If your class can be fun as well as informative, it seems to relax the student so that they feel comfortable enough to loosen up a bit. I have a quiet student in my class. He works very hard and does participate, when called upon. He is just one of those students. I watch him interact with other students. He just doesn't have much to say, even when he is with his classmates or family outside of the classroom. He has a cousin that attends classes at our school also.
Hi Deanna,
Smallness works better for quiet students. Quiet students will come out of their shell more, if they work in a small setting.
Patricia Scales
I try to get to know the quiet student by talking to them out of class. I put them into a small group to help them participate easier.
I am fortunate in my vocation. It is usually easy to deal one on one with students and break the silence barrier. Hopefully, the regular one on one contact in the class and clinic will open the student to discussion and group participation. We require oral "treatment plan presentations" later in the course, and they are ready to participate.
Hi Karen,
Charades should work well for the silent students. Try it!
Patricia Scales
I just thought of this, but how about a game of charades?
Silent students have previous trepidations of saying something that could be wrong. It would be avisable to involve this student in small groups and utilize activities that could stimulate this student's desire to engage herself or himself in verbal interaction.
During first day introductions, I take small notes on each students past experiences, hobbies, where from, etc. I will use these notes for future discussions to involve everyone. It has helped me get the quiet student be involved and participate.
to engage quiet students I try to work in small groups or give projects that involve creativity or some computer work.
Dividing the class into groups, designating the silent student as the leader of his/her group, will accomplish a successful outcome for the group and the silent student.
Deanna
I try to make a connection, one on one. Sometimes its shyness, confidence or not buy into the teaching objective. The passive aggressive is the hardest to engage.
I had to remove a passive aggressive from the class. I brought it to my supervisor and allowed her to mediate it. The next class she was engaged. The supervisor was able to defuse a situation that would have become toxic.
Hi Daniel,
When silent students are given attention by the instructor, they seem to open up more in class.
Patricia Scales
I pay more atention to the silent student. Eventually they usually become more relaxed and openly participate.
Hi Frantz,
When it is the norm in class to call upon everyone, all students are more receptive.
Patricia Scales
Hi Renee,
I certainly understand your perspective. It is easier to speak about something when you firmly believe in it.
Patricia Scales
I attempt to have one on one discussions with them to ensure that learning is taking place and request feedback on what they may find of benefit
I have found that by making myself more approachable and personable, students are more comfortable in my class and therefore more comfortable to speak in class. I agree that small groups are also effective. I also assign a final group project that is presented at the end of the semester. The group presents it together, but each member must present a piece. That way, the shy students are not in front of the class alone, but still must speak in the class!
I've found that calling each student to answer a question creates a more relaxes and talkative atmosphere. There may be nervousness at first but since everyone knows that everyone will be called, it becomes a shared experience. I let them discuss each answer and ask questions. it becomes very relaxed. Silent students come to expect that they will be called upon like everyone else and it's not such a big deal.
As a former "silent student" myself, I found that it became easier to speak aloud more often in class once I found a way to relate to what was being discussed. Throughout high school and college, I noticed that I found it easy to add new perspectives to class discussions because I tended to think a little differently than my classmates. I made a conscious decision to put my unique perpectives out there (risking vulnerability) because I sincerely believed in what I was saying. That authenticity piece made all the difference, I believe, because I could genuinely stand behind my comments. I think this relates back to making course content relatable to students. It will be difficult for students to add much to a class discussion that they perceive has nothing to do with what they may deem important (or career-related).
Team them up with small groups, chat with them on the progress of their work.
Leon Guendoo
