I found breaking the class into small discussion groups to work on a talking point or a short presentation helps to those silent students who are shy talking in front of larger groups. Another method I use is do a round robin to discuss a particular topic which involves each student.
I enjoy having a silent student to do the teaching. For example, if we are discussing customer service, I would have the silent student to teach the class a customer service strategy he or she has found to be effective. The class has learned and the student is no longer silent.
Hi Cynthia,
I love the idea of the mentors to help draw in quiet students. Sometimes you just simply need to reach out to the more quiet students.
Patricia Scales
I think that is such a neat idea. I will have to try that.
It is interesting because often my "shy" students are not shy when it comes to facebook and other social medias. I think it is a lack of trust and judgment from others. My daughter is shy. Not with us of course but at school and other places she chooses to ignore others or pretend they are not there then have to talk to them.
I usually will break students up into small groups and then go around and speak to each group and have them talk amongst each other to learn more about each person.
If I notice a silent student in my class, I first assess my own awareness of this student’s quiet personality. In a larger class, it can be a temptation to bypass them.
I incorporate small group interaction, as well as partner assignments to help these students feel safe. It gives them an opportunity to get to know other students in a less threatening way. I am fortunate to have 3 “student mentors†in my class who I will ask (privately) to reach out to silent students.
In addition, I chat informally with the quiet students as we walk down the hall after class, in order to let them know they are a valuable part of my class.
I find getting silent students to open up easier by not coming across as the " all knowing, all wise OZ" By trying to relate to each student and getting to know a little about them during the introduction phase of my class they seem to open up and try to get involved. Then I watch as I teach. If I see anyone clamming up and pulling back, I get peers involved if possible as they seem to relate to them better. I realize that the learning environment has to be structured and disciplined, but if you also make it fun, most people want to get involved.
Excellent, Debbie. As a new instructor, I haven't thought about it like that. Thank you for the great idea!
Hi, Vincent.
I do the same thing, and it really helps me get to know my students. I'm going to try to be more creative and add something that's out of the ordinary that will elicit more student response. Any ideas?
Hi, Dan. We take time in class to learn about each other personally, not just the school setting. I thinks this is so important because the "shy" students feel more comfortable speaking out. I have a student who loves clothes and shoes. She names her shoes. Her favorite shoes are called "Judy," and I have encouraged her to bring Judy in to class. She's not done it yet, but I'm still working on it! :)
By assigning them to small groups or a panel where they can't avoid participating. Also have them be the spokesman for the panel in presenting their solution to the class.
One student I had in class was silent and I asked him why. He had only been in government service for three years with no prior experience. While well-educated and intelligent, he really had nothing to contribute. I slowly asked his opinion on certain topics in class based on his particular background to ease him out of his shell.
On the first day of class, I pair students up and have the "interview" each other so they can learn more about their fellow classmates. It's a great opportunity for the silent students to get more comfortable with someone else in the class while also sharing something about themselves.
Most often these students are shy or insecure. Getting them involved and participaing in calss can be difficult. Starting them in small group discussions and gradually working them into larger groups until they can speak to the entire class is very effective. Praise, encouragement and understanding go a long way in helping these students become comfortable.
Hi Wayne,
Yes, they do! Silent students open up more in a smaller setting.
Patricia Scales
Small discussion groups seems to work very well in my situation.
I help silent students to become more involved in class by engaging them in conversations of their interest as related to a given subject. Open questions are asked that encourage the student to express themself with confidence about topics that are familiar subjects.
The initial assessment of a silent student is they are either unresponsive or not following the lesson. But many times when the silent student is called, they have the most to say. I agree, get to know your students and then ask questions of them based on their experiences.
I like to have class discussions quite often to keep the students engaged and learning from each other not just me. When a student is quiet I will ask them for an example or if they can relate to the example that another student has offered.
Great question. Every class has at least one reluctant student who prefers to remain silent and leave the discussion to others. I like the small group approach, and I especially like the group project approach to getting my reluctant ones involved. When I am leading the class in discussion by posing thought-provoking questions, I bring in quiet students by asking them what they think about a certain topic, and I always make them feel their contributions to the discussion were pertinent and worthwhile. If a student is way "off base" with a thought, I gently guide them to the right spot.
I turn my quiet student into the leader of the group to give instruction or lead the activity. I find that when you give them this responsibility they tend to do well.
Thanks.
Because of the way our system is set up, I have new students enter my class frequently. Any time we have a new student in class, I play a getting to know you game. Not only does it introduce the new student to the class, but all the students learn something new about classmates since I vary the focus of the getting to know you activities. I have my students break into small groups for discussions and activities most days, and I generally assign the groups, switching up each time, so that the students get to interact with each other and become more comfortable. We also have group discussions as a whole class where each student is required to answer at least one question. Generally, within a 2-3 week period, silent students become much more verbal.
