Appreciative Inquiry Approach (AI) for Enhancing the Learning Experience of Students in Maharishi Public School

Running head: LEADERSHIP
Leadership
Name of the student:
Name of the university:
Author note:

LEADERSHIP1
The concept of the change introduced by me is related to modifying the teaching method
and thereby, improving the learning experience for the students studying in the Maharishi Public
School in Punjab. The approach identified by me is the Appreciative Inquiry Approach (AI).
Although, there were no needs for a change in the learning methods as they are already good;
however, sticking to the same learning method is just like being static and not grabbing the
opportunities. Instead, the change should always be there to accommodate the best of the
working experience and more importantly providing new directions to the business (Georgalis et
al. 2015). The educational standard at the global level is undergoing a revolutionary
transformation from a traditional learning model to a much more modernised learning model.
Digitised learning is increasingly becoming a part of global education. Classrooms are becoming
smarter (Atabekov 2016). Hence, I thought of following the same trend to enhance the learning
experience at my school back in Punjab. Smarter classrooms will help to transfer more
understanding of foreign cultures. It is to be noted that static culture is never productive but a
dynamic culture. A dynamic culture provides opportunity make useful amendments to the
existing syllabus and thereby making it much easier and helpful for the learners (Jæger and
Breen 2016).
The Appreciative Inquiry Approach is a four-dimensional approach and is broadly
divided into sub-parts such as ‘Discover', ‘Dream', ‘Design' and ‘Destiny' (Trudel, Gilbert and
Rodrigue 2016). ‘Discover’ of AI encourages to discover a bunch of ideas that could be
profitable for a venture or a business. In the context of this study, it is about identifying a huge
lot of ideas that could change the teaching methods and enhance the learning experience of the
learners. In the case context, teachers will be a group of people identifying the various innovative
teaching methods. Each teacher will have their ideas noted down on a piece of paper. In this way,

LEADERSHIP2
there will be a huge number of different ideas pouring from the teachers. The second stage in an
AI approach is ‘Dream’. It is about setting a vision for the teaching experience, which is both
productive and feasible as well. The management team in the school should understand that
everything is not attainable and that they have their own limits. At the ‘Design’ stage, resources
of changes will be identified. If there has to be a change in the teaching methods, teachers should
identify on their own how to achieve it. Teaching methods can be made more modernised with
the help of technologies like audio-visual aids, workshops, presentations, flip card, etc. Smart
classes could also one of these digital technologies.
‘Destiny’ is the last stage in an AI approach. It encourages to identify ways through
which the vision could be attained. For example, the principle of the school should know how to
implement the change. The Principal can even arrange technological experts, provide adequate
support to teachers needed to understand the technology and workshops for the teachers (Doppelt
2017). By understanding each other’s needs and limitations a strong collaboration between
teachers and the principal can be established. A collaborative environment can be developed and
is needed to drive intercultural understanding as well in schools. This will require planning for
and developing the curriculum, which is highly engaging for students from diverse cultures
(Rumble 2019). A highly engaging syllabus will require assistance from linguistics method of
literacy, content-based instruction, genre-based approaches, programing and planning of
intercultural languages to make the contents both engaging and worth learning for the students.
Small changes keep happening regularly and sometimes do not even come to the notice of those
who to some extent have an influence of such changes. However, a major change in this regard is
quite different from small changes and cannot be accomplished without having a leadership
involvement in it (Neves and Schyns 2018). Organisational leaders can contribute to a change