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All Journal JETL (Journal Of Education, Teaching and Learning)
Bunmi Isaiah Omodan
Faculty of Education Walter Sisulu university
Aerospace Engineering Education Social Sciences

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Reinventing Students' Self-esteem in Classrooms: The Need for Humanistic Pedagogy Bunmi Isaiah Omodan; Nondwe Mtshatsha
JETL (Journal of Education, Teaching and Learning) Vol 7, No 2 (2022): Volume 7 Number 2 September 2022
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.449 KB) | DOI: 10.26737/jetl.v7i2.3243

Abstract

Lack of self-esteem among students makes them believe that they are not proficient enough or do not have the needed skills to succeed academically. The perceived  lack of self-esteem seems resulting from the observed anti-humanistic teaching and learning system bedevilling all levels of classrooms. Literature confirms that students lack critical thinking skills, relationship skills, and communication skills, which affect their self-esteem. This study is positioned to respond to the issue by presenting humanistic pedagogy as a teaching approach that develops students holistically. It is lensed within the purview of the transformative paradigm since it focuses on how students could be transformed towards gaining the needed self-esteem that will promote their academic, social and societal development. Humanistic Pedagogy theory was presented alongside its principles and assumptions to achieve this. How the assumptions are related to the teaching of humanism and building students' self-esteem was also presented. This study concluded that student-centred classrooms, students' feelings and values, creativity and innovation, and humanising humankind are dimensions of self-esteem development among students. This study recommends that teachers at all levels of education adopt humanistic pedagogical processes in their classrooms. 
Promoting Collaborative Pedagogy in Classrooms: Challenges and Solutions Bunmi Isaiah Omodan
JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (217.987 KB) | DOI: 10.26737/jetl.v6i2.2598

Abstract

Collaborative pedagogy appears to be productive among students and thereby adopted in many classrooms to ensure that students are active participants in the knowledge production process. However, challenges exist among students, alongside their instructors, which hinders the active involvement of students in the collaborative knowledge production process. In the same vein, the study also examines the possible ways to navigate the challenges. The argument is located within social constructivism and conceptual analysis of collaborative pedagogy to explore the trajectories of collaborative classrooms in schools. In response to the challenges, the study proposed solutions that include promotion of unity in diversities among students, the introduction of cultural variations in classrooms, and instigation of student’s readiness to interact. The study concludes that collaborative knowledge construction is worthy of being promoted with the recommendation that schools should ensure that students are taught to be united in the process of generating knowledge and that there must be concerted efforts to teach different cultures in the system with student motivation for natural interest. 
Co-Authors Nondwe Mtshatsha