Category Archives: Quotes

“Teacher-Centered: The emphasis of the school should be on the intellect—on academic learning. This does not mean that motivation and affect are ignored; it means that the major focus of schools should be on academic learning, and that motivation and affect are important only as they influence academic learning.

Student-Centered: The emphasis is on affect and motivation, with less emphasis on what is learned. In order for students to learn math and science, certain programs may be preferred because students find them more interesting and exciting.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: Rules of behavior are made explicit, are taught, and appropriate steps are taken when a child or class does not follow them.

Student-Centered: Discipline is seldom discussed. It is assumed that curriculum and methods that are child-centered and based on the child’s ability will minimize the need for discipline. Rules of behavior are usually not made explicit.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: The emphasis is on learning and teaching. If the student is failing, the tendency is to look into what he or she has not learned and how it can be provided by the school. Behavioral and emotional problems are also recognized as possible causes of learning difficulties. But there is a greater emphasis on treating academic difficulties directly, even if the causes are nonacademic.

Student-Centered: The cause for academic difficulties is usually sought in noneducational factors—lack of motivation, emotional problems, or a troubled or dysfunctional home. For students in first grade, a lack of progress is often stated in terms of readiness for schooling.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.

“Teacher-Centered: Textbooks are important to assure minimal coverage of content. Additional materials are recommended as well, for example, encyclopedias and other reference works, books, newspapers, and magazines, and more recently computer programs.

Student-Centered: Original sources—for example, children’s literature, novels, historical works, original documents, and more recently computers—are preferred to textbooks. Textbooks are not preferred because they are considered dull and not geared to the individual needs and interests of students. For science, hands-on experiences are preferred to reading materials.”

Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.