Why communication

Why communication

Motivating students in teaching process is an integral part of modern education. This is confirmed in many ways. Firstly, child-centered approach to education, which focuses on child and its needs, wishes, feelings, interests etc, is widely accepted. Secondly, numerous researches have shown that learning is more effective when an emotional component is involved (feeling of security, respect, curiosity, cheerfulness etc). Thirdly, school has lost the race with life that is going on outside its walls. School is a boring place where children and youth go because they have to. In order to play its cultural, developmental and socialization role, school must find out how to lend a helping hand to children and youth, i.e. it has to look for the strategies for attracting students (this might include marketing activities, why not?)
However, good mood and pleasant atmosphere in a classroom should not be mixed up with creative break, relaxed pastime or lively chat room – as often seen by laymen. The teacher should pass onto students the idea that, though experiments, these classes provide very serious and valuable knowledge and skills. What is even more important than the verbal message is the message that is conveyed to students through experience they have in a well structured and organised class. Good communication skills are of great importance in that sense.
The main source of motivation is a meaningful and interesting class, i.e. carefully planned task in which the students actively participate and there is quality pedagogical interaction. Meaningful means that the objective of the activities is clear to all the students (not only the teacher) and that the objective is important, useful and acceptable for them. For e.g. a topic can be related to the students’ interests, current events or interesting examples from everyday life, taking into account the existing knowledge and experience of students. This will ensure that the lesson is interesting, but attention-grabbing, witty, carefully selected or made materials are also important.
Good recipe for increasing student motivation and attention is direct and active participation in class activities. That is way it is important that all the students are involved and asked to report or perform some activity.
The exercise content and the material should be linked to the subject content whenever possible. In that sense, it is advisable to point out and demonstrate to the students how the given exercise can be useful for learning, memorizing, reproducing previously learned (as in various techniques of summarizing, for e.g.). This is an important source of motivation. The teacher should also, when deemed appropriate, convey the idea of the importance of critical thinking, with the explanation that the modern world in all its forms is the world of computers and critical thinking. Regardless of what the students plan to do in the future, they will not be able to find their way in the chaos of information, alternatives and manipulations without critical thinking.

•Here are some basic advises. Certain communication techniques which are necessary and which facilitate the processes mentioned below will be presented in the course of the seminar.

•Group work raises motivation. However, the tasks should be well prepared and developed and the expected outcomes defined in advance. The tasks should be designed in an interesting way so as to draw students’ attention and motivate them. Step-by-step introduction of the lesson topic with clearly defined lesson structure is advisable.

•The products of the working groups or classes should be used in teaching in the future.

•Competitive atmosphere is highly motivating, but it should be “dosed” lest it become contra productive, i.e. control lost and lesson turned into a competition.

•Sometimes it is possible to organise a debate (discussion) about a certain topic. This is especially convenient where there are different approaches to a topic, i.e. different views and methodologies.

•It is good sometimes to ask students in which way they would like a certain topic to be dealt with in the class, discuss the proposals and jointly make scenario for the next class.

•Lesson can become more dynamic if group work is combined with individual work. Every student in the group can have a specific task. If students work individually the teacher can point out that a few students will be asked to present what they have done.

•The teacher should ensure that the role of student in the teaching process is varied. Switching roles enables students to take different positions in different situations and to learn which situations and roles suit them best and v.v. On the other hand, psychological tension which every unknown situation brings along is a good means of motivation.

•Feedback on the quality of work and the class in general should be often provided - after each phase of the lesson. For e.g.: “This was very good, we can move on” etc.

•In certain phases of class the students should be given small individual tasks which: make students focus on the topic (problem), enable them to get information about the quality of their work directly.