Introduction
The educational system of a society is fundamental to the development and ultimate advancement of the entire community. Educators and governments all over the world have acknowledged that teaching practices can have a significant effect on the education of the population leading to significant impact on economic and social outcomes of their citizens.
For this reason, high educational achievements have been seen as favorable for a nation’s well being. However, over the last few decades, it has been noted that students fail in different subjects as a result of lack of interest and inadequate commitment to the learning process.
This could arguably be blamed on the implementation of poor teaching strategies by the educators. This paper shall conduct a comprehensive research on different strategies and tools that can be employed by teachers in a bid to enhance interest and ultimately, success in subjects that are at times viewed as difficult by students.
To this end, a detailed analysis of learning styles, strategies and tools shall ensue so as to understand how different students learn and construct their thought processes. With such knowledge, an articulated response shall be provided as to how teachers can build student’s interest in various subjects.
Learning: A Brief Overview
MacKeracher (2004, p.74) asserts that learning refers to the content of thought or to what we learned, learning styles explicitly refer to how we have learned it”. Learning styles are achieved by combining a number of learning strategies to come up with particular learning styles.
Many learners can implement several strategies of learning but often prefer to rely on the strategy they know best. It is widely agreed by educators all over the world that students who actively engage in the learning process are likely to achieve greater success.
This assertion is backed by numerous education literature which reveals that once students are engaged in a particular learning process that suits them, they feel empowered and their propensity for higher personal achievements significantly rises.
The significance of learning styles springs from the fact that “each student has personally preferred strategies for processing information and for learning” (MacKeracher, 2004, p.79). It is these strategies that determine the manner in which the learner goes about the learning task.
Learning Enhancement Tools and Strategies
Educators play a vital role in determining how best a student grasps the concepts of any given subject. However, a deeper understanding on the learning styles that best suit each student is always an added advantage to the educator.
This can be attributed to the fact that harnessing such knowledge can help the educator enhance the level of interest a student exhibits in a subject. The article by Stigler and Stevenson (1991) aims at explaining why there is poor performance by American students in mathematics while their Asian counterparts seem to excel.
The data obtained from the studies highlights the poor performances of American children in mathematics as compared to their Asian counterparts.
While the obvious answer would be that there is a difference in the intelligence levels of the children of these two different ethnicities, Stigler and Stevenson assert that there is no overall difference in intelligence and as such, the cause for the staggering differences in mathematical achievements must be as a result of other factors.
Student Based teaching
A closer look at the article reveals that there is a difference in how mathematics is taught in the different cultures. The first major difference observed was that in Japan and China, the role of the teacher was that of a knowledgeable guide who constantly relied on students as sources of information.
This is in contrast to the American practice where the teacher was the prime information dispenser. The article illustrates that as a result of the Asian teacher’s role as a guide, children were active participants in the learning process as opposed to being passive automatons as was the case amongst the American children.
The article also reveals how Asian teachers utilize carefully crafted examples to guide their children to discover and eventually remember important mathematical concepts.
Stigler and Stevenson (1991) observe that Asian teachers focus on interpreting and relating a real-world problem to a mathematical one. As such, a lesson may begin by giving and solving a real world problem and the mathematical concepts of the same are only given at the end.
The American teachers on the other hand begin by introducing abstract mathematical concepts and solving them before giving their real world implications.
This two difference approaches have significant implications since young children are more likely to understand mathematical representations from meaningful experiences (real -world) than the other way round.
In their article, Stigler and Stevenson note that while both Asian and American teachers utilize objects to act as concrete representations of mathematical concepts, there is a greater consistency in the Asian classrooms.
While this is attributed to the differing resource ability between the groups (with the American classrooms having more financial resources), the Asian teachers affirm that using a variety of representational materials may confuse the children.
Another factor is that American teachers do away with the use of concrete objects much sooner than their Asian counterparts.
From these comparisons in teaching strategies, it can evidently be stated that encouraging students to participate in class leads to better results than spoon feeding them with the information about the topic.
Not only does this strategy help the students become more interactive in class, it also facilitate their ability to research and get more insightful knowledge regarding the given topic.
As Emtech (2003) reiterates, using complex concepts and terminologies have over the years contributed to the general lack of interest in various subjects by students.
As such, the use of practical (real life) examples while introducing new concepts or subjects may go a long way in maintaining and enhancing the level of interest exhibited by students towards a given subject (McGee and Morrow, 2005).
This goes to show that implementing a student centered strategy of teaching is among the key tools that can be used by teachers to improve and maintain interest in any given subject.
Assertiveness training
Assertiveness training is one of the styles of learning that is believed to greatly enhance a person’s effectiveness in the communication process therefore leading to the most desirable outcomes.
