| For many teachers, getting their students to participate | | | | wrong answer. Many times, students are afraid to |
| in class can be a challenge. Sometimes, students fail to | | | | answer a question in class because they think they |
| participate because they're not prepared for a class | | | | might be wrong. If you, as a teacher, re-assure them |
| discussion, while other times, the reason might be due | | | | that mistakes are okay and can be learned from, it |
| to shyness. However, whatever the cause for lack of | | | | could encourage these students to participate. |
| participation, there are many ways to encourage | | | | Another great way to increase student confidence is |
| students to get more involved in class. | | | | to allow students to converse about answers before |
| Sometimes, students will assume that if they don't | | | | being called on. For instance, try posing a question to |
| raise their hand to answer a question, they won't be | | | | the class; then, after about a minute of having students |
| called on. It is a destructive mode of thinking, as it can | | | | think about the answer on their own, allow them to |
| also discourage a student from preparing for class. | | | | discuss possible answers in pairs. In being able to |
| However, showing your students early on that this is | | | | converse about their answers before sharing them |
| not the case is very important. Students should know | | | | with the class, they're likely to answer with more |
| that they can be called on at any given time, and that | | | | confidence. Once the pairs have conversed for a |
| they don't necessarily have to raise their hand to get | | | | minute or two, start calling on people to participate. |
| called on. A great way to apply this participation 'rule' is | | | | Of course, when it comes to student participation, it |
| to write each student's name on a popsicle stick. | | | | always helps to have interactive tools in the classroom |
| When you want to call on a student, simply pick a | | | | – for instance an interactive whiteboard. In keeping |
| popsicle stick at random. In knowing that their name | | | | a teaching tool like this in the classroom, students can |
| could randomly be picked at any time, students are | | | | actively get involved in many ways. Whiteboards like |
| more likely to come to class prepared, and are more | | | | these also often come with interactive whiteboard |
| likely to get used to the idea of participating in class. | | | | tools, encouraging even more hands-on activity. |
| However, some students won't participate, simply | | | | Finally, one of the best ways you can encourage your |
| because they're shy – and if you happen to pick on | | | | students to participate is with positive feedback. No |
| a very shy student to participate, it could be a stressful | | | | matter how a student answers a question – even if |
| situation for that student. There are, of course, various | | | | it's incorrect - you can usually first say something |
| reasons for shyness – some of which include a | | | | positive about their answer. Once you've given positive |
| fear of speaking, a lack of confidence, or perhaps a | | | | feedback, you can also add constructive criticism if |
| cultural element. If you suspect that a student is holding | | | | need be. Ultimately, the positive feedback is important |
| back from participation due to lack of confidence, you | | | | because it's what's going to encourage students to |
| can gently re-assure them that it's okay to give a | | | | keep participating. |