INTERACTIVE INSTRUCTIONAL METHOD

INDICATOR
TEACHING-LEARNING PROCESS
Teaching and learning process can be defined as a transformation process of
knowledge from teachers to students. It is referred as the combination of various
elements within the process where an educator identifies and establish the learning
objectives and develop teaching resources and implement the teaching and learning
strategy. On the other hand, learning is a cardinal factor that a teacher must consider
while teaching students. It suggests that providing positive and adequate formative and
developmental feedback, introduction of role-play has a profound positive impact on the
students' confidence and self-esteem. It was also revealed that, active learning
environment promotes inclusivity and improve the faculty and student academic
performances. It will enable the educators to help create and implement an inclusive
teaching and learning environment to improve the learner’s expectation and academic
performance (Munna & Kalam, 2021).
Learning can be considered as change that is permanent in nature because change is
brought into students by a teacher through techniques like developing specific skills,
changing some attitudes, or understanding specific scientific law operating behind a
learning environment (Sequeira, 2012). However, in order to be an active learner in
higher education, each student expects to be treated as an adult learner who has some
right over the learning ambience in the form of asking questions and clearing of doubts
(Michael, and Modell, 2003). That is, students expect to have ownership over the
learning session (Mitra, 2008; Pond & Rehan, 1997). Moreover, students also want their
instructor to be cooperative and humorous who would teach clearly and usually use
relevant examples so that the course material being taught becomes easy to
understand, which I think is increasingly being required in classrooms today (Becker et
al., 1990).
It is found that in teaching-learning process managing the behavior of individuals or
groups different strategies may have to be used such as questioning, role play, rewards,
punishment, discussions, paired/group work, observations, switching activities,
audio/visuals etc. The teachers' dynamics need to be understood by the teachers, and
behaviors or teaching approaches need to be adjusted. Again, learning needs, methods
or styles of the learners may be different; in this respect, teachers need to understand
the need and preferences of the learners and prepare the lesson plan accordingly to
meet the learning objective of all learners rather than certain individuals. Most
importantly, teachers need to identify the learning barriers as quickly as possible. For
example, sometimes students are disruptive as they have some barriers including
language barrier, low self-esteem, confidence, feeling of being inappropriate etc. In this
case, rather than giving them warnings, it is better for the teachers to know the
underlying causes and respond accordingly. Positive feedback, sometimes, play role as
tonic in having profound positive impact on the confidence and self-esteem of the
students. Finally, it is essential for the teachers to enhance student engagement
through active learning, to promote student inclusivity through the learning process
(experiential and blended learning) and to match outcome with the faculty and student
expectations through assessments. They might easily be possible for the teachers to do
so, if they can be able to communicate effectively, be in control, be consistent with the
rules, provide choice and adjust themselves and finally be creative in managing
behavior (Munna & Kalam, 2021).
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance
teaching effectiveness: a literature review. International Journal of Humanities and
Innovation (IJHI), 4(1), 1-4.
Sequeira, A. (2012). Introduction to Concepts of Teaching and Learning. National
Institute of Technology Karnataka, Surathkal, India
Michael, J. A. and Modell, H. I. (2003). Active learning in college and science
classrooms: A working Model helping the learner to learn. Lawrence Erlbaum
Associates Publishers: London.
Mitra, D. (2008). Amplifying student voice. Educational Leadership 66.
Pond, K., Rehan, U. (1997). Learning to assess students using peer review. Studies in
Educational Evaluation 24, 331–348.
Becker, A., Davis, S., McGregor, L., Grover, C. (1990). Student Expectations of Course
and Instructor. Teaching Psychology 17, 59– 162.
https://files.eric.ed.gov/fulltext/ED610428.pdf

