A classroom is a
place for vibrant intellectual interaction. Any knowledge transaction in the
classroom should feed the curiosity of the learner, challenge one’s
intellectual pursuits, facilitate one’s exploration and experimentation, and
empower their cognitive, affective and psycho-motor domains, A passive learner
in the classroom is self-defeating and a passive teacher in the classroom is a
curse to a future generation. Learning in the classroom, is therefore, an
organized collaborative engagement of both to unravel the unfathomed oceans of
knowledge – through experiments and pursuits which are not necessarily
pre-designed, but which evolve in the course of their journey in the roads less
travelled.
Unfortunately enough, learning has been so much formalized that it
is imprisoned within the prints of a textual material and in certain cases,
extended to some pre-disposed learning experiences leading to conditioning of
thinking, pattern development in brain structures and in an engagement with
achievement syndromes for repetition of information articulated through some
responses to structured questions. In the entire process, the joy of learning
is not only marginalized, but the learner is forced into world of organized
stress patterns impacting the psychological health and wellbeing. Comparisons
of performances of individuals on a standardized scale curbs the individuality
of the learner and the learner is directed to exist and perform within some
defined universe of knowledge.
Though much is talked about the pedagogical leadership, the
teachers do not have either freedom or the wherewithal for differentiated
engagements in the classroom. Given the structures within which they have to be
ceremoniously work, they are forbidden oftentimes to exercise their freewill,
creativity and imaginative techniques to convey knowledge, further it or
motivate the learner with indicators of different perceptions to a given
problem.
The emergence of technology has certainly opened different gateways
to access and assimilate knowledge. However, with the instruments of
technology, teachers are still directed to achieve the same goals, may be in a
smarter way or in a shorter span of time or through more cosmetic methods.
The following four elements appear to be the most critical for any
effective classroom pedagogy
1.Reflection
Mere assimilation of knowledge and its storage does not serve any
purpose. A learner has to reflect on the kind of knowledge and skills one has
acquired. Reflection helps in meaningful consideration of the objectives of its
assimilation, the purpose and utility of the knowledge both for the designed
purposes and beyond, its value proposition to the universe both organic and
inorganic, its relevance and stability in a given knowledge universe and its
ethical status for a social cohort. Reflection, is indeed an exercise which
helps the learner to improve the power of judgment, the requisite moderation
needed in its administration, its life cycle and hence the appropriacy of its
change and more. Classrooms do not have any provision for such reflective
exercises and nor do teachers do give any value for the same in their operating
principles, just to be sure enough to complete their requisite task timeline.
Reflection can also be encouraged through panel discussions, group discussions,
debates and other informal exercises apart from exclusive personalized
reflections. Reflective methods in pedagogy will help in empowered long-term
memory of the knowledge and its ‘readiness’ for use.
2. Analysis
Analysis provides a deep insight into the available information. It
helps to position the knowledge with its merits and demerits. Further, analysis
helps to understand the relevance of a piece of knowledge in the entire
spectrum of the knowledge universe. Analysis helps to understand, the quality,
the magnitude, the methods and the meaning that comes with a given information.
Analysis helps to consider a given set of information in terms of its value,
both utilitarian or otherwise so that its retention can be considered in
context and in the geography in which it exists.
Analytical mind is a dissecting mind and hence it dissects the
information available to its micro level to understand the depth, the insights .and
to validate the credibility and reliability of the content. It facilitates
scientific investigation of any given set of observations to find the
underlying truth and the processes that govern the existence of the truth. “Not
everything that counts can be counted, and not everything that can be counted
counts.” Says Albert Einstein. This indeed requires the power of analysis.
Analysis helps in eliminating the undesirable and wasteful components of all
productive thoughts. As a tool of pedagogy, teachers should encourage the
learners to engage actively in the process of analysis of their ideas, thoughts
and information.
3. RESEARCH
A researching mind is an asset both to the individual as well as
the community. Any piece of knowledge which is blindly accepted has less
validity or credibility as compared to one which is accepted based on
evidences, observations, critical reviews and engaging dialogues. “Research is
formalized curiosity. It is poking and prying with a purpose” says Zora Neale
Hurston. It is important to develop a researching mind in the youngsters as
that alone will trigger the curiosity of the inquisitive learner to consider
the differing perceptions before the learner on the basis of some established
norms and practices. The process of collecting, organizing and documenting
evidences is indeed a demanding task for a researching mind. It is a practice
of developing the facts to speak for themselves. Research helps in looking at
data in a pragmatic manner. “Without data, you are just another person with an
opinion” says Edward Deming, the Father of the TQM movement.
“Further, research gives a wide scope for exploring an unexplored
universe of knowledge with courage, conviction and comfort. It helps to unravel
some myths and mysteries by testing them on the cornerstones of knowledge and
wisdom. The previous century has witnessed the gift of research to the human
kind both in improving the standards of life and the quality of life.
A classroom has to open up the corridors of research even in its
simplistic level, so that the learners mind is tuned to seek the light in the
darkness. It will help the learner to develop self-confidence, courage of
conviction, perseverance, ability to accept failures, mobilize resources and
stay focused with an investigating mind. A pedagogy that does not promote,
mentor or nurture a researching mind does not live to its nobler purpose.
4. Experience
“The source of knowledge is experience” says Albert Einstein.
Presently, there is a lot of focus on the introduction of experiential learning
in the classrooms. With Kolb’s inputs on enabling experiential learning in the
classrooms, there is an added attention to classroom designs that promote
experiential learning. However, this would be possible only if the teachers
have adequate time to design and position their pedagogical practices and
instruments to favour this scenario. Experiential learning does not necessarily
require specially designed or articulated support systems but can be
contextualized in the normal classroom situations by an intelligent teacher. ”
Experience: the most brutal of teachers” says C.S. Lewis, the noted essayist.
Experience is gathered through experimentation, observation,
reflection, investigation and decision making. All these faculties are
essential for a learner to move vibrantly on the learning curve and ensure
one’s authenticity of knowledge validated through the defined paragigm of
knowledge procedures.
“RARE” pedagogy that encompasses – “Reflection, Analysis, Research
and Experience” would provide the necessary gateway to make classrooms
interactive, interesting, engaging and productive.
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