Utilize small group discussions/projects that inlude an area of strength for that student.
Having been a 'silent' (shy) student myself, I can completely identify with that kind of student. Talking to the student individually after class would give me a better idea of his/her personality and what he/she thinks of the course.
Assign them to small groups/activity of 2-4 people and/or assign them as spokesperson for the group activity.
I have done the same thing, pairing silent students with each other, it works well because it forces them to open up and talk and since the group is smaller, it less threatening to silent students.
I try to involve my silent students by pairing them with a strong student who can help try and get the student to verbalize what they are trying to say in regards to patient and assistant situation. Since the silent student will have to work with patients and find out what is wrong with them the silent student has to ask patient questions.
Hi Rosalyn,
I am sure she has a lot to share that is relevant to the course. Let her know that you really and truly welcome any relevant input she has to help enhance the course. You also need to let her know that you are not going to continue to put up with her beahavior. Let her know you want to give her a chance, but you will remove her before she causes more damage.
Patricia Scales
Use strategies to get them involved, such as work groups, student panels, sharing their experience, or getting to know them.
I have two students in my class at this time who reamin silent. One is angry, I can tell by her body language, disengagement and negative attitude with other students around her. The other is quiet because he feels insecure about his knowledge and ability to articulate properly. I have encouraged the second student to particpate in group sessions where he interacted with three of his peers. I have also interacted with him personally and very carefully worded my observations with him so as not to make him feel unimportant nor inadequate so that he remains comfortable and knows I take an interest in him.
My question is about student 1 who is angry about having to participate in a class she finds below her because she "already has a job, and she has run her own business". In addition she feels the other students are not up to her social and educational level. I plan to meet with her to try to resolve her issue as her negativity has expanded to the students in her surrounding area and it is impinging on their excitement.
One of the options I thought of is trying to involve her in discussions asking for expertiese in the subject matter.
Question: Are there other suggestions on how to engage her interest in the class and the other students? I would like to try a new method of resolution.
I find it helpful to break the students up into groups to do presentations. It brings out a social aspect in otherwise quiet students.
I find that pairing silent students with a few other quiet ones forces them all to express themselves
Hi Jessica,
Great way to help boost the silent students confidence. Silent students are much more expressive through writing verses orally.
Patricia Scales
Hi Erica,
Yes, small groups are like magic for shy students; the students are more likely to open up.
Patricia Scales
I let my students know on day one that participation is an expectation of the class and I provide several opportunities in different forms. Small group work, one minute report outs, playing a modified, and fast response game where each student is expected to respond (no points off for wrong answers).
I find that writing individually on a subject is helpful for silent students. Many of my silent students are my best writers. After they write individually, I put them in small groups to discuss their ideas. Then we pull it all together as a class discussion and have each group chose 2-3 ideas to bring to the discussion. I find this helps the silent student's ideas to be heard and gives them confidence when their ideas are chosen for discussion.
I set them up in small groups for peer review and give them specific questions and answers they need to get from each person in the group. They are more comfortable providing critique since they are all giving specific feedback, and they don't have to speak up in front of the entire class.
Hi Heather,
Awesome story! You did a great job with pulling this student out of her shell. She will continue to blossom, simply because of your initial approach with her. You have to be very mild and gentle with shy students.
Patricia Scales
I have just completed the first half of my first session with my first class. I was able to quickly observe who the "silent" student in my class was going to be. She was also the youngest student in the class and she was admittedly shy. We spend a lot of our class time in the "lab". I demonstrate a skill that requires someone to be my patient and then the class practices the skill with a partner. I utilized this opportunity to have my shy student be my partner in demonstrations. In a short time she began to let down her guard. I also let her in on my insecurities of being new to instructing. My class knows I know my subject material but I too get nervous about presenting. This put us all on a level playing field and actually gave my silent student the opportunity to make me feel more secure. It turns out her mother teaches high school English. So she felt like an expert in this area and was able to give me some advise. Both of these things really have made such a difference. My shy/silent student is now very involved and growing more confident every class.
Hi Nic,
I try rapport building with shy students so that they are more comfortable with me. When students are comfortable with you, they will open up more.
Patricia Scales
Hi Kendalle,
What a great way to put students at ease to encourage them to speak easily.
Patricia Scales
I often will assign them to be spokeperson in a discussion group. This allows them a comfort zone amongst the other students. Speaking on their behalf not just the other students
