Objective 2: to identify teachers’ strategies to increase engagement of students in class.

During the observation, the teacher used many strategies to ensure that her students stay
focused in the classroom. The teacher was teaching a topic called ‘Zakat’ which is taught in
Islam Education in Form 3. This topic was already learnt by the students and the objective of
this session was to revise the topic.

Ensuring That Students Understand the Topic Learnt

In the beginning, the teacher explained the basics of the topic which the students already
learnt but forgot a little. Hence, the teacher used a strategy in which she picked a few students
to answer her question which the students can find in their textbooks. The students picked were
told to stand up before answering. Some students can answer while others still forgot and
confused. Those who forgot to answer will remain standing until they can truly answer the
question.

Plus, the teacher asked the students to explain their points more so that they can fully
understand the topic learnt. This strategy used was based on Vygotsky’s Theory where the
students were involved in social interactions, and they were encouraged to use their language
to describe their developing understanding. Vygotsky’s Theory is also known as an idea which
emphasizes social interaction in learning.

Using ‘Scaffolding’ to Support the Students

In addition, there was also a student which knew the answer, but he had less confidence
to explain his answer. Therefore, the teacher kept asking the student to explain by giving him
some words for him to begin his explanation. At last, the student can finally elaborate his
answer properly. The student’s answer was also good and had many great points. This strategy
is called ‘Scaffolding’ which is mentioned in Vygotsky’s Theory, where the teacher gave her
support to her student. As conclusion, the teacher’s main objective to make sure that her student
had full understanding about the topic so that they can answer the exercises later.
Vicarious Reinforcement

According to the first strategies, we can also conclude that the teacher used strategies
involving vicarious reinforcement. This is because the other students seemed to want to answer
the questions as the teacher complimented those who could answer. This situation is called
‘Vicarious Reinforcement’. Vicarious Reinforcement is about the increasing frequency of
students’ behavior because of observing others get rewarded for their behaviors. Plus, as
observed in the classroom, the students who answered the question correctly also seemed to
feel satisfied.

Having Group Discussions Among Students

After revising the topic in about 20 minutes, the teacher asked all students to divide into
a few groups. The teacher gave each group a small topic to explain using mind maps. She gave
them 10 minutes to complete their mind maps and after 10 minutes, each group was asked to
present their mind maps in front of the classroom. During this session, we can wrap up that the
teacher let her students discuss with each other so that they could provide many useful points
in completing the mind maps.

This strategy was also involving Vygotsky’s Theory, which is a sociocultural theory that
the students got themselves involved in social interaction with their friends. This pointed out
that the less clever students can learn and discuss with more clever students so that they can
share each other’s ideas to complete the assessment given. Some of the students may not be
good at providing their ideas. Therefore, with group discussion, it is important for them to
observe and listen to their friends’ ideas which can promote development among students. Plus,
the assignment given by the teacher can be completed in time and successfully.

Besides, this strategy also emphasized ‘Self-regulated Learning’ which the students
undergo a process of setting personal goals, thought processes, strategies and behaviors that
lead them to reach the target. In this classroom situation, the teacher supported students’
metacognition, where the teacher provided opportunities to her students to discover about
themselves as learners. The teacher also supported students’ strategic actions and task solving
that require critical thinking and solving problems. Moreover, the teacher also let her students
independently do their works like mentioned in Vygotsky’s Theory, it is called ‘zones of
proximal development’.
Chances Given to Students to Talk and Point Out Ideas

As mentioned above, after 10 minutes of completing the mind maps, each group was
asked to present in front of the classroom. This kind of strategy used by the students is very
effective as it gives students chances to talk and point out their ideas to their teachers and
friends. Plus, students can improve their skills and abilities in talking in front of people with
confidence and courage.

Furthermore, these presentations can also ensure that students in the classroom
understand more about the topic because the previous discussions provided ideas that were
hardly to be thought of by other students. Plus, the teacher commented on each group’s
presentation by giving her feedback. The teacher also summarized all the points presented by
the groups which helped clear up students’ confusion.