Response
is one of the most powerful tools in our lives and workplaces. Our responses to issues and
situations reflect our concerns about both. . Emotional intelligence teaches us
how to lead ourselves in all circumstances, whether good or bad. Verbal and
non-verbal irrational responses can quickly dismantle relationships, regardless
of how much we may want to prove a point.
According to the Cambridge Dictionary, a response is defined as an answer or reaction to something that has been said or done. Your answer or reaction should leave something valuable behind once it is expressed. It is within your control how you choose to respond.
As Viktor E. Frankl stated,
Viktor
Frankl was an Austrian psychiatrist, psychotherapist, and Holocaust survivor
who endured immense suffering with his family in concentration camps. Despite
the brutality around him, Frankl was determined to find meaning in his
circumstances. He chose to respond positively to the unfavourable conditions he
faced.
As a
teacher, how do you respond to your students and other members of the teaching
and learning community? How impactful is your response?
The teaching and learning environment is filled with stimuli—actions that can prompt behavioural changes, whether positive or negative. These stimuli can arise from students, management, or other members of the community. Since actions will always elicit a reaction, it's important to remember that while teachers may not have control over these actions, they do have control over their responses.
Teachers
can choose how to react to various situations and circumstances. By utilizing
the gap between the stimulus and the response, educators can make positive
choices. A response that fosters growth rather than harm, that celebrates the
uniqueness of each student and respects diversity in learning abilities, can
significantly enhance the learning experience. In the realm of teaching and
learning, how a teacher responds to challenges is one way to assess emotional
intelligence.
Teachers
have various ways to respond to their students, and one of the most powerful
methods is through feedback. Feedback should not be a criticism that damages
the self-esteem and abilities of learners and their parents; rather, it should
serve as a source of encouragement and a symbol of hope. Through feedback,
teachers can address students' behaviour and performance genuinely and
constructively. This, in turn, motivates learners to strive for excellence in
all aspects of their education. The importance of providing positive responses
cannot be overstated. Just as Viktor Frankl emphasised, we should use our
ability to respond in ways that promote growth and freedom. Students look
forward to this kind of guidance, and it is within our power to ensure that our
responses foster an environment of peace and support.
Teachers often respond to learners' questions during classroom discussions. However, some teachers find this moment uncomfortable because, in traditional teaching methods, students were not encouraged to ask questions during lessons. In student-centered learning environments, the ability to ask questions is a key priority. Unfortunately, this traditional mindset has hindered some teachers and their teaching effectiveness.
To avoid
challenging situations, some teachers may react negatively to students'
questions, which can instil fear and discourage participation. Instead of
responding negatively, teachers should embrace questions as opportunities for
growth. If a teacher does not have an immediate answer, he or she can request
additional time to research the topic and provide a thoughtful response later.
It is crucial to avoid shutting down students’ inquiries.
The skill
of questioning has been valued since the time of Socrates. Rather than being
seen as a threat, questioning should be viewed as a means to promote deeper
learning, understanding, and the construction of knowledge.
Another
way a teacher can respond is through the correction of wrongdoing. While
discipline is crucial, our approach should focus on improving learners rather
than discouraging them. When addressing a learner's misbehaviour, it is
essential to keep the purpose in mind: to help the learner grow.