How Do I Include Introverts in Class Discussions?
Introverted students can find themselves at a disadvantage in the contemporary college classroom. Learn effective teaching strategies to engage introverted students in class discussions and how to guide them beyond their comfort zones.
How do you handle that student who never contributes to class discussions?
What about the student who barely responds, even when asked a direct question? What kind of grades do you think they should get?
Introversion is not a learning disability, but many students who have trouble speaking in front of large groups or thinking on their feet can find themselves at a disadvantage in the contemporary college classroom.
Not only do introverted students face unique challenges with their peers, but their professors also may mistake introverted discomfort for disinterest.
Learn how you can support quiet students in your classroom and help stretch their comfort zones with How Do I Include Introverts in Class Discussions?, a Magna 20-Minute Mentor with Nicki Monahan, M.Ed., a faculty advisor in staff and organizational development at George Brown College in Toronto, Canada.
Experts say anywhere from 16%-50% of the population leans toward the introversion end of the personality spectrum, which means you’re bound to encounter introverts throughout your teaching career.
With a background in counseling psychology as well as faculty development, Monahan has the perfect blend of skills and experience to help you reach out to those students who may be holding themselves back.
This session will show you a developmental approach and proven strategies to help you understand and address your students’ personality-based learning differences.
Introverted students tend to work better in solitary situations when they can take time to think, but that doesn’t mean they can’t contribute to class learning or grow more comfortable around others.
How Do I Include Introverts in Class Discussions? will show you effective strategies to engage introverted students where they are and how to guide them beyond their comfort zones.
You’ll start by enhancing your understanding of your students’ learning preferences, which will help you set effective learning goals for the class and identify students who could benefit from additional support. Then, you’ll learn practical methods to provide that support, including:
- Three alternative ways you can use technology to help introverted students feel comfortable while contributing to class discussions
- Three low- or no-tech ways you can encourage introverted students to participate in group learning
- Three techniques to help introverted students develop their verbal skills and move beyond their comfort zones
You’ll see how you can use Twitter, “exit passes,” and low-risk, low-stakes paired activities to build confidence in introverted students and show them the importance of their contributions.
To help you apply what you’ve learned, you’ll receive a Classroom Participation Inventory and Goal Setting Template, along with discussion guides and a list of recommended resources.
After participating in this presentation, you’ll be able to:
- Identify the meanings of “introversion” and “extroversion”
- Recognize how temperament can affect a student’s participation in a large class discussion
- Design alternative methods to help introverted students contribute to classroom learning
- Employ specific techniques to encourage introverted students to participate in classroom discussions
Making sure that all students have the opportunity to participate fully in class discussions, regardless of their learning differences, is a significant responsibility for teaching professors in all disciplines throughout higher education.
If you’re teaching now, or have courses scheduled in the near future, chances are you’ll have introverted students in your class.
Knowing techniques to support and stretch them will benefit your “quiet” students, as well as the rest of the group.
Mid-career faculty, as well as those who are just starting their careers, will benefit from How Do I Include Introverts in Class Discussions?
Purchase this Magna 20-Minute Mentor today and start reaching out to all your students tomorrow!
Product Code: PM14AA
Nicki Monahan, M.Ed., is a faculty advisor in staff and organizational development at George Brown College, Toronto, Canada. She works directly with faculty, providing training, support, and consultation to help advance the college’s strategic goal of “excellence in teaching and learning”.
Prior to her work in Faculty Development, Nicki was a faculty member in the Child & Youth Worker Program for over 15 years. With a background in Counseling Psychology, her areas of expertise include child and adolescent development and human sexuality.
In her teaching practice, and in her work with faculty, Nicki embraces collaboration in creating positive learning environments and is committed to inclusive practice.
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