I let my students write a small paper about themselves. This allows me to get to know the students a little better. I also tell them a little about myself so they feel more comfortable in my classroom. Finding out about each student and their story gives me an insight to how to involve them in group discussions and activities.
Hi Prairie,
I like how you express confusion to let the students know that it is okay to be confused. Even instructors get confused, and we have to have clarity.
Patricia Scales
I recently had a class of two students--one was very chatty, the other fairly shy. Even though there were only two of them, I still put them in a "group" and had them discuss topics and report back to me. When they would report back, I would ask the "group" for clarification on certain points and call on both of them equally. I think also that sometimes the silent student might be silent not only because they are shy or insecure, but also because they haven't been asked the right question. I usually try to ask a lot of questions to tease out a response; I may even answer my own questions, or express confusion myself. Sometimes showing the student that I've struggled with this same topic/issue helps them come out of their shell and enter the conversation.
Having been a somewhat silent student myself in class, I can relate to the insecurities or struggles these students might be facing. I agree about breaking the class into smaller groups--this really helped me to feel more comfortable speaking. I also think that after mini group discussions, the groups should report to the class what they've discussed, conclusions they've drawn, insight they had, etc. The silent student should be encouraged to take their turn reporting to the class; doing this will help them gradually gain some confidence, and they also will realize that what they're reporting back is not necessarily their own opinions (which might make them feel insecure), but the opinions of their group.
What definitely does not work (at least it never worked for me as a student, or as a teacher) is to call on the student you know is silent. While as a teacher, you might think this is involving them, it is really alienating them further and making them feel foolish. Calling on them also signals to the rest of the class that this is a student who doesn't willingly participate for whatever reasons, and widens a gap between those who do and those who don't.
Hi Erin,
Twenty is a very manageable group, and you really get to build a strong relationship with students when there is a smaller group.
Patricia Scales
I think group projects work really well. Usually quiet students feel more comfortable working in small groups. The more comfortable they feel, they will slowly start to interact in larger groups and sharing with the entire class.
The good thing about our program is that we never have more than twenty students, which is a very manageable group.
Hi John,
I have noticed that silent/quiet students are more receptive whenever they are given more of a subtle invite. They do not like to have any attention called to them. They like for things to be presented in a very quiet manner.
Patricia Scales
Years ago I had a college instructor who provided the basic strategy for enhancing inclusion into classroom discussions. She privately categorized each individual in class as an 'introvert' or an 'extrovert.' She explained to me later on that shy or silent students often needed time to process questions posed, and often needed subtle invitations to participate. The most effective techniques included a post-discussion review of topic discussion (introverted students would serve in providing a summary and add their opinion) or a "free write" activity that could be turned in to the instructor to demonstrate knowledge/understanding. I make a point of validating all student input, especially when they provide an example to define or explain topics.
I always try to include all my students even the silent reluctant ones. I don't embarrass them, I will ask them questions I know they know the answers too and give them encouragement to show me what they know. Also when demonstrating techniques for massage I will use them as the body I work on and have them give me feedback, like do they enjoy the technique, if not why? Anything to include them and encourage their participation.
If I find that a student doesn't participate, I will start to spontaneously call on students to alert them that this participation will become part of the class and that they should pay attention and hopefully this will encourage them to raise their hand on their own.
During the first day of class I allow my students to introduce themselves on paper as well as in person. This allows me to get to know each of them by allowing them to use their preferred way of communication. I also make sure I make time for them one on one.
I am looking for help with a silent student. My class size is to small to place students in groups and with it being so small the student really stands out as being silent. I have been calling on her from time to time but have realized that it does make her uncomfortable and am seeking other advice.
Hi Courtney,
I love it! What a great way to give the silent student a self-confidence booster.
Patricia Scales
Not only do they stay focused on the task at hand in this case but they also get to know other students if the instructor assigns the groups since they will typically pick friends if asked to get in a group. I always encourage them to pair up with new people if I allow them to choose the group.
I do this as well. Each module I assign a "big brother" or "big sister" to each incoming new student, and most oftenly I try to chose a silent student since it gives them a time to shine.
Make them feel comfortable and part of the class.
Encourage active participation in small groups- being in that small group may be more comfortable for them and could be one way in which they can be successful. Ask questions that you know they will correctly answer so they won't feel intimidated.
I will put students in groups so they will be working as a team instead of alone.
Silent students are tough in group classes. I've found that putting them into small groups with someone they may know has helped tremendously.
I try to talk to silent students as they arriving to class. Getting to know the student on a more personal level often helps them to open up and be less quiet during the class. It also helps to make them feel more comfortable.
I really liked the idea of breaking them into small groups. I just observed this the other day and how effective it was. She was an ESL student who is very quiet and doesn't speak English very well. When in a small 2 person group, she really came alive and I could observe her engagement and knowledge of the topic and the way she was actually very skillfull.
Kathy
