Introduction
Education uses persuasion techniques to get students to believe or act a certain way. These methods include normative, informational, and rhetorical appeals like ethos, pathos, and logos. Positive reinforcement and modelling are used to persuade students in the classroom. Education requires persuasion. Teachers must motivate kids to learn, believe in certain principles, and appreciate education. With persuasion, teachers may be able to motivate pupils, resulting in low engagement and academic performance (Lisanty, 2016). Positive reinforcement is crucial to education persuasion. When pupils behave well, they receive praise or extra credit. Positive reinforcement can motivate students to participate in class discussions and complete homework (Lisanty, 2016). Modelling persuades in teaching. Students may emulate teachers who are punctual, respectful, and orderly. Younger children can benefit from modelling. Gamification and individualized learning can persuade education. Gamifying the classroom makes learning more entertaining and engaging. Personalized learning caters to student needs, interests, and abilities (Perloff, 2020). Persuasion in education also uses classroom management tactics to create a good and effective learning environment. Set clear behaviour expectations, use effective communication strategies, and allow students to practice self-regulation and self-reflection.
Rationale
Persuasion is a topic that has always been of interest to me. Oddly, I work in a field that demands regular public speaking, yet I have always struggled with it. As an educator, I know effective communication is crucial. I am interested in this topic because education requires effective persuasion techniques. As a dental hygienist, I was used to persuading patients about dental procedures. I developed the confidence to persuade after many years of knowledge and practice. As an instructional leader, I realized the need to enhance my public speaking. I recognize that public speaking is a talent that requires practice. Hence, I would like to assess my skills and discover areas for growth. Persuasion involves public speech, nonverbal communication, and likability. I want to connect with my students and communicate my ideas. I believe that studying and using persuasive methods will help me engage my students and increase their comprehension of the material.
Objectives
- To find specific skills to improve on persuasive abilities in the classroom.
- To look at different persuasive strategies to incorporate into my teaching.
Theoretical framework
TREC conceptual framework and how it relates to the topic of persuasion in education
The TREC conceptual framework integrates various disciplines and viewpoints to better understand early childhood development, education, and health outcomes. It emphasizes evidence-based methods and policies and considers individual and societal variables. Effective communication influences children’s learning and development, making the TREC framework relevant to education persuasion. It recognizes that home, social, and educational influences influence children’s performance in school and beyond (Cialdini, 2001). Persuasion can also motivate students to participate in class discussions, learn, and behave well. Understanding how individuals make decisions and tailoring messages to various groups and situations are essential to persuasion. Evidence-based practices and policies improve children’s outcomes, according to TREC. Research should guide educational practices and policies and guarantee that initiatives are successful, scalable, and sustainable (Hamn, 2011). Using this same rigorous approach to persuasion in education, instructors can find and adopt empirically backed tactics that can increase students’ learning and academic accomplishment. Contextual references also influence children’s outcomes, according to TREC. It recognizes that children’s backgrounds and community experiences can shape their development and that educational environments must accommodate various students (Murillo-Muñoz et al., 2021). Thus, educational persuasion must consider students’ cultural, linguistic, and social backgrounds and the socio-political context in which educational institutions operate. TREC also encourages teamwork and partnerships to improve children’s outcomes. Educators, schools, families, communities, and policymakers must work together to persuade. Stakeholders can collaborate on solutions to education’s complicated challenges.
This project analyzed education persuasion elements utilizing the TREC framework. The framework identified crucial elements of persuasion, such as the teacher’s communication style, the learning environment, and student receptivity. These criteria helped identify areas for growth and design classroom persuasive methods. The TREC framework also assessed persuasive strategies. The framework helped evaluate which strategies worked best in particular scenarios by analyzing the effects of nonverbal communication on student involvement and receptivity.
Literature Review
Historical and modern theories of teacher leadership/instructional leadership
Teacher leadership/instructional leadership describes how instructors can lead their schools and districts to improve student learning. This notion has many historical and present theories, and research has proven that when teachers are given leadership opportunities, they can change their schools (Perloff, R. M. (2020). Persuasion can help teachers become efficient leaders. According to Lisanty (2016), educators can use persuasion to get students to participate in class, finish homework, and interact well with peers. According to Murillo-Muñoz, 2021, the characteristics of a persuasive educational system include feedback, prizes, a helpful learning environment, and student autonomy and self-regulation. When understood, these characteristics can ensure that instructional leadership is effective in enhancing student and teacher leadership and collaboration. Teachers need good presentation abilities to persuade and establish a persuasive educational system. Hamm (2011) emphasizes teaching and persuasion as effective strategies for improving learning outcomes. She suggests employing clear language, pictures, and interactive exercises to improve public speaking (Hamn, 2011). Teachers can improve leadership and communication by developing presentation abilities
Fundamental Principles of Persuasion
Persuasion is an essential aspect of human communication, whether it be in personal relationships, business interactions, or social activism. For centuries, researchers have identified several fundamental principles of persuasion. Reciprocity is a frequently studied persuasion principle and states reciprocity occurs when people feel obligated to repay favours. It is predicated on the premise that if individuals give someone something, they will feel obligated to return it (Cialdini, 2001). This idea states that people should first offer something of value to persuade someone, like giving a discount or free sample to encourage a purchase. Another key principle is social proof, where people look to others for advice. People are more likely to think something is right if others are doing it. This principle states that persuasion is easier if it can be shown that many individuals are doing something. This concept could be utilized to persuade people to support a cause(Cialdini, 2001). Another principle of persuasion is authority, where experts and leaders command respect, a crucial component in instructional leadership. This principle states that people are more likely to trust individuals with more knowledge or experience; thus, to persuade someone, it is necessary to have authoritative skills ( Hanm, 2011). Persuasion also requires likability.This principle states that people are more likely to be persuaded by someone who is liked and respected. This notion indicates that individuals should build a rapport with someone to be able to persuade them ( Hanm, 2011). Scarcity is also another principle of persuasion. This works on the principle that items that are hard to get are more valued. This principle involves emphasizing opportunity scarcity to encourage someone to accomplish something as a persuasion strategy ( Hamn, 2011).
Current research associated teacher leadership on mentorship, modelling best practices, and professional development
Teacher leadership research includes mentorship, modelling best practices, and professional development. This section summarizes teacher leadership research and its implications for practice. Many studies show that mentorship programs improve teacher development and student achievement. Lisanty, 2016, found that new teachers who participated in a comprehensive mentoring program were more likely to stay in the profession, report higher job satisfaction, and improve student achievement. This shows how mentorship helps new instructors grow professionally. Teacher leadership includes modelling optimal practices. Teacher leaders who demonstrate good educational strategies and practices can inspire their colleagues and foster continual development. Murillo-Muñoz et al., 2021, found that teacher leaders who model best practices improve teacher learning and student outcomes. The study recommends teacher leaders can model effective practices through classroom observation, collaborative planning, and professional learning communities. Teacher leadership requires professional development to equip teachers with the information, skills, and attitudes needed to enhance student learning. Hanm, 2011, found that effective professional development programs focus on content knowledge and pedagogy, active learning, and teachers’ needs and interests. This suggests that teachers need professional development programs that meet their needs and offer active, collaborative learning.
Procedures
Document analysis
In this project, I utilized document analysis as a methodology to identify the best persuasive strategies in education. The methodology used for this project was document analysis. Specifically, I analyzed five documents related to the topic of persuasive strategies in education. These documents were selected based on their relevance and quality, as well as their potential to provide insights into effective persuasion techniques in the classroom. To conduct the document analysis, I first read through each document carefully to gain an understanding of its main themes and arguments. I then identified key sections of each document that related to the topic of persuasive strategies in education and extracted relevant data from these sections. This included information on specific persuasive techniques, as well as broader themes related to effective communication and engagement in the classroom. Throughout the document analysis process, I was mindful of potential biases and limitations in the data. To minimize these, I used a systematic and transparent approach to data extraction and analysis and consulted with peers and colleagues to gain feedback and insights on my findings. As a leader in this project, I identified the need to improve my persuasive abilities in the classroom and to explore various strategies to achieve this goal. I followed a systematic procedure in conducting the document analysis, which involved reviewing the literature on persuasion in education and identifying key factors and strategies that contribute to effective persuasion.
I worked independently to conduct the document analysis but also collaborated with colleagues and peers to discuss and exchange ideas on the topic. I mustered support and interest by sharing my research findings and engaging in discussions with others interested in the topic of persuasion in education. I also recruited help and resources by seeking advice and feedback from experts in the field of education and communication. My leadership in this project involved taking a proactive approach to research and analysis, as well as actively engaging with others to share my findings and seek feedback. I assessed my efforts by reflecting on my progress throughout the project, seeking feedback from peers and experts, and evaluating the effectiveness of different strategies in improving my persuasive abilities in the classroom.
Results and discussion
As this project utilized document analysis to identify the best persuasive strategies, the results of the project were based on the findings of the literature reviewed. The document analysis revealed several key strategies that can be used to enhance persuasive abilities in the classroom.
