Engaging Students Through Connection to Individual Experience: Using Personal Connection to Increase Student Competencies

Why are Individual Connections Important for Establishing Student Competencies?

As English speakers of other language (ESOL) learners become more and more prevalent in the classroom, challenges arise that affect student competencies. Many students feel lost or isolated especially in classrooms where they are either the only student who speak the non-dominant language or in classrooms (special programs or overseas) where all or most learners speak the same native language. Many feel as though they are so different that they cannot relate to their fellow students (all students from a different country or culture) or that they are so similar to others that they blend seamlessly and think they may be perceived by their instructor as similar, who may confuse students who share similar heritage (for example, 99% of the class from the same country/culture). When an instructor can make a student feel that his/her individual experience is relevant, students place value on their uniqueness, become engaged and vested in their learning (Eva, 2017). The following chapter will introduce methods to implement teaching strategies into classroom instruction that will increase student competencies. The research question will also help to highlight these ideas. Research Question: Will students who have prior experience with a topic have a greater increase in competencies?

How has Interpersonal Connections Proven Valuable in the Classroom?

Many students, from kindergarten to graduate school can benefit from connecting the course of study to individual experiences. For instance, when introducing the topic of sustainable agriculture, students who have had prior experience with farming, harvesting, or even K-20 instructors, many of whom already include this type of methodology in their pedagogy, know the value of including personal connection in their classrooms. According to Herrel and Jordan (2012), “Appreciation of the values, customs, and unique contributions of the different cultures is heightened through the process of investigating multiple cultures through firsthand accounts of personal experiences,” (p.96), which instructors find leads to increased competencies and engagement. Students feel empowered when their experiences are used to provide a narrative to further support a concept being taught in the classroom. They feel appreciated. Many universities use similar methods to train ESOL teachers by using Herrel and Jordan as referenced above.

Connecting Students to Their Learning

Connecting students to their learning through sharing of individual experiences makes the topic more relevant for students (Briggs, 2014). At Oregon State University this type of methodology is used while supervising pre-service teachers, which can lead to success in the ESOL classroom. Student teachers are encouraged to find ways to connect the curriculum and topics to individual student experiences. Connecting learning to individual experiences can be effective for both native speakers and ESOL learners. Finding ways for students to relate to the course of study can be invaluable. This method is found to be effective, which can lead to increased student competencies, a method found to be effective for student engagement. Kelley (2009) stated, “that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build…learning.”

Other ways to increase competencies through connection also rely on educators’ understanding of what students may be experiencing away from the classroom. As an example, many students who dislike reading textbooks, may be seen as a poor student or unmotivated learner, but may actually be quite competent and are having positive learning experiences at home that do not reflect classroom competencies. Doepker and Ortlieb (2011) found that “These interests need to become a part of their academic experience. Worthy, et al. likewise reported, “When students both are interested in what is being taught and have access to materials that interest them, learning, motivation, effort, and attitudes improve” (page 2).

Including these tools in the classroom curriculum can increase student competencies by engaging and bringing an otherwise tedious skill to the forefront of curiosity.”