Benefits of Vigorous and Engaged Learning - Essay Example

Researchers, educators, as well as students, are realizing the advantages and benefits of cooperative, vigorous and engaged learning (Díaz-Rico, 2008). Classroom spaces, which support and encourage such a shift in learning and teaching, have lagged behind. A major opportunity exists for making best use of learning opportunities and creating significant experiences through rethinking the classroom experience. It my previous papers, I focused on how to fully make students, particularly ELLs, understand the instructions easily. Rethinking the classroom experience is one of the most priceless techniques that allow ELLs to settle well in a classroom and understand the instructions being given to them by their educators (Abedi, 2008). Education is not a spectator sport, and learners should discuss what they are studying, write about it, connect it to past experiences and apply it to their day to day lives. Students are supposed to craft what they study to be part of themselves. Getting, as well as keeping, ELLs engaged are maybe the most significant steps in creating a flourishing learning outcome. Research has showed that a majority of students in United States universities, particularly Texas, go through their first year of education only to drop out in the second year. This is particularly because the students cannot relate what they learn into their daily lives. It is as if the instructions offered to them make no sense. Relating academic instructions to daily lives is the best technique of making (not only ELLs, but also other) students understand the importance of education. This paper will assist educator to rethink the classroom in a manner that will allow both ELLs and other normal students to feel engaged in classroom activities in order to succeed in their education. Recent research has showed that the classroom design affects levels of interactions, as well as engagement of ELLs (Díaz-Rico, 2008). Therefore, the amount of instructions acquired also depends on the classroom design. A study conducted by the National Training Laboratory discovered that only 5% of what is instructed by a lecturer is retained by ELLs (O’Day, 2009). Discussion groups, on the other hand, had a percentage of 50, and normal practice took the day by 70%. Sophocles, a Greek philosopher, was already aware of this when he wrote that a person should learn through doing (practice) things. It is vital to notice that, even though people think that they know how to do something, there is no certainty until that something is tried. Dekhinet (2008) notes that a student should be motivated to practice what they learn in the classroom. He goes on further to argue that educators stress much on students being keen to what they teach and forget the vital fact that allowing them to practice is the key to coming up with a successful education outcome. Therefore, what this paper is advocating for is that a teacher should also try to incorporate him/herself with the practice belief (Abedi, 2008). A classroom should be set in a manner that gives students a feeling as if they are putting to practice what they are being taught (Abedi, 2008). Such a classroom should be comfortable for both the learners, as well as the educator. Comfortable classrooms, psychologically and physically, keep minds focused, endorse a sense of well-being, and minimize distractions. Hence, a student will be able to capture the instruction more easily (Díaz-Rico, 2008). Comfort is not always an experimental phenomenon. However, we know that when a person is uncomfortable, he or she is distracted (O’Day, 2009). Lighting, temperature and furnishings, all have a significant role in an individual being comfortable. Psychological comfort is also vital. Environments, which are uninviting or intimidating, will affect the depth of learning that can occur or acquiring instructions. Therefore, educators should consider giving ELLs control over their classroom. Willner, Rivera & Acosta (2009) researched on the effects of comfort in the classroom setting. Their findings proved that granting ELLs some form of control over their surroundings adds to their feeling of well-being. When offered scholarly designed furniture and work areas, their capability of staying focused on what is being instructed is improved. In essence, a relaxed environment clears the brain of any distractions that might obstruct the learning or work that needs to be completed. Diversity with regards to culture among the student population is on the rise. The test for educational institutions, then, is to form classroom spaces, which can be flexible enough to adjust to this diversity and improve the learning experience for all students, irrespective of their educational objectives and backgrounds (Díaz-Rico, 2008). The goal of this classroom design should be to enrich academic, sociological and psychological growth. The creation of such spaces must be deliberately opportune and avoid restrictive and prescriptive behaviors, for both students and teachers (Abedi, 2008). Such a space should be one that allows increased levels of engagement, promote active teaching and learning, as well as support the learning objectives of any academic institution for ELLs whether higher or junior education institutions. An exceptional example of a comprehensive effort to craft spaces, which foster active and engaged learning and teaching, occurred at EMCC – Estrella Mountain Community College. Located in western metropolitan Phoenix, Arizona, institution is an affiliate of the Maricopa Community College District, United States’ prime community college district. With a major construction plan, the headship at EMCC engaged a number of staff, educators and learners, to aid framing the needs, which could be met in new or renovated facilities (Díaz-Rico, 2008). After various deliberations, the institution decided to create a classroom that had a discussion theme in it. The students could seat in groups facing each other member of the group and the groups could also face each other. The educator, on the other hand, was in the middle of the groups. Each group was provided with two laptops to use for research (Díaz-Rico, 2008). The laptops are shared among two students since a group consists of four students. To ensure that there was adequate lighting and that the temperature always remained favorable, adequate windows were installed in the classroom and lights were also put just in case a day goes dark due to the weather. Also, ventilators and air fans were put in place to ensure that their air is always clean. Since then, the institution has seen nothing but improvement on student participation in classroom activities. The number of students who used to drop out before this has decreased and academic performances for both ELLs and other students has increased (Díaz-Rico, 2008). Therefore, other institutions should try and replicate this and make learning and important aspect of their students’ lives. Through rethinking the classroom, an institution will be able to allow their learners to relate what they learn in class with their daily lives. Hence, understanding the instructions taught will be much easier. References Abedi, J. (2008). Classification system for English language learners: Issues and recommendations. Educational Measurement, Issues and Practice, 27(3), 17‐31. Dekhinet, R. (2008). Online enhanced corrective feedback for ESL learners in higher education. Computer Assisted Language Learning, 21(5), 409-425. Díaz-Rico, L. T. (2008). A course for teaching English learners. New York: Pearson. O’Day, J. (2009).Good instruction is good for everyone—or is it? English language learners in a balanced literacy approach. Journal of Education for Students Placed at Risk, 14(1), 97‐119. Willner, L., Rivera, C., & Acosta, B. (2009). Ensuring accommodations used in content assessments are responsive to English‐language learners. Reading Teacher, 62(8), 696‐698. Read More