Becoming Part of the Class
One of the big things I do in all of my classes is discussion. Unfortunately, I have students who do not seem to want any part of this. I do all that I can to make the information I am sharing meaningful and applicable, however it doesn't always do the trick. Anyone have any ideas on how to bring these people out of their shell?
Hi Michael,
Thanks for sharing this strategy for involving all of your students in the class discussions. This is always a challenge and the method you use lets everyone become involved without undo stress.
Gary
Often I will present an idea (or skill or whatever) for 10 or fifteen minutes, and then ask students individually to write out answers to an exercise based on what I just talked about. I then divide the class into small groups (different every time- or as different as possible, if the class is small) and ask them to share their responses and choose a "best" one for each of the questions I've asked them to address. I then read these responses out and ask members of the groups that produced them to comment. I find that people who are unwilling or unable to speak up during discussions with the whole class are much more inclined to participate under these conditions.
I always try to make sure that each student feels like he or she is expected to contribute. I call on students by name and ask them specific questions and even ask them to comment on something another student in the class has said. Not speaking is not an option. Even if a student refuses, I know that student is capable of contributing and I ask again. I make it clear by my tone and body language that I not only will not accept no as an answer, but that I am asking because I am actually interested in that student's ideas and that is why I asked in the first place. Imparting this understanding is enough to get something from the student.
Everyday I make sure to try to involve every student in the discussion. Sometimes I use a different topic that might interest the student more and then without them realizing it I connect the two together and off we go back to the original discussion with now a new perspective about the topic at hand.
Think about a group project, if 4 people put their thoughts down and the instructor picks who shares the information. You could pick the shy student and they will/should feel more comfortable giving thoughts that is not 100% their own. This will be a stepping stone to get them more comfortable in the classroom.
I like Joshua's idea of talking individually with the students who are not participating. Sometimes I've had success in "activating" a student by suggesting an idea, discussing it with them, and asking whether they would help when I discuss it with the whole class later. If they're willing, they take ownership of that issue and become a resource for the rest of the class. Of course, it doesn't always work!
I've found that singling out these students after class in a positive manner can really help draw a student out in class discussions. For example, as students are leaving the classroom, I might ask a student who didn't speak up during the session what his or her opinion is of a given topic. More often that not, the student will bring up a valid point, and often times will articulate an idea that wasn't even addressed in class. By complimenting their ideas and thoughts, or even using those ideas as the basis of a conversation in the next session, one can really make a student feel empowered.
Of course, it doesn't *always* work so ideally. Still, it has been my experience that actively engaging a student in this manner encourages that student to be his or her best.
Hi Bryon,
Good point about different student dynamics and personalities. Instructors need to find what peaks the interest of the students and then use that as a way to get them to invest in the course and content.
Gary
Hi Bobbi,
Something I use to get students talking is I assign them topics that they are to present as a member of a student panel. I have 3-4 students on each panel. They work on the topic and then present it as a part of the panel. They sit (not as bad as having to stand) behind a table (a bit of a barrier between them and the rest of the class) with the other students (spread the fear). They have an assigned time (5 minutes the first time) and well as forming at least three questions to ask of the class. I award professional points for the presentations and make the number of points high enough to be worth their while. I have found that after doing this at least once and sometimes twice I get almost all of the students participating in discussions. You might want to give this a try and see if it works for you.
Gary
I do understand how some students just do not want to interact. I think in some cases it may not be because they understand the material it is that the personality they have makes them uncomfortable. Maybe finding out what the students have interest in and trying to combine that with the class material.
