My inquiry into participation was inspired from my observations of “the quiet kids” – the capable, bright, but shy and introverted students in a class. My initial approach was to explore research to explain why these students do not choose to participate and also to find strategies to promote more active participation in the classroom. I was expecting to become a stronger advocate for pushing students to participate. I am surprised to say that where I am at now is somewhat the opposite. My last few posts exploring participation and assessment referenced two of a three story feature regarding participation. By chance I happened to read John Spencer’s article last, and I am extremely glad I did. Spencer eloquently summarizes my round-about feelings regarding participation, while offering excellent strategies and classroom practices that can benefit all learners – the introverts and the extroverts.

Through my inquiry exploration, I have come to the conclusion that it is entirely, 100%, okay to be one of the “quiet kids” in class. The teacher’s job is not to change the personality and demeanour of his or her students, but to help them explore their environment and find challenges within it. The teacher’s job is to give students the proper tools and guidance to help them accomplish goals and challenge themselves.

Throughout my time in the BEd program so far, the concept of equity versus equality has become a theme of our study. Spencer acknowledges that this applies to participation as well. He “requires all students to participate at some point, [but he] give[s] students the permission to decide the frequency and timing of participation”. He then also provides his more introverted students with necessary strategies and assistance to minimize their anxiety caused by participation. The most important classroom practice that he suggests is to make sure to “allow students time to prepare, and even rehearse, what they want to say”.

I am really inspired by Spencer’s suggestions and participation philosophy. Ultimately, learning is the most important goal for students and while we want students to break out of their shells, it cannot be forced or demanded of them. Teachers have to offer the same support and assistance for participation as they do for other subject areas.

Grading participation is a controversial subject of interest for many educators. Jessica Lahey writes about her journey as an educator who placed value on student participation. In Lahey’s class, “every week, students were given between one and ten points for participation, and in the final tally, it counted for less than 5 percent of their grades”. Some parents did not agree with her decision to include a section for participation. Lahey continues to discuss how her advocacy for participation pushed her to realize the difference between being an introvert and being shy. Lahey ties shyness to anxiety and stress caused by engaging in situations that require more public participation.

After an overwhelming response to an article titled, “Introverted Kids Need to Learn to Speak Up at School”, Lahey was forced into a situation that required some extreme reflection. She has since “engaged in a real effort to… ‘rethink how we understand students’ silences’”. The responses from her article made her see how participation grades can sometimes be seen as a “metaphor for the bias against introverts”.

Lahey’s journey somewhat parallels the process of my inquiry. I was not expecting to go in the direction that I am. With respect to participation, I have now begun to explore the question that Lahey asked herself: “Can students participate without speaking out loud?”

Absolutely, if there is active learning happening. Assessing participation with regards to speaking out loud, could almost be considered a synonym for assessing personality types. Looking back on my observations in classrooms, it is now starting to be clear how there is simply just different personalities in a classroom and that they are going to participate with their learning in different ways.

Way back in the fall, when I decided to base my inquiry around participation, I was inspired by the quiet students in classrooms. Kate Torgovinick May asks the same question I did when I first chose this topic: “What should we do with the quiet kids?” Torgovinick May interviews Susan Cain, who advocates for introverts of all ages. Their discussion focuses on the school and classroom environment, which for the introverted child, can be a “very over-stimulating experience”. One strategy Cain suggests for helping introverted students feel more comfortable is to “build quiet time into the school day”.

Caine also discusses what she envisions schools in the future could look like, and how rethinking school structure could help introverted students. Cain “imagin[es] spaces that are more flexible so at any given moment, you can choose: Do I want to be in a solo space? Do I want to be in a small group space? Do I want to be in a more crowded, lively space?”. In my observations, I have been able to view spaces like the one Cain describes. These less traditional spaces help promote community among grade groups and create open and flexible learning spaces, as opposed to typical classrooms. In these types of environments students exercise the exact type of choice that Cain mentions. As a Teacher Candidate, I have found these environments quite intimidating. It is the polar opposite of my own schooling. I do appreciate however, that these types of environments can allow for more seamless technology integration in schools. IPads and computers are easily integrated across all grades in an efficient and educational way. Technology is used to promote student participation and engagement with learning; it is a normalized tool for learning.

Cain also discusses using technology – more specifically, apps that promote discussion – for promoting class wide participation. Plickers, which I have mentioned in previous postings, accomplish Cain’s ideas regarding participation and technology.

Over the last few steps of my research into participation, I have been realizing that I am going in somewhat the opposite direction that I was expecting to. Initially, I came into this looking for strategies to promote active participation from the quieter students in a classroom. I am now starting to see how as long as student learning can be shown, how the learning is presented is not as important as I previously thought. Cain’s belief in student choice creates opportunities. Offering different platforms, whether it is through a class blog or working in small groups, creates opportunities for students who are more introverted to find their own right way for them to participate with their learning.