I know this is a rare problem: quiet kids. But what suggestions do you have for a ninth-grade class that is made up predominately of students who seem to be unwilling (or unable) to share thoughts or ask questions during class discussion. They’re even hesitant to answer direct questions aloud. Add to that all the girls are quiet and the boys are willing to answer and ask questions. I’m looking for ideas to motivate conversation, as my regular tricks are not working!

—L from Massachusetts

This is not as rare a situation as you may think. Even in a class with many students eager to participate, there are some who hold back for a variety of reasons. These students may lack self-confidence, there may be cultural or social influences at work, or they may have had negative experiences in previous classes. It’s easy to overlook these students, but it’s worth the effort to work with them. I was a quiet student myself, and I appreciated when teachers were patient enough to find out what I was thinking.

You could certainly use written activities to find out what these quiet students are learning and to share with other students, but I suspect that you want to provide opportunities for these students to become more comfortable communicating ideas with other students and participating in real time.

Our colleagues on an NSTA listserve had suggestions, many of which I would recommend based on my experiences:

• Aime: I do a lot of pair-share discussions. I think it is very important to build the social dimension so students feel safe sharing their ideas. So I do some short icebreaker activities and nonacademic pair-shares (favorite cartoon villain, amusement park ride, etc). I [also] have had luck with explicitly teaching how to speak and listen and modeling with a “brave” student in front of the class, then asking the class what did you notice us doing? Then move into a pair-share. 

• Bronwyn: To get them used to talking more and avoid stress in the beginning, I sometimes give them the question, let them talk it over in groups, and let them know that I will then choose people at random from each group. It gives them some support as they get used to the idea that they will have to speak. Often I’m surprised at how much they’ll say to each other and it can open up dialogue nicely.

• Elizabeth: Put every name on a craft stick or ticket and then pull out the names from a container. That way, in a nonthreatening manner, you include everyone. Teach them about this strategy before you use it, explaining the purpose. Often the quiet ones have deep thoughts, so employing the longer wait time helps the quiet ones too.

• Pamela: My quiet classes are the ones where it takes some time, but we can have great discussions because they typically have already processed their thoughts, rather than blurting out like my more vociferous students are apt to do.

• Maria: I find that using electronic tools like the Paddlet App or an online shared document with a question allows the students to type without having to be vocal. After this activity students may be asked to elaborate and from there continue the discussion. It also allows the student(s) to see other students’ ideas, add to the conversation, or ask questions in a safe environment.

• Karen: Assign groups of three to four students. Give them a topic to discuss and one minute each to talk. Only one person may talk at a time. The next person must summarize what the previous person said before giving their own ideas. At the end, ask one person to give a summary of what the group said. This forces everyone to contribute and gives everyone the opportunity to participate.

In addition to trying these strategies, it might be helpful to work with a few students individually to encourage them and let them know that their efforts will be respected.

Dig into the students’ history, perhaps with the help of the counselors or other specialists. Do any of these students have language or behavioral issues that affect their communications? How do the students participate in other classes? Talk with individual students about their hesitation and encourage their efforts.

You mentioned that some of the girls seem afraid to be wrong. I’ve seen this in my own classes, and not just girls! Maintaining a safe environment, which it sounds like you have, eventually reinforces the idea that what could be a mistake is actually a learning opportunity.

You have a great opportunity for action research on this. I hope you’ll let us know what happens.