Challenges Teachers Face in Engaging Students

Engaging students who are unreachable, resisting learning activities and disrupting others is a very difficult task. According to Larry Ferlazzo from Luther Burbank High School, Sacramento, California, one of the best approaches to engaging challenging students is to develope their "intrinsic motivation". Students are motivated to follow their own interest and goals, not to do what teachers want them to do. Teachers have to know the students interest and goals and to develope trusting relationship that help students connect their learning to their goals. How can teachers do this? 

There are eight great ways teachers can reach their students.

  1. THINK
  • Authoritative beats Authoritarian - being authoritarian means controlling and demanding obedience without giving any explanation why it is important to obey. Whereas being authoritative means demonstrating control rationally through listening and explaining. A study conducted by University of New Hampshire in 2012 shows that children brought up in an authoritative atmosphere view their parents as legitimate authority figures and are less likely to engage in delinquent behavior. Frequently ask yourself which of these approach you use as you interact with students. Do you always lead with your mouth or your ears? Do you have your students evaluate your class and you as a teacher? If so do you seriously consider their feedback? Do you control the behavior of students that is causing problems at any cost or do you try to find out what is the reason for the students behavior? Engaging an authoritative approach will make students more likely to respect your authority and may probably more eager to cooperate.
  • Every students can grow - Believe that everyone can grow Teachers having a "growth mind set" believe that everyone has the inner power to grow and change. Mistakes are seen as opportunities to learn. Low performing students taught by these teachers seem to make gains by the end of an academic year. The responsibility for overcoming learning challengers are being made a joint responsibility.  Teachers with a "fixed mind set" believe that traits like intelligence are immutable. Few students with learning challenges taught by these teachers advance academically by the end of the academic year. Students are being immediately and permanently placed in categories. Students who are categories as "incapable" by teachers might spur change and growth with differentiating instructions. Giving students a chance to write an essay on something that they like may produce an essay that is good.
  • Power isn't a finite pie. - Sharing the power that you have would not mean that have less. The root of most misbehavior is due to students trying to fulfill his needs. Having more power actually help students learn. Having more choices about their homework, assignments and how they are grouped leads to higher level of students engagement and achievement. Asking students for ideas on what might help them feel more involved in their studies is a strength not weakness of the teacher. By getting parents involved  and asking them about their child's learning trend, make you become a more effective teacher. 
  1. SAY
  • Give positive message. - Positive messages are essentials to motivation. Messages such as " if you do this, then you will get into trouble" do not have the persuasive advantage. Messages such as this," if you do this, you will be rewarded" are more effective. Talking to students about how changing their attitude will help them achieve their goals is more effective instead of threatening them with negative consequences. Instead of saying "no" to a student's request, it would be better to say "yes, but can you do me a favor". Instead of saying "don't talk" it would be better to say "Could you please give me a little bit of your attention". Using the word "please" and "thank you" provides positive attitudes, feel valued and exhibit self confidence amongst students.
  • Apologise. - Teacher are humans. They do make mistakes. Saying "sorry" is not enough. It would be better to express regrets, reasoning and remedy in rectifying a mistake done. Students will be more responsive cooperative in doing their work given by the teacher.  
  1. DO
  • Be flexible. - Get students started. Present a variety of ways to help them started. Giving them the option to create a concept or a presentation, a chance to work with their group or a partner would trigger their eagerness to do their very best and achieve excellence. Be a good listener. Listen to student's problems. By doing so teachers would help their students be relief of their stress. Guide them into getting over their stress. Getting your students to close to you will help them in their learning process.
  • Set the right climate. -  By giving students a fair grading, caring, engaging lessons and a clean classroom will encourage students to be more prepared in facing task that require  a higher -order thinking.
  • Teach life lessons. - Simple engaging activities help students see how their short term and long term interest may encourage a growth mind set.
Implementing these practices are easily said then done. Most teachers have achieve much in getting their students actively engaged in learning.  Building relationship with students, caring relationships that is, helps students  build resilience. We learn about students interest and goals. These are essential part in motivation.

