It is common for me to get low participation grades. To be completely transparent, my last participation grade was a D (yikes). As my teacher explained to me, it is expected for his students to speak at least once a class period. We’ll just say that I was absolutely nowhere near that expectation. The D was very much appropriate. Since then I have decided I would try to participate more often.
And for that next week, I succeeded! I raised my hand each class. However, I quickly slipped back into old habits. The very next week, I did not raise my hand once. It’s not as though I got the answers wrong or had a bad experience the week prior, I just simply didn’t feel comfortable putting my hand up. But it appears I’m not the only one sunken in my seat. My classmates also keep quiet. In fact, the majority of the class remain silent, while only two or three students proudly participate.
One student in particular has stood out to me — Gemma. She has actively participated since Ms. Maccagno’s eighth grade science class. Which if you have never experienced, I would say it is the most nerve wracking class to participate in. Yet, Gemma continued to raise her hand each class, no matter if she answered right or wrong. She doesn’t believe in stupid questions and is always “excited to share what’s on [her] mind.” She focuses on what other students think about her but rather on making the most of her education.
Other students, however, are not as enthusiastic. When speaking to Addie, a student more hesitant to participate, she explained several factors in her reluctance to raise her hand. She remarked that though she fears what other students may think, her hesitancy lies primarily in the teacher’s attitude. Another student adds that how a teacher responds to your questions has everything to do with their participation. When a teacher condemns or mocks you for the wrong answer, participating doesn’t seem all too appealing. Negative language and ridicule discourages students from participating in class lessons.
Participation is essential for learning and development. It allows students to engage in the curriculum, boosting retention and understanding. A classroom environment that leaves students insecure and uncomfortable creates a disadvantage in a student’s education. They are not learning and remembering the most they are capable of.
I spoke to Thalia, someone I know that participates frequently. In our classes together she regularly asks questions to further her understanding or receive clarification. She feels confident in the subject and likes to actively engage in class material and discussions. So it was quite a surprise to learn she doesn’t participate in some other classes. She mentioned how she feels discouraged from participating in one class due to the teacher’s denigration of her due to any wrong answers. By contrast, in the other class, Thalia “feels comfortable with [the teacher] because they don’t make [her] feel wrong for asking questions.” Thalia feels stronger in a class she can ask questions in because she receives support and encouragement. And though one could be completely focused on a lesson, without any positive incentive to participate, they are still deprived from that extra help and understanding. A student’s willingness to answer a question does not have much to do with how good their attention is, but rather how good the class environment is.
People, not just students, already fear being wrong and do not like to succumb to the vulnerability of not knowing. For teachers to enforce this fear is counterproductive to student’s education. Instead of further scaring and pressuring students into participating with low grades, they can create an inviting classroom setting. It is just as important for teachers to foster comfortable and welcoming classroom environments as it is for their students to find the courage to speak up.
