Participation can also be utilized to promote preparation. If an instructor frequently calls on cadets and asks queries concerning what is in their notes or assigned reading from the previous class session, that can get cadets at least some of them if not all coming to class prepared. This practice will also make the cadets keen on whatever it is that taught and they will participate in the classroom as the instructor teaches since they had gone through the topic earlier. This approach makes the lesson interesting and avoids cases of cadets viewing the class as tedious or confusing.
Participation controls the events that are happening in the classroom. In some instances, during class hours cadets tend to shift their focus to other things apart from the class lesson. This behavior can be discouraging to the instructor and can also cause other cadets not to be keen. In this case, therefore, if a cadet is not attentive to what is happening, is dozing off, or is quietly chatting the instructor can ask that cadet or the cadet next to the offender to respond. This measure will make the cadets as attentive as possible since they will be aware that if they tend to shift their focus or pay attention to other things, then the chances are that they will be asked to respond.
Participation can also be used to balance on responses and contributions as in who is responding and contributing in class and how much. In many cases, it’s the instructor who picks on and decides on the participant to answer a question. This method at times can lead to some cadets blocking and switching off their minds as they tend to assume that their responses will not count. As a result, this practice leaves the class participation to a particular few cadets only leaving out the rest. This issue can be solved by instructors waiting patiently and not always choose a similar cadet over and over. Looking hopefully to others and confirming either verbally or nonverbally the value of listening from distinct cadets can impact who speaks and how much.
Participation even helps instructors control how much they talk because instructors at times tend to own the lesson and talk much without involving the cadets. Participation also allows a dialogue among and between cadets. Dialogue is an effective feature in participation. It clears away differences and makes the class as involving as possible. Cadets here are requested to comment on what their colleagues has said or shared. Instructors can pose a query and invite cadets to debate possible solutions with each other before the public discussion. This dialogue here will make the cadets that shy off participate and get involved.
Participation can be used to develop essential speaking skills. Speaking skills are one of the most important skills in many professions, in a group, people needs to be able to speak up and present themselves professionally. They may need to, ask questions, offer information, or argue for a different answer. Cadets do not learn to communicate within a group by studying how to do it. It is one of those skills best formed with practice. And it is one of those skills that require feedback to develop well. If participation is being used to teach cadets this public communication skill, they will need feedback. In this case, as they participate, they are boosting or improving their communication skills. Instructors should help them build up on these and as they improve they also increase on their participation in class.
Participation offers learners with a chance to practice using the language of the discipline they are studying. Participation offers learners with an opportunity to practice using distinct vocabulary. Cadets that regularly participate in class are frequently involved in the material and subject and are more likely to remember a greater part of the concept learned. Besides, an active classroom involvement advances critical and higher level thinking skills. Learners who participate in the class usually turns out to have researched the topic well enough to introduce new concepts to their colleagues. This level of thinking goes beyond the mere understanding of the text, and can also boost memory. Participation can also encourage cadets to learn from each other thus optimizing knowledge acquired through cooperation. This practice, in turn, improve relationships between cadets and between the cadet and the instructors.
Participation also leads to transformation. Transformation here comes in the sense that after participation, cadets will tend to build up their relationships with the rest and learn to respect others views and decision. Moreover, transformation occurs in a manner that there is a connection between them and the topic. The shy cadets and the non-performers get transformed in a way that they work on their self-esteem making them participate more.
Participation helps and enables cadets to prepare for the outside world. By participating in class, cadets are unconsciously learning how to conduct themselves and speak in front of other individuals and lifelong interpersonal skills that will be a huge help for them in life beyond school. By participating in class, cadets are practicing their speaking skills, learning to think on their toes and developing ideas quickly. When they are done with college and enter Active Duty, they will have to be able to present themselves professionally. They will attend briefings and meetings, and they may have to give presentations in front of their superiors. All of these requirements will be significantly less frightening if they have experience speaking in public — and an excellent way to begin is to raise their hands and participate in class. Participation in class helps them for life after school.
Participation also helps cadets learn the processes and habits of democracy. As they participate and listen to others ideas, they learn on democracy and freedoms of speech. They will apply this during their future endeavors as they will learn to listen and respect others opinions even if they are different from theirs.
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