INTERPERSONAL INTELLIGENCE
EMPATHY
The ability for empathy is considered among the building blocks of successful
interpersonal relationships. Past research has shown that empathy is a complex and
multidimensional construct (Davis, 1983; Lietz et al., 2011; Reniers, Corcoran, Drake,
Shryane, & Völlm, 2011; Zoll & Enz, 2005) that involves the ability to interpret correctly
the emotions of others, as well as have the correct emotional response in a given
situation. These abilities are considered to make up the two main components of the
empathic process: cognitive and affective empathy. More specifically, cognitive empathy
has been generally conceptualized as involving conscious emotional processing such
as mentalizing behaviors, perspective taking, imagination, and emotion recognition
(Smith, 2006).
The empathy is generally defined as the affective response process of individuals in
consistency with the experienced situation (Eisenberg & Strayer, 1987; Hoffman, 2000).
Deutsch (2006) has stated in a definition of empathy that it includes the process of
understanding the perspective of other individuals in addition to their emotions.
Salomon (2002) indicates that goal of peace education carried out at regions of
intractable conflict is to help participants gain the skills of empathy to be able to look
from the perspective of “other” and develop an understanding. Thus, the acquirement or
the development of the skill of empathy by the students at schools plays an important
role in ensuring that students understand the emotions and perspectives of each other,
display prosocial and moral behaviors and control their antisocial behaviors such as
aggression etc. (Feshbach & Feshbach, 2009).
Caring for students and establishing positive teacher-student relationships are a central
part of teachers’ professional roles (Butler, 2012; O’Connor, 2008; Watt et al., 2021).
Effective classroom management means that teachers establish rules and order, apply
appropriate strategies to prevent student behavior problems, and maximize time on task
(Emmer & Stough, 2001). Furthermore, providing high levels of emotional support as
indicated by a positive emotional tone in the classroom, sensitive responses to students’
emotional, social, and academic needs, and consideration of their interests is one
aspect of high-quality classrooms (Pianta & Hamre, 2009). To achieve this, the ability to
read students’ (non-)verbal signals—in others words: empathy—is vital (Pianta, 1999).

Chrysikou, E. G., & Thompson, W. J. (2016). Assessing cognitive and affective empathy through the
Interpersonal Reactivity Index: An argument against a two-factor model. Assessment, 23(6), 769-777.

Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional

approach. Journal of Personality and Social Psychology, 44, 113-126.

Lietz, C. A., Gerdes, K. E., Sun, F., Geiger, J. M., Wagaman, M. A., & Segal, E. A. (2011). The Empathy
Assessment Index (EAI): A confirmatory factor analysis of a multidimensional model of empathy. Journal
of the Society for Social Work and Research, 2, 104-124. doi:10.5243/jsswr.2011.6

Reniers, R. L. E. P., Corcoran, R., Drake, R., Shryane, N. M., & Völlm, B. A. (2011). The QCAE: A
questionnaire of cognitive and affective empathy. Journal of Personality Assessment, 93, 84-95.
doi:10.1080/00223891.2010.528484

Zoll, C., & Enz, S. (2005). A questionnaire to assess affective and cognitive empathy in children. Journal of
Child Psychology, 15, 165-174.

Smith, A. (2006). Cognitive empathy and emotional empathy in human behavior and evolution.
Psychological Record, 56, 3-21.
Good, J. S., Fox, J., & Coffen, R. (2011). Fostering the development of empathy in the classroom: A
strategic response to the problem of bullying. TEACH Journal of Christian Education, 5(1), 7.
Strayer, J., & Eisenberg, N. (1987). Empathy viewed in context. In N. Eisenberg & J. Strayer (Eds.),
Empathy and its development (pp.389–398). New York: Cambridge University Press

Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. New York:
Cambridge University Press.

Feshbach, N. D. (1987). Parental empathy and child (mal)adjustment. In N. Eisenberg & J. Strayer (Eds.),
Empathy and its development (pp.271–291). New York: Cambridge University Press
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is Empathy the Key to Effective Teaching? A
Systematic Review of Its Association with Teacher-Student Interactions and Student
Outcomes. Educational Psychology Review, 1-40.

Butler, R. (2012). Striving to connect: Extending an achievement goal

approach to teacher motivation to include relational goals for
teaching. Journal of Educational Psychology, 104(3), 726–
742. https://doi.org/10.1037/a0028613

O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and

professional identity. Teaching and Teacher Education, 24(1), 117–
126. https://doi.org/10.1016/j.tate.2006.11.008

Watt, H. M. G., Butler, R., & Richardson, P. W. (2021). Antecedents and

consequences of teachers’ goal profiles in Australia and Israel. Learning and
Instruction, 80(5),
101491. https://doi.org/10.1016/j.learninstruc.2021.101491

Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part

of educational psychology, with implications for teacher
education. Educational Psychologist, 36(2), 103–
112. https://doi.org/10.1207/S15326985EP3602_5

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and

improvement of classroom processes: Standardized observation can leverage
capacity. Educational Researcher, 38(2), 109–
119. https://doi.org/10.3102/0013189X09332374

Pianta, R. C. (1999). Enhancing relationships between children and teachers.

American Psychological Association.

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https://asset-pdf.scinapse.io/prod/2151954291/2151954291.pdf
https://link.springer.com/article/10.1007/s10648-021-09649-y