An Exploration into the Effective Beginning of the Classes at University Level
DOI:
https://doi.org/10.63283/IRJ.03.01/03Keywords:
Effectiveness, Human Contact, Beginning Strategies, Gossling’s Development, Social Learning theory, Humanistic Approach theoryAbstract
The initial moments of a university class play a crucial role in setting the tone for student engagement, participation, and learning outcomes. A well-structured beginning not only facilitates a smooth transition into the lesson but also stimulates intellectual curiosity, encourages interaction, and establishes the framework for the session’s progression. While extensive research has been conducted on classroom openings at the primary level, there remains a significant gap in exploring effective strategies at the university level, particularly in Pakistan. This study aims to address this gap by examining classroom openings in selected universities in Islamabad, Pakistan. Employing Gossling’s Development Model of Peer Observation alongside Social Learning Theory and the Humanistic Approach, this research identifies key strategies that contribute to effective class beginnings. The findings highlight five major strategies: (i) Greetings, (ii) Personal Interaction, (iii) Human Contact Activities, (iv) Review, and (v) Preview. The study concludes that incorporating human contact activities—such as greetings and personal interactions—along with structured warm-up techniques like reviewing previous content and previewing upcoming topics, significantly enhances student engagement, comfort, and responsiveness. These strategies foster a positive learning environment, improve class participation, and contribute to overall academic effectiveness. The research underscores the importance of implementing intentional and structured openings in university-level classrooms to optimize the learning experience.
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