Some silent students do talk more in small groups. If they do not talk in a group of six then change the group size to three. This works. I have seen silent students talk alot in a small group of three.
I frequently have students work in small groups (2-3 students) when first learning new types of math problems. They get to work out practice problems together. This engages the quieter student while providing some discussion of the problem itself.
I agree with small group discussions- especially if there is a person in the group that they already know - Having them open up slowly will prepare them for bigger group discussions -- and eventually in front of the class.
On the first day the course I discuss what brought me to teaching and small bit of information about me not related to the course to show that I am not a robot.
I find quiet students are often very observant people because their energy is focused on coursed content or the behavior of others rather than socializing.
I ask them questions during classtime after lecture if I find that their work does not show a progression of learning.
If a student is testing well, I show them the respect of personal space.
Hi Catherine,
Jepordy is great game to get everyone involved. Shy students will definitely participate in this activity.
Patricia
Sometimes playing a learning game seems to help such as like jepordy or who wants to be a millionare.
I literally go around the room and all have to particpate or I just wait, then rephrase and wait, they always seem to come up with something and they know their turn to speak is coming.
Hi Mary,
Working with silent students take a lot of work. I agree, these students tend to be a lot more participative whenever group activities are happening. Once these students become confident, they really come out of their shell.
Patricia
One thing I do to involve silent students is to have ice breakers at the beginning of class. I ask a question that is easy to answer and go around the room. An example would be, "Tell me one thing you did in high school." Everyone went to high school and just about everyone was involved in something. It helps the students know there are other people in class like themselves.
I have found success in having silent students work in groups and share information with the rest of the class.
Encouragement and motivation are important elements of learning for any student, but I believe they are critical components for "silent students". My experience (which is limited to the classes that I teach obviously) is that students who don't speak up or volunteer answers are reluctant because they are afraid or shy. It is helpful to involve them in group discussions as they see to feel more comfortable not being singled out. It also gives them the oppprtunity to become more confident in their own understanding of the material and they sometimes are able to become more vocal.
Hi Noma,
In other words, you are saying build a rapport with the shy student. Once the student feels like a relationship is forming or has been built, the student will open up more.
Hi George,
It appears you have a natural knack at making people feel at ease. I like how you want to remain cool and do these type things very casually. You made me feel comfortable just reading your response. I also like to pay my shy students compliments, such as you like very nice to day or nice shirt, etc. It makes them feel very special to be noticed.
Patricia
First, get to know the student;this will help you figure out it they just shy or do they have personal issues that they might be dealing with. Smile and greet the shy students when they come to class. This will help the student warm up to you and hopefully reduce shyness in talking to you in class.
When I have identified a silent student, I envolve them in my class demo preparation. I ask them to come in early to assist me with the daily demonstartion. I engage them in conversation and by the end of the task they are feeling special and seem to open up. They also feel pretty smart during the demo because they know whats coming.
I make an extra effort to speak with my students as they arrive to class each day. This provides an opportunity to let the student feel comfortable in my presence. Also, I do many group activities to incorporate student companionship and skill assessment in groups. Sometimes the silent student is just becuase they are listening and absorbing the information and not necessarily an issue at all.
How to involve"silent" students....
1) The first day of class crack a joke. If you can get them to laugh you've made contact. Sometimes a joke at your own expense works, makes you appear a bit less intimidating.
2) Very casually say "hi" to them when you pass them in the hall. Use their name. Don't make a big production out of it. Be cool.
3) Find out what they like. Spend a few moments talking about it.
I usually have these students stand up in the front of the room after one or two students have done so. I ask the same question to each of the students(no surprises). When asked, "Do I have to stand up in front of the room?", I have the explaination, I'm always standing in the front of the room and I like to be reminded of what I look like from the back row.
The students understand that I can laugh with them and get them to have more confidence prior to doing their final presentation (fifteen minutes). They usually stop groaning after they realize that everyone has to stand up front.
I find that all students have an opinion. I generally ask silent students their opinion on a relevant, general course topic. The student is able to speak from thier heart unscripted. Students are willing to share their feelings about general subjects they can relate to.
I found it better to speak with the student one on one, and find out more about them personally, to see if there is an underlying reason that might be the destraction. I found if I showed the student I truly cared, that this could maybe break the wall they have built around them. I then tried to get another student whom I knew that I felt could relate a little to this person, but more outgoing, and ask for the help during class time, and group activities. This worked for me and my student, and by the end of the course, she was no longer shy, she came out of her shell. Social skills had improved and also her confidence improved.
