When I entered the art room, the students were painting but there was very little student-teacher interaction. The teacher examined the students work but was not providing them with feedback. I was, in a way, disappointed at the teacher’s role; however, after rethinking the experience I believe that the teacher might have been silently observing the students to ensure that they were on task. I also noticed that she was quickly accessible and ready to help whenever a student needed more supplies or an answer to a question.
In the woodshop class, the teacher explicitly showed that she wanted to keep abreast with her students’ progress. She walked around to each group of student or individual student to ensure that they were on task and to offer guided questions which helped the students formulate their own solutions to certain problems or errors. She offered suggestions where necessary and gave the students additional supplies, if needed.
After reading the above statement, what teaching/learning approach is the teacher taking in the art room compared to the teacher in the woodshop class?
What are the teaching/learning approaches you've studied?
Which of them apply to these examples?
We'll be glad to critique your answers.
I am not too sure about the art teachers approach but I believe that the woodshop teacher's approach is geared toward student-centered learning.
The art teacher's approach was more laissez-faire by letting the students develop their own creative expressions without her interference.
I agree that the woodshop teacher was practicing student-centered learning.
Based on the information given, it seems that the teacher in the art room is taking a more hands-off approach, while the teacher in the woodshop class is taking a more hands-on approach.
In the art room, the teacher is silently observing the students as they paint, without providing much feedback. This approach suggests that the teacher may be focused on ensuring that the students are on task and working independently. The teacher is quickly accessible and ready to help with any practical needs, such as getting supplies or answering questions, but there is limited interaction regarding the students' artistic development.
On the other hand, in the woodshop class, the teacher is actively engaged with the students. The teacher walks around and checks on each group or individual student, ensuring they are on task and providing guided questions to help them find their own solutions to problems or errors. The teacher also offers suggestions and provides additional supplies as needed. This approach suggests that the teacher is actively involved in the students' learning process and is focused on supporting their development and problem-solving skills.
So, compared to the art room, the teacher in the woodshop class is taking a more interactive and guiding approach towards teaching and learning.