Keeping in mind student`s needs
Students’ participation and willingness to learn can increase if we offer a comfortable environment that meets their needs. Let’s see what these needs might be(1)…
A friendly, not so formal atmosphere, will welcome students. Direct, warm conversation with each of the students, inviting them to say something at the beginning of the lesson (see the “Opening the lesson” section in Module “Building self-confidence for online communication”) will make students feel part of the group. Acknowledging the diverse approaches, styles and personalities is a great step towards inclusion of everyone.
Group projects, giving roles and responsibilities based on each student’s capacities, celebrating and validating each person’s uniqueness, using interactivity and dialogue are some solutions to fulfil this need.
Practical example: Related to the need to be included, but also to the need to be appreciated, students can be given a task: to choose a symbol for themselves (animal, plant, hero) and to prepare a video (in an app of their choice) explaining why they chose that symbol and how does it resemble them in their everyday life. Now can you think of similar tasks for each of the needs presented here, that would suit your teaching context?
Intrinsic motivation is a key factor in learning. Learning for rewards (extrinsic motivation) does not work on the long term, even if students get used to learning for getting grades. Challenging students (in a moderate way, suitable for each students’ capacities) to find solutions - especially if we explain their real-world relevance - will answer one of their internal needs.
Gamification and rewards could be used as well (even if they are extrinsic) - they will answer the need to be challenged in a dynamic and engaging way.
“The use of well-structured, clear instructions and moderately challenging tasks promotes students’ understanding - their self-confidence and enjoyment increase, while boredom and anxiety reduce. Moderately challenging cognitive problems can facilitate surprise, curiosity, and productive confusion in learners”(2).
Depending on their digital skills, students might need orientation towards using the online platform and its tools (chat, emoticons, web camera and microphone). Students will feel safe if you also acknowledge that you don’t have all the answers, so don’t be afraid to show this. A warm welcome will ensure a first step towards creating a feeling of safety within the group. Gradual sharing and getting to know each other makes participants slowly open up and feel more and more safe.
Common values and behaviour rules might be needed (and we advise you to decide them together with your students) - these are good solutions to fulfil this need.
Everyone (child, young person or adult) wants to feel valued as a member of a group. Prepare moments of appreciative feedback. Underline positive behaviour, while having patience with the students who “are not there yet”.
Involvement of each of them, appreciating results, encouraging self-reflection for measuring progress are some solutions to fulfil this need.
Yes, let’s see what’s with the attention. Which could be the need beneath it? Maybe the need for diversity? For doing something that is meaningful? Attention span is lower and lower, and not only for students - for adults as well. We focus for a while and then our attention moves to something else.
Being mindful in regards to the duration, including breaks, energizers, playing with the voice, the visuals, the pace, explaining why, including a variety of methods (but not too many - they have to serve a purpose!) are some solutions that can solve the small attention span.
These are 5 general needs, needed to be considered in face-to-face teaching as well. Inclusion, safety, appreciation, challenge could easily be transformed into values which could guide all interactions in the classroom. And even in a virtual (online) classroom, where we feel we are not that much connected to students as in a face-to-face classroom, needs are the same. As soon as you discover different types of motivation, you can propose more and more personalised approaches.
Reflection time
How should students feel during the lesson (or at least in the most important moment of the lesson)? Let’s start a list…
- Included?
- Energised?
- Motivated?
- Encouraged?
- Validated?
- Safe?
- Challenged?
- (...)
Can you identify some moments when some of your students felt that way? When did this happen?
1 - Association for Talent Development, “The 5 Human Needs in the Virtual Classroom”
2 - Trainers’ Toolbox, “Emotions best for learning - and how to create them”