By definition a learning center is an isolated station constructed throughout the classroom so that learners can have access to it and involve themselves in learning related activities. Usually the learning centers do provide learners with quite ample opportunities particularly for hands-on involvement in learning, collaborative learning, interaction socially, finding real-life solutions to problem, autonomous or self-learning, as well as open-ended activities. On the other hand, a computer station can be referred to as a microcomputer duly designed for either technical or scientific use. A computer station (workstation) is normally intended to primarily be made use of by an individual at a time. A computer station is common with a connection to a local area network (LAN) and often run a multi-user system of operations. The term computer station has been used before to refer to either mainframe computer terminal or just a personal computer connected to a local area network.
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Learning centers and computer stations are generalized and educationally referred to as learning facilities or resources. These are very useful facilities in a learning setting whose presence to a significant extent has reflection on the learning outcome. A school with such useful learning facilities does record a great performance in academics and by extension produce a well rounded graduates. To reduce boredom after school, children require a number of hands-on activities that engages their psychomotor skills, build and strengthen them. Moreover, parents do arrive at school at varied time to pick their children. It is the learning centers that provide the learners with a room to socialize and play waiting to be picked by their parents. According to DeBord (1992) have numerous utilities.
They allow children to work at the level that is right for them. They encourage independence and autonomy in children. They are compatible with older children's more advanced abilities and their strong desire to plan and direct their own learning. They also allow for the wide variation in interests among school-age children.
Such are very important attributes of learning centers to school going children. Children are like growing trees in the forest. If they do not get suitable guidance they grow a stray. Quite often they will require guidance from their seniors and a very good example of a provision by the adults that is vital to their growth is making available usable facilities like learning centers so that they wholesomely grow and develop. The content and capacity of learning centers is restricted only by one's sheer imagination. A well planned learning center is capable of helping develop and expound the children's creativity, their fitness, as well as their self-knowledge and even social skills. Learning centers have the rare ability to aid in intellectual stimulation. Or they can undergo modification and redesigned to assist children to simply relax and sadly be stupid! (DeBord, 1992). For sure school-age children undoubtedly will enjoy nearly all activities that they consider and perceive to be "adult-like". Such activities permit them to acquire, apply and repeatedly practice new skills that are emerging. Furthermore, computer stations also have contributed considerably to effective and efficient learning. Computers have been discovered to be quite effective in collaborative learning groups (Susan, 1996).
Student attention and participation during teacher-led activities
For students to grasp concepts being put across by the teacher, they need to supply the teacher with absolute attention and keenness. The role of the teacher here is important, in ensuring that he or she duly receives the attention of every learner. This aspect amounts to proper classroom management and control when looked at and implemented by the teacher. A research conducted in Illinois to check on student's behavior during a teacher-led instruction and the outcome was such that there was profound indication that the third and the fifth grade teachers did utilize seat work most of the time whilst the seventh grade did employ and involved nearly all of teacher-led activities. Besides, the research also did reveal that as the grade level of learners in-
creases, students' engagement and concentration gradually decreased. In the recent past research studies have generally shown clearly that those learners who do remain on-task and are always attentive during instructional discharge have a higher achievement compared to learners who are dull and are often off-task in the course of instruction (McIntyrw, D.J. et al, 1983).
Always on Time
Marked to Standard
Turning in assignments
the time to make a submission for an assignment is quite crucial. Mostly such time is prescribed by the instructor and a student has to adhere to it. Most bright learners do hurry to complete their assignment and hand in without looking into the details of the work assigned and the repercussion is that they get low scores. Again some average or even bright learners take unacceptably too long to hand in their work and they face unkind penalty on such unnecessary lateness. Such behaviors are academically undesirable. Some group of learners will just peep what their colleagues have put down so that they directly copy, a behavior that is punishable. Interestingly there will be learners who do not even bother attempting the assignment.
Playground time or recess
Not all learners like participating in physical activities. Those with enthusiasm for sports during games time will hurriedly leave the class for the playground whereas the non-sportsmen will drag a bit to leave for playground if only it is compulsory to attend such events. In a school day usually there are short interlude of recesses. The dull students in class are usually vibrant and show life in them when it is time for such rests. On the same note those that are book warms will even miss to leave for short breaks unless pressed.
Field trips or assemblies
Almost all learners like excursion and any joint movement out of normal premise. A change in learning environment excites learners and a probable behavior to emerge is that there are likely to be an intense struggle to get aboard. They will show disorganization of the highest order scrambling for a niche. Majority of learners will appear jovial and their faces will be wearing smiles.
Negative behaviors in classroom usually arise if and when there is failure on the teacher's part to take charge and control and manage the class with responsibility of course. Several techniques and skills are on the offing to curb undesired behavior from learners during instruction. To be certain, effective and efficient teaching does require quite a considerable skill and knowledge in managing and controlling the myriad of learners, tasks as well as situations that emerge in the classroom during teaching-learning sessions. Techniques and skills like effective classroom control and management are pretty focal to teaching and do need to a significant extent use of "common sense," teacher consistency, teacher's fairness, and even courage demonstrated by the teacher (DeSousa and Long, 2003).
Room arrangement plays a crucial role to establish behavior expectation of learners, though it is never a guarantee for good behavior. According to Education Information for new and Future Teachers (2010) the teacher should be able to see all students always and monitor work and behavior. The desks need an arrangement where the back of the class and any other part for that matter is accessible. If possible the teacher should be well exposed to be viewed by all students.
The teacher should also set expectations for behaviors. Such behavior expectations should be identified and communicated to students frequently. Adherence to rules regulations and procedures are the commonest clear expectations. A few general rules that stress suitable behavior may be of great use. Rules and routines should be posted for purposes of accessibility in the classroom. Compliance and adherence with the rules and regulations should be closely monitored ceaselessly. Since desirable learner behavior may differ depending on occasion or activity, fully clear expectations for the procedures are vital in forming a smoothly running classroom. Beginning and ending the period, including attendance procedures and what students may or may not do during these times. There should be clear procedure on how learners should answer questions - for instance, no answer from a student will be regarded unless he or she raises his or her hand and is permitted by the teacher to say the answer. It is also worth to remember that good discipline is likely to be demonstrated only if and when the classroom setting as well as activities is well structured and/or arranged to promote collaborative behavior.