Discussion on the Influence of Teachers Personality on Classroom Participation in High School English Class

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摘 要

近几年，课堂参与已经成为课程改革中的一个重要方面。然而，在中国，很多学生在课堂上不愿意参与，参与者总是相同的那几个人。基于过去的一些对课堂参与以及教师性格的研究，本文旨在探讨英语教师性格对高中学生课堂参与的影响。根据荣格对性格的分类学说，教师性格有外向和内向之分，总体说，外向老师在调动课堂参与方面有一定的优势。但教师性格中的某些特质在学生课堂参与中发挥重要的作用，这意味着，中间型性格的英语老师只要具备这些特质，例如，耐心，热情和鼓励，也可以提高课堂参与度。

关键词：英语教师；性格；课堂参与

Contents

1. Introduction………………..………………………………………1
2. Literature Review………….……………………………………..…….2
   1. The importance of classroom participation……………….……………..2
   2. Types of classroom participation…………………………………...……3
   3. Factors that affect classroom participation………………………………4
3. Theories about Personality…………………………………………….5

3.1 The definition of personality………………………………………..…...5

3.2 Types of personality………………………………………......................5

3.3 The role of Teachers’ personality in class…………………………….....7

4. Analysis of the Influence of English Teachers’ Personality on Classroom Participation…………………………………………………..7

4.1Extraverted English teachers and classroom participation……………....8

4.2 Introverted English teachers and classroom participation……................9

4.3Ambiverted English teachers and classroom participation…………...…9

5. Conclusion………………..………………….…….…………………10

Works Cited……………………………………………….…….……….12

1. Introduction

The rapidly developing society has changed people’s way of life and thinking. As a result, a higher demand of people’s ability in creativity, application, interaction, and cooperation is formed. To prepare students adaptable for society, many countries reform their education. As international comparison studies are becoming common and easy, more is now known about what is happening around the world, which has created a trend of countries criticizing their education system and learning from other countries. Through comparison and communication, countries around the world, whether Western or Eastern, have shown the tendency to share more common educational goals. One of the goals is to increase students’ classroom participation.

English is a second language for most students in China. Most of them learn this new language in English class. However, it is found that students speaking English as a second language participate in the classroom less than their peers. Regardless of country of origin, students with English as their second language consider themselves listeners and explain they lack the confidence to speak up in class. Asian students in one study were found to be reluctant to appear critical in class and were concerned about being seen as polite and respectful to their instructor and classmates (Sauman 5). This passive attitude was found to create a barrier to classroom participation for the students. In addition, in a formal English class where time and resources are limited, not any student could get the opportunity to interact with the English teacher. People learn their mother tongue from their parents and family members, who would give much patience and encouragements to the learner. Compared with parents, English teacher cannot treat every student as if he or she is their parent because they need to complete the teaching tasks within given time. Thus, it is easy for students to feel frustrated in English class if English teacher shows much impatience or displeasure to students’ performance.

Research has found that students’ active participation in class always leads to better academic performance (Astin 519). The sad truth is that in China, many students at all grade levels are unwilling to actively participate in classroom activities (Kong amp; Zeng 2003). Previous study has shown several factors that affect student participation, such as faculty influences, other students influences, environment influences and intrapersonal influences. In this article, much emphasis is laid down on the faculty influences, more specifically, the teachers’ personality. It is true that teachers’ personality plays an important role in teaching process. It is found that there exists certain relationship between personality dimensions and teachers’ self-efficacy according to previous study, with conscientiousness and openness being the most significant ones (Gordana 593). This thesis, based on previous studies, aims to find out the effects of High school English teachers’ personality on classroom participation.

2. Literature Review

Classroom participation, also called students participation, or student engagement is a term often used in educational background with differentiated meanings and connotations. It is widely recognized as an indispensable way to estimate the students’ mastery of class contents. In this part, three aspects about classroom participation will be discussed.

2.1 The importance of classroom participation

A large quantity of studies have been done to attest to the value of active learning for students, but many teachers find students using a more passive approach to learning in classroom. The fast pace of modern society requires people’s higher capacity in many aspects such as creativity and cooperation. As a result, it is high time for many educational institutes to start their reform policy in order to prepare their students well for the society.

Classroom participation is regarded as an important concept in understanding classroom learning. Certain research points out students who actively participate in the classroom activities perform better than those who are not (Billings amp; Halstead 108). What’s more, this common pattern of participation is considered as “consolidation of responsibility” (Weaver amp; Qi 580). As certain weeks pass by, the students will know who they can rely on to carry a discussion or participation for the group, and the remainders will assume the role of passive observers.

