D 1: Respect for the Individual Learner

“In a world full of individuals there is no best” – Hugh Prather – Notes to Myself

An individual is a person who is separate from all other persons around him. He is unique – in the sense that there is none other like him in physical attributes or mental abilities. He comes into this world with his unique set of programmed DNA and will live out his life based on his unique abilities and competencies.

As a parent I have strongly followed the philosophy so beautifully expressed by Khalil Gibran in his book “The Prophet’” where he states,

“You may give them your love but not your thoughts,

For they have their own thoughts.

For their souls dwell in the house of tomorrow,

which you cannot visit, not even in your dreams.

You may strive to be like them,

but seek not to make them like you.

For life goes not backward nor tarries with yesterday.”

As a teacher too, I have believed that each student that walks into my classroom has the unique potential to grow into his own and become a ‘special’ individual with his own core set of values, strengths and abilities. My job as a teacher is to help each and every one of them through this journey of learning and discovery of their fullest potential. Whilst this metamorphosis is taking place - transfer of subject knowledge, the classroom environment, the institutional infrastructure, the different teaching and learning strategies are simply the various mediums that facilitate the evolution.

The teacher and the learner are two halves of a complete whole and therefore mutual respect for each other becomes a very important component of this relationship. As a teacher this requires me to understand the student’s need for the learning that he seeks; how best I can assist him in his quest for learning; how can this learning experience be fulfilling and comprehensive; and most importantly how will it help the learner grow as a confident, qualified and competent individual and a professional. As a tutor I need to address these questions to each of the many young people who make up my class of students individually. In higher learning where the need to explore, ideate, evaluate and synthesize is the basis of learning, the one on one interaction with the individual learner plays a significant role in the development of the student.

Till the commencement of my PGCHE learning journey much of my teaching practices were based on observations of other colleagues approach to teaching and learning, readings of literature on pedagogy and workshops. Also because of my long industry experience as a manager and a trainer my approach to teaching and learning has always been very individual learner centric. For me therefore it has always been of great importance to understand (a) my learners’ background and (b) my learners’ individual learning objectives. For me these two criteria have always been of prime importance in formulating my approach and content and being able to link it with the learners’ expectation. The PGCHE helped me to consciously become sensitized to these issues which I had begun to accept simply as a part of the teaching and learning process.

Today I may consider myself as a ‘better’ and an ‘improved’ individual and teacher, as conscious reflection has become a part of my professional practice…….

I plan my work better, and my student's learning requirements are now the primary focus of my planning.

I worry about my assessment briefs being constructively aligned with the learning outcomes of the module and programme so that every learner in my class has a deep learning experience.

I agonize over the choice of reading materials, case studies, videos and other teaching aids, which earlier I may have taken for granted. I now understand contextualizing learning to real life professional environment and it application and outcome for the individual learner reinforces the retention of learning and demonstrates its importance.

I discuss my lessons and my classroom experiences with colleagues and seek their opinion and advice on teaching and learning strategies, and draw from their experiences and mine, in mentoring and nurturing my learner.

I have become more proactive to student needs and often modify my teaching to meet these requirements.

I have become an active listener and try to create a classroom environment where the learning is collaborative and a fulfilling experience.

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