Empowering learners towards self-actualisation: Compassionate accountability counts

In Ghana, some learners strive so hard for academic success, yet they are unable to achieve it because they may be grappling with internal and external struggles, which include anxiety, self-doubt, lack of instructional clarity, lack of parental guidance, learning disorders, etc. 

Unfortunately, some teachers misconstrue this to mean they are simply lazy, morons or daft.

Consequently, in a bid to ensure that they improve on their performance, they resort to subtle punishments such as humiliating them before their peers, kneeling in the sun and body shaming, as well as ridiculing their work outputs, rude criticisms and exclusion from class activities. 

This situation stifles learners’ personal growth because they will be reluctant to attempt questions and class activities.

Ultimately, it may deprive them of the competencies essential to their career growth and lifelong success.

According to Karen (2021), students who get bad grades or can’t keep up with the pace of their classroom are considered stupid and hopeless. But, it is refreshing to see patience, grace and communication being emphasised in classrooms instead of deadlines, tests and grades.

Research

A research study by Debrah, O. et al (2021) titled ‘students’ satisfaction with Accounting Teachers’ lesson delivery, the role of perceived quality of lesson delivery in Ghanaian senior high schools’ revealed that, among other factors, such as reliability and assurance, empathy and responsiveness are factors that foster effective lesson delivery in Financial Accounting to the satisfaction of learners.

Kayleigh (2024) noted that at its core, compassionate accountability teaches that we can hold learners accountable without sacrificing kindness.
Compassionate accountability

Compassion is defined as a sense of concern that arises when we are confronted with another’s suffering and feel motivated to see that suffering relieved (Jinpa, 2015, p xxii).

In education, compassionate accountability means holding learners accountable to learning outcomes by supporting them in ways that do not degrade their self-worth.

For instance, the ex-president of the United States of America, Barack Obama, hinted ‘When I look back on the great teachers who shaped my life, what I remember isn’t the way they prepared me to take a standardised test.

What I remember is the way they taught me to believe in myself. To be curious about the world. To take charge of my learning so that I could reach my full potential.

They inspired me to open up a window into parts of the world I would never have thought of before. (‘An open letter to America’s parents and teachers’- October 26, 2015).

Practices – Compassionate classrooms

The practices of compassionate accountability in classrooms may be categorised under these three core functions: Mistakes tolerance, inclusive learning and collaborative problem solving.

Mistakes tolerance

Undeniably, learners have not yet mastered a lesson.

They may be at the novice stage. Hence, educators need to exercise patience and empathy as they teach, as well as tolerate learners’ mistakes and inspire them with positive words. 

For instance, if a student answers a question incorrectly or makes a comment with erroneous information, honour the attempt and correct gently.

“Thank you. That is pretty close.

What do you think of adjusting it with this information ?’’

Inclusive learning

Learners with learning differences such as dyslexia, dysgraphia and dyscalculia and physically challenged learners wish to feel that teachers have their best interest at heart.

Teachers must therefore ensure that no child is left behind, irrespective of their learning difficulties.

All learners must be treated with courtesy, honour and love, especially when they are held accountable for their academic results.

These make them open up and be willing to partake in lessons, especially when they feel valued. 

Collaborative problem solving

The classroom environment may be run like a team sport.

When learners believe teachers are partners in education and willing to support them in resolving their academic challenges, it encourages them to attempt assignments and be confident in self-correcting without any fear of reprimand.

Conclusively, a constructive attempt at compassionate accountability may provide a reliable foundation for learners to feel respected, valued, supported and included, no matter their academic performance and learning differences.

It’s time to embrace fresh perspectives that make a difference.

Will educators embrace compassionate accountability?

The writer is an Institutional Assessment Practitioner
hattanyame@gmail.com