• 1. Types of classroom participation

Classroom participation can be generally classified into two types and typical participants can be addressed. Spontaneous or volunteer participation is the commonly understood type of classroom participation, in which students initiate comments or raise questions at the instructors. It is usually about or closely related to the contents that are presented by the instructor. It takes places in the classroom and occurs during class period. This kind of participation can be improved and students are encouraged when the participation is required in syllabus and graded according to certain standard. When students perceive their grade will benefit, they are more likely to contribute to classroom activities (Fassinger 90).

Compulsory or forced participation occurs when the instructor randomly calls upon a specific student to answer the question without student first having raised his or her hand. This is also called cold calling. It is found that students have a more positive attitude towards compulsory participation when they are told in advance that they may be called upon at anytime to discuss content or answer a question posed by the instructor later. Students claim to have prepared more for class when there is a possibility that they could be called up in class (Dallimore 110). Cold calling can also be used by some instructors with an intention of punishment in which case instructors usually call upon students when they are perceived as not paying attention, having a private conversation or being involved in activities that are not related to the class.

Passive participants are those who come to classroom regularly, pay sufficient attention so that they could appear appropriately when needed, for example, laugh or smile. They know when to nod, and otherwise keep attentive. Passive participants seldom raise their hands and engage in classroom activities. They make eye contact with the instructor and sit where they could be seen by the instructor but otherwise are almost silent. These students often regarded themselves as passive observers of the class and reluctant to participate in discussions and activities.

Negative participants are those who monopolize the discussion and go off on tangents or those who become disagreeable for one reason or another during the class session. Negative participation has been found to have a disruptive impact on the class in terms of completing class activities and staying on the task. Most classes are found to have negative participants but little research has been done to study the impact of negative participation in class either from faculty or student perspective. Usually, it is difficult for the instructor to build an atmosphere open to volunteer participation while controllable to negative participation.

Nonparticipators are those students who keep sleeping during class, put their head down and pay no attention to the instructor and the class contents. They usually sit in the back of the classroom or around the corner of the room. Attendance of these students is much more irregular than that of the participatory ones. Little or no classroom discussion, activities or even eye contact will be received from such students.

2.3 Factors that affect classroom participation

First, faculty influences. In class, most students look to the instructor for visual and verbal implications before they voluntarily participate in activities. The classroom pace the instructor set, if conducive to students’ interpolation of comments or question, can encourage students’ participation. This means that the precondition of the classroom participation is that the instructors want the students to participate and provide them an opportunity to do so. The instructors who talked too fast and did not pause to give students chance to interpose were perceived as not desiring interruption from the class. Eye contact and body language of the instructor are considered as important encouragers or discouragers of the participation. Instructors unwilling to make eye contact, initiate negative body language or facially show displeasure can frustrate students’ participation. How the instructor treat students’ peers perhaps is the most significant one that determines whether the students participate or not in class. If a student is humiliated or has commented disregarded, his or her classmates will not risk asking questions or making any comment.

Second, other students influences. On the one hand, fear of peer disapproval is found to be a powerful influence on student participation because it is closely observed by their classmates. Peer pressure is the main reason for this in that students feel that they will miss on important class contents due to another student’s question or comment. Rolling their eyes, sighing loudly, frowning and other nonverbal signals sent from classmates always imply that others disapprove their behavior (Weaver amp; Qi 590). This kind of reactions and implications from classmates has a discouraging influence on all participants. Students are unwilling to receive negative feedback from their classmates even though they have a significant comment or have a question to ask. On the other hand, peers can also help. Students may look to their peers for verification or support. Catching a confusing or inquisitive look on classmates’ face was the impetus for asking the instructor for clarification. Without the response of the classmates, students may feel that they are the only one unable to understand and consequently would not raise their hand to ask. Since time is limited, the writer focuses more on the faculty influence and will discuss the faulty’s personality and classroom participation in details.

3. Theories about Personality

3.1 The definition of personality

Personality can be defined as a dynamic and organized set of personal traits and patterns of behavior. Personality includes attitudes, modes of thought, feelings, impulses, actions responses to opportunity and stress and everyday modes of interacting with others. Psychologically, it is said that “personality” is the general summation of different psychological features with certain directions. In other words, personality is the specific expression of one’s character and it’s the steady attitude that one holds towards the real life as well as the behavioral pattern that fits into. It can be mainly concluded into four kinds of characteristic. Firstly, personality is the attitude that one has towards the objective reality, such as individuality, collectivity, society, labor, work, others and himself or herself. Secondly, differences in personality can be seen in degree of willpower, such as determination, self-control, reaction to emergency or hardship and persistence in long time work. Thirdly, features of personality can be shown in people’s emotion, such as emotional intensity, stability and durative as well as the common state of mind that controls them. Lastly, perception, memory, imagination, thinking and other cognitive aspects can also manifest the features of personality.

