Creating a setting where students are actively engaged and enthusiastic about academic participation represents one of the cornerstones of successful teaching and productive learning. However, in some scenarios, teachers may find the process of cultivating a pedagogical practice that promotes joy, wonder, and curiosity in educators and students alike may become unexpectedly difficult for a number of reasons. The causes of the described issue may range from the strenuous setting to the presence of preconceived notions about the studied subject in students to other extraneous issues. Nevertheless, an educator can build the setting that fosters joy and engagement in all parties involved by focusing on diversity and integrating tools of self-directed learning while providing active scaffolding for learners.
Completing the tasks assigned during this course has led me to believe that the emphasis on diversity, namely, on culture-specific needs of learners, must be prioritized along with the development of curiosity and academic independence in them. Namely, the emphasis on diversity and the appreciation for the cross-cultural communication techniques for developing a rapport with students should eb seen as the key milestones in completing the goal of building a favorable setting for student engagement (Suwastini et al., 2021). Specifically, the tasks have helped me realize the role that cross-cultural communication and the understanding of culture-specific needs of learners plays in promoting the development of academic enthusiasm in them. Namely, completing these tasks has shown that, by appealing to the cultural needs of the target population, an educator can incite understanding in students and make the subject relatable to them, therefore, ensuring that the rapport built over the course of the lesson remains strong and is retained throughout the learning process.
Furthermore, the role of peer support and the provision of active discussions within the classroom. As a result, a teacher can create a setting where students feel welcome to ask questions concerning the concepts and the related issues about which they feel uncertain, as well as engage in discussions regarding the subject matter to develop analytical and critical thinking faculties that will assist them in their further learning. Specifically, by recognizing the importance of discussions, peer support, and cross-cultural approaches, as well as minimizing the students’ fear of asking questions and showing the lack of understanding, an educator will be able to identify gaps in knowledge and obstacles to filling them (Suwastini et al., 2021). As a result, effective learning can be facilitated along with the development of academic independence, curiosity, and self-sufficiency in learners. The provision of support and the emphasis on collaboration among learners will also lead to the development of a friendly setting where students will feel inclined to share ideas, knowledge, and skills, thus, creating a strong academic community and acquiring new skills.
By fostering the ideas of self-directed learning and encouraging the teaching approach that suggests the appreciation of diversity, one will be able to build the setting where joy, wonder, and curiosity can be promoted in children. The specified change in the academic setting is especially important for young learners as the means of motivating them to advance in their academic life and develop the required cognitive and analytical skills. Overall, the introduction of tools that allow a teacher to acknowledge the diverse needs of learners while developing a homogenous framework for supporting students and enhancing their collaboration is bound o lead to the required results.
Suwastini, N. K. A., Ersani, N. P. D., Padmadewi, N. N., & Artini, L. P. (2021). Schemes of scaffolding in online education. RETORIKA: Jurnal Ilmu Bahasa, 7(1), 10-18. Web.