Integrating the Capacity To Care in a Learning Organization
Here are some insights from Dr. Eva Fabraquel (DepED Region-6 District Supervisor) regarding the topic “Capacity to Care in a Learning Organization” during one of their seminars.
Importance of the capacity to care in build a learning organization
What separates man and beast? According to some, it is due to our high cognitive ability that has a heavy trade-off which made us physically weaker and less dexterous compared to other species. Some say it is our ability to develop complex communication means in all aspects, enabling us to exchange ideas and relate experiences. But what really defines us uniquely, is our ability and our capacity to care for one another.
If you look back in humanity’s history, societies solidified their bonds because they were concerned for one another. They were able to hunt large herds of mammoths a hundred times their size – it is because of their capacity to care for one another.
Caring is innate; it is hardwired to our DNA that we depend on one another in order to build a solid society. Caring is important within a learning organization because through that, we show that we are actively opening our awareness to others, thus, giving us the insights that we need in order to solve problems that we and other people have.
A School Climate with awareness of caring and appreciating for each other
Schools that has awareness, caring, and appreciation within its entirety is basically a haven filled with a positive school climate. We will always be conscious of the smallest of issues, challenges, and barriers that are being experienced by teachers, students and school heads.
With an abundance of caring and appreciation, students will feel motivated and their anxieties can be mitigated as soon as it has been perceived. Appreciation also helps the confidence of both the learners and even the teachers as they pursue their endeavors within a teaching-learning environment.
In a teaching-learning environment, a student will be almost always being prompted to participate in class activities. There will also be a time where he/she does a good performance, and there will be a time where their efforts will be botched.
In dealing with these periodic downfalls, we should avoid a passive-aggressive response whenever they do something wrong. A proper way to do this is to comfort the student, say that “it’s ok, we all make mistakes” instead of saying “that’s wrong, you can take your seat”, and then give out constructive criticism in order to make them understand the concepts that they are trying to study.
Be genuine, kind, and give out a smile during your interaction. That way, the students will feel that they are wanted; resulting in the sense of belongingness on the students’ part.
Give an example of something that would impede a pupil’s sense of belonging.
Classroom discrimination. If you would use a student as a bad example for the class, he/she will have the tendency to feel that he/she doesn’t belong. For example, there’s a student who’s been giving out wrong answers whenever you ask them in class.
At the middle of the term, you ignored him/her whenever they’re raising their hands; doing that will result in discomfort and anxiety which will make them feel as if they were marginalized from the rest of the class.