Begin every activity with a task that 95 percent of the class can do without your help. Get your students used to the fact that when you say, "Please begin," they should pick up a pencil and start working successfully.
An interesting thought for my students who assume they can't do it and consistently sit and wait for teacher help; often without even looking at what they are supposed to do.
eachers tend to get the first response when they scaffold challenging tasks so that all students are successful.
A selection of timers to suit your needs. I like his idea of taking periodic breaks but not letting them drag on too long. Timers can help in transition time as well.
Nice to have an idea of where to start when asking kids to do research. Interesting that google is on the list - I've heard may teachers debate whether they want their students using it.
Mentor Texts - I love the way this website is organized. Click on the type of mentor text you are looking for, and it takes you to a list of books with a summary, review, recommended ages, sample text, strategies to practice, and other books that go well with it.
I've seen online classes use this well. An online chat gives an introvert time to answer questions and make comments at their own pace whereas in a live class the conversation would have moved on by the time the introvert was ready to contribute. The question is, is there any way to use this at the elementary level?
In fact, the introvert may be a pushed out as the extroverts of the group dominate the conversation even if their thinking is not on target.
introverts aren’t averse to being with people; it’s just that they need solitude to re-energize, engage in deep creative thinking, and process the mass sensory input that the extrovert thrives on
acknowledging that introversion is not something to be “overcome,
I see this a lot is group building exercises. I like giving the students a puzzle to solve. Often the quiet ones have the answer quickly, but the group continues to struggle because nobody is listening to the quiet kid.
rewards for classroom engagement should not be measured only by oral contributions
Many of my best students were ones who rarely spoke in the large group, were active in smaller groups (and the smaller the better) and had a great deal to share with me privately in papers.
Our classrooms contain too many forgotten introverted students who may need help but are not getting it and/or have gifts that aren't being either elicited or supported.
Not all quiet kids are troubled - should not assume "something is wrong", but many have a lot to offer a class if given an opportunity to contribute in a way that they can feel comfortable.
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