Panay News

The third teacher

-

THE TEACHER, the school administra­tors, the curriculum, and even t he s t udents themselves have traditiona­lly occupied the spotlight in the quest to mold young minds. Yet, in the science and art of education, a silent collaborat­or exists — the classroom. Like an understate­d and even an understudy actor in a grand theatrical production, the classroom setting plays a pivotal role in shaping learning dynamics. Recent studies, both from far and near, reinforce the significan­ce of crafting an environmen­t that harmonious­ly blends aesthetics, engagement, and purpose, transformi­ng the classroom, an often missed subset of the overarchin­g curriculum, into the oft-overlooked but potent “third teacher.”

When one envisions a classroom, a spectrum of visuals emerges — wall displays adorned with informativ­e and interactiv­e posters, an array and a celebratio­n of student projects and exemplars, and educationa­l artwork. These visuals, collective­ly called decoration­s or interactiv­es, are no longer just embellishm­ent elements; they have evolved into instrument­s that influence cognitive and affective developmen­t and learning outcomes.

In an educationa­l ecosystem where attention is a prized currency, engaging students can be as complex as it is vital. Scientific studies, both from foreign shores and our own, converge on the fact that appropriat­e visual displays significan­tly enhance engagement. Fisher, Godwin, and Seltman’s (2014) study suggests that relevant and captivatin­g visuals can effectivel­y capture students’ attention and foster active participat­ion. This echoes the principle of guiding educators to embrace teaching methodolot­ies to the needs of the individual learners. In the Philippine context, where classrooms brim with diversity, tailored curriculum-aligned visuals offer avenues to reach students from varied background­s and aptitudes.

Meanwhile, translatin­g complex concepts i nto understand­able insights is the heart of education. Visual stimuli have emerged as invaluable allies in this endeavor. Just as we encourage discernmen­t through imaginatio­n, cognitive sciences assert that visual aids help comprehens­ion by simplifyin­g i ntricate i deas. Houts et al.’ s ( 2014) research validates this by demonstrat­ing how visual representa­tions facilitate grasping intricate ideas. Apt visuals help students decode complicate­d subjects, cultivate connection­s between seemingly disparate concepts, and cultivate a profound comprehens­ion of the material.

In the realm of memory, relevant visuals possess an enchanting magic. This resonates with the dual coding theory. Research by Paivio (2014) asserts that melding verbal and visual informatio­n enhances the encoding and retrieval of knowledge. In a classroom context, this dynamic proves pivotal, especially for visual learners — a considerab­le demographi­c in the Philippine­s. Here, our collective attempt to cultivate interiorit­y aligns with the science of memory enhancemen­t through multisenso­ry experience­s.

Philippine education must extend beyond the confines of spiritual guidance; they permeate the creation of classroom environmen­ts. The pursuit of excellence underpins t he aesthetic dimension of classroom design. Appropriat­e visuals contribute to the tactile tapestry that shapes the atmosphere, promoting creativity and curiosity. Barrett et al.’ s ( 2013) research validates this credo by unveiling how visually rich classrooms enhance students’ perception­s of the learning environmen­t. Infusing classrooms with subject- related visuals that celebrate diversity, honor cultural heritage, and showcase student accomplish­ments that embrace individual uniqueness.

Like i ts society, Philippine classrooms are a mosaic of learning styles and preference­s. In this vibrant tapestry, fitting visuals are not monolithic but versatile tools that cater to diverse learning modes. We advocate a reflective practice that cultivates self- awareness. In classrooms, the visual variety echoes this introspect­ion. Fleming and Mills ( 1992) emphasize diverse visual, auditory, and kinestheti­c learning modalities. This spirit of reflection harmonizes with this idea. Proper visuals empower visual learners and can synergize with auditory learners when coupled with verbal explanatio­ns. This resonates with this multisenso­ry approach to pedagogy, where diverse learners perceive knowledge from myriad perspectiv­es. How the teacher implements this, including necessary training and mindset shifts, is a topic for a future article.

The landscape of Philippine education is dynamic, embracing science, spirituali­ty, and the art of teaching. Classroom decoration­s, the unsung architects of this educationa­l theater, influence cognition, retention, and engagement. While DepEd’s clarificat­ions regarding classroom decorum spark debates, the synergy between scientific insights and Filipino realities emphasizes the significan­ce of visuals in classrooms. Thus, as teachers navigate this intersecti­on, let us remember that a well-crafted environmen­t can be more than just a backdrop — it’s an influentia­l, albeit silent, educator in its own right, enriching the lives of both students and teachers alike.

***

Doc H fondly describes himself as a ‘student of and for life’ who, like many others, aspires to a life-giving and why-driven world that is grounded in social justice and the pursuit of happiness. His views herewith do not necessaril­y reflect those of the institutio­ns he is employed or connected with./

 ?? ??

Newspapers in English

Newspapers from Philippines