• 1. Types of personality

According to Swiss psychiatrist Carl Jung’s theory, personality can be classified into extraversion and introversion. This kind of classification is popular and widely accepted in psychological area. However, it is worth mentioning that the extraversion or introversion is not an absolute concept. Jung suggested that everyone has both an extraverted side and an introverted side, with one being more dominant than the other (Jung 1995). Most people’s personality ranges from extraversion to introversion, called ambiversion.

Extraversion is an attitude type which focuses on the outside world. It is the state of obtaining satisfaction from outside oneself. Extraverts tend to express themselves more often, enjoy interacting with others, and tend to be enthusiastic, talkative, assertive and active. They take pleasure in activities that involve large social gatherings, such as parties, demonstrations. They also perform well when in groups. An extraverted person is more willing to enjoy time spent with people than spent alone in that they are more likely to prone to boredom when they are by themselves. The attempts initiated by the extraverts are always inviting and encouraging interaction.

Introversion is defined as an attitude-type which focuses on one’s inner psychic activity. Introversion is manifested in more reversed and solitary behavior, and it is the state of or tendency toward being wholly or predominantly concerned with and interested in one’s own mental life. They often feel much comfortable in solitary activities such as reading, writing, hiking or fishing. An introverted person is likely to enjoy time spent alone and perceive less reward in time spent with large groups of people, though he or she may enjoy interactions with friends. Introverts are found to be easily overwhelmed by too much stimulation from social gatherings and activities and they show obvious preference for a quiet, more minimally stimulating external environment. Introverts are thoughtful and cautious when they take action but they may hesitate to take practical action due to their too many worries and confusion. What’s more, introverts feel more difficult to adapt to the new environment and always have a smaller friend circle compared with extraverts.

Ambiversion is falling more or less directly in the middle between extraversion and introversion. Inversion-extraversion varies along a continuum, and humans are unique and complex, thus most people may have both the two orientations. A person who acts as an extravert in one situation can act as an introvert in another. An ambiverted person may take much pleasure with groups and social activities while also enjoy time spent alone, separating from the crowd.

• 1. The role of teachers’ personality in class

The cognitive activities are always going on with certain emotion (Li 111). In order to shorten the psychological distance, the teacher and students should collaborate to organize and participate in the class settings together. Teachers’ pleasure in teaching motivates students’ pleasure in learning (Ran 34). Teachers themselves are like a rich, profound and lively textbook, giving much more to the students than the books.

Teachers’ personality is an important education factor that can not be replaced by any other educational factors. Knowledge, intellect and professional skills are the cognitive aspect or intellectual aspect while teacher’ personality is the nonintellectual factor in teachers’ quality (Wang 24). Personality plays an indispensable role in teachers’ overall quality affects, not only affecting teaching effectiveness and teaching achievements, but also having an indelible impact on students’ physical and mental development. It is found that most students tend to be close to and thus intimate their teachers. An active, energetic and enthusiastic teacher could arouse students’ interest to interact and participate in class. Teachers’ kindness, enthusiasm and concern have a positive impact on teaching effectiveness in class.

1. Analysis of the Influence of English Teachers’ Personality on Classroom Participation

Studies show that English teachers’ personality generally corresponds to certain teaching practice (Jiang 96). In Jang’s research, 12 High school English teachers of different types of personality and their teaching practice are recorded, and they are used as the material to analyze the influence of English teachers’ personality on classroom participation. Connections between English teachers’ personality and classroom participation are discussed below according to the previous research data. However, some teachers sometimes may have teaching practice disconnected with their personality. For example, teacher A is an extravert, straight and energetic, interactive but he could be step-by-step and plain and ungarnished sometimes in class. Teacher B is an introvert, wordless and farouche, can be wholly committed and enthusiastic unexpectedly in class. Being activated and encouraged, students may be more willing to participate than ever.

4.1 Extraverted English teachers and classroom participation

In extraverted High school English teachers’ class, various interactive activities are usually organized. Group work, role play and partner discussion are the common teaching practice. The extraverted English teachers prefer to ask questions and take students’ level into consideration. They can have small talk and greetings with students at the beginning of the class. When students are discussing with group members, extraverted teachers tend to walk around the groups and give assistance, point out the problem when necessary. They tend to use computers, projector and radio more often and even organize interesting games like sing English song in class. They tend to be democratic in class and they have rich facial expressions. Extraverted English teachers likes to design many kinds of funny classroom activities and expand class contents but sometimes they may go off the class and talk about things that have no connections with class. They speak more than write, and their blackboard may seem a little bit messy; they just write some key points and difficulties on the blackboard. They give much attention to students’ performance, such as students reporting the results of discussion in front of the class.

