To help the silent student, the instructor could assess what issues may be holding the student back to be less interactive with the other students. Forming small group assignments may ease the fear that a silent student may have internally and help them take the baby steps with working with others and being comfortable with sometimes not understanding and/or having the answer all the time. Also helps form teamwork and mixing up the groups will help all build a classroom team.
I really enjoy the idea of allowing students to do group projects and stand or sit behind a desk. I know when I was a student that this would have helped me since I also feared being in front of the class. Conditioning this silent student to speak briefly over a period of time throughout the college's term builds their confidence. Then at some point, they may be able to speak more voluntarily in class after they gain some experience with group presentations.
I have learned that by initiating conversation slowly and transitionally works best with silent students. It might help to engage the student on the side about something light or something open-ended that allows them to build confidence.
Hi Jackie,
The growth of a shy student can be priceless. The confidence is there now, and the shy student likes the spotlight.
Patricia
I like to break my class in small groups that will eventually have to make a presentation to the class. I also randomly call on students during lectures to inquire about the course content and if it has played any role in the student's life. It is always rewarding to see a shy student afraid to introduce themselves on the first day of class blossom into a social butterfly with no fears of presenting a final presentation on the last day of class!
I already have smaller class sizes, but with computer classes I have seen that it is much easier for one-on-one instruction when the student does not participate. This has helped tremendously by the third week of class, the student is not afraid to ask me questions and can trust me to guide them to success. It has also heklped the student to open up a little more with a smaller class size as well.
I try to encourage the students that it is acceptable in class discussions to give answers that may not be fully developed or may in fact be wrong. If a student is concerned about giving a wrong answer, this fear can overwhelm them and deter them from speaking up in class. Wrong answers many times lead to some great class discussions. As we explore why the answer may not be the best possible answer, learning is occurring.
Hi Derek,
Group work normally does bring the silent student out of their shell. I like to give the silent student a lead role in the work group as well to get even more interaction from the student.
Patricia
In my class i develop a rapport with the quiet students by talking to them getting to know who they are during break time. This will make them feel comfortable with me and loosen up in class. I also put that student in small groups with students around he/she. This way he/she can get to know classmate and open up more.
Get them into work groups with other students
Small group discussions and blogs
In my experience, putting silent students in small groups will help them become more involved in class. I think the students don't fell so afraid to talk in front of a small group.
Hi Angelina,
I agree! I try to make it a point to boost my students confidence, especially the shy students.
Patricia
I think there are a few good ways to do this. Some instructors make participation part of the criteria for doing well in a class. Group projects, discussions, and even presentations can help. If a student is feeling unsure of himself, he may just need a little positive reinforcement.
My strategy has most frequently involved affirming the value of my silent students' perspectives and directly asking for their participation. I try to connect my approach with the interests they've already expressed so that they see that I am listening and sincerely seeking their input.
How I break silent students up is by breaking them in up groups, but I also talk to them one on one outside of class. I try to make it an appoint to get them to come out their shell at every given moment. I also give them real-life examples. For example, the student wouldn't be silent if I cheated them out of money at a cash register or they got into a confrontation with someone at the grocery store or in the parking lot. It all has to do with why they choose to be silent in class. They usually don't know how to speak up in a positive way because they feel they don't have anything valid to say, but that is not true. The students just need a learn to channel their silentness in a way that will benefit them in a positive way.
Hi Richard,
Monitoring is very important when students are working in groups. Students will put forth more effort whenever they know that they are being monitored by the instructor.
Patricia
I agree with you. Unless you are dealing with undergrads at the end of their program, or graduate students, you must definitely stay in close contact with the groups. I generally roam around and interject comments and suggestions as I move around the classroom, but I try not to overstep and let them drive the conversations within their groups.
sometimes the students still "act up" in groups. So I find I must monitor those groups, as well.
I talk to them during the break or after or before class about what their major is, how far along they are and generally how they like the program. This interest in them seems to help open them up to not just me but the class.
