I agree that small groups of 3-5 students helps the silent student to come out of their shell. Also, it makes them feel like part of the class and they can contribute to the topic at hand. Another way that is good acknowledge the student as they enter the class each day by saying good morning, afternoon or evening.
Hi Mischa,
Awesome! Thank you for encouraging/motivating the student to share. Sometimes we have to pull things out of our students when we know that they know.
Patricia Scales
I have a silent student who has a slight speech impairment...slight might not be a fair assessment. She is incredibly bright as I have come to realize, but I think her silence has dampered her involvement. After lecture, I asked a question that no one in class seemed to be able to answer. I could see this particular student knew the answer, but was apprehensive to speak up. I spoke to the class, "I can tell 'Susie' has the answer. Could you please ('Susie')enlighten us all with the answer?" Once she finished, you could see lightbulbs going off in every direction with her classmates in awe of her precise explaination. I smile in the lumination of this story. Thanks for listening.
Involving students in discussions and having them participate in the discussions with questions directed at each individual student and building on them has helped the "silent student" syndrome. Also, talking with them and learning about them makes them feel more comfortable in opening up and participating in classroom discussions/groups.
Hi Rick,
Everyone is more likely to participate when they know that their opinion matters.
Patricia Scales
I agree small groups and leadership roles do help my students, sometimes it goes deeper than that and it takes time and attention to what is driving the silence to get them to open up. Providing an invironment where their opinion matters helps.
I found that using a persons hobby when elaborating on a lecture point allows the student to see how the material is relevant to them. Plus if we get a little side story out of it for entertainment it helps lighten the mood of class.
I like to call on them during review or questions however I try to be sensitive to thier potential anxiety and allow them to go last or close to last when presenting
I place students into random groups so cliques don't form; then, I assign different problems to each group and tell them to discuss the situation and each be prepared to answer. The group gets to choose the lead speaker, but, I call on everyone in the group for either confirmation or clarification of some aspect of the group's solution to the problem. The shy person knows they will have to participate in some fashion.
on the first day of class i take small notes on each student. i split the class in small goups with disscussion where everyone in class has a voice
I like form small groups and make the quiet/silent ones be the key speaker for that group. Helps them open up and interact with me more.
By breaking them into smaller groups but trying to place them with students that are good listeners and have a more mild mannered attitude. Also getting to know them better trying to make them feel more comfortable.
Assign group discussions and implement random vocal evaluations within groups.
Hi Terry,
Good idea to let them lead and have ownership in something.
Patricia Scales
We have a "project" that the student does the last night of class , each student is requested to explain the project / report in front of the class. At first this is difficult for them. I have noticed that once these silent students get started, they do just fine. I tell them they are the instructor for the next 5 or 10 minutes so they feel empowered. I have had pretty good success. Comments?
Get to know that student more a personal level, talk each class period as they enter the class. Also accommodate them with a small group setting, where they can feel more comfortable to open up and discussion topics. Maybe call on them when the class pertains to specific topics related to them.
Because I teach a public speaking class, I have the ability to check eye contact. When a silent student seems intrigued by something that I say, I try to get them to expand with their own thoughts. This usually brings them out of their comfort zone.
Small groups have worked great for me to get the quieter students to get involved.
I can see where using small groups would facilitate the silent student to engage more often. Wouldn't it be more helpful to assist the silent student in identifying personal strategies to apply to classroom participation as a whole? If the silent student can't complete a college course without the ability to open up will he/she be successful in the working world where the position may require engaging conversation on a daily basis among co-workers/patients. If the silent student adapt to tools that can assist them in engaging in conversations early in the college course work that would benefit the person. What if...some of the courses along the way the instructor doesn't use the smaller group concept the silent student will suffer all term and probably won't be successful.
I do something similar. On the first day of class, I facilitate an icebreaker (I use several different ones) between each student and including me. We share different types of information about ourselves sometimes verbally, in drawings, in charades, and then we talk about it as a group. Not only does this give me an opportunity to draw a silent student into a discussion, but it gives each student that same opportunity to engage and involve the silent student.
