Using Humanistic Approaches to Increase Student Motivation
Teachers who nurture a child’s sense of awe, empowerment and communal spirit are highlighting Humanist principles in the classroom. “Humanism learning theories are based on the principles founded most notably on the work of Abraham Maslow (1908–1970) and Carl Rogers (1902–1987).” Nurturing the student as a whole person who is inherently passionate about self-growth and social development is the focus of Humanist teaching. To achieve their goals, Humanist educators tactically establish intentional learning environments, cultivate their role as facilitator, and employ invitational teaching practices. These ideas are examined in turn below. Intentional Learning Environment Where traditional teaching designs focus on knowledge transmission and student compliance, Humanistic educators establish intentional learning environments that focus on classroom environment, peer relationships, and intuitive learning techniques. Teaching spaces become intentional as educators tactically construct the learning environment (e.g., space and lighting) and its implicit messaging (e.g., inclusivity in the curriculum) and encourage student exploration. Intentional learning environments emphasize invitational language, safe physical and emotional accessibility, student input, and cooperative learning arrangements. Intentional learning spaces allow student interests to set the guideposts for education purposes and techniques. Nel Noddings, in Happiness in Education, suggests that students experience a sense of “occupational happiness” in the classroom as they are encouraged to discover and value their learning passions. Humanist teachers help students develop a sense of well-being and a feeling of worthwhileness as they are given the space to question, make choices, and experience risk-taking outcomes in a supportive environment. Howard Glasser, in Quality Schools, suggests that students build self-esteem through supported risk-taking and reflection, a strategy that nurtures the student’s sense of worthwhileness and accomplishment. Teacher as Facilitator Where traditional education situates the teacher as the pipeline of knowledge, Humanist educators facilitate student-driven exploration of ideas and experiences that stimulate their natural love of learning and growth. Teachers cultivate their facilitator role as they provide inviting spaces, emotional support, and intuitive inquiry methods rather than rote informational lectures. Teachers as facilitators guide the learning journey by employing thoughtful questioning and by modeling supportive language and inquiry practices that learners are encouraged to emulate. In addition, teachers seek to facilitate student growth within a supportive community through cooperative dialogue and peer risk-taking support. Invitational Teaching Strategies Socratic Circle The Socratic Circle invites students to offer input, ask questions and prompt group talk based on a topic or question presented by the teacher. Students sit in a circle and are encouraged to present ideas and arguments, offer and answer questions and provide supportive feedback in an effort to collectively explore the topic question. Learning as a cooperative process, rather than a competitive outcome, is central to the Socratic Circle. Students learn to be thoughtful listeners, civil question-askers and critical thinkers. The teacher facilitates the discussion by keeping the group on-topic, aiding students to explore passionate inquiry, and energizing the discussion with thoughtful questions. Think-Pair-Share Student participation and confidence is increased when they have opportunities to participate in Think-Pair-Share lessons. In this cooperative learning strategy, students clarify their ideas by taking a moment to independently ponder the information presented or question asked. Students then work in pairs to talk through ideas before being bringing their input to the whole group. Ideas presented to the group are now more accurate, more developed and more clearly articulated, a process that animates individual learners and cultivates the learning community. Discovery Lesson In contrast to having students memorize information for tests, Discovery Learning encourages students to explore topics and present their findings in creative, personalized ways. The teacher considers each student’s ability level and interest to create a menu of knowledge-building learning activities. For instance, in an American Revolution unit, students might choose from the Constitution, the Boston Tea Party, or George Washington’s presidency and be given a range of activity choices such as model construction, painting, poetry, or a dramatic skit. In doing so, students choose their own topic focus and method of building and demonstrating knowledge, while the teacher acts as a resource and project guide. Authentic Learning Experiences Authentic Learning Experiences invite students to design and apply solutions to help solve real-life problems. Students explore a variety of public problems (e.g., a lack of seating in local parks) and traditional solutions (e.g., memorial benches). Then, they choose a problem focus and team-up with other students who have selected that problem. Each team studies the problem, including its causes and effects, and traditional solutions, including their challenges and outcomes. Students devise a solution and generate plans to manufacture and implement their solution. Their project designs are often community-based, but not necessarily. Students are tasked with organizing the resources required to implement the solution they have devised. At the end of the unit, student products have tangible, real-world outcomes that their learning or wider community can see and discuss, lesson results that have value and relevance far beyond abstract grades. Summary Humanist teaching methods encourage the most reluctant students to increase their willingness and passion to learn. Intentional learning environments can create paths (access) for learners or learning communities of a variety of abilities to engage in the learning process. Providing students with the power to choose the “what” and “how” of a lesson is galvanizing. Diverse learning modalities, perspectives, and abilities are encouraged with the educator being a primary support person, a resourceful guide for student thinking. Children who better understand their personal values can apply those values to make learning meaningful across the curriculum. Children can learn to push themselves, take risks and gracefully grow.
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