One technique I use is to involve the class in one lecture that they have to facilitate as the “teacher†and I the “studentâ€. I usually choose the silent student as the leader or co leader of this project. This is usually assigned the 3 day of class after I have a better idea on who will be active versus passive.
I just had a perfect example of a silent student in my last class. We did a lot of computer work in the class, too, which made it easier for her to pull away. They were not activities you could do in a group.
What I did, is tried to build a rapport with her. I would walk the class, asking questions and providing help. I would make an effort to sit next to her, and ask her questions. "How are you today?" I would also ask her follow up questions from the previous class. She seemed to pull into the conversations a little more. She was still quiet, but was more at ease.
Hi Dan,
I have noticed that if you take a soft approach with quiet students,they are more likely to open up.
Patricia Scales
I totally agree! I use the same tactic, I go to each student individually and ask about their interest and where they're from and find things to get them to excioted about sharing with the class they seem to be more eager to speak up afterwards.
I agree with others who've suggested small groups. I find that works very well. I also make sure to give direct feedback during critiques - to make it more like a conversation. This can work well to bring out quiet or nervous students.
Hi Nicole,
The first day introductions is a good period to bond and to find out those who have things in common with you.
Patricia Scales
The first day introductions should help. You can take notes of what experience they each have this giving an idea of where the comfort zone might be. Then the class is discussing a topic that that particular student is comfortable with ask for their insight.
I agree. When you get to know your students and let them know that you care about each of them the more quiet ones will start to respond. I think they also need to know that I am actually more interested in him or her than whether or not the answer is "correct"
Involving silent students in class: I found it to be good practice to break up my class when teaching combat physics, this ensured me that I was getting everyone involved in the class and that each student would have to speak up during each of these little exercises.
v/r
Ron
I find some of those students who come up to board and do a problem helps them get out of it. They are up there with me so they don't feel so alone. I guess a case of them being in command of the class.
I have found that sometimes students are silent but their thought process has taken them in a different direction than the rest of the class. However their insights were able to allow deeper discussion as a whole group.
All students were correct even the silent ones.
Also on the first day I have every student stand up and introduce him or her self in front of the calss.
I share with the class my background, which used to be that I was extremely shy. So I can relate to them. But also sharing with them, that I have learned the most when I'v been out of my comfort zone.
Being a silent student myself at one point I was much more comfortable sharing my opinions in a smaller group of people. When called on randomly, I was very caught off guard and could never come up with a suitable answer "on the spot". I would rather a student be able to have more time and feel more comfortable with answering a question.
One 'trick' I have used -- and am fortunate that I have relatively small class sizes -- is that I will start with a "rotating" question put out to ALL students. I'll start initially with very closed-ended questions (Answers such as "Yes", "No", "Up", "Down", "Slow", "Fast", etc.) in the first day of class and do it rapid-fire around the room, collecting answers. Then I'll gradually increase the type of Q&A as each student appears to be a bit more confident or comfortable, still using the "Everyone weighing in on the subject" approach. Eventually, usually ALL students find a comfort zone to speak up, participate, ask questions.
Later, I can invert it, and encourage each student to ask ME a question in class, e.g. during a review session, or while reviewing an assignment or quiz.
I will take time to interact with the student before or after class to show him or her I am invested in his or her learning process. I will ask them what they would like to get out of the class and be enthusiastic about their presence.
Involving all students with discussion, critical thinking questions, and short presentations.
Asking only open ended questions.
I have been most successful by getting to know the silent student a little bit better. Using that information about prior life experience allows me the opportunity to create an "opening" in which to help pull them into the group discussion. I also agree that the small groups work well for these students, especially when you place them in the leadership role.
I find it best to find out what they are most interested in and try to encourage them where they are most passionate.
if you're secure in your presentation skills; you'll be pleasant and smile, this is comforting to students
