Impulsive pedagogy theory captures all efforts by teachers in addressing momentarily the immediate needs, concerns and challenges of a student in the process of a teaching session. Students as recipients of learning face varying situations in their mindset which challenge their ability to pay attention and effectively engage with teachers. While learning is checked, it is expected that teachers’ observations reveal that students are actively engaged in the learning process through their body lan-guage and complete use of their all physical senses. Where it appears that non-verbal cues are not fully utilised, it presents a cause for concern which initiates the teacher’s intervention: impulsive pedagogy.
All intervention mechanisms, discreet or overt in arresting any individual student’s learning process, whether favourable or undesirable constitute impulsive pedagogy. Discreet intervention in the form of very short one-to-one personalised sessions, immediate feedback, acknowledgement of well communicated views and methodologies, simple commendation for overcoming challenging behaviour all constitute impulsive pedagogy. Overt examples include steering discussions in the right directions, maintaining focus, developing good communication skills, embedding numeracy and literacy where opportunities exist and addressing outright disruption among others. Such actions are necessary in the course of teaching and drawn from a wealth of experience as an effective classroom manager.
While the theory may be open to criticism, it goes on a long way in recognising teachers’ holistic efforts in not just imparting knowledge but managing the classroom environment effectively with a diverse group of students of different abilities aspiring to different ambitions. It ensures the effective demonstration of policies of inclusivity, so that all learners are a part of the learning process while ensuring that all pre-set outcomes are met.
In line with a recent survey among participants at the Qudwa 2017, a Global Teachers’ Forum in Abu Dhabi, it was discovered that teachers’ view of soft skills such as the ability to perceive individual students needs, knowledge gaps and digitals skills development are placed as top priority for teacher success in the future. Impulsive Pedagogy encapsulates these essential and relevant skills, not only for teacher development but also the maximum benefit of the students in an evolving digital age that comes with its own unique challenges.
Figures show while that 90% of teachers regularly utilise technology in the classroom and 78% use social media to enhance learning outcomes, only 19% agree that excellent command of current and future technology was the most important factor for teacher success. In addition, while 41% of participants acknowledge the effective use of technology to increase student performance, 66% agreed that ‘an ability to understand the individual needs of each student was the most important teaching skill in the future.
Mohamed Khalifa Al Neaimi, Director of Education Affairs Office at the Crown Prince Court of Abu Dhabi alluded to the insightful nature of the survey findings when he remarked: “These are exactly the types of surprising insights we want to uncover at Qudwa. We need to better understand this perceived disconnect and make sure we are preparing teachers with the right balance of technical know-how that this dig-ital age demands, and the emotional intelligence to make learning a truly personal experience for everyone.”
As teachers continue to discharge their teaching responsibility, recognition is given to their efforts to reach every student through personalised support to maximise outcomes. The support mechanism, quite wide and varied in many developed countries should include all teacher’s awareness of individual needs of each student which is captured and recognised under the concept of impulsive pedagogy. Global leaders of education are playing major supporting roles to improve, equip and empower teachers with the relevant student-centered skills to elevate education standards for young people.
This teaching model is developed by Joyce Elemson, co-founder UKAPES