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BEST PRACTICES FOR
STUDENT ABSENTEEISM & ESL
Lect. Dr. Figen KARAFERYE,
figen.karaferye@dpu.edu.tr Kutahya Dumlupinar University
KUTAHYA DUMLUPINAR UNIVERSITY
ISSA – IMPROVING SOLUTIONS FORSTUDENT ABSENTEEISM
FOSTERING ACADEMICIAN – STUDENT INTERACTIONTHROUGH THE USE OF
EMOTIONAL INTELLIGENCE ELEMENTS AS PREVENTION OF STUDENT
ABSENTEEISM
• Following the Training of
Trainers Learning Activity in
Barcelona M&M Centre,
as the team of trainers in DPU,
we prapared a workshop-content
based on the training in Barcelona
and its outputs:
The Manual and the Teacher
Training Handbook.
WHO WERE THE PARTICIPANTS?
• Teaching staff is consisted of academicians with different educational backgrounds, such as
• in the Faculty of Education: Academicians have their graduate and/or postgraduate degree in teaching,
which means they have training in teaching methodology, pedagogy, and so on.
• in the Faculty of Engineering/Economics/Applied Sciences/Humanities: Mostly, academicians do not
have any training in teaching methodology and pedagogies prior to their roles in the university. They may
attend teaching methodology or pedagogy workshops/courses if they decide. Or they improve themselves by
diagnosing their weaknesses and strengths throughout their career.
• in the School of Foreign Languages: Academicians usually have their graduate and/or postgraduate
degree in teaching, or they have attended a pedagogical formation program prior to the profession. They have
mentoring programs in the school and PD activities each term in a year.
• In the faculties above, PD activities may occur, too, but not regularly.
• The aim of the workshop we organized:
To use emotional
intelligence techniques
in class to foster
academician-student
interaction
To support ourcolleagues to becomemore self-resilient tocope with burnout
syndrome with the useof the techniques
To decrease studentabsenteeism by fostering
academician-studentbonding
TOPICS COVERED INTHE WORKSHOP
Self-awareness (Connected Not Isolated)
Interpersonal awareness (Not Me But Us)
Coaching (Not Advice But Support)
Coping with burn-out syndrome (Not Weary But
Energetic)
Mindfulness (Live The Moment, Feel The Moment)
ACTIVITIES IN THE WORKSHOP
• Making eye contact with a participant (then the number increases upto 4 participants at a
time) & holding the eye contact till the point it is impossible
WHY?
The data gathered in Output 1 indicate that students have
difficulties in adjusting school and they tend to make absenteeism
which sometimes results in ESL.
The more the persons involved in schools and classrooms have the
actual possibility of interacting on the basis of direct eye-contact,
the more they are able to view themselves as learning communities
of individuals that interact based on mutual recognition in which all
are seen
ACTIVITIES IN THEWORKSHOP
Think about these headings – how did you
feel & what were you upto when you were
at the age of (14) 18?
Family
Friends
Love & Relationships
Social activities & Hobbies
ACTIVITIES IN THE WORKSHOP
WHY?
To develop empathy and emotional connections between
academicians & students
Research (O1) shows us that a positive emotional connection
between students and teachers is a necessary fact when it comes
to ensuring students’ school attendance in a self-motivated way.
The most repeated complaint from the students’ side during the
interviews (Qualitative phase of the research) on student
absenteeism & ESL was the lack of empathy and support from
teachers in general.
ACTIVITIES IN THE WORKSHOP
What would you say to
your 14-year-old self?
ACTIVITIES IN THE WORKSHOP
• « I’m all ears, please tell » (Activity in pairs)
WHY?
To use coaching techniques (elements of the coaching
interview applied to education and including
interpersonal awareness training, not just with verbal
language but also with the use of body language)
To make positive influence on others &
To change from indifferent to engaged by open-ended
question-making.
ACTIVITIES IN THE WORKSHOP
• After the eye-contact activity, the academicians
shared the most frequent problems related to
students that they encountered in their work life.
1
1 & 3
32 & 3
All
1 & 2
2
Project: Let’s Do This!
• The academicians (in different groups) chose a problem
to create solutions through a project design.
Project: Let’s Do This!
Project: Let’s Do This!
Project: Let’s Do This!
PDCA
Cycle
Plan
Do
Check
Act
AWARENESS QUESTIONNAIRE (PRE-TEST & POST-TEST), SATISFACTION QUESTIONNAIRE, OBSERVATION & FEEDBACK
• Before the workshop, we asked the participants to complete the awareness questionnaire on teacher &
student interaction (prepared by us).
• The questions were designed on the titles & activities covered in the workshop (Intra- & Inter-personal
awareness, empathy, coaching, group dynamics, self-resilience against burnout syndrome, ...) to measure
how aware they were of the emotional elements in class.
• After the workshop, the same questionnaire was conducted again to see if there was a change in their
awareness of these crucial elements.
• Also, a satisfaction questionnaire was completed (prepared by us) to learn how satisfied they were with
the experience.
• This workshop was held at the beginning of the semester, the academicians have been teaching; by
observing the academics’ evaluations of their classes in meetings and through informal interviewing with
some of them (convenience sampling technique), their ideas & experiences about emotional elements in
their class management are taken down for further evaluation.
FINDINGS
• After the workshop on emotional elements in class to foster academician – student interaction;
• Interaction has become one of their priorities in class.
• When they start feeling they are disconnected to what they are actually doing at the time in class (such as
because of the workload of that day/deadlines), they started getting rid of the idea more quickly.
• The idea that effective communication between the academic & student can help decrease student absenteeism
didn’t make much sense to some academics before the workshop, after the workshop the same academics
ranked the statement much higher.
• It is stated that the things they had thought that they were doing OK were not that good enough.
• Open ended questions were answered with more detailed and multi-perspective ways in the post-test.
Ex: How would you ensure that individual differences are respected in group activities?
1st time answer: Considering multi-intelligence theories; 2nd time: The answer included respecting their
interests, creating more opportunities to support them with group dynamics, etc.
FINDINGS
• That much importance of eye-contact in class was a novel idea to a few of the
participants.
• It is stated that they really desire to attend this kind of human psychology-related
interactive workshops more often.
• More workshops on coaching techniques are desired to be able to set the tone of
support but not giving advice during a talk -since this was also a novel practice to
most of them.
• It is repeatedly stated to provide the same workshop to more academics at the
university since the theoretical knowledge - scientific side of teaching is in the centre
of teaching in most of the classes at university.
• The use of self-awareness & interpersonal awareness in class management is still
stated as a refreshing & dynamic tool in class that they pay more attention to and
enjoy (info from interviewing).
THANK YOU
figen.karaferye@dpu.edu.tr
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