Abstract
In the teaching process, there are two main categories of actors: teachers, and students. I found important to notice that, through years, the students' environment changed a lot (school violence, diversity of the population, etc.) and therefore their needs changed as well. In the Secondary school where I took my training period, the institute is classified as ZEP because it is situated in a French suburb. The College Anne-Frank, in Grande-Synthe near to Dunkerque, counts six hundred and twenty students. There are five classes for each year (five first year students' classes, five second year students' classes, etc.), and for each year there is a specific class called an SEGPA class, where pupils with intellectual gaps and difficulties are regrouped, so they can learn.
Extract
[...] The teacher also told me that it was not the first time he tried to stimulate the class by games or oral pair works and it more or less always ended badly except with first year students which were more motivated and less unruly. Actually, to create an effective learning situation in which the learner is the main actor, you have to take into account the class atmosphere, the number of students, their age, but also their experience. I mean the way they learn by their practice, their progress and their errors. [...]
[...] Denecker who helped me to feel comfortable in the classes I was watching. I am also very appreciative of the opportunity Mr. Jarocki gave me to enter his institution and above all I would like to thank Mrs. Rivens and Mrs. Calciu for their precious help. GUIDELINE THE LEARNING SITUATION AND THE LEARNER AS AN ACTIVE OR PASSIVE EXPERIENCER Conditions to create an effective learning situation Learning by doing? [...]
[...] Conclusion To conclude, we can assert that in the learner-centered approach, the student need to be understood and we have to connect the problems of participation and understanding in the context of his world so that he can feel authenticity and opportunities to learn. The atmosphere is supposed to facilitate the exploration of learning; learners must feel accepted and safe, after that we are expected all the students to show the results of their learning through a product or a performance. ACKNOWLEDGMENT This report is the culmination of an effort involving many individuals who contributed to make my experience full of rewarding things. I am very grateful towards Mister Moreau, Mrs. Knorr, Mrs Poullier and Mrs. [...]
[...] Once they wrote it, the students gave the letters to the teacher, she told me that she did not correct their mistakes, she would just check out if what have been written was formal or not. It is the students themselves who have to correct mistakes. And in this context of personal discovery, the student's individuality is clearly highlighted so that it is adapted to his own style and pace for learning. This is what is significant and very useful in those new means of learning. [...]
[...] I replied that mistakes were necessary to improve himself that it is why he is here, etc. He added: know that if I knew everything, I would not be here but I do not like to participate in class because of that, I am too shy in class but not with my friends."It is striking how silent students can be seen as passive and lazy although they have good marks. Participation in class has a significant place in the learner-centered approach because learners have to be given opportunities to confront experiences and new information in the search for meaning. [...]
