This is an Educational blog maintained by SABARISH P, (MSc Physics, MEd, NET), Assistant Professor in Physical Science Education. Contact : pklsabarish@gmail.com

Monday 31 March 2014

Role of the Teacher in a Constructivist classroom

Role of the Teacher in a Constructivist classroom

Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.


The first principle of true teaching is that nothing can be taught.  The teacher is not an instructor or taskmaster, he is a helper and a guide. (Aurobindo, 1910).  Teacher’s main focus should be on guiding students that will lead them to develop and consolidate their own inferences on the subject.    Constructivist teachers pose questions and problems, then guide students to help them find their own answers. They use many techniques in the teaching process. For example, they may:
  • prompt students to formulate their own questions (inquiry)
  • allow multiple interpretations and expressions of learning (multiple intelligences)
  • encourage group work and the use of peers as resources (collaborative learning)
In a traditional setting, the teacher takes charge of a lot of the intellectual work in that classroom. The teacher plans the scope and sequence, pre-synthesizes and prepackages a lot of the learning. In the constructivist classroom, the student is in charge of that packaging. The student gets amorphous information, the student gets ill-defined problems, and it's the student who has to put together his or her own personal question and figure out how to go about answering it with the teacher being the mediator of that meaning-making process.  The core of the process of teaching is the arrangement of environment with which the student can interact. (Dewey, 1918)
In such a process,
-         Teacher is a mediator.
-         Teacher is a facilitator.
-         Teacher organizes learning experiences to promote the zone of proximal development.
-         Teacher is a co-learner.
-         Teacher is a democratic leader.
          In constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product.  Thus assessment should not only be based on tests but also on observation of the student, the student’s work and the student’s point of view.
Differences between Traditional Classroom and Constructivist Classroom
Strict adherence to fixed curriculum is highly valued.
Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks.
Materials include primary sources of material and manipulative materials.
Learning is based on repetition.
Learning is interactive, building on what the student already knows.
Teachers disseminate information to students; students are recipients of knowledge.
Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher's role is directive, rooted in authority.
Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers.
Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
More teacher centered
More pupil centered
Content oriented
Process oriented
Based on behaviourist theories of learning
Based on cognitive and humanist theories of learning
Learner is a receiver of knowledge
Learner constructs knowledge


It is a fact that a “traditional classroom” strictly following pure behaviourist pattern do not exist and similarly a “constructivist classroom with pure constructivist methodology do not exist. Every classroom behaviour is a mix of different methods and different approaches.  Anyway, a shift towards the constructivist pattern is appreciated.