Shifting the Teaching–Learning Process from Teacher-Centered to Learner-Centered and Activity-Based Classroom: Problems and Issues
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Introduction
Education in the 21st century emphasizes not only the transmission of knowledge but also the development of creativity, critical thinking, problem-solving, and life skills among learners. Traditional teacher-centered classrooms, where the teacher is the sole authority and students are passive recipients of knowledge, are no longer considered effective. Modern educational thought, supported by theories of John Dewey, Piaget, Vygotsky, and recent policies like NEP 2020, stresses the need for a learner-centered and activity-based teaching–learning process.
However, shifting from a teacher-centered approach to a learner-centered and activity-based classroom is a complex task. Despite policy support, schools face numerous problems and challenges in implementing this shift effectively.
Meaning of Teacher-Centered and Learner-Centered Education
Teacher-Centered Education
In teacher-centered classrooms:
- Teacher dominates the teaching process
- Learning is textbook- and lecture-based
- Students are passive listeners
- Emphasis is on memorization and examinations
Learner-Centered and Activity-Based Education
In learner-centered classrooms:
- Learners actively participate in learning
- Teaching is based on activities, projects, discussions, and experiments
- Students learn by doing and experiencing
- Teacher acts as a facilitator and guide
This approach promotes holistic development, deep understanding, and lifelong learning.
Need for Shifting to Learner-Centered and Activity-Based Classroom
- To develop critical and creative thinking
- To encourage curiosity and problem-solving
- To cater to individual differences
- To make learning joyful and meaningful
- To improve learning outcomes and retention
Despite its advantages, implementation faces serious challenges.
Problems and Issues in Shifting the Teaching–Learning Process
1. Lack of Teacher Training and Competence
One of the biggest challenges is inadequate teacher preparation.
- Many teachers are trained in traditional lecture methods
- Limited exposure to activity-based pedagogy
- Lack of confidence in handling interactive classrooms
- Insufficient in-service training and support
Without proper training, teachers struggle to design and implement learner-centered activities.
2. Rigid Curriculum and Examination System
The existing curriculum and assessment system pose major barriers.
- Overloaded syllabus leaves little time for activities
- Focus on completing the syllabus rather than understanding
- Examination-oriented teaching promotes rote learning
- Limited flexibility for innovation
Teachers often prioritize exam preparation over experiential learning.
3. Large Class Size
In many government schools:
- Classrooms have 40–60 students
- Difficult to manage group activities
- Individual attention becomes impossible
- Classroom discipline issues increase
Large class size discourages teachers from adopting activity-based methods.
4. Lack of Teaching-Learning Materials (TLMs)
Activity-based learning requires adequate resources.
- Shortage of teaching aids and materials
- Lack of laboratories, libraries, and ICT tools
- Insufficient funds for innovative practices
Without proper materials, activities remain theoretical rather than practical.
5. Time Constraints
Activity-based learning is time-consuming.
- Planning and execution take more time
- Teachers have heavy workloads
- Limited instructional time due to administrative duties
As a result, teachers often revert to quick lecture methods.
6. Teacher Attitude and Resistance to Change
Many teachers resist change due to:
- Comfort with traditional methods
- Fear of losing classroom control
- Belief that activities reduce academic seriousness
- Lack of motivation and incentives
This mindset becomes a psychological barrier to innovation.
7. Lack of Administrative and Institutional Support
School leadership plays a crucial role.
- Limited encouragement from headmasters
- Focus on examination results rather than pedagogy
- Lack of monitoring and mentoring
Without institutional support, teachers feel discouraged to experiment.
8. Assessment Challenges
Assessment in learner-centered classrooms is complex.
- Difficulty in evaluating activities and projects
- Lack of clear assessment rubrics
- Subjective evaluation creates confusion
- Continuous assessment poorly implemented
This creates uncertainty among teachers and students.
9. Learner Diversity and Individual Differences
Classrooms are heterogeneous.
- Different learning styles and abilities
- Varied socio-economic backgrounds
- Language barriers
Designing activities suitable for all learners becomes challenging.
10. Parental Expectations and Social Pressure
Many parents prefer traditional methods.
- Believe marks are more important than skills
- Expect rote learning and textbook completion
- Fear experimentation may affect exam results
Parental pressure often forces schools to follow conventional teaching.
11. Language Barriers
Learner-centered activities require effective communication.
- Medium of instruction may not be the child’s mother tongue
- Students hesitate to express ideas
- Limited vocabulary restricts participation
This reduces the effectiveness of interactive learning.
12. Classroom Management Issues
Activity-based classrooms require high-level management skills.
- Noise and movement may be misunderstood as indiscipline
- Teachers fear loss of control
- Lack of clear rules and structure
This discourages teachers from adopting interactive methods.
13. Lack of Monitoring and Evaluation
There is insufficient follow-up on implementation.
- No regular classroom observation
- Lack of feedback and mentoring
- Innovations not recognized or rewarded
Without monitoring, reforms remain on paper.
14. Digital Divide and ICT Limitations
Though ICT supports learner-centered education:
- Many schools lack digital infrastructure
- Teachers are not digitally trained
- Students from poor backgrounds lack access
This widens the gap between policy and practice.
Impact of These Problems
- Continued dominance of rote learning
- Passive learners and poor critical thinking
- Low student engagement and motivation
- Gap between policy goals and classroom reality
Measures to Overcome the Problems
- Continuous professional development for teachers
- Curriculum and assessment reforms
- Reduction of class size
- Provision of teaching-learning resources
- Strong academic leadership and support
- Parental awareness and involvement
- Integration of ICT and blended learning
Conclusion
Shifting from a teacher-centered to a learner-centered and activity-based teaching–learning process is essential for meaningful education and holistic development of learners. While educational policies strongly advocate this transformation, its implementation faces multiple challenges such as inadequate teacher training, rigid curriculum, large class size, lack of resources, assessment issues, and resistance to change. Addressing these problems requires systemic reforms, capacity building, supportive leadership, and a change in mindset among teachers, parents, and administrators. Only then can classrooms truly become spaces of active, joyful, and effective learning.
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