Further reading:

Eight Things Skilled Teachers Think, Say, and Do.
October 2012 | Volume 70 | Number 2
Students Who Challenge Us
Larry Ferlazzo, Luther Burbank High School, Sacramento, California

Comments

Post a Comment

Popular posts from this blog

11 Anjakan Utama Mentransformasi Sistem Pendidikan Negara

Semua cadangan yang telah dikemukakan oleh pelbagai pihak telah diteliti dan digabungkan berdasarkan empat kriteria utama.  Setiap tindakan yang diambil perlu menyumbang kepada aspirasi sistem dan murid. Bukti antarabangsa  digunakan bagi mengenalpasti dan memberi keutamaan kepada faktor pembawa perbezaan ketara penambaikan sistem dan murid. Cadangan perlu releven dengan tahap permulaan sisten dan kemampuan Kementerian. Faedah perlaksanaan cadangan perlu memberi pulangan yang lebih besar berbanding dengan kekangan perbelanjaan dan operasi. 11 anjakan telah dikenal pasti bagi menghasilkan perubahan.setiap tindakan perlu memberi impak kepada sekurang-kurangnya satu daripada berikut, akses, kualiti, ekuiti, perpaduan dan kecekapan di mana kualiti diberi keutamaan. Anjakan yang akan dilaksanakan adalah: Menyediakan kesamarataan akses kepada pendidikan berkualiti bertaraf antarabangsa. Memastikan setiap murid menguasai kemahiran dalam bahasa Malaysia dan bahasa Inggeris da
Read more

Pengurusan Masa - Satu Keperluan Guru

Untuk mengimbangi keperluan masa dan bebanan kerja kita perlu membangukan strategi yang berkesan dalam pengurusan masa. Kerapkali kita menghadapi keadaan di mana kita tidak mempunyai masa yang cukup untuk menyelesaikan segala tugasan yang telah dipertanggungjawabkan kepada kita. Keadaan sebegini akan menambahkan tekanan dan beban. Amat perlu bagi kita untuk mengenalpasti cara untuk menyesuaikan masa agar dapat semua tugasan dan tanggungjawab itu dilaksanakan dengan baik dan sempurna dalam masa yang telah ditetapkan. Di sinilah kemahiran Pengurusan Masa amat penting bagi seseorang pekerja. Apakah jenis kemahiran yang perlu dikuasai. Di antaranya adalah; Menetapkan Matlamat, Menentukan Keutamaan, Kecekalan Hati dan Penangguhan Kerja. Menetapkan Matlamat - Dalam menetapkan matlamat, ia perlulah tepat, jelas, menasabah dan boleh dicapai. Menetapkan sesuatu yang kabur dan mustahil adalah membuang masa dan tenaga. Kita akan berhadapan dengan kekecewaan apabila matlamat yang telah ditetap
Read more

Mengapa Pengajaran & Pembelajaran Tidak Berkesan?

Bilangan murid yang tidak dapat menguasai kemahiran-kemahiran yang diajar adalah satu faktor utama berlakunya defisit pembelajaran. Mereka ini jika dibiarkan tanpa sebarang usaha untuk mengatasinya dari peringkat awal lagi akan menjadi kegagalan terkumpul ( cumulative failure ) di akhir tahun persekolahan. Ia menjadi faktor yang akan menghantui para guru terutama sekali mereka yang mengajar di kelas-kelas peperiksaan. Akan timbul rasa tidak senang dan tertekan di kalangan guru yang mengajar di kelas-kelas berikut. Apakah punca kegagalan ini? Adakah kerana mereka ini sudah memang dilahirkan lembam? Adalah tidak adil mereka ini dikategorikan sedemikian rupa. Pada lazimnya peratus mereka yang lemah adalah sebanyak 10% daripada jumlah keseluruhan murid dalam satu-satu tahun. Itu pun sepuluh peratus ini boleh dipulihkan dengan pengajaran yang terancang mengikut keperluan dan kesesuaian murid-murid tersebut. Di antara punca-punca yang telah dikenalpasti mengapa P&P seseorang guru itu ti
Read more