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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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helped her in the classroom management. Thus, providing the stimulus she is aware what response should
be expected or “…seeing the reaction to identify the stimulus that called out the reaction” (Watson, 2017).
She was very clear with the consequences, giving the choice to students; either they take an opportunity of
their lifetime, come by 9 a.m. and start over 4-month-marathon before the exams or they do not come and
she sends her resignation and they lose their chance to pass the exams.
Cognitivism (Piaget, 1950) was seen when at the lessons Naina used the prior knowledge of the students
to introduce new information and helped it through equilibrium, assimilation and accommodation (Piaget,
1950). She skillfully introduced the formula of Force = Mass x Acceleration, when the girl just evaded the
flying egg, using force as she seems to know that “in cognitivism theory, learning occurs when the student
reorganizes information, either by finding new explanations or adapting old ones” (Stevens-Fulbrook, 2021c).
By asking the students questions and revealing that they already know practical side of different processes,
which only need some regulations, she made a platform to give them the theoretical base.
Cognitive perception of these students was understood by Naina explicitly when she went to their
homes and met their families in slums. She could see which stages in Maslow’s Hierarchy of needs pyramid
had to be compensated (physiological, safety and security, love and belonging) to continue with esteem and
self-actualisation (1943). She was highly motivated herself and knew how to motivate them to these last
two stages, for instance, when demonstrated Ravinder’s genius in mathematics, she pictured how he can
utilize his abilities in his future in a stock-market. Moreover she showed the talents to other students by
Gardner’s Multiple Intelligence (1983) and their Unconscious Competence (Peter and Hull, 1970) in some
cases. She set high goals for her students as getting Eligible Prefectship at school or passing all the exams
and helped to reach these targets. It shows how important to have the right point of view and see the bright
side. On the contrary, another teacher from the school Mr. Wadia confessed at the end: “There are no bad
students-only bad teachers” and that the students of 9-F always failed “not because they are failures, but
because I wanted them to be failures.”
In line with previous concepts and theories Naina was aware of Metaphor and incorporated it to her
teaching frequently. She effectively guides students using metaphor which “…creates meaningful patterns
out of unconnected bits and pieces of information” (The Magic of Metaphor, 2021a). She certainly knows
about other advantages of metaphor as it is “…an excellent technique for introducing unfamiliar material.
It is a proven aid to retention and recall” (The Magic of Metaphor, 2021b). For instance, to demonstrate
students’ current position in society and school she drew lines with a piece of nasty screeching chalk and
then breaking it stopped this sound and she told: “Nobody here is interested in breaking you, but teaching
you”. Then she taught them with metaphor of paper planes how to acknowledge, articulate and accept your
fears and weaknesses in order to become them “the wind beneath your wings”. That what she did in her life
with her Tourette syndrome. Inclusivity starts from yourself.
The analysis of the film demonstrated me a strong effect of different concepts and theories employed by
the main character in her teaching. I can see the way of transformation of the class, which was considered
as a ‘waste’ of society to completely formed personalities, who found their place in life and came to express
their gratitude to their teacher and for the last several years principal of the St. Notker’s school Naina Mathur,
whose personality in collaboration with teacher’s talent and pedagogical tools could make a small, but
significant miracle. Teaching is possible, no matter who your students and what your weaknesses are. One
just needs to be brave enough to make the learning concepts and theories to be the partners in teaching.
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