Khrawkupar Kharshiing
Only when we cultivate a culture of trust, do they shed their inhibitions and join you in the exploration of the unknown to learn, unlearn and relearn. Abiding by this philosophy, I strongly believe it is crucial that we make concerted efforts to empathize and understand the perspectives of our learners so that we can be in a position to influence and inspire them. It helps build trust that is the cornerstone of fostering a conducive learning environment. When trust is built, learners reach out to their teacher to share their experiences about the learning process.
Understanding our learners helps us tailor strategic plans that cater to the needs of students with varied learning styles. When an atmosphere of trust and security is nurtured in the classrooms, students feel empowered to articulate how they would like to learn. It equips them with the courage to be an active partner in crafting and designing the learning process. Furthermore, when a teacher invests time to understand the students, the teacher uncovers the most effective strategies that work best with his/her students.
When students are confident of the lack of premonitions and judgements, they feel comfortable of taking risks and exploring new ideas. When they are certain of an environment that will not reprimand them for mistakes, they will be more willing to engage in the learning process. In addition, trust is the bedrock of peer learning. When students trust the system, they trust each other and it propels them to collaborate, brainstorm, and make collective efforts to chart a route that works in favour of the entire class. This openness is essential for discussing new concepts and challenging existing beliefs. Trust drives away vulnerabilities and make students more open to new approaches. It gives them the confidence to acknowledge what they don’t know and makes them more receptive to unlearning and exploring different ways to learn.
In short, trust is the bedrock for a classroom that embraces the essence of true learning: learning, unlearning, and relearning.
The author is a passionate learner who constantly strives to learn and apply learning in the classroom. Being in the classroom makes him happy. He finds joy in reading and expressing himself through poems when he is not teaching. His favourite poem is “The Rose That Grew from the Concrete” by Tupac Shakur. His poem “Caged” was awarded the tenth rank in the National Poetry competition organized by S7. He can be reached at kharshingkhraw@gmail.com.