Inclusion: Applications of FIRO-B for budding teachers in classrooms

The FIRO-B stands for Fundamental Interpersonal Relations Orientation-Behavior, which helps individuals understand their behavior and the behavior of others. Using the assessment of an individual’s interpersonal needs, it can help improve workplace interactions.

The FIRO-B assessment can be a valuable tool for teachers who want to better understand themselves and their students, building stronger relationships in the classroom.

In this series of articles, I'll try to cover the three aspects of interpersonal needs i.e. needs of inclusion, control, and affection in the classroom context.

Inclusion refers to an individual's need to belong and be included in group activities like discussions.

Understanding your student's needs for inclusion can help you create a more inclusive and supportive classroom environment. You can encourage classroom participation and collaboration, and create a safe and supportive atmosphere where students feel comfortable expressing their thoughts and ideas.

Making sure that all students feel seen and heard, can help students feel a sense of belonging and connection to the class.

As a teacher, it's important to be aware of your own need for inclusion!

A high need for inclusion may impact your behavior in the classroom. You may be more likely to seek out the approval and validation of your students. Understanding this about yourself can help you maintain a healthy balance and ensure that your behavior is always in the best interest of your students.

How much is too much?

The principle of 'Ati Sarvatra Varjayet' (अति सर्वत्र वर्जयेत्) is universally acknowledged in all prime schools of thought. Expressed over-engagement may lead to lagging of the syllabus in the classroom while wanted over-engagement may appear a case of low self-esteem. Maintaining a perfect balance of expressed and wanted inclusion makes a healthy beginning of the learning environment.