .

The pedagogy of the Child by Maria Montessori , however, has not only the progressive education fertilized, but the entire educational thinking significantly influenced in the first half of the 20th century (with a break) in the second half of the 20th century until today. The Italian doctor and educator made the child with its needs, interests and abilities the starting point, center and focal point of all learning processes. This didactic approach, initially conceived by Montessori only for the primary sector, has also proven to be extremely fruitful for the older grades and in different learning areas, such as traffic education or physical education . This is evident not only from the large number of recognized Montessori schools and kindergartens working and recognized in Germany and Europe, but also from their didactic impact on state schools. In Germany today over 600 day care centers , around 300 primary schools and around 100 secondary schools work according to the principles of Montessori pedagogy . Most of the institutions are independent.

Limits

Student-centered teaching as the sole form of communication is neither sensible nor economically nor practically feasible in view of the considerable subject matter that has to be mastered in order to survive in the modern world . The high expenditure of time, the detours of one's own search for results and the obligation to design lessons in accordance with reality do not allow the world to be rediscovered by every adolescent or even to be able to do so. The exemplary learning of self-determination, mastery of methods, problem awareness, communication and cooperation in this form of learning is sufficient to fulfill the objectives .

Practiced as the sole management style and form of teaching, the student-centered teaching method is just as one-sided as the contrasting teacher-centered teaching. Both need to be complemented by one another. According to the model of the didactic triangle by Wolfgang Klafki , the three poles of the teaching process (teacher-student-material) are to be brought into a balanced equilibrium and implemented in the form of multi-dimensional learning .

See also

literature

  • W. Böhm, B. Fuchs: Education according to Montessori . Klinkhardt Publishing House, Bad Heilbrunn 2004.
  • Jochen Grell: Student-centered teaching. In: Ders .: Techniques of Teacher Behavior. 2nd Edition. Beltz Verlag, 2001, ISBN 3-407-22101-0 , pp. 75-92.
  • Herbert Gudjons: Frontal teaching rediscovered - integration in open teaching forms . Beltz Verlag, Weinheim 2003, ISBN 3-7815-1124-3 .
  • Peter H. Ludwig (Ed.): Summerhill, anti-authoritarian education today. Has free education really failed? Beltz Verlag, Weinheim 1997, ISBN 3-407-25173-4 .
  • Maria Montessori: The Discovery of the Child. 4th edition. Herder, 1974, ISBN 3-451-14795-5 .
  • Alexander S. Neill: Theory and Practice of Anti-Authoritarian Education. The Summerhill example . Publisher Rowohlt, Reinbek 1969, ISBN 3-499-60209-1 .
  • Summerhill, pros and cons. 15 views on AS Neill's “Theory and Practice” . Publisher Rowohlt, Reinbek 1985, ISBN 3-499-16704-2 .
  • Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. 11th edition. Publishing house Hogrefe. Goettingen 1998.
  • Siegbert A. Warwitz: Traffic education from the child. Perceive-play-think-act. 6th edition. Verlag Schneider, Baltmannsweiler, 2009, ISBN 978-3-8340-0563-2 .
  • Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning. In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, ISBN 3-7780-9161-1 , pp. 15-22.

Individual evidence

  1. ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. 11th edition. Publishing house Hogrefe. Goettingen 1998.
  2. ^ Jochen Grell: Student-centered teaching. In: Ders .: Techniques of Teacher Behavior. 2nd Edition. Beltz Verlag, 2001, pp. 75-92.
  3. ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology. 11th edition. Publishing house Hogrefe. Goettingen 1998.
  4. ^ Siegbert Warwitz: The total lesson. In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching . Schorndorf 1974, pp. 18-21.
  5. ↑ Alexander S. Neill: Theory and Practice of Anti-Authoritarian Education. The Summerhill example . Reinbek 1969.
  6. ^ Summerhill, Pros and Cons. 15 views on AS Neill's “Theory and Practice” . Rowohlt. Reinbek 1985.
  7. ↑ Peter H. Ludwig (Ed.): Summerhill, anti-authoritarian education today. Has free education really failed? Weinheim 1997.
  8. ^ Maria Montessori: The discovery of the child. 4th edition. Herder, 1974.
  9. ^ W. Böhm, B. Fuchs: Education according to Montessori . Bad Heilbrunn 2004.
  10. ^ Siegbert A. Warwitz: Traffic education from the child. Perceive-play-think-act. 6th edition. Baltmannsweiler 2009.
  11. ^ Montessori umbrella organization Germany
  12. ^ Siegbert Warwitz: Labor economy and effectiveness of school education. In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching . Schorndorf 1974, pp. 51-53.
  13. ↑ Herbert Gudjons: Frontal teaching rediscovered - integration in open forms of teaching. 2003.
  14. ↑ Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning. In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, pp. 15-22.