How do you engage the quiet, shy, and low self esteem students ??
I work with adults so stickers and candy just would not work for me. So I ask the forum, how do you work with these type of adults ?
Mark,
I get to know their names very quickly and call on them by name. I also speak with them during the break, before class, or after class. I talk about things outside of class and get them involved in conversations about their interests.
Judy Mohammed
when i encounter shy students in my class, i will learn their names to become more familiar with them. i may arrange seating arrangements during project times next to a out spoken student. i will also make a special effort to include them in daily structured topics, by calling for their input.
Rickey,
I do the same. I walk around the classroom and address those around me.
Judy Mohammed
I will generally ask them to give there opinion on something rather than ask them a question that they may not know the answer to so they won't feel ambaressed. this way they can build thier confidence of speaking in class.
Rawn ,
Very good, technique. We want to let them feel comfortable about participating. We need to challenge them, though, and questioning leads to critical thinking.
Judy Mohammed
By getting them involved in lesson early, instead of allowing them to sit back and be an observer
Rawn,
That's good! Let them know from the very beginning that this is not a class to relax in, it's packed with activities, lectures, and discussions and your expectation is that they participate.
Judy Mohammed
Hi Mark,
I currently have this type of student. He is so quiet, you'd never know he was in the room. One day we were discussing health insurance in class, and I realized an excellent way to draw this gentleman into the discussion was for him to share his thoughts on health care here in the U.S. versus health care from where he lived for most of his life.( he had settled here from another country). This was a topic he knew first hand. He was more than happy to share his information! The entire class including myself, learned a great deal that day. Students began to question him and the answers flowed! We were all so interested and he was so knowledgeable. I'm glad to say that day really broke the ice and gave him the confidence to speak in class.
Donna,
Thank you for sharing such an enlightening experience. I always try to engage quiet students in topics that interest them, usually at breaks or before or after class and I am usually successful in getting them to participate.
Judy Mohammed
For all my "isolationist" learners, first I engage with them on their comfort level (one on one). I find that this establishes some level of trust between us. In fact, I may strike up a conversation by noting that they appear to be a "self-starter" and I appreciate that style of learning. Eventually, I find that most of them "come out of their shell" in class once we have established that I will not offend or discomfort them in public, and they have something valuable to offer.
Sometimes, just stating these things plainly to a student lets them know they are appreciated, that they are not doing anything wrong by choosing to isolate... then I seek ways that afford them a safe opportunity to engage more than before.
I wonder, which are better "ice-breakers" with these students - open or closed-ended questions? Perhaps it would be beneficial to have a quick conversation with the student before class (about the subject matter), and then re-direct what they are interested in to other students. Basically, I am looking for a gentle way to fold what is important to them into the class discussion, with or without placing them in the spotlight as the originator of the discussion.
Dan,
You are on the right track. I often engage these students before or after class and try to talk to them about their interests and then, like you, ease them with these topics into the class.
Judy Mohammed
I have a questioning session in my class where I choose students to answer specific questions. However, each student gets a "lifeline" where they can ask for input from other students. If a student uses his/her lifeline, other students give him suggestions about how he should answer the question. The student then choses what he thinks is the best answer and presents this answer to me. This way even a student that may not know a particular answer is brought into the mix of answering questions verbally.
Eric,
This is a fantastic method to use. I use lifelines, but have the other students answer the questions. Your method of the original student giving the answer is great.
Judy Mohammed
