ENHANCING STUDENTS’ PARTICIPATION THROUGH PRACTICAL CLASSROOM ACTIVITIES

ENHANCING STUDENTS’ PARTICIPATION THROUGH PRACTICAL CLASSROOM ACTIVITIES

By: ROZINA JUMANI

http://www.starteaching.com/RozinaJumani.htm

All teachers will surely agree on the reality of dealing with diverse learners ( who have different intelligence levels) in their day- to- day teaching: no doubt, it some times helps the facilitator to bring varieties in class to respond to various needs; on the other hand, it sometimes diverts the focus of the class as well.  

Educationists firmly believe when students don’t get interaction and an environment of learning with fun, they usually get depressed and begin ill-behavior. A conscious teacher always keeps in mind the effective use of teaching which could be done through different teaching methods including a variety of teaching strategies. However these approaches bring out the learning environment as C.R.Christian and D.A Garvin mentioned, “To teach is to engage students in learning.”  Although the active engagement of learners is possible through various ways, all the suggested strategies have meaningful effects that facilitate students to take part in such activities and enjoy learning.  

Morally, teachers are responsible to engage their pupils in the learning experience, particularly in relation to the quality of the instructions and activities. No doubt, the ultimate purpose of any activity is learning, which can be obtained through doing. Hence it may be either ‘Minds-on’ or ‘Hands-on’. “Hands-on” learning by doing is a powerful idea, and we know that engaging students actively and thoughtfully in their studies pays off in better learning”. (Rutherford, 1993:5) Hand-on activities include arts & crafts, creative writing, role play, drama, problem solving.  “Minds-on” activities usually have students engaged in imagination, mind mapping, concept mapping, reflective thinking, brainstorming, higher order questioning, discussion, Think-Pair–Share, interviews, PMI, and analytical thinking. A qualified teacher may link these activities with proper lesson management and organization where learning takes place during the lesson to maintain pupil attention, interest and involvement. 

Having said that, the function of classroom activities is to maintain misbehavior at minimum level and sustain their interest. It also provides opportunities for children to explore & engage with the content in a creative and dynamic way. Furthermore, it encourages learners to express their thoughts, feelings, and responses. Jean Piaget (1896-1980) believed learning occurs by an active construction of meaning, rather than by receiving it passively. He states “when we, as learners, encounter an experience or situation that conflicts with our current way of thinking, a state of imbalance is created”. When a teacher allows learners to  construct their own knowledge, it automatically enhances their critical thinking which further leads him or her to take decisions  for their  self- development.  

No doubt this whole process makes learners motivated and active and takes them toward the constructivism where learners themselves partake in learning and make meaning.

This approach fosters in them the use of critical thinking; enabling students to learn through constructing their own understandings that make them active and motivated learners. 

Also, the constructivism theory suggests a simple and effective sequence called “the 5 E Model” where participants initiate their learning through personal Engagement, and Explore new knowledge through inquiry and experiences and connect their knowledge by Explanation. Moreover they practice and apply new context thorough Elaboration. Thus their understanding could be assessed through Evaluation even during the process or while getting the end result.

Here the most important question arises: ‘Why do we need to do all such things in our classes?' The most suitable response is that our teaching should move around the holistic development of the child or learner who is the center of attraction and if in case, as teachers, we couldn’t attract these children towards learning, then surely we ruin their natural instinct to learn and discover life.

Fortunately or unfortunately, there is no single magical formula to motivate learners or students towards learning. Many external and internal actors affected student's motivation and they were willing to work and to learn (Bligh, 1971; Sass, 1989); their interest in the subject matter, perception of its usefulness, their desire for greater achievement, self-confidence and self-esteem, as well as patience and persistence. Moreover, not all students are motivated by the same values, needs, desires, or wants; some students will be motivated by trial and error, other influenced by case studies, etc.

Researchers have begun to identify those aspects of the teaching situation that enhance students' self-motivation (Lowman, 1984; Lucas, 1990; Weinert and Kluwe, 1987; Bligh, 1971). To encourage students to become self-motivated independent learners, instructors can do the following:

• Give frequent, early, positive feedback that supports students' beliefs that they can do well.
• Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.
• Help students find personal meaning and value in the material.
• Create an atmosphere that is open and positive.
• Help students feel that they are valued members of a learning community.

     Keeping in mind the milestones of every physical and cognitive age, it is also important how learners participate in learning within and outside classroom.  Also important are the types of tasks assigned to make their learning more meaningful. Vygotsky has discussed two types of student’s development in his thesis, "Zone of Proximal Development” as cited by Crowl, Kaminsky & Poldell (1997:71), “The level of actual development is the level at which an individual can function independently, whereas the level of potential development is the level at which the person can perform when working with a teacher or a group of students”

As a teacher and learner myself, it is my conviction and experience that when we perform teaching as a conscious act, we not only enjoy but also become satisfied. It all depends upon the teacher who could be motivated intrinsically and/or extrinsically and can MAKE A DIFFERENCE in students' lives and their own lives as well.