Overview:
The role of a teacher must be like that of a farmer. After all, a farmer does not instruct a plant on how to grow—he nurtures it.
Change is as constant as learning is to survival.
I visited a cousin of mine who lives in a village in Meghalaya. To support her family, she sells momos and aloo muri. The steady stream of customers at her shop is a testament to how good her food is.
One afternoon, when I visited her house, I noticed her using a grinding stone to make chutney. Curious, I asked, “Why are you still using a stone? You could use a mixer.”
She paused for a moment, glanced at me, then back at her work, and replied, “I’m scared of using it. I don’t know how. The sound makes me nervous.”
Her response pushed me into thinking about the learner profiles that we all talk about. I wondered and pondered—what am I doing, or what can be done, so that my children do not end up like my cousin, inhibited by fear from further learning?
Normalize Failure
To encourage a love for learning, it is important that we normalize failure. Often, we don’t tread into new ventures because of the fear of failing. We are inhibited by the fear of being judged by our peers, colleagues, family, or friends. At times, we are held back by our self-worth. What if we fail? Does it make me a failure? Does it mean that I am not competent enough?
Such thoughts—of being judged by others or even by ourselves—act as shackles to new learning opportunities. Keeping this human behaviour in mind, it is important that we make a concerted effort in the classroom to break these shackles. We must recognize the good in a child’s work, even when it does not fully meet our expectations.
It is also crucial that we provide tools and strategies for our children to use failure as a platform to evaluate themselves and learn from their mistakes.
- What did I do well?
- What did I do wrong?
- Where could I have done better?
- What can I do to fix what I did wrong?
- Whom do I approach?
- How do I learn?
- What has this failure taught me?
When these self-reflective questions stream into our learning process, the students become growth oriented and resilient as they see every failure as a means to conquer.
The opportunity to grow becomes a reason to celebrate every little success that reinforces the fact that learning is a life long process.
Making Learning Purposeful.
As a child, I found it quite redundant that I was compelled to remember facts and figures without understanding their purpose. But I still succumbed to the examination board’s requirements and memorized them. However, despite the good grades in my reports, I barely retain anything I learned. When learning lacks a purpose or meaningful connection to our lives, it becomes just like a tree without roots—unable to grow or thrive.
When I look at my graduation grade sheets, I realize that political science and history were subjects I did quite well in, yet I neither remember what I studied nor have any interest in them now. The nights of burning the midnight oil and cramming pages and pages of history and political science textbooks did nothing but rob the meaning and purpose of my learning for the lack of an opportunity to apply my learning in the real world.
My personal experience highlights the need to create meaningful learning experiences.
• Why am I learning this?
• Where do I see what I am learning around me?
• How do I use it in my day-to-day life?
• How will this help me?
As a child I also found it unessential to learn subjects that did not seem be beneficial to me. To make learning meaningful, as teachers, we should aim for a Cross-Curricular Education. Students must be able to see that what they learn in a language classroom can be applied in science, math, or social studies. When they recognize the connections between different subjects, it fosters interest and engagement, even in topics they may not have initially enjoyed. This interlinking of learning rather than silos of individual subjects develops a child cognitive think as they analyse and synthesise information in new ways. An interdisciplinary unit of science and English Language Arts helps students understand the significance of how knowledge of our ecosystem can be woven into a persuasive essay. Similarly, for those who never liked ELA, it gives them a purpose to learn persuasive techniques, ensuring that their science knowledge leads to the best possible grade.
Real-world problems do not fit into the domain of a particular subject. In fact, the best solution is drawn from an array of knowledge and skills that we have in different disciplines. Cross-curricular education helps expose students to the interconnectedness of different subjects, helping them see how learning can be applied in the real world. When they see learning as a solution, learning becomes a lifelong love for them.
From learning to service:
Community engagements are a platform for students to apply their learning in a real-world context. Beyond the classrooms, the students must understand the value of their learning in making their learning a service to the society. Students are still in a stage where they are exploring their identity and purpose. Hence, it cannot go without saying that the role of education is to give students a purpose. One of the best ways to ensure that our learning has a purpose is by incorporating service into our learning. Every concept should be followed by an activity that promotes the students to think of ways that their learning can help the environment, animals, or people
In a unit where students had to read the book Wonder by R.J. Palacio students gained understanding about the importance of inclusivity. This understanding was translated into action through the creation of anti-bullying posters. The students enjoyed the task, which provided a welcome break from the usual monotony, yet they related their posters to the events in the book. Furthermore, these posters were displayed across the school corridor to raise awareness about bullying. When students saw the small changes they could make through their learning, they found joy and fulfilment in the process.
The reading was followed by a proposal-writing activity, where students researched inclusive policies implemented in schools around the world. The aim of these proposals was to introduce some of these policies into our own school. This activity provided students with a meaningful context in which to learn the skill of proposal writing.
Community engagement activities like these empower the students to witness the impact that learning equips them with. When students witness the contributing and transformational power of learning, they develop a deeper sense of purpose. They discover themselves: their passion, skills, and strengths. Learning. When they see the service that can be rendered through their learning, it boosts their self-esteem and sense of identity. They find a purpose in their love for lifelong learning. Like Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”
Meaningful assessments.
Assessment should be dynamic. While the pen-and-paper mode is widely used and still popular around the world, it can sometimes rob a child of their interest in learning. When students are given the opportunity to apply their learning in real-world contexts, they begin to understand the value of assessments and the lessons behind them. For example, when an assessment focused on persuading people in their community to stop harmful habits damaging the environment, I witnessed an improved response and greater interest in the topic. The relevance of the subject to real-world issues sparked their curiosity.
The interest and passion of students should be taken into account when curating assessments, helping them see the practical application of what they learn. A story-writing assessment in grade 6, for instance, ignited a love for writing in many students. As a result, several of them enrolled in creative writing courses to further enhance their skills, with some even publishing their own books of short stories.
In short, when students can understand the what, and why of assessments, they develop a deep love for learning.
Nurturing curiosity beyond the classroom.
Often, I find that students understand the what and why. However, their interest in a concept may be nipped in the bud if they are not taught how to learn further. As a child, I was naturally curious; however, my curiosity was often stifled because my teacher had no time to answer all my questions, nor were my parents well-informed enough to provide explanations. The internet was non-existent!
Today, we live in a world where information is available at our fingertips. As educators, it is crucial to create a resource list that allows students to further exploit the learning opportunities and platform that this generation is gifted with. This resource could include websites, books, online courses, or even a dedicated time in the school schedule where students’ curiosity is encouraged. When the students are empowered with different ways to learn they develop a love for learning. The teaching of a unit or concept should not end when the class does—it should extend beyond the classroom, fostering a lifelong love for learning.
To sum it up, in an era, where a plethora of resources are available for students to learn, the role of a teacher must be like that of a farmer. After all, a farmer does not instruct a plant on how to grow—he nurtures it. In the same way, a teacher must cultivate an environment where curiosity thrives, guiding students toward a path where learning never ceases. Let’s sow the seed of love for learning today and our children’s desire to learn be forever ignited.
Khrawkupar Kharshiing is a dedicated, reflective educator who teaches grades 6 to 8. His reflective mindset not only fuels his passion for education but also inspires his writing, whether it’s poems or recent articles focused on education. His recent interest in writing a reflective article on his teaching practices stems from his commitment to continually evaluate and enhance his approach. With a deep commitment to growth, he strives to inspire both his students and peers through his teaching and writing.
