I form small teams and give each member an activity to discus .
Hi Andrea,
I like how you go about making each student feel important and work at gaining their trust. Once students feel like they can trust you, they will open up to you more.
Patricia
Hi Dr. Dunlap,
I have been teaching for over 22 years, and I have found that silent students do well in a smaller setting. I really like the idea you have implemented of a panel.
Patricia
As others have answered by creating some group projects where they can work with others and help to try to draw them out a little more. The other way I try is to talk to them and find out more about who they are, so even if they aren't talking much in class, I can still keep tabs on how they are and they tend to not be as shy going forward with me.
I would have the student work in a group of 5 or 6 on a project. I would assign the student to a student panel to discuss a topic with the class. I would make an effort to know and interact with the student.
I use small group projects to get everyone vocal and involved. I try for 2-3 student groups depending on class size. Then I require each person in the group to tell the class what their group's project discovered.
I don't hold back and allow them to see my true personality. I tell stories that make them laugh, constantly ask the group questions during demo and lecture and approach each student as they work individually. I start the day by asking every student how they are doing and giving them individual eye contact during line-up. By the second week of class I have usually earned their trust.
Hi Lynn,
I concur!! They have to learn how to believe in themselves. Some students really shine in a smaller setting. The silent student feels like a big fish in a small pond.
Patricia
definitely small groups....I find that sometimes it is a genuine lack of confidence that keeps them "silent"
Generally, I would have the silent student work in a small group and then give each member of the group a chance to have a leadership role.
Small groups and fostering an environment that allows them to believe they actually do have something relevant to contribute to the class, even if they don't think so.
I like to start by asking my students why they are in school and what are they doing now that makes them want to change careers. This allows my coders/billers the ability to connect with the class and myself.
Jeffrey,
I agree with your point that getting up in front of class can be a bit intimidating. I also agree with your thought on building a solid relationship. I had a semi-silent student in class. I was impressed with his ideas when he did speak up. I encourgaged him that he had good ideas and that he should speak up more frequently. This gave him some confidence and he did begin to interact more frequently.
John
Hi Michael,
Small groups work extremely well for the silent student. I also like to give the silent student some type of major role in the group so that they can come out of their shell.
Patricia
Working in smal groups, and associating classroom subjects with their real life experiences.
I really like the idea of a panel. Especially when I am teaching a terminology or mostly book work type class and not one that is mostly hands on. I am going to try this in my upcoming term
Hi Danella,
I like giving the silent ones some type of leadership role in the small group to somewhat force them to talk and open up.
Patricia
I have assigned students to work together in small groups. I found this takes the pressure off the quiet, silent ones. The difficulty is getting them to speak at all.
Hi Dale,
Silent students really come out of their shell in a smaller setting, and they have much to add to the conversation.
Patricia
I had a student in Math last term who was very shy not because she was slow but because her English was not "straight". As participation points, teams of 2-3 students go to the board as "samplers". I assigned her as coach of the team; her work was to write the procedures step-by-step and verbally instruct each procedure as the solver work it out on the board. I made sure that their final answer was correct to boost their confidence. The team received a round of applause as a bonus!
