Over the years, there has been growing research interest in identifying teaching and learning strategies that pupils perceive to be enjoyable and through which they feel they learn most effectively. Chapter 3 of the reference book Stoll, Fink and Earl, 2003 is a part of the growing literature that is concerned with education being pupil centered rather than subjected to the whims of the teacher. In this regard, the pupil takes on a center stage as they truly are.
In this paper, I am aiming to analyze the text contained in Chapter 3 entitled "Pupil Learning at the Centre". To do this, I will define and discuss the major points that the text contains and relate this on the process of being an effective teacher. In this regard, it becomes necessary to cite from other authors for corroboration and as additional sources of information as well. In essence, I try to discuss why teaching should be pupil centered and how this could be achieved.
When texts are being discussed, it is not necessary to do it page by page. What is more important is that the crucial points are laid out. In this section, I am enumerating the essential points that Stoll, Fink and Earl (2003) forwarded. ...
2. All pupils have areas of strengths and interests that can be useful in advancing pupil learning. Effective teachers establish an instructional environment that will draw on these strengths.
3. Differentiated instruction addresses pupils' diverse abilities, cultures, languages and cognitive skills.
4. Teachers take into account the whole pupil; in other words, they attend to the cognitive, affective, social, and physical dimensions when developing an instructional program.
5. Active engagement and interaction facilitate pupil learning.
6. New learning is built upon previously learned information. Learning is enhanced when prior knowledge and cultural and social experiences are valued, acknowledged, and leveraged throughout the curriculum.
7. Pupil learning is both individually and socially constructed; it is influenced by cultural, familial, and social context.
8. Meaningful assessment is both formative and summative; it relies on multiple measures, including informal observations.
Historically, the educational experiences of pupils have not been equal. Biases about class, race, ability, gender, and sexual orientation have affected teaching. A society that is truly democratic understands that pupil differences-diversity-should be valued; all pupils deserve equal consideration by their teachers. In short, a teacher should be both
knowledgeable and passionate about sustaining equality. A teacher's knowledge itself, however, cannot transmit to students such commitment to them as learners; teachers must bring intensity and passion to this task. Intensity and passion transform act of teaching into acts of personal and professional commitment. Commitment reveals that teaching humanizes