Participation
Talkers and non-talkers how can the instructors management those kind of students?
Hi Melissa,
This is a good strategy. The results you get are well worth the effort to move the students around and facilitate interaction with other students besides those that they set beside.
Gary
I have tried mix up the class by having them change seats or work with someone they haven't worked with before. This helps the non-talkers and talkers work together and also meet new people.
Hi Kelly,
This has been my experience as well. They get settled in and develop a level of comfortable that helps them to feel they have something to contribute so they start making those contributions.
Gary
I have found that even most non-talkers, in time, have increased their group and in-class speaking when comfortable with subjects at hand, and when feeling acknowledged by insturctors and other classmates.
I know what you mean. Sometimes it can really take you by surprise. I usually have 3 classes where I am constantly trying to draw the students out into the conversation then all of a sudden I get a class that I have to pull in the reigns.
Talkers can help the instructor staple, pass out assignments etc.. The non-talkers can be actively involved in activities that require them to lead during discussions.
Hi June,
Way to go in getting control of the class once again. Students will do this if you let them. The key is to recognize it, just as you did and then bring order back to the class setting. Some students really enjoy derailing a class because it shows them that they are in control and that they can manipulate the instructor. This can not be allowed to happen.
Gary
This last quarter I had to watch a few of my students. They were hijacking my class. I hate to be rude, but always had to stop them from taking too much of my class time. They would always get off topic. They started to realize what they were doing and even pointed it out to the rest of the class. They eventually quieted down.
I try to get to really know my quiet students. I find what interests and motivates them. I try to use examples in my classes towards those things to bring them in and make those students feel comfortable.
Hi Denise,
I put my students into groups of 3-5 and have them do presents over course content. They have time to work together to prepare their presentations, which has them working with other students in the small group. Each presentation is 3-5 minutes long. The panel sits behind a table facing the class. By having the table in front of them there is a mental barrier between them and the class. By setting down they are not on display as much, again in their minds. This exercise really helps to get the shy students involved in a none stressful way while controlling the more verbal students.
I have found that after these presentations my shy students are much verbal and I can control my verbal students with just a glance since they know they need to allow others to talk. If my verbals don't get control I have an individual talk with them and this takes care of the situation. Also, I call on my non-verbals more after the presentations since they know they have something to contribute and have increase their confidence levels.
Gary
