Encouraging reluctant students to participate
Loading...
Authors
Carballo, Elizabeth Espinoza
Issue Date
2019
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted in a Grade 6 English classroom at a public primary school in Santa Cruz, Huatulco, Oaxaca, Mexico. The class of 27 students, aged 12-13, had limited prior English education. Some students were reluctant to participate, leading to gaps in learning and negative attitudes toward group work.
Aims: The project aimed to encourage greater participation among reluctant students, improve teamwork dynamics, and create a more inclusive classroom environment. It sought to identify the causes of low participation and implement strategies to address these issues.
Methods: Data were gathered through a teacher's reflective journal, a student questionnaire, and peer observations over six lessons. While the initial focus was on reluctant students, the teacher broadened the investigation to include the entire class to test assumptions and explore collective participation patterns.
Findings: Students generally enjoyed participating in engaging activities like games, competitions, and songs but felt nervous or insecure during tasks requiring new language skills. Many cited fear of being wrong or laughed at as barriers to participation. Teamwork was more effective when groups were small and diverse, with clear roles assigned to members. The cooperative learning strategy "Numbered Heads Together," combined with assigned team roles, was implemented and found to significantly increase participation and reduce negative attitudes.
Implications: This study highlights the importance of structured group activities and role assignment in fostering inclusive participation. Other educators might explore cooperative learning strategies and role-based teamwork to engage reluctant students and create a supportive environment. Assigning roles can provide students with a clear sense of responsibility, improving confidence and collaboration.
Aims: The project aimed to encourage greater participation among reluctant students, improve teamwork dynamics, and create a more inclusive classroom environment. It sought to identify the causes of low participation and implement strategies to address these issues.
Methods: Data were gathered through a teacher's reflective journal, a student questionnaire, and peer observations over six lessons. While the initial focus was on reluctant students, the teacher broadened the investigation to include the entire class to test assumptions and explore collective participation patterns.
Findings: Students generally enjoyed participating in engaging activities like games, competitions, and songs but felt nervous or insecure during tasks requiring new language skills. Many cited fear of being wrong or laughed at as barriers to participation. Teamwork was more effective when groups were small and diverse, with clear roles assigned to members. The cooperative learning strategy "Numbered Heads Together," combined with assigned team roles, was implemented and found to significantly increase participation and reduce negative attitudes.
Implications: This study highlights the importance of structured group activities and role assignment in fostering inclusive participation. Other educators might explore cooperative learning strategies and role-based teamwork to engage reluctant students and create a supportive environment. Assigning roles can provide students with a clear sense of responsibility, improving confidence and collaboration.
Description
Keywords (free text)
english as a foreign language , student participation , teamwork , cooperative learning , primary education , inclusive teaching , confidence , exploratory action research