Name: Rabi E. Torrecampo Subject/Time:Curriculum Development- 1-4p.

m
Course/ Year: BEED – 2 Date: February 5, 2018

2. In school which embraces the child – centered approach, discipline is weak.

Response:

Schools that employ a child – centered classroom management approach does

not imply weak classroom discipline. Instead, it is an approach of providing the
children the opportunity to learn by themselves.

In this approach, the teacher acts as a facilitator of learning whereby the

teacher creates a situation that allows the children solve the problem by
themselves. A problem-based learning strategy is best suited for child-centered
approach. The teacher can group the children and let each group discuss and solve
the given problem by themselves. This is a way of letting the children discover the
solution of a problem. To be able the children discuss and solve, practically the
given problem should be in the context of a real life situation wherein the children
have the experience or observation in real life thereby allowing them the
opportunity to discuss diverse opinions to resolving the given problem.

In this approach, of which the teacher is a facilitator of learning, as opposed

to the traditional teacher-centered, classroom management is primarily featured
by children activities. Depending upon the ability of the teacher to foster
classroom management, the child-centered approach should not be understood as
imposition of lesser discipline as children are seen as more active in the learning
process, but it must be understood as a way of encouraging the children become
more interactive and engaged.

Therefore, while lessons is essentially structured to facilitate learning, it

has to be basically to consider the many aspect that affect the learning capability
of every child inside the classroom.
Name: Rabi E. Torrecampo Subject/Time:Curriculum Development- 1-4p.m
Course/ Year: BEED – 2 Date: February 5, 2018

3. Why should lessons resolved problem?

Response:

Essentially, classroom lessons in every subject matter are prepared and

structured in a way it achieves the objective and facilitates the learning, discovery
of things unknown the children. To make lessons prepared become effective for
children learning, it has to be in the context of the children’s readiness to absorb
the lesson.

Therefore, only lessons that are prepared and structured in a way that the
learning process considers the readiness of the children to learn become effective.
In contrast, lessons prepared are then said to be unstructured and ineffective.

In order to make lessons effective, the preparation of the lessons and the
way it is structured should consider the many aspects affecting the children’s
ability to learn. For instance, the lesson is structured in a way it consider the
socio-economic status, most of these children, because they directly affected of
their family economy, are said to lower in absorptive capacity to learn. So lessons
should be prepared in a way these children can affectively absorb the learning.

Another thing, to make the lessons effectively resolve problem, it has to be

structured in a way it considers the individual personality of the pupils. There is a
need for teacher to know the diverse personalities of children inside the
classroom. In this way, upon knowing the different personalities of children inside
the classroom. In this way, upon knowing the different personalities of children,
the teacher can employ effective strategy in the learning process. For instance,
there are fast and slow learners.

Therefore, while lessons are essentially structured of facilitate learning, it

has to be basically to consider the many aspects that affect the learning capability
of every child inside the classroom.