Psychology and Students

PSYCHOLOGY AND STUDENTS
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Methods of maintaining student interest in large classes
Various teaching methods have been studied and tested to measure their suitability with scenarios of large classes in institutions of higher learning. A combination of several methods would be the best way to achieve fair delivery and still completion of the syllabus on time. They would be technologically and socially oriented.
For large classes in institutions of higher learning, large screens on which presentations and notes would be displayed allowing the students to discuss the topics involved intermittently. The jigsaw method of study is also good for ensuring that all students in large classes feel sufficiently accommodated and involved in the learning process. It involves giving students assignments where they read sections of study material chapters independently away from school, then come make presentations to fellow students during the next lesson. Group work is also a good strategy. Grouping students and assigning each group a team project that is to be completed outside class. The groups would have to come and share their findings and work when in the lecture hall. Another way to ensure all students get an opportunity to participate in the learning process fairly is the use of case studies. Students would be assigned case studies individually. These case studies would include questions that would require the students to respond to, while studying. They would then share their responses when they meet in the next class while in groups of handfuls, like five students. These methods have been tested and their success statistics are already available. (J. Carpenter, 2004).
Promoting Interest and discussion
For a successful delivery of lectures and physical training, all students should be put in an environment that allows them to generate sufficient interest in the topics and even be able to discuss what they are learning freely. All students should be allowed to participate in discussions and presentations on fairly distributed time frame. Not allowing some students to dominate the discussions would elicit interest and participation from more students. Students should be encouraged to express their opinions simply and holistically and in a way that will not offend fellow participants. It is uncommon for all students to have the same discipline levels as to study away from school equally. Therefore, allowing them to reflect on the content and lectures delivered to them intermittently, during the lecture, would help reduce the effect of the variance in discipline levels in students. This is to allow them to assess what they have consumed in terms of knowledge. They can reflect on how they are developing knowledge wise and ponder on the issues raised. This allows them to participate in the lecture and training and anticipate for the next part of lecture and instructions. (Roy 2006)
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