Participation also helps cadets remember whatever they gained in the future. When cadets participate in class, they pay attention to the lecsson carefully and think analytically about the topic at hand. This technique is an excellent way to remember the information they learn over the course of the semester and it sure beats having to cram at the last minute. This behavior will help them during their quizzes or WPR as they won’t have to cram.
Cadets catch the attention of the instructors through the involvement in classes. When cadets make themselves in class heard, it shows a good way to get noticed by the faculty and other cadets. The instructor will be more likely to take an interest in the cadet and remember their names, which will help build a relationship. This bond will come in handy later, especially when the cadet needs services from the instructor. The instructor will tend to write a good letter of recommendation to the cadet if he or she remembers him or her from the classroom. Activeness in lecture rooms is also a good way to get to know one’s fellow cadets. Instructors take note of the individuals who speak up in class. It shows that one is open and sociable, and it will make one’s classmates more willing to approach you.
The objective of encouraging participation is not to have each learner contribute to the same magnitude or same rate. Instead, it is to form a conducive environment whereby all contributors have a chance to learn and in which the class evaluates course and ideas in depth, from various points of view. Some learners tend to raise their tone more than peers. This difference is as a result of variances in learning preferences as well as dissimilarities in personalities. For instance, some learners who do not often speak in class are reflective learners, who ideally in their mind develop ideas and questions before speaking; while others are shy cadets who feel uncomfortable speaking in front of groups. Several cadets who frequently volunteer to contribute are active learners, who typically think while they talk. T
The instructor’s aim is to create an environment which enables cadets of various personalities and learning preferences to contribute. To obtain this goal, you will need to take extra steps to encourage introvert cadets to speak up and, occasionally, ask the more active cadets to hold back from commenting to give others a chance. Instructors should be in a position to moderate the class to avoid cadets shouting or humiliating others as they contribute even if their contribution is not correct. He or she should not take sides. While the instructor is encouraging participation, he or she must be as engaging as possible to make sure that all learners are participating as well as involving them. Having looked at the benefits of participation and seen that participation is an effective method of engaging cadets and learning, we will pay attention to the different ways in which this involvement can be increased and maintained. Below are several ways for boosting or improving class participation:
First is that instructors should identify themselves with the learners as well as their environment where they are teaching. This approach goes an extra mile in minimizing tension and breaking the ice. Mostly, it is done by the instructors checking on the cadets on how they are, greeting them and also introducing themselves to them and letting them also know how they are and maybe cracking a joke in between. It should include asking them and engaging them on how the previous undertakings of the day were asking about the last topic and so on. This skill goes a long way in breaking the ice and reducing tension making the cadets want to get on with whatever that will happen. Then introduce the topic.
The second thing is that the instructor should assess the cadet’s prior knowledge. This practice is in regards to the question presented and could involve them by asking simple questions like on what they know about the subject and recording their responses and taking different responses on the same.
This approach already is creating participation in class. The objective here is to try and find out what cadets already know or feel they understand. As an instructor, you create time for the cadets because they feel smart and you can focus your teaching on the information they don’t know or don’t remember correctly.
The other most important thing is by grouping the class into smaller discussion groups. These groups should be in relevance to the introduced topic. They go a long way in involving the cadets to handle and discuss a particular task which makes them engage. As the cadets discuss and put together their minds, the instructor should be available to address any difficulties they encounter. In this engaging situation, the cadets are engaging and putting together their thoughts which make them get involved in learning. The instructor here should also in teaching acknowledge their responses to the matter they were discussing which makes it all engaging. In this case, learning becomes easier as participation has increased and education becomes two ways not concentrating only on the instructor.
Consideration of the instructor’s position in the classroom is important. Sometimes an instructor is always fixed to a post in front of the class which makes it difficult for participation as one is not able to assess or monitor the cadets. Moving away from the front of the class sometimes plays a significant role in promoting better participation. If the cadets become aware that all comments and responses must be brought about through you, it becomes difficult to develop a sense of collective responsibility since you become the gatekeeper for participation. In this case, the instructor should try moving around the class in different positions and see how the cadets participate and react. It should also be as involving as possible.
Asking cadets to assess their participation is another strategy. In this approach, cadets are allowed to set their involvement objectives at the beginning of a lesson, week or term. The goals need to be reliable and attainable and submitted to the tutor or instructor in a written form. At least once during the week or the term the instructor should ask the cadets to assess themselves according to the participation goals they set on how they have participated in class. Learners should be able to identify and tell what needs to be improved and worked on and what they have achieved. It is also necessary to offer them the grading rubric for the same, and they should tell what they need to do to focus on their participation skills. This act gives cadets a sense of responsibility for their classroom involvement, and it turns out to be very encouraging and motivating.
Another important strategy is by making sure that during class times and as the cadets participate, makes sure that everyone’s contributions are audible. Classroom size, conditions, and resources used to build the lecture rooms, and the number of learners among other factors determines audibility. These factors may contribute or affect the ability to hear those cadets who are presenting or participating on a given topic. Cadets can become frustrated and easily distracted, and they cease to pay attention if they are not able to perceive whatever is being shared by their mates making participation low. In this case, cadets should be encouraged to speak loud and definite as they make their points. Always support them as they make their points that they are not addressing them to you but the cadet sitting in the farthest corner of the room. At this stage when the cadet is making a response, or a presentation, the instructor at this point should start moving to another voice to make the cadet audible and clear. In some cases, the instructor should encourage the cadet to share again to make it clearer, and that everyone hears it.
Teaching cadets skills needed to participate is also important. Sometimes instructors want cadets to have an active participation, yet they have not taught the cadets on the skills of proper engagement. Sometimes they do not understand on how to participate efficiently, and it’s the duty of the instructor to instill these skills in them for class participation to increase. A discussion about characteristics of effective participation can be of help. This measure will reveal on how they have participated in the past, and they will tell in the areas they need to concentrate on for them to increase their participation. They will also seek help and assistance where they feel they need it.
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