Why is it important to participate

Teachers are annoyed with kids not showing up to school on their assigned cohort day and then if they do zoom they do not show their faces. Participation is such a good thing for students to start doing and will become easier for students as the school year progresses. I encourage all of you to start participating and to help your teachers and fellow classmates out. She loves being adventurous and being outdoors.

She currently plays club soccer for Strikers FC Is Modern Culture Ruining Childhood? Are name brand products better? The Differences in Funding for School Sports. Esports are the Future of Television. Why Crypto-Currency is very volatile. Cancel reply. Your email address will not be published. This site uses Akismet to reduce spam. Learn how your comment data is processed. Although it may be harder to participate because of distance learning, I agree that it is important to participate in class.

Some of my teachers this year have given out participation grades, and I think that has significantly encouraged participation. Great work! I do believe that participation this year has been challenging for many students, but it is important that they do participate to help them do better and be more focused.

Great article, Emma! Participation is super important, especially in school, but is super hard to do sometimes. This article is great encouragement for people to start participating more in class. Great article Emma! Close Menu. The degree of control that men and women have over these activities varies.

The same holds true for initiatives that are initiated or involve "outsiders" such as conservation projects, development programs or advocacy campaigns. Figure There is no single correct example of participation. However, control over the rationale for participating and the degree of participation is the choice of the individual. The rationale for participation involves two main themes. One suggests that participation is a necessary input to improve the chances of success of conservation and development initiatives.

The other suggests that participation and the process of participation is a goal in itself and is not simply a means to improving conservation and development initiatives. Participation, however, is not without its own set of potential costs and weaknesses. It has been widely assumed - and occasionally documented - that the benefits of participation outweigh the costs. As a result, participation has been widely accepted as a means of achieving development.

The other theme that suggests that participation is an end in itself is based on the belief that powerlessness and the lack of control over resources and decisions related to family, livelihood and community life are the major causes of underdevelopment. This theme is also supported by the belief that participation is a basic human need and basic human right.

Figure Degrees of participation In order to assess the effectiveness of various forms of participation, it is necessary to have acceptable indicators or measures of participation. Participation can take place at any stage of the project cycle, but the most useful participation will occur at all stages. These questions raise an extremely important point about the equitability of participation.

Who initiated the project? Whose research agenda is used? Whose needs are being met? Whose project design is being used? Who controls the budget? Who controls the direction of the project? These questions address the degree to which community members have control or are empowered. With these indicators, it is possible to make general assessments of the degree of participation taking place in a given project or activity.

It also allows for some degree of comparison between objects. Figure While these indicators allow some means by which to assess or compare the degree of participation of a project or projects, they should not suggest that there is a "best" time to participate, "best" group to be involved in, or "best" set of activities to participate in. Each form of participation has some value and degree of effectiveness. What is more important is the overall extent of empowerment or control that the community has over decisions that affect their lives.

This is what distinguishes meaningful participation from superficial participation. With this in mind, the various forms of participation can properly be compared refer to tables 1 and 2.

Table I. Typology of participation in development programs Typology Components of each type 1. Passive participation People participate by being told what is going to happen, or has already happened. It is a unilateral announcement by the administration or project management, without listening to people's responses. There are several reasons why students choose not to participate in class including class size, time, and course policies.

Larger classes, for example, have been shown to increase public speaking fears, as students struggle with the idea of sharing their ideas in front of a large group of people.

With that in mind, colleges that encourage their faculty to focus on teaching, rather than research, are more likely to experience higher participation rates, as professors are more engaged with their students. Students are more likely to participate in class if they have a comfortable relationship with their professor.

This also means that the professor is patient with all his or her students, listens to every response with attention, and provides feedback that is both positive and constructive. Professors can increase participation by creating a safe and respectful class environment.

They can also improve the situation by learning the names of their students, so that each individual feels that their opinion is valued. Course policies drastically affect participation. Participation can mean anything from asking questions to leading discussions. There are ways to overcome the fear of participation. First, establish a relationship with your professor. Second, construct a plan to move forward. Prepare yourself for success by summarizing the material you would like to share with the class.

Next, work your opinion into the discussion so you can demonstrate a higher level of thinking that goes beyond simply reading the assigned material.