HUMANISTIC APPROACH AND CLASSROOM LEARNING

“Well-balanced Curriculum and Lesson Planning inevitably remain important to bring quality teaching”

written by Mehr Parwar – Program Officer (Education Policy & Advocacy) Hashoo Foundation

Classroom is a learning platform that enlightens the minds and helps the students to think out of the box and explore the world. Therefore, if you are a teacher or a facilitator, a trainer or a mentor, the center of your lesson is your students. Effective lesson planning breaks the barrier of communication and encourages the learners to speak up their mind. Here a teacher’s crucial job is to impart knowledge or help learners become independent.
Humanistic approach of teaching encourages the ideas where everyone wants to learn and teachers are there to facilitate that learning considering the interest of the learners rather than prescribe what should take place. What prevents us from learning is a negative classroom atmosphere. If students feel uncomfortable making mistakes or are afraid that their failure to come-up with a new idea will result in degradation or humiliation then learning is hampered. Contrary to this the principles such as; encouragement, support and time are key aspects that produce learning in the classroom. Researchers have concluded that the more children are given encouragement and support the more they feel secure and motivated towards learning. Hence, humanist theory encourages using effective instructions and a friendly classroom environment as essential requirements to promote learning. Likewise, a Well-balanced Curriculum and Lesson Planning inevitably remain important to bring quality teaching. Opportunities to manipulate learning through interactive teaching approach produces life-long learners. Activities such as thinking, talking, writing, reflecting, physical movement and participation provide essential skills for the children to enable them to become useful members of the society and satisfy the children’s personal and immediate needs.
Regard to this Multiple Intelligences of Harvard Gardner’s better articulate individual differences and prescribe activities for the teachers to implement them in their classroom. Accordingly, the teacher’s role is to transform activities where children feel independent to learn through writing, drawing, singing, reasoning & arguing, playing, talking and painting etc. In this way teachers explore what students explore, discover because what they discover is what they learn and find satisfaction in their enthusiasm for learning and independence, rather than in their test scores and ability to sit quiet. Through planning and articulating diversity of activities teachers become more creative and multimodal in their own thinking and learning. Thus, teachers as well as the students become the agents of an enabling learning environment of the classroom.


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