From the typical teaching practice of extraverted English teachers, it can be found that the classroom atmosphere is always active and most students in class are full of spirit and energy, thus the student engagements are always active. English teachers’ Extraversion in class focuses on the outside world, the students. That means they expect students to interact with them and they would pay more attention to students’ performance. They welcome student participation. In these cases, students are much encouraged and motivated. Extraverted English teachers can vary their teaching methods in order to promote student participation. They take pleasure in the activities that involve large groups. In class, they like to have interactions with different students. The democracy they show in class encourages students to show up to talk about their opinions. In their class, the learning environment is always active and motivative and spontaneous participation is more than compulsory participation. Such kind of English teachers often encourage students to participate and give positive feedback to those who show up to give a comment.

4.2 Introverted English teachers and classroom participation

In an introverted High school English teachers’ class, interpretations are much more than interactions. They may translate every English word or sentence into Chinese. Introverted teachers tend to pay attention to grammar and interpret grammar in details. They have clear thoughts and always follow the steps. Certain introverted English teachers can be enthusiastic in class and they like to check the answer and give comments on the homework in class. They like to inspect students’ notebook to see whether they have written the notes or not. In certain class, when the topic is interesting, they can be very outgoing and enthusiastic. They don’t show much emotion or facial expression in class. They prefer focusing on the contents they are presenting. They show gratification and give praise to those who can understand and answer the question. Some extraverted English teachers never ask question in class and they have too much blackboard-writing. Some Introverted English teachers may ask students to answer the question many times in class. They can initiate discussion when in need.

In Introverted English teachers’ classes, they may focus more on their inner activity, which can be their teaching design or key class contents that they will interpret. Their elaborate blackboard-writing indicates that they have prepared a lot for the class. Introverted English teachers feel more comfortable with solitary activities. In class, the introverted teachers choosing to interpret instead of interacting shows that they don’t welcome student participation too much or they expect students to listen and write in class. In these cases, the classroom atmosphere is always silent and not active. When the students get used to this kind of class pattern, students are more unwilling to participate and active as passive participants. They prefer to ask question more often, which means that compulsory classroom participation occurs more than volunteer participation because the spontaneous participation is always below expectation.

4.3 Ambiverted English teachers and classroom participation

Ambiverted English teachers’ teaching practice are various in class and not so typical as introverted or extraverted English teachers. They may make dictations and have much blackboard-writing in class. Their focus can be on the usage of vocabulary and the principles of grammar. Translating English into Chinese can be the commonly used method. They would use PPT as teaching assistance to warm up the classroom atmosphere. Certain ambiverted English teachers may teach reading and listening skills in class. They can be enthusiastic and active in class like extraverted teacher, and they can also follow the step and pay more attention to interpret like introverted English teachers. They may complain about the poor efficiency and capacity in class and have emotional waves. There is remaining time in class and they let students memorize and revise.

In classes presented by ambiverted High school English teachers, classroom participation is hard to predict. The two personality orientation can be shown in different circumstances. When they appear to be extroverted, inviting interactions or organizing interesting activities, the classroom atmosphere can be activated and students are willing to participate. When they appear to be introverted, interpreting more and presenting elaborate blackboard-writing, the classroom atmosphere tends to be silent and students are unwilling to participate. It is found that most teachers are ambiverted and they have certain potential to promote classroom participation. When it comes to the interaction session, certain qualities in personality matter, such as patience, encouragements, and enthusiasm. When they show these qualities in class, student engagement is always active. However, teachers who show indifference, discouragements, and hypocrisy have a negative impact on learning environment and consequently, students are unwilling to participate.

5. Conclusion

Generally, an extraverted English teacher is more likely to get close to students and have interactions with students. He or she expects reactions and responses from students and students are always willing to join. Compared with introverted English teacher, the extraverted teachers are more capable of activating the atmosphere and creating a learning environment that most students want to join in. Introverted English teachers pay more attention to the interpretation and order, preferring compulsory participation in class. Thus, extraverted English teachers have more advantages in promoting classroom participation.

It is worth mentioning that most teachers are ambiverted, and classroom participation in their class can not be predicted. What’s more, classroom participation is related to some key qualities of ambiverted English teachers. Qualities like patience and enthusiasm and confidence are promoting participations while indifference, starchiness and testiness are decreasing classroom participation. Ambiverted English teachers, who acquire the useful qualities can also have active classroom participation.

Works Cited

Astin, A. W. “Student involvement: a development theory for higher education.” Journal of College Student Development: 40 (1999): 519–528.

Billings, D.,and Halstead, J. “Teaching in nursing: A guide for faculty.” Elsevier Saunders: (2009):102-112.

Dallimore, E. J. “Classroom participation and discussion effectiveness: Student-generated strategies.” Communication Education: 53 (2004): 103−115.

Fassinger, P. A. “Understanding classroom interaction.” Journal of Higher Education: 66 (1995): 82−96.

Gordana Djigic. “Basic personality dimensions and teachers’ self-efficacy.” Social and Behavioral Sciences: 112 (2014): 593-602.

Jung, C.J. Psychological Type. London: Fontana Press, 1995

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