146 Chapter 7 For teachers Meta-conversations The results of our research suggest that students may need guidance to recognize the value of active learning for their development. Given that students’ appreciation of active learning can vary and may even conflict, and considering that their appreciation changes over time, we suggest that teachers initiate ‘meta-conversations’ at the beginning of a course. These conversations could include the what, how, and why of a course, and stimulate students to voice their expectations and needs, making the learning process an object of attention in the classroom. Particular emphasis should be placed on the role of active learning in the course: why is it used, how does it contribute to student development, which specific method is being used, and what can students expect from this approach (1,2)? This suggestion enriches previously established recommendations for a ‘first day of class’, which advise presenting basic information about the structure, requirements, and assessment of the course, providing personal introductions, and establishing rapport (37,38). As a result of this suggestion, students’ understanding of the reasons behind the design of the course and how it will help them achieve its learning objectives may be enhanced, along with their willingness to engage (3,33). Furthermore, by eliciting students’ expectations and needs, teachers can show their interest in their students and stimulate students to take initiative in deciding on certain aspects of the learning environment, such as the rules of engagement. Relatedness and autonomy support have previously been identified as a way to foster student engagement (39). This recommendation of meta-conversations is consistent with our constructed theory of expert teaching practice, in which experts created a supportive learning environment by negotiating a clear and shared classroom structure in which students can optimally engage and tailor their approach to meet the needs of students (29). Appreciative approach In the research of this thesis, students reported being more engaged when they felt appreciated by their teacher. Positive feedback, encouragement, and other types of support which recognized students’ contributions to the active learning process stimulated student engagement. On the contrary, negative or judgmental interactions, such as criticism or inconsiderate responses to student behavior, tended to decrease engagement (1–3). Similarly, the expert teachers reported that they had adopted an appreciative approach toward their students’ diverse needs, backgrounds, and expectations. This approach cultivated a sense of psychological safety for students and reflected their care for students’ well-being and development (29). Therefore, an appreciative approach can help to create a learning environment that fosters a positive atmosphere, positive emotions, and a sense of belonging, all of which strengthen the emotional component of student engagement (4). Reflective mindset The expert teachers in this thesis had adopted a reflective mindset to teaching (29). They asked themselves, ‘which approach might be effective in this context, taking into account
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