I also use small groups. I usually break the class into small groups giving each student a different role within the group. I also take time before class to talk with all students, but try and make a special effort to talk with the silent one.
I had a silent student in my class and at first, I was unsure how to help the student be more involved. I consulted other instructors who had previously taught this student and found out that she was hearing impaired and too embarrassed to let her instructors know that she was not hearing them. The next class, I spoke with her in private and asked her how I could work with her so that she could understand me best. I reserved a seat directly in front of my podium which allowed her to read my lips and she became much more involved in the class. I was quite embarrassed myself that I missed this observation until it was pointed out by another instructor. She went on to make an A in my class.
I have found that putting them in small groups work well. also talking to them finding out something about them, and just takeing some time with them will get them talking more in class.
I agree during first day of getting acquainted to keep copies of each students information. It comes in handy later, since you have info which can involve all students.
Whenever I am around someone who is quiet, I try to get them to smile and/or laugh. I've also notice that people are less timid in smaller groups.
I would involve silent student by giving each student an assignment and explain they will need to report their finding to the class. Breaking the large class into small groups will usually help a silent student feel more comfortable talking. Sometime role playing will help bring a silent student out of their shell if you as the instructor can guide them through the activity.
I've found that dividing the class into small groups no more than 6 helps the quieter or silent students be more interactive and thus helping themselves to speak up and not be as shy and self conscious about themselves. and having activites that small groups interactiving with other small groups.
As a former silent(shy in my case)student myself, I know the fear of asking a "dumb" question or giving an incorrect response. I've read in this discussion several other reasons that a student may be silent. They are all ones that I will be mindful of and watch for. I think that the reason a student might be silent will help determine the approach the instructor should take to bring that student out. Generally, however, small groups appear to be the most successful strategy to accomplish this. I remember in my case, it only took an instructor telling the class I was enrolled in that "the only dumb question is the one that doesn't get asked." It clicked for me!
I have had many silent students who do very well in all other areas of the instruction. By using small group assignments these students usually perform well and express themselves with confidence.
Hi Rodney,
I agree! Silent students perform better in a smaller setting and around people they know/or are comfortable with.
Patricia Scales
Having silent students start off in groups will help them to open up and also having the group present together to the class will help the student participate. Having students get to know each other helps also.
H Maricar,
Absolutely! This works when they feel they are the top person in the group. I have seen students come out of their shell by having a leadership role.
Patricia Scales
For silent students my strategies for them to participate and be more involve is to assign them as a leader of a group.
I have found that merely showing a silent student that I am interested in listening to what they have to say that they become more interested in contributing in class. The discussion usually needs to begin before, or after class begins.
First of all I think it important to get to know your students. I feel that assessing the students interactions in various setting is very beneficial (small group, independent study, one on one among others). Once you have determined the students comfort level and interest you can begin encouraging other forms of interaction in the class. This is a slow process I understand, but it can be very effective in encouraging participation.
You can help silent students to become more involved by breaking into small groups and talking to the student outside of class
I recently had a student who was very quiet. She would occasionally talk in class. One term I had do do a directed study with her and it was just she and I. She really came out of her shell when we worked one on one. She did have a hard time when she went out on her extern. Patients took her quietness as being "rude". I talked to her alot about smiling and greeting patients as they come in. She was so very intelligent and her skills were excellant, but she seemed to really lack social confidence. I wish that I had tried more group projects in the class where there were a number of students. It may have helped her.
Group projects are good, but it also helps to pay a little extra attention to the student. Find out what is causing her silence. If she is shy or feeling inadequate then try to build up her self esteem by noting positive attributes and commenting on them. Also, talk to the student in hopes of bringing her out of her shell.
I have found that having silent students work with a partner is more effective than a small group, since typically it is awkward to be working with a partner and not to talk. However, I have seen small groups function without including one of the silent students. I also try to select the partner that will work with them and not just do all of the work.
Hi Kerry,
I love the approach you take to get to know your students and how you let them know that you genuinely care about them. I also like how you change it up, and you make it more academic related as well.
Patricia Scales
