Why Consult Pupils?
There
are various reasons as to why we should consult pupils when it comes to HIV/AIDS
education.
Firstly,
we know HIV/AIDS education works, and that it requires a participatory teaching and
learning method to develop understanding among teachers, parents, and their
children. That is why we have created this toolkit for teachers use. For example,
in
Secondly,
young people have often asked for recognition, saying there is a big gap
between the education they need and what is being provided by their parents and
educators. They want the opportunity, within open dialogue, to learn about the
emotional implications of relationships as well as the biology of sex and
sexual health promotion. They want a chance to talk about the problem and the
disease. Research has found pupils have much to say about their teaching and
learning. When their perspectives are taken seriously they feel more positive
about themselves as learners, can understand and manage their own progress
better, and feel more included in the school’s purposes. They believe that what
they say makes a difference. The teachers involved in consulting with pupils
also find it beneficial; it helps them understand how to support pupil
engagement and build more open, collaborative and communicative relationships
with their pupils. To achieve this, it would be helpful if teachers consulted their pupils on
their knowledges and needs.
Research suggests (see additional readings below) that it is productive for
teachers to consult with pupils and talk with them about things that really
matter. This may involve:
- conversations about
teaching and learning;
- seeking advice from pupils
about new initiatives;
- inviting comments on ways
of solving problems that are affecting the teacher’s right to teach and the
pupil’s right to learn;
- inviting evaluative
comments on recent developments in school or classroom policy and
practice.
Consultation
must be genuine on the part of the teachers and provide the opportunity to hear
from silent or silenced pupils. This would help in understanding why some disengage,
and what would help them get back on track (see the guidelines for consultation
on the next page).
Honest
consultation is not easy because it challenges traditional power relationships.
Some teachers feel that pupils are too young and inexperienced to voice
anything worthy. Teachers may also feel that there is little time to consult
pupils or they may be uncertain about the process of consultation.
However, researchers note that perhaps the most important principle for
teachers to follow is to help pupils to feel
- they really have a voice
- they are listened to
- and they matter.
Teachers are potentially one of the most important tools in HIV/AIDS education.
Research tells us teachers can become these important tools when they engage in
consultative learning and teaching. Not only does this approach enhance
sustainability of positive teacher-pupil relationships, but it also builds
capacity among the teachers to support pupil learning.
Click on the audio file below to listen to the text above |
|
E. Additional Readings
Click here to view 'Children should be seen and heard'.
Click here to view 'Consulting pupils about teaching and learning 1'.
Click here to view 'Consulting pupils about teaching and learning 2'.