STUDENT- CENTERED TEACHING
For Guayaguayare R. C. School over the three years, we have emphasized that the R2R process should be:
• Differentiated and Student Centered
• Students Skills and Learning Types should always be considered and targeted
• Relationships should always be established first and maintained
• Understanding student emotions should be considered as part of the process
• Students most experience and feel ownership of the work done.
Most R2R activities use learning charts as the tool for planning lessons in the classroom which mirrors the whole child development approach which captures four( 4) core areas: 1) cognitive; 2) language; 3) social emotional and 4) physical. Bridge Foundation integrated student coping skills into R2R activities which built student’ s self- awareness, self-esteem, self- acceptance and motivation to read and to participate in a learning journey. All R2R incentive activities include student self- expression, role play and student readaloud. R2R social skills process focused on communication, collaboration, negotiation and team work. Bridge staff, guests and UWI-DCFA students are encouraged to praise and acknowledge students contributions.
Cognitive skills emphasized in the R2R activities work with students to dissect and create their own versions of the stories read. Students through story book development make decisions on themes and storylines to help reinforce their potential to be their own authors.
R2R focuses on content, process and product, and in many cases, we consider the process as the determining factor in achieving the product. In short, process and product are equally important. What you put in is what you get out. It is our hope that Guayaguayare R. C. teachers observed the R2R process and are willing to create methods that support student centered teaching.
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