Participation is a workhorse teaching strategy that is simple to apply, basic, expected, and typically extremely effective at achieving a variety of learning objectives. It’s useful to remind us of its many applications, particularly on days when encouraging pupils to participate feels like pulling teeth.
We can all agree that one of the most satisfying aspects of teaching is assisting one student in finding their voice and taking ownership of the classroom learning environment. Allowing students to engage in dialogue that includes externalizing, elaborating on their reasoning, and accepting criticism can help them build their knowledge and understanding of a topic. However, in order to reconstruct ideas and concepts based on prior information and existing schemas, students must have authority and command over their own thinking.
It’s difficult to keep students’ concentration and attention when all they hear is the professor talking. Participation adds intrigue. Hearing another person’s voice, as well as an answer or a different point of view, is beneficial.
Students are more engaged when they are asked questions that stimulate their curiosity, make them wonder why, make them think, and encourage them to make connections with the material. When teachers play around with the question, repeating it, writing it on the board, and not calling on the first hand they see, this benefit is amplified.
Teachers can see the amount of their pupils’ knowledge when they answer or try to explain when they participate. They can fix (or assist students in correcting) what the pupils have gotten wrong or don’t understand.
When teachers ask questions or otherwise seek student involvement on a topic, they are informing pupils about the relevance of specific ideas and information.
Participation can be utilized to encourage students to come to class prepared—if an instructor often calls on students and asks questions about prescribed reading or what’s in their notes from the previous class session, students (at least some of them) will come to class prepared.
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If a student is dozing off, texting, softly conversing, or otherwise not paying attention in class, that student can be called on, or the student next to the offender can be asked to reply.
In the great majority of cases, the teacher chooses the participant. Teachers can influence who talks and how much if they wait patiently and do not always select the same student if they gaze expectantly at others and confirm orally and nonverbally the value of hearing from other people. Participation even aids teachers in limiting their speaking time.
Legitimate power, or the authority that comes with a position to make decisions, set standards, and so on; Referent power derived from students' appreciation or respect for the teacher; While all of these things can help you gain authority in the classroom, they're a little difficult for me to deal with when it comes to my own.
Student engagement in class is a vital feature of their education. Classroom time is a perfect opportunity for kids to speak up and learn to express themselves, yet the vast majority of students struggle and are unwilling to participate for a variety of reasons.
This sense of belonging serves as a motivator for continuing to participate in discussions throughout time. Furthermore, if students are unable to mingle, they may engage in off-topic debate in the course discussion boards.