HOW CAN WE GIVE OUR QUIETER STUDENTS A VOICE?
I recently used the Placemat Strategy during a teacher workshop.
At the end of the session, one of the teachers came up to me and said that she had really liked the activity because it gave everyone a voice.
She explained that she is a little bit of an introvert, and that having the opportunity to write down her ideas first meant that she could organise her thoughts before sharing them with the group.
Her comment really stayed with me.
It made me think about how often we ask students to contribute by putting their hands up or speaking immediately, and how many students might have valuable ideas but simply need a little more thinking time or a different way into the conversation. It also made me think about the importance of creating different ways for students to participate.
Here are three strategies I have been using for some time:
PLACEMAT STRATEGY – Everyone’s ideas are visible
In groups of four, each student writes their ideas in their own section of a large sheet of paper.
They then discuss their contributions, agree on the key ideas to put in the centre, and share their conclusions with the class.
I particularly like this because everyone has contributed before the group discussion even begins. Students who are less comfortable speaking immediately have time to formulate their ideas first.
MICROLAB PROTOCOL – Everyone gets time to speak
In groups of three, students take turns sharing their ideas for a set amount of time, for example one minute, while the others listen without interrupting.
Once everyone has spoken, they can discuss and build on each other’s ideas.
This can help prevent the most confident or quickest speakers from dominating the conversation.
ICE CREAM STICKS / PING-PONG BALLS – Not always the same hands
Write students’ names on sticks or balls and draw one instead of always choosing from raised hands.
The important part is to give everyone thinking time first, perhaps followed by a discussion with a partner.
And if a student isn’t ready, they can ask a partner for support or come back to them later. This can create opportunities for students who don’t usually volunteer to have their ideas heard.
That conversation with the teacher reminded me that giving students a voice doesn’t necessarily mean asking them to speak more.
Sometimes it means giving them time to think.
Sometimes it means allowing them to write first.
Sometimes it means creating a structure where everyone has an opportunity to contribute.
💬 What do you do in your classroom to make sure quieter students have a voice?
Have you tried any of these strategies? Or is there another approach that works particularly well for you?
