MANAGING LEARNER PARTICIPATION IN THE CLASSROOM
QUESTION 1: MANAGING LEARNER PARTICIPATION IN THE CLASSROOM
TABLE OF CONTENTS
A. INTRODUCTION
1. LEARNER MOTIVATION
2. GROUP WORK
3. CULTURAL DIVERSITY
4. MULTIPLE INTELLIGENCES
5. TEACHING AND LEARNING STYLES
6. CONCLUSION
7. BIBLIOGRAPHY
A. INTRODUCTION
Irrespective of the depth of knowledge of the subject matter and teaching techniques known by an educator, it is very paramount for educators to know how to get learners actively involved in learning. It is very crucial to understand how to manage the entire classroom so as to get learners engaged in the task marked for them such that they are excited to be at school, eager to learn, and focused on lessons. I will be examining this task under the following aspects:
1. LEARNER MOTIVATION
General Strategies
Motivation Theory
Some of the common theories are Reinforcement, Needs, Cognitive and Social learning theories. There is a need to recognize students' needs for self-determination and autonomy, and provide opportunities for choice and control. Understanding that students may be intrinsically and extrinsically motivated to learn. While it may be ideal to have a room full of intrinsically motivated students, it is understandable that students are also driven by the desire for grades, approval and other rewards. Students may often have multiple goals for the same course. Students usually direct their behaviour toward activities that they value and in which they have some expectancy of success.
Capitalize on students' existing needs
Students will be motivated to learn when the course is structured in a way that students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent,
TABLE OF CONTENTS
A. INTRODUCTION
1. LEARNER MOTIVATION
2. GROUP WORK
3. CULTURAL DIVERSITY
4. MULTIPLE INTELLIGENCES
5. TEACHING AND LEARNING STYLES
6. CONCLUSION
7. BIBLIOGRAPHY
A. INTRODUCTION
Irrespective of the depth of knowledge of the subject matter and teaching techniques known by an educator, it is very paramount for educators to know how to get learners actively involved in learning. It is very crucial to understand how to manage the entire classroom so as to get learners engaged in the task marked for them such that they are excited to be at school, eager to learn, and focused on lessons. I will be examining this task under the following aspects:
1. LEARNER MOTIVATION
General Strategies
Motivation Theory
Some of the common theories are Reinforcement, Needs, Cognitive and Social learning theories. There is a need to recognize students' needs for self-determination and autonomy, and provide opportunities for choice and control. Understanding that students may be intrinsically and extrinsically motivated to learn. While it may be ideal to have a room full of intrinsically motivated students, it is understandable that students are also driven by the desire for grades, approval and other rewards. Students may often have multiple goals for the same course. Students usually direct their behaviour toward activities that they value and in which they have some expectancy of success.
Capitalize on students' existing needs
Students will be motivated to learn when the course is structured in a way that students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent,
References: Education for Judgment: The Artistry of Discussion Leadership. Boston: Harvard Business School, 1991. New Directions for Teaching and Learning, no.45. San Francisco: Jossey-Bass, 1991. A Trouble-Shooting Guide. Toronto: Ontario Institute for Studies in Education Press, 1990.