Bedell and Lennox (1997) articulate that assertiveness promotes interpersonal behavior that “attempts to maximize the person’s satisfaction of wants while considering the wants of other people.”
Assertion emphasizes on positive interpersonal relationship by providing a basis from which conflicts can be resolved in a constructive and respectful manner.
Assertive training is based on the assumption that effective communication is a learned behavior and as such, people who do not naturally possess it can be equipped to develop this skill (Weiten et.al. 2008). Assertive training involves correcting individuals’ perceived deficits in expression of thoughts and feelings.
This training is therefore a mode through which positive social and learning skills can be developed and negative ones repressed (Malahmah-Thomas, 1987).
While lack of assertiveness affects all human beings across both sides of the gender divide, research has it that this problem is more common among females because they are socialized to be more submissive than males. While this does not imply that men cannot benefit from assertive training, women stand to gain the most.
One of the byproducts of assertive training is the increase in self-esteem of the individual (Wilson & Gallois, 1993). This is because assertive communication is based on the understanding that we all have a right to be afforded respect and we also bear the responsibility to reciprocate this respectfulness to others.
Studies indicate that lack of assertiveness is mostly an indication of a low self-esteem which leads to someone considering their opinions not worth to be expressed or responded to by others. Assertion training overrides this self-defeating attitude and restores one’s self-esteem therefore creating a path to emotional and mental health.
Weiten et al (2008) stipulate that one of the objectives of assertive training is to help people decrease their anxiety levels. Once the anxiety in a person has been reduced, one is more likely to demonstrated positive communication and learning traits such as improved eye contact.
Nonproductive behavior such as drumming one’s fingers on the table or playing with hands can also be eliminated. This will greatly assist in effective communication and concentration in class since such behaviors are mostly interpreted as disinterest by the other party thus undermining the communication and learning efforts.
Learning styles
As human beings we are different in our own special ways and as such we vary in intelligence as well as mannerisms. Some are slow learners and others fast and others prefer written material to verbal or visual presentations (Oxford, 2004).
With this I mind, it is important that we discuss other methods that are used by people to learn and the different types of intelligence that we posses.
Visual learners are people who learn best by using their eyes. They prefer visual displays such as charts, illustrated textbooks, videos and hand outs (Jones, 2003). They prefer sitting in front of the class where there is minimal obstructions to their view. This type of learners tends to relate and perceive things in a pictorial manner.
They are mostly lifelong learners because they hardly forget what they have learnt because they use everything they see as a memory bank. As such, role playing may be a good strategy to encourage them to participate in class.
The other type of learners is called auditory learners. These types of people acquire most of their knowledge through verbal lectures, exchanging ideas and listening to what others have to say (Courter et al, 1995). They often benefit the most from reading aloud or listening to recorded audio or visual lectures.
Written information to them therefore has very little meaning because it takes longer for them to process. In all classifications of learners they are the most disadvantaged.
This is because as they progress upwards in their schools the application of their preferred method of learning becomes minimal and if not addressed, they end up facing difficulties and perform poorly in their endeavors.
The third type of learners is the tactile/kinesthetic learners. As the name suggest, they learn best through a hands on approach. They benefit the most from exploring their surroundings, practical learning and touching.
They often have a hard time settling down or even sitting through a class as they are constantly distracted by their insatiable need to explore and experiment. In subjects where they have to settle down, they prefer writing down notes so as to understand the lessons.
Simply because a person has a dominant learning style does not necessarily mean that they are doomed or limited to their specific learning styles. Their weaknesses can be greatly improved through training (Funderstanding, 2001).
This can be done by helping them enhance their cognitive skills are which the building blocks to all learning styles. Without these skills a person cannot effectively use or take advantage of other learning styles and this may consequently lead to failure in performance and even intellectual degradation.
It is therefore the duty of the supervisors to ensure that all students despite their weaknesses learn how to make good of their weaknesses. For example, if a student is a visual learner he can be trained on how best to utilize their learning skills and incorporate them during other lessons which require a different method.
Motivation
Motivation is defined as a “process of stimulating people to action to accomplish desired goals” (Kondalkar 2002, p.245).
Bearing in mind the fact that the educator is tasked with marshaling the school’s resources to accomplish some stipulated goal, it can be rightfully stated that part of the role of the educator is to motivate the students to achieve certain desired goals.
It is the role of the educator to ensure that the students have a high degree of motivation in their performance. Teachers can therefore use verbal cues to compliment a student who participates accordingly or give rewards to those that show improvement in their work.
Most people are bound to compare their performances to that of other people in the same situation that they are in. This is also the case in the school environment where the students constantly compare themselves with students both within and outside of the school setting (Skehan, 1989).
