This is a problem for me! Any suggestions would be appreciated. The class content helped with suggestions of breaking them in to smaller groups but I already have a small class.
Some of the shy/quiet students I have had and talked to one-on-one have expressed that they are quiet due to cultural differences and have been taught to only speak when you have something very important to say. These have presented the biggest challenges.
Make sure you spend time speaking to the students before or after the class time to build a report with them. Putting them in a small group may help them feel more comfortable but best of all putting them in a panel group is best. All four people have to contribute to the project. Engage the student in discussion in the class when you can connect it to his experience.
I like to assign students sections of chapters to take notes on from the textbook. Once they have completed the notes, I call on them to share what they learned with the class. I sit with the other students and ask questions just as I would if I were a student. The students like this approach to learning because they feel like experts instead of always listening to my lectures.
I think that if you assign the silent student as a group leader it helps them to find their voice. It may also give them that little bit of confidence because you believed they could handle the role of group leader.
Hi Shonna,
I concur! Small works better for silent students. They will shut down in large groups.
Patricia Scales
Hi Martin,
You can really empathize with the silent student. As long as the silent student is grasping, I do not have a concern with them. I also make sure they participate when they are called upon. They are not your big volunteers.
Patricia Scales
I find their strong points in the course then have them come up with me to explain how they figured it out and they become the teacher. I have found this to be effective for the student as well as the class because there may be others that needed to hear someone else explain the problem with the answer.
I think involving these students in small and intimate group settings really helps them come out of their shell to some degree. It makes them feel involved but not stressed out.
I have a major problem with this. I WAS the silent student all through most of my education.
Possibly a product of state of education at the time. I was shy but I had no problem learning and got excellent grades, except for English classes. Throughout college and many technical training schools, I never participated unless I was asked directly. I alway knew the answers when ask so they did tend to call on me when there was no other response from the rest of the class.
In the courses where I instruct, I do carefully monitor the silent type and have no problem with them in general but if they are not performing well, I do take the time see where they need additional help. Also, other than here, I never have had much use for Blogs.
Hi David,
We all like to be rewarded/awarded. Great idea!
Patricia Scales
I often have oral questions in class and ask random students. At times, I will offer a reward in the way of an inmaterial reward such as saying give that person a cigar. I find that all students even the silent student will look forward to the acknowlegement of the reward. So far I find this helping very much.
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Hi Carmencita,
I like the idea! It can also serve as a good balance along with helping to bring the shy student out of their shell.
Patricia Scales
I try to pair them up with a person who is a bit more outgoing. I am careful that the outgoing person does not outshine my shy and silent students. It really seems to work out pretty good.
Hi Brian,
I have found that when you give silent students a leadership role, they tend to really come out of their shell.
Patricia Scales
I will try to put that student into lab groups that will encourage him/her to step up and I have also charged that person with some accountability task to speak up and take charge.
I found this particular segment very helpful. I often find myself migrating towards the engaged, vocal student and constantly have to remind myself to communicate directly with the quiet, shy students.
One thing I have learned is that social upbringing can play a large role in this behavior. I have several Native Americans in my class. I have learned that it is disrespectful, according to their culture, to speak out and speak loudly. This is a difficult change for them to make in class but we work with them to differentiate the two.
By encouraging them to actively participate in small groups. The role they play within the group should be one in which they can be successful. The goal then being, they would build from those success's.
Having assignmenton the board were the students have to come to broad and explain there answer. Putting them in groups so they can discuss the topic on hand.
Hi Brendon,
Very fun, great way to get all involved, and I can see how this can be less intimidating.
Patricia Scales
We use small group labs as well but when I'm in lecture ( I learned this from one of my Education Managers) I pose a question and toss or pass an item around then have the students holding the item respond and choose who it goes to next- This seems to be less intimidating than calling them by name.
