How would you handle a situation where a student refuses to participate in class activities?

This as a rule should always be the very first step. You must know why this is the case. The feedback you receive would determine the next course of action. Without the "why" there cannot be a "how".

En mis clases iniciales para estudiantes que llegan del colegio y comienzan la universidad, suelo proponerles que los primeros minutos esten dedicados a desarrollar competencias de comunicación y oratoria. Lo llamamos "los 5 minutos". El tema debe estar relacionado con alguna ingeniería, (?existe algo que no este relacionado?), y en 5 minutos realizar una conexión con el grupo con inicio, desarrollo y cierre. A lo largo del proceso vamos incorporando conocimientos, en escena de clases, corporalidad, dicción, uso de las miradas, proyección de voz. A veces, alguien no quiere. Suelo dedicar tiempo a conversaciones durante el lapso o hacemos juntos la esxperiencia. !Funciona! #docente #universidad #linkedin

Before you can effectively address a student's refusal to participate, it's essential to understand why they're disengaged. As an IELTS instructor in Korea, I've encountered many reasons for student disengagement, from personal issues and lack of interest to feeling overwhelmed by the material. To address this, I always approach the student privately and ask open-ended questions to gain insight into their reluctance. Showing genuine concern and listening without judgment is crucial. For example, I might ask, "I've noticed you seem a bit disengaged lately. Is there something on your mind, or something about the class that's challenging for you?"

Stay away from saying things such as "this is easy." If a student struggles with the material, and the teacher indicates that this is easy work, they will not have confidence in their ability to keep up. Refusal to participate can also indicate an issue with safety in the classroom. If a student takes a risk and gets material wrong, what are the allowable responses from their peers? How does the teacher support their risk-taking?

As an experienced teacher, I would first speak with the student privately to understand their reasons for not participating. This could involve asking open-ended questions to uncover any underlying issues such as shyness, lack of interest, or personal problems. During the conversation, I listen attentively to their responses without judgment. It's crucial to validate their feelings and perspectives to build trust and openness.

To build this trust, I take the time to learn about their interests, strengths, and learning preferences. This knowledge helps me connect classroom activities to their personal experiences, making the content more relevant and engaging. I genuinely show that I value their contributions, which can significantly boost their confidence and willingness to participate. For instