We must understand that simply naming desirable attributes will achieve nothing if they do not impact the curriculum and how it is delivered. When planning lessons, teachers can build opportunities for students to participate in learning activities and events that help advance the development of learner attributes. Subject curricula need to be viewed as more than just a subset of knowledge to be taught and assessed by teachers and learnt by students. The subject curricula are the basis for the development of these attributes facilitated by teachers. Cambridge subject curricula and assessment specifications are designed with these attributes in mind, but they need to be supported by teachers in the classroom. There is a danger that, because these attributes are not assessed or taught in the same way as disciplinary knowledge and understanding, they are given little or no recognition. It is unlikely that you will see a holistic, analytical or any other approach that describes student progress towards these attributes. Our lack of clarity naturally translates into very little when it comes to assessing these attributes.
Teachers should challenge themselves into devising effective strategies to promote leaner attributes that are defined in the ‘experiential curriculum’, which refers to the holistic learning students actually receive as a result of the whole educational experience. This includes the impact of the school curriculum, teaching approaches, the co-curricular curriculum and the learning environment.
Apart from these essential learner attributes, the focus should also be on the fostering of a sound moral and value system. While it is important for students to learn and abide by rules, teaching such rules is not what moral education is all about. A sense of morality involves more than just developing a set of behaviours. We may be able to get students to do certain things or ‘to behave themselves’ as we want them to, but that does not imply that they have developed a sense of goodness or morality. Morality runs much deeper than behaving according to the rules set down by others. It includes a sense of justice, compassion and caring about the welfare of others. It also includes perspective-taking ability, being empathetic i.e., the ability to discern how someone might be thinking or feeling.
How often have we seen classes where the teacher does the bulk of the talking, making the learning, as one academic put it ‘bulimic’ for the students. Students do not respond to queries and do not initiate any line of questioning, even if they do not understand the lesson. Such visual facts about classrooms go on to show that these attributes of being confident, being engaged, being responsible and being innovative are far from being achieved. The teacher, happy with the on-time coverage of the syllabus, will move on, ignoring the important aspect of the holistic curriculum. Such a class dynamic becomes the routine and the norm resulting in the loss of valuable moments of opportunity.
We need students to be inquiring and to be ready to take on intellectual challenges. They should be encouraged to be able to work with information and ideas. In discussions, they should be confident enough to express their views and open-minded enough to accept and reflect upon those of others. They should be collaborative and supportive. They should have a sense of identity and self-worth, yet they should be encouraged to be compassionate and sensitive to the needs of others.
Teachers need to ask themselves as to how we should promote such desirable attributes and moral values. The line of questioning in the class can be one that promotes the successful handling of contentious and complex issues, maintaining a sense of individual and collective responsibility, valuing all peers as equal, yet different. Students should develop a sense of sharing knowledge, developing reasoning skills, listening patiently to and making sense of others’ ideas, reflecting on and making use of what has been said, being concise and being able to communicate, allowing everyone to contribute, pulling together ideas and most importantly, valuing all contributions, not just their own.
Other strategies, like group work, varied forms of class work and home assignments, peer tutoring, types of assessments, feedback on assessments, active and engaging learning methods and discussions, and debates can all be used to inculcate these attributes. The important thing to note here is that deliberate attention has to be paid to this. Teachers have to consciously make an effort to steer their students towards these.
We find that at the younger stages of schooling, it is easier to inculcate these attributes naturally if the environment is a nurturing and caring one. As senior classes are approached, the focus of teachers and students, shifts to more ‘academic’ and ‘grade-oriented’ learning, leading to the generation of a more competitive and cut-throat environment. Therefore, it falls upon the teacher in a greater way here, not to ignore the deliberate focus on the inculcation of these desirable attributes.
Education is not just about the teaching of content; it is a dynamic process in which we ensure that we bring out the best in every student so that they embrace the best of the human spirit — to strive to be better themselves and to impact others around them in a positive way and that through their efforts and team work, they make a change. They do not have to conform to undesirable peer pressure.
Published in The Express Tribune, November 28th, 2014.
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COMMENTS (3)
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This subject always interests me and I do not miss a chance of commenting......so now this is my second attempt....a shortened one. Liked what you wrote.....if had been explained simpler it would have been better. The concept of schooling has remained unchanged for centuries....the classroom - teacher - book learning - exams - grades - the snob value attached.......how can we expect a changed end product if the ' system ' remains the same ?
I agree, the whole idea of education is not only reading books, but should include music, singing, fine arts and how to get along in a competitive world. I read a similar article in Guardian only yesterday: http://www.theguardian.com/commentisfree/2014/nov/27/music-children-arts-education?commentpage=1 I say reading and memorising books may get you job opportunities, but does not make you a perfect, peace loving human being.
I agree 100% with you. But the thing is that a teacher in Pakistan, is someone who doesn't get employed elsewhere. Not to forget the low salary rate. When a person isn't getting enough money to run his/her house, I don't think he will put in efforts in his job. 10 in 100 teachers may but not all of them.