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1 APRIL 2022
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ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
1 APRIL 2022
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235
TEACHING AND LEARNING THEORIES AND CONCEPTS BY THE INSTRUMENTALITY OF A FILM
A. Pak
A graduate of UzSWLU
Student of Master’s Degree in Learning and Teaching at WIUT
An EL teacher at Bucheon University in Tashkent
Abstract.
For decades various theories and concepts of education have been considered to be the pillars
of successful teaching. In this article I am going to identify the pedagogical theories and concepts employed
by a teacher Naina from the film “Hichki” (‘I am a Prof’) and analyze how they can improve the educational
process. Knowing the principle of how theory could be turned into practice I consider being a fundamental
for anyone who wants their teaching to make a difference.
This seems to be a common problem in teaching to find the ‘thread’ connecting theory and practice.
One can read and know plenty of theories and concepts, not being aware of how to turn them into practice,
unfortunately, there is no ‘magic wand’ teleporting a person from the stage of theory to practice. However,
anyone with certain wish and effort can learn how to steer the Sisyphus’ stone of theory towards the right
direction of practice. According to the Social Science Research Network 65 percent of human beings are
visual learners (McCue, 2013). No wonder they say: “A picture is worth a thousand words”. People see, people
do. The film “Hichki” (‘I am a Prof’) gives an opportunity to see a great example of how to teach the way
students wanted to learn, how to revive all theories and concepts by reflecting on them, at first in your mind
and then in your teaching practice.
Exclusivity and Inclusivity are the first theories Naina got acquainted with from her very childhood due to
her affliction by the Tourette syndrome. “Exclusive education refers to the education of students by selective
merit or exclusion and may or may not involve discrimination by educational authorities, representatives,
or other stakeholders” (Winter, 2019). Moreover, she experienced exclusivity not only in education, when
twelve schools rejected accepting her disability, but in her own family by her father who rejected to accept
her as she is as well. When Naina’s thirteenth school principal Mr. Khan asked her about her main wish she
said: “Just treat me like the rest of the students”. Later social exclusivity occurred in her life when several
educational institutions out of ignorance refused her services though she told them: “Tourette affects
speech, not intellect”. Therefore, she was the best candidate to deal with the class 9-F entrusted to her, since
the whole class was exclusive in the new environment. So, two exclusive worlds represented by Naina and
9-F with their own “Tourette syndrome” met.
Undoubtedly, inclusivity is very important to reach positive results in teaching and the lack of it entails
numerous problems with behaviour and motivation, which in their turn directly influence learning.
The common definition of inclusivity is “when all students, regardless of any challenges they may have,
are placed in age-appropriate general education classes that are in their own neighbourhood schools to
receive high-quality instruction, interventions, and supports that enable them to meet success in the core
curriculum (Bui et al., 2010; Alquraini and Gut, 2012, cited in Dale McManis, 2021). By Dreikur’s Classroom
Management Theory (1968) “mutual respect should be the basis for discipline and that this mutual respect
motivates learners to display positive behaviours. He believed students have an innate desire to feel like
an accepted member of a group and to feel like they have value and confidence to contribute to that group.
Dreikur called this desire to belong, the “genuine goal of social behaviour”” (Stevens-Fulbrook, 2021a). And
when instead of accepting (inclusivity) and consequently gaining the feeling of belonging, students get
exclusivity and rejection, they try to compensate it with reaching “goals of misbehaviour” as Dreikur (1968)
called them.
Students of 9-F were exactly at the stage of accomplishing “goals of misbehaviour”, when Naina entered
their lives. It seemed to me she knew Dreikur’s theory as well and dealt with these problems following
his advice. For example, when students tried to reach these goals by breaking up Naina’s chair, stealing her
petrol, stuffing chalk with matches’ powder, exploding in the class or showing the feeling of inadequacy
by sabotaging her lessons, she still demonstrated her care about them, emphasizing how their future and
accomplishments are significant for her, despite their misbehaviour. She tried to see the white square rather
than black dots on it by Rogers (2013) approach, paying attention more to positive than negative behaviour
and attempted to make the others think the same. When after another regular trick of her students she was
called to the principal, to justify their misbehaviour she underlined the light side of their dark action: “What
they did requires planning, foresight, intelligence” and suggested “to channelize this energy correctly”.
Three learning theories behaviorism, cognitivism and constructivism are subtly interwoven in Naina’s
teaching. For instance, behavioristic approach in the combination with Assertive Discipline by Canter (2010)
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