I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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to eve.y huran beiry thal there shoutd be some kind of rewad tur<br />
nl'lher ard nore @hi.venent. Bul pmise is r,ery recssary to<br />
children and yous pcople. This is evid€nt sinply bsau€ they<br />
ention it here to sy that they tlEDselvs n€ed ir.<br />
lien number eight is one ofrhe iniercstirg responses because<br />
n is urepelte! to be sajd by tbes learn€rs in panic'rlar. To say<br />
tlat they @ given a ctance to find word n€ehg by lhmelves is<br />
som€ thirg lo be bighlight€d b€caule tlle nornal anitude is tlat<br />
teaches should lell lhern the meaning ofwords. 'Il|ey rre to be rold<br />
mt !o infonn otb.B. Now dll|t a$inde ;s differcnt Brd this dnws<br />
th. an€ntion to how learner-centered approach€s are ne& lo lll€<br />
E<s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong>c of the learcr when th€ general arnosphere is he.ltiy and<br />
ftiendly. Firdbg words n€aning is done by a nmber of<br />
techniques: GKing words fiom lben conrext is o<strong>tr</strong>€ of th€se<br />
techniques. One h6 to add thal the stude<s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong>s' inte.est in the id@ of<br />
findirs words by thebs.lves is be@6e thjs rahdqu€s r€4un€s a<br />
me al effon and seDse of achi€venenr is tulfll.d eh€n lh€y<br />
discov€r lh€ mediDS by themelver; thi.s rcrDinds us ofcolc€pr of<br />
praising.jusl refered io in the pre@dira item.<br />
Item numbe. (9) lhe studenr! me<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>ion rhar rhe (e&re. cares<br />
for aI $e students. Apparenrly rhis poiDt seems in€lev&t to the<br />
idea of lemeFcenteredness, bur this is not $e cde o€caBe<br />
students hqe refq to rney qurliris tlEy wet to be in rlEir<br />
re<strong>tr</strong>hers. Ianers. for example. is a \ery imponanr lmir: symparhy.<br />
ce. lo!e. etc. all alE Eessary for d) t*her. Dealing sirh aI<br />
leamers equally without a.y kind of nepotish a"d favor do€s make<br />
a di<strong>tr</strong>sence in <s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>e e'€s of the teamers. AI this is ar th€ he€rr ofth€<br />
teache.'s rcle in ieuer{e ered app.oaches. uen number ()0) is<br />
come4ted io th. idq of c€E; th€ sMeors say th.r tbc leac<strong>tr</strong>er helps<br />
and suppons then ftis b lan of hs role. lffrsd of rhe previou<br />
rol€ of rule inposr behavior 6<strong>tr</strong>olu, he is mw ! sujde snd .<br />
neber ed this i! wi6t tc sbdeDts wa!r_<br />
The next item (l l) the r€spondeits menlion the idea of the<br />
vdiation of activitis as b€i<strong>tr</strong>g irrdestin& This i! nol a rcw thjng,<br />
bu! the probl.n tu that <strong>tr</strong>Eny rEache6 @ oblivious to iL WlEt is<br />
n€w is that it is the stude<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>s who say ihey wer thjs i,arjatioo.<br />
L€amins must be d enjoyable expsie@ ard pan of rhat is usins a
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