I was one of these students way back when I was in school, so I can relate to them and empathize with them on how hard it is to speak up and be involved. What helped me was just what you suggested, talking before or after class with the instructor and actually building a relationship with them, after a short time you feel more comfortable, like you are with friends or family.
Steps I have used to help silent students become more involved is to start with a soft approach and find their strengths and involve them in projects that apply their strengths using groups and student panels. Also I try to make a supportive and comfortable environment. These things help the student to open up.
I also use this same technique. I take brief notes during introductions and it helps me to get to know each student. I have also used the info to put together index cards on each student. That way, I can refer back to the information later.
I always try to build the silent students confidence by developing a rapport with them outside of class. This seems to build trust and get them more involved in class discussion.
Silent students may just be shy and may need to increase their confidence by working in smaller groups. Reorganizing the room by moving tables and chairs into group formations may help a shy student feel more at ease in a small group setting. Shy students need support and encouragement when they do contribute in class to help encourage them to contribute.
Silent students do present a problem. The standard answer of putting them in a small group to help pull them out is one of the best methods. However, calling on them when asking an opinion based question, etc, is often a method of getting their involvement. Also, pulling them asside and asking them how the class is going and discussing their silence can be beneficial. Knowing the background of the student can help pull them out during such a conversation by letting them know that "you knowledge and experience is valued because of x..." Another forcing mechanism (not always recommended depending on their personality) is to place them in charge of a small group project, etc.
I get the quiet student to be the sous chef to get them involved in a non-threatening, lower-pressure environment. Then, I praise them when they do it so that they will be more engaged. During this process I ask them to talk to the other students (clearly and loud).
I agree with this, when you show interest in the student, they are more willing to open up. When they open up more in class and engage the others students, they become more comfortable in class.
Syed-
I do the same thing. It's important to 'break the ice' before you begin each course. Sometimes the students all know each other, so I tell them the introductions are for 'my benefit' so that I get to know more about them.
I usually make 'participation' part of the students grade. So, initially, they are aware that if they sit in class silently, they will not get points for participating. It's important for students to understand the difference between participation and attendance. I use to make this one category, but then changed it. So, if they are in class and present that is attendance. Speaking and contributing to class discussions and participating actively in in class activities would count toward participation.
This has been a challenging one for me. I have a couple of those students in class now. I have created projects where they have to work in groups. I also made them the leader in order to bring them out of there shell. I have to say it has worked so far. I try give help build up there confidence. In the group projects, we have a weekly meeting to see how things are going and
have them present any issues or where they are going with the project. It is nice to see them build there confidence.
On the first day of class I discuss with my students how working in the medical field means being able to interact appropriately with patients. I use a lot of role playing to make this a reality for them. When I have a very quiet student I usually have them start at being the patient so they can observe other people's interaction with them and by the time it is their turn they have typically warmed up to the idea. Once there is a comfort level that shyness and quietness tends to go away.
I have found that with silent students I like to do small group discussions and then assign the group leader as the silent person so they practice asserting their thoughts but in a safe setting.
I often ask students about life experience and how relate to there experience at school. And encourage them to share that as it relates to the topic of dicussion. It gives the student value.
I try very hard to create a comfort level in the classroom - mutual acknowledgement, eye contact, rapport, everywhere on campus even between classes. If I see a student outside of class, I go out of my way to stimulate casual, non-class-related conversation ("Did you get that financial aid thing worked out?...good deal, I'd hate to lose you!" or "Hey, how's your weekend? Oh really, yeah, that new Superman movie, how was it?" and then at some point redirect it towards something class-related ("So, ok, how ya doing on that project...? Any concerns so far...?")
That gives me the opportunity IN class the next time to make seemingly casual reference to that conversation ("So, I was talking to one of you about this project a couple of days ago, so I want to see how y'all are doing..." And that, hopefully, gives the quiet student the opportunity to jump in and recreate their own role in that conversation - especially if I prompt them with eye contact or a subtle nod that I'm referring to them or attempting to summarize what their concern had been.
Or even in that casual conversation at the very beginning or end of class, as other students are filing in or out, including that student in casual conversation just so they feel more comfortable with their 'voice' in the classroom. I want them to extent their comfort in those non-threatening conversations little by little into more direct, topical, serious classroom discourse.
I like this part about encouraging students to ask YOU the question rather than quizzing them during a review (or during/after a standard lecture). Simply formulating a question helps students organize their own thoughts and identify exactly where their own comfort zone ends and their area of uncertainty really begins - and then, in addition to whatever assistance you are able to provide in your response, they can know exactly where they may need to continue their study. It also helps you address real issues of weakness as the students acknowledge them, and not your own perception of their weakness, which may or may not be 100% accurate.
I notice the silent student right off the bat, I will always move them forward when in group settings and get them to laugh! And I use my own personal story of how shy I was at one point. I have senior students help with certain hands on things to get them involved and groups work great!
Hi Syed,
It really lightens the atmosphere when the instructor introduces him/herself first. It is also less intimidating when each student knows they will be called upon.
Patricia Scales
On the first day of a class I always begin by first introducing myself with a little bit of biography and experience in the field and its relevance to the course I am about to teach. Then I proceed to ask each student to do the same - talk just a little bit about themselves. Their responses give me a little insight into what I should be expecting from each of them. During the remaining days of the class I ask questions from every student on a rotation basis which serves 2 purposes: the students know I am not picking on any one specific student as everybody gets a turn, and secondly, they are mentally prepared to answer knowing their turn is coming.
Instead of giving the student the option to volunteer the anser, I will call on the student for the answer. If it was answered correctly he/she is rewarded with a candy.
