Respect for individual learners

I have always wondered,

Is teaching restricted to the classroom?

Does my role as a teacher start and end once I am in and out of the classroom?

Subconsciously and consciously the answer to this is always a NO. Over the years I have realized my role as a teacher, mentor and guide go beyond the classroom. I have begun to understand, it is my connection with the student that has more impact on their learning and growth.

 

We are well aware of how education has changed rapidly over the years. In the world of technology where access to information is via a click, why do learners come to the classroom? What is it that they seek?  What is it that they expect from teachers? It is these thoughts and reflections that have affected me as a tutor to consider and reconsider my role with the learner.

 

At this point, for the present generation Z, technology provides them access to information but what it fails to provide is empathy, respect, consideration, and emotional customization. I strongly believe this is where my job as a teacher comes in. The learner looks up to me to give them support, validation, consideration, and empathy. All learners are different, hence the need to ensure respect for individual learners, inclusive learning, and equal opportunities is a must for a successful learning environment.

 

I have built my teaching pedagogy based on learnings from personal and classroom experiences along with the support of PGCAP. I have believed that every student is a unique learner and needs an exclusive teaching approach. As a Course Leader for the PG Interior Design and Styling program, I always looked at my time with the students as a journey together. My sole aim has been for the students' is be confident designers and a better version of themselves. Building trust is the first step into the journey. Getting to know the students, speaking their language, and giving them the confidence that I am there “for you and with you” has always been the core part of my classroom environment. I have established this through multiple casual talks and interactions with the students. I have evolved these interactions to be personalized based on the diversity and understanding of the learning group.

 

In the early classroom days, not all learners are open to group discussions, hence I try and create opportunities for one-to-one interactions with each student. These interactions are aimed to better understand learner expectations,  not only from the course but also with life. This has helped me strengthen trust and confidence amongst them and also give me an insight into the student aspirations. When a student is confident of the teacher's intention to support and guide them towards their goal the learning is positive,  self-motived, and filled with trust.

 

PGCAP also introduced me to the concept of threshold learning. Society has always focused on learners to top the grade chart, irrespective of learner needs and limitations. Standardization of content and grading has been a norm for a long time. Hence, the threshold learning outcome was an eye-opener for me. Not all students are the same and not all can achieve the same outputs. Identifying and helping students achieve threshold learning outcomes and then guiding them to excel over and above them based on their strengths truly helped me with respecting and developing learner’s skills. Customizing the activities with different levels of challenges ensures the possibility of multiple outcomes depending on the student's strength. The non-existence of rigid assignment outcomes can help ensure learning without judging quantity and specific quality. This for me has helped support the underconfident student and explore their potential beyond the set standards.

 

Peer interactions have made me realize the importance of equal opportunities in classrooms. A feeling of a judgmental teacher can lead to an unhealthy classroom environment. I try my best to work around my students' comfort zones and slowly nudge them out of them. All my classrooms have a “ask me anything” slot, 5-10 minutes of classroom time to discuss, vent,  talk about anything under the sun. This encourages them to participate, talk and engage without having a feeling of being judged and create an environment where each person’s ideas and opinions are valued.

 

As a teacher, I am well aware of the positive and negative impact I can cause on a learner. Effective teaching is possible when we develop, evolve, and restructure teaching pedagogy and develop environments that adapt to the students and respect the individual learner. I aspire to create a positive, supportive environment that motivates each learner to push their growth boundaries. It is crucial for students to feel safe to express their feelings and learn to respect and listen to others. I aim to be a facilitator who allows each student to build and shape their own choices. As Vince Gowman states “You cannot make people learn. You can only provide the right conditions for learning to happen.”

 

 

21st June 2021

Mumbai

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