Positive reinforcement and storytelling
The study by Lisanty, 2016, explored how teachers influence their students through communication. The study concluded that compelling classroom engagement improves teaching and learning. The study examined positive reinforcement as a persuasive strategy. Positive reinforcement can drive pupils to learn and participate in class, the study found. Positive feedback boosts student confidence and performance. Lisanty, 2016; Perloff, 2020 suggested using storytelling as a strategy. Storytelling was discovered to engage students and make learning memorable. Stories can help students grasp difficult topics and relate to the content. Teachers should intentionally employ stories that students can relate to reinforce essential concepts.
To incorporate the persuasive strategies outlined in the study into my teaching, I plan to use positive reinforcement to provide students with feedback and rewards when they participate in class and demonstrate good performance. By praising students who answer questions correctly or show improvement in their work, I hope to boost their confidence and motivation to learn. Additionally, I intend to incorporate storytelling into my lessons to make learning more engaging and memorable. I will use stories that are relevant and relatable to my students to help them understand complex concepts and retain information better. By intentionally employing stories that my students can relate to, I hope to reinforce essential concepts and create a classroom environment that encourages participation and engagement.
Focus on personalization, feedback, and interactivity.
Murillo-Muñoz et al., 2021 conducted a literature review that revealed that persuasive instructional systems use films, graphics, and interactive simulations to engage and motivate students were effective persuasion strategies. Personalization, feedback, and interactivity were also found to be successful persuasive communication tactics. Personalized comments on students’ strengths and faults can boost motivation and engagement. The review also indicated that peer pressure and social comparison can improve educational persuasive communication. The evaluation also stressed credibility in persuasive communication. Expertise, sensitivity, and genuineness make teachers more credible and better at persuading students (Murillo-Muñoz et al., 2021).
To incorporate persuasive communication strategies into my teaching, I plan to use a range of multimedia and interactive materials. For instance, I will incorporate videos, graphics, and interactive simulations to illustrate complex concepts and make them more relatable to my students. I believe that using these materials can improve student engagement and motivation, which in turn can enhance the learning experience. Additionally, I will personalize my instruction and provide individualized feedback to students. By tailoring instruction to their needs, I hope to boost their motivation and make the learning process more enjoyable. I will also provide regular feedback on their performance to help them identify their strengths and weaknesses and provide guidance on how to improve.
Building credibility in persuasion
Credibility in persuasion refers to the degree to which the audience perceives the persuader as trustworthy and knowledgeable. To persuade, the audience must trust the person who is speaking. Credibility is one of the biggest factors in persuasion success. Perloff, 2020 examined credibility in persuasion, and his findings suggested that Expertise, trustworthiness, and likability boost credibility. Several methods accomplish this. A teacher can establish credibility by demonstrating subject area competence, sharing their own stories and experiences, or providing evidence to support their claims. Credible teachers inspire students to trust their judgment and embrace their ideas (Hamm, 2011).
Ensuring Credibility in persuasion may improve the effectiveness of my communication as an educator. I can establish credibility by understanding the subject and staying current on education research and trends. My education and work experience can also help me teach students. By being honest and building trust with my students, I will be able to make students more receptive to my message.I can also back my class arguments with reliable references to help students trust the information. I can also help pupils improve their critical thinking and knowledge evaluation by using reputable sources.
Reflection and Self-Assessment
One of my strengths is the ability to storytelling and narratives to engage and inspire my pupils. This method deepens their understanding and enhances class participation. My weakness in persuasive communication is that I sometimes use too many personal anecdotes and fail to provide enough proof or data. This could lower my credibility and make it harder to persuade my students. I will implement the strategies outlined in the project to improve my persuasion techniques, including ensuring credibility, focusing on personalization, feedback, and interactivity, and the use of Positive reinforcement and storytelling. I will also listen and watch my colleagues interact with pupils to learn their communication methods. I may learn from their communication skills and limitations. I will also solicit feedback from colleagues while assessing my leadership and communication skills.
References
Cialdini, R. B. (2001). Harnessing the science. Harvard Business Review, 79(9), 72-79.
Hamm, P. H., & Dunbar, N. R. (2006). Teaching and persuasive communication: class presentation skills. Brown University, 10-12.
Lisanty, F. I. (2016). The Use of Persuasive Approach in Classroom Interaction. Ethical Lingua: Journal of Language Teaching and Literature, 3(1), 13-21.
Murillo-Muñoz, F., Navarro-Cota, C., Juárez-Ramírez, R., Jiménez, S., Nieto Hipólito, J. I., Molina, A. I., & Vazquez-Briseno, M. (2021). Characteristics of a Persuasive Educational System: A Systematic Literature Review. Applied Sciences, 11(21), 10089.
Perloff, R. M. (2020). The dynamics of persuasion: Communication and attitudes in the twenty-first century. Routledge.
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