An educator who is conversant with the Equity theory will be in a better position to manage the students and maximize their performance. The Equity theory is a social comparison theory which states that a balance of outputs to inputs is the goal that people are motivated to achieve (Tileston, 2007).
Knowledge of such a theory will enable a teacher to be better at his job since he will seek to ensure that students do not feel like they are under rewarded or pressured.
Tileston (2007) highlights that a student who feels that the ration of outcomes to inputs are equal is likely to be satisfied with the exchange relationship he/she has with his educator.
However, if the student has a perception of inequity and he feels that he/she is giving more and the outcome is less, the person can reduce his input efforts. This will hurt the learning process since success can only be achieved if each student is performing optimally.
An educator who is well versed with this motivational theory will ensure that at any one time, the students perceive the ration of their inputs being equal to the outcomes that they obtain from the school.
Small Group Instruction
Small groups instructions are instructions offered to a small group (generally made up of two to six students) independent of the large class group. The group size is purposeful so that the teacher can focus on the student’s skill and make notes on responses.
Small groups discussions can help to encourage metacognition and higher level of comprehension among the students engaged in the group. This is especially so through the use of reciprocal teaching which encourages the students to construct meaning from texts.
Israel (2005) asserts that small groups have been used to assist delayed readers catch up and in some cases even exceed typically developed readers.
Strengths of Small Group Instructions
Small-groups give the educators a means through which they can group students based on their strengths and needs (Orlich et al, 2009). This is because small groups enable the teacher to select groups of students who demonstrate similar academic needs and learning styles.
The teacher is therefore in a position to tailor their teachings to provide specific instructions that best challenge all learners in the group.
This would not be possible in whole-class instructions since the whole class will compose of students with varying strengths and needs. By use of small groups, the teacher can give the support that is needed to specific student’s to allow them to expand their understanding.
Small groups enable an educator to best manage their time. This is because small groups are flexible and fluid in nature and the frequency with which a teacher meets with a group and the time he/she dedicates with the group varies in accordance with the assignment at hand and the particular needs of the group (Killen, 2007).
As such, a teacher can spend less time with a group composed of fast learners and more time with a group which is struggling with new concepts.
Learning Centers
Learning centers can be viewed as a method through which learning is individualized and personalized. Learning centers compose of activities that are specially made for individual students and small groups.
Israel (2005, p.109) reveals that learning centers are designed to “enable individuals or small groups of students to interact with course content after the teacher has taught the focus lesson or while the teacher is leading small-group sessions”.
Strengths of Learning Centers
A positive outcome of learning centers is that they provide teachers with more time to assist students practice on content that the teacher has previously taught (Hall, Strangman and Meyer, 2003).
One of the complaints that every teacher has is that there is never enough time to effectively cover the content of the curriculum within the typical school year. By use of learning centers, the teacher can counter this by creating more time to revisit previous content that may not have been understood by the students.
Learning centers also give the teacher an opportunity to make learning more exiting and also provide students with more hand-on activities to increase their proficiency on certain taught content (King-Sears, 2007).
In the regularly allotted class time, the teacher is hard pressed for time and he/she may not be in a position to indulge the students in hands on activities or more examples on the subject being taught.
This may result in students having only a vague understanding of the content taught. Learning centers present the perfect means through which the teacher can provide better explanations and break things down for the students (Killen, 2006).
One of the realities that teachers face is that the students learn at different rates and have varied learning styles. Oxford (1996) states that learning centers assist teachers to fit various instructional components with the varied learning rates exhibited by students.
This is possible though the designing and implementation of learning centers that “provide instructional extensions for all types of learners” (King-Sears, 2007). Learning centers can provide the students possessing varied learning abilities with the opportunity to increases their proficiency in skills they may have acquired through previous lessons.
The students may also learn how to apply the knowledge and skills to new scenarios through the many experiments and extra activities that are availed to them in the learning centers.
Conclusion
This paper set out to discuss the various strategies that can be implemented by educators in a bid to increase the level of interest exhibited by students in various subjects. To this end, various strategies and tools that can be used to achieve this have been described and explained.
In addition, a demonstration of how some of the toolds can indeed help teachers provide a positive outlook towards various subjects has also been offered.
From this study, it is clear that learning centers and small groups can be used to efficiently provide differentiated instructions to students. Scaffolding can also be used both in small group instruction and learning centers to increase the proficiency of students.
From the discussions presented herein it is evident that teaching strategies result in some challenges to the students but especially to the teachers.
In particular, the two strategies (learning centers and small groups) have been shown to require a lot of time and effort investment by the teacher who are hard pressed for time.
Nevertheless, it has been shown that the strategies have great payoffs in terms of greatly improved student’s performance. It is therefore worthwhile for educators to bear with the challenges posed since the payoffs are great.
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