Improving pedagogy in response to students’ reflective learning needs

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    Abstract

    Reflective students who are pro-active in thought processing in the classroom often do not receive the same level of positive appraisal from teachers. Many educators have been conditioned by universal norms to believe that to talk profusely during class time means to engage while to remain frequently quiet tends to denote a lack of engagement. The chapter challenges this positioning and argues that teachers who neglect introverted students or treat them all as a low-engagement community risk perpetuating exclusivity in pedagogy. The discussion unpacks the dynamics of productive mental processing and points to the need of revamping pedagogical practices in ways which not only acknowledge students’ need to learn contemplatively but also provide equitable assistance to the learning process. With education offered in this way, both highly articulate students and their reflective counterparts can benefit from a compassionate and inclusive pedagogy that does not diminish any individuals as peripheral.
    Original languageEnglish
    Title of host publicationTransforming Pedagogies Through Engagement with Learners, Teachers and Communities
    EditorsDat Bao, Thanh Pham
    Place of PublicationSingapore Singapore
    PublisherSpringer
    Chapter2
    Pages17-36
    Number of pages20
    Edition1st
    ISBN (Electronic)9789811600579
    ISBN (Print)9789811600562
    DOIs
    Publication statusPublished - 2021

    Keywords

    • Reflection
    • Silence
    • Talk
    • Engagement
    • Silent learning
    • Mental processing
    • Inclusive pedagogy

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