Working with Shy Students

Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. However, not all silent students are shy: not participating can mean many things, from a simple unwillingness to speak to the fact that the student is a “reflective” learner.

Here are some ideas and references for working with shy students:

1. Don’t rush students to answer; give them time to think. “With added time to think about responses shy students are more comfortable and willing to share their ideas. In the classroom shy students often do not participate in discussion at all. As we know, that is a loss for them and for their peers.
   
   The TLT Group, TLT Ideas for Supporting Student-Student Cooperation
   
   
2. In small classes, adopt a model used at some law schools: no one speaks twice until everyone has spoken once.
   
   
3. Assign specific questions to students in advance, so that they can prepare.
   
   
4. Have students work in pairs.
   
   
5. “Tell shy students [in conferences] that an easy, painless way to speak up in class is to ask questions rather than risking making a comment.

   
   “In conferences with shy students, one professor makes them promise to try to ask just one question in the next class discussion: She notes that if they participate just once, even in this limited way, they find it much easier to take part in discussions for the rest of the semester.”
   
   University of Colorado at Boulder, Teaching Excellence Program, Compendium of Good Ideas on Teaching and Learning
   
   
6. “Oil the machinery” of the class by using online group discussions before class. Encourage shy students by commenting favorably on their work, for instance on a paper say, “This is an excellent point, which I think you should raise in class.”
   
   The Teaching Center, Washington University in St. Louis, Increasing Student Participation
   
   
7. Form ad hoc groups during a class session. This is one of the least-used and most valuable ways to include all students in discussion. There are many different triggers for dividing a class--of any size--into spontaneous groups: ask the groups to summarize the important points so far in lecture; present the groups with a small problem to solve or discuss; after presenting a concept, ask the groups to use the concept to answer a question, and so on. These kinds of groups provide the same benefits as project-oriented groups, but add another one: students who are shy about speaking up in class may have their ideas heard when the group spokesperson reports back to the class.
   
   
8. Ask students to write down the answer to a question you pose, and then pass their answer several people to the left or right.  Ask the person now holding the paper to read the answer, or to comment on it.

Some helpful articles:

“The Effect of Reticence on College Students’ Use of Electronic Mail to Communicate with Faculty,” Lynne Kelly et al
Communication Education; Apr 2001, Vol. 50 Issue 2, p170, 7p

Investigates the effect of reticence on college students' use of electronic mail to communication with faculty. Difference in the frequency of using electronic mail by reticent and non-reticent students; Reticent students' preference for using electronic mail over speaking to faculty at their offices.

“How to Get Shrinking Violets to Blossom”
Peter Monaghan, Chronicle of Higher Ed, Notes from Academe

“How do I bring out my shy students?”
Teaching Effectiveness Program, Univ of Oregon