Putting them in groups helps them build confedance.
I have the students work in small groups which helps build the confedence and in time they can work in larger groups.
I have taught my lab class as one big group. Right now I have several "silent students" in my class and one night was just tired of not have my class be excited for their lab work. I had them choose small groups of 4-5 students and taught lab as a group assignment rather than as a whole class. That was the first time I saw my silent students talking and participating. They told me that it was the best lab the ever had. Now I switch days, one lab day small groups and the next an entire class. Its been working great.
I always involve the silent students and combine by making groups which they can interact with other students.
I was always the silent type in school because I was shy. As I grew in my career, I had to break out of that to grow in my field. Now, as an instructor, I have empathy for that type of student, but as an insturctor, I need for every student to participate. I let my students know how I was as a student and I learn more about them. I let them discuss their learning style. It makes them more comfortable in the class setting. I also have more group activities to get the silent learner to be more involved.
Besides involving silent students in a small discussion group as the model suggest, you could also have the class as a whole participate in a reading assignment out loud, that way not to single any one out.
Involving silent students in small groups allows them become part of the class while increasing their comfort level. Once they feel free to converse, you may get a better feel of the knowledge or lack there of, in relation to the class.
Hi James,
I concur! I like to give silent students some type of leadership role in the classroom or in the group.
Patricia Scales
I like to find out a special talent the silent student has so they can share their talent and feel confident
That is a great way to get everyone involved, Courtney! I think the more often silent students get to talk in a non-intimidating way, the better their retention and learning can be.
I put them in small groups with students that like helping others.
With one on one interaction try to find what part of the course or study interests them in order to get them more motivated on the subject.
Small groups well. Several small projects throughout the class with different students each project works well too.
Since my classes are fewer than 15, I generally can identify the silent, shy, or the "lacking confidence" student within the first class or two. Generally, I can seek them out during the day in the halls or lounge for a little one-on-one conversation. This allays their fears of me, seeing me as an advocate for them. The following class I do see improvement.
What I do on the first day is have each student introduce themselves and then I assign a daily chart whereas each student will have to lead the discussion of the day. Because it involves everyone, I find that this helps each student be involved.
I, sometimes assign topics to all student as a part of their classwork assessment, and have them present the topic to the class; or make groups of 4, and ask them to work on case studies and discuss in the classroom.
Hi Petya,
What a great way to go above and beyond by giving up your break to make sure your students are taken care of. It is always good to let your students know how much you really care.
Patricia Scales
My class seating is tables of six students and I change the seating chart every six weeks. We have "table discussions" that requires the table to discuss and elect a leader to share to the class. I monitor the leaders of each tablet. shy students become more familiar with classmates and slowly begin to participate.
I observe the students during the first class as I am trying to notice any silent students. I work with them individually not only during the class sessions but also during the breaks.
I try as deftly as possible to get them involved in the conversation by noting slight acknowledgements of understanding by that student. If a quiet student shows he/she gets something by head motion or other body language, I will follow up immediately with a question related to the topic that I know will get an answer. In my field, I also stress that I WILL be working on drawing out everyone's personality because that is a HUGE part of the MA field. I feel it is my responsibility to improve the confidence of the quiet ones to the the point where they are very interactive, and when this DOES happen, I am happy!
