How to deal with students who don't want to be called on?
How do you deal with students who don't want to be called on?
Most all of my students are great and enjoy participating in class discussions but I've had a couple of students get mad at my calling on them to share their knowledge about course subject matter.
They've expressed disgust either by a physical gesture of flopping around body language, verbally loud "ahhh!" sounds and one student actually saying, "why are you picking on me?", when our class size has been only 3-6 students and I'm going through the group and treating everyone equally.
I've tried explaining that part of their grade is based on classroom participation, that employers ask us to also teach 'soft skills' which includes interaction between group members and collaborative learning.
When the student has acted this way the other students have looked a bit shocked or uncomfortable and I don't care to have my classroom to be filled with negative energy.
Should I just not call on them and let them know upfront that since this seems to bother them so much that I won't call on them but their grade will reflect their lack of participation?
I believe one student dropped the class after the first day before I ever had a chance to address the issue with them.
Would you have any suggestions, perhaps a technique that motivates them with a carrot rather than a stick?
Teresa,
Here is a way to really help students that don't like to speak in front of others. Assign a topic upon which a student will need to present for a short period of time, such as 3 minutes. When it is time to present have three students come to the front of the class and seat them behind table or desk. Here is what is happening. There are three students in front of the class instead of just the one shy student. They are behind a desk or table so there is a barrier between them and the rest of the class and they are seated so they don't stand out as much. I use this method early on in the course and it doesn't take long for all students to get comfortable with this type of presentation. Each student has a limited amount of time to present so they know that they only need to speak for 3 minutes for example. As the class progresses I reduce the number of students and increase the time for presentations. Then I have them stand up or at least lean on the table, then come around the table and by the end of the course I have them standing alone presenting and they are comfortable doing it.
Gary
Gary Meers, Ed.D.
I am concerned with putting students on the spot when I can see their discomfort with speaking in front of others. Even though they are aware of being graded on class participation, some still opt out. I like the idea of giving the students the opportunity to see me after class to discuss any issues they may have in speaking in front of a group. It's fair to note that although I will respect their wish not to be called upon, but their grade will reflect the lack of participation.
Melanie,
This is a good way to open up a new class. You are setting the stage for a supportive and comfortable class for your students. This is how classes should be started so the students can focus on the content rather than worrying about what the expectations of the instructor is.
Gary
Gary Meers, Ed.D.
I would explain and make very clear when I am going over what I expect from my class that class participation is very important and accounts for a portion of their grade. I would give all students an opportunity to see me after class and discuss any issues they may have in speaking in front of a group. If they privately opt out of class discussions then I would dually note that their grade would reflect that but I would honor their request on not being called on.
JanetMarie,
Thank you for this excellent advice. I know it will be used by many instructors to the benefit of all their students.
Gary
Gary Meers, Ed.D.
Make your question to them a written exit ticket before they leave your class. Inform the class on the 1st day that exit tickets count towards their class participation grade. This saves you the headache of having to deal with a challenging student who wants to challenge your authority. Also, have a prvate conversation with the person after class to find out what their issue is and discuss the course requirements with them AGAIN in the presence of their department head to act as a safe guard for you (no he say/she say).
Steven,
I would be clear that class participation is a requirement to pass the course. Make sure it is printed in your syllabus. Also, you can list how much class participation contributes to their final grade. Then I would offer them a choice as to how they participate, meaning through discussion and Q&A sessions or presentations. This often will get them to talking. If they chose the presentation route then I would assign them a topic and a length of time in which to present the information they have researched and prepared. I would do this on a regular basis throughout the course so their presentations would equal about the same amount of time as the discussions would. What they need to see that it would be much easier to participate in the discussions and be called on than do the presentations. What they are after is to be passive learners, meaning just sit there and gather seat time rather than learn something. With the small enrollment in your classes the problem is even bigger because when you have 3-6 students and half of them opt to sit out then you don't have much of a student population left to work with. It may come down to you having to remove the students if they continue to bring attitude to the class and disrupt the learning of others.
Gary
Gary Meers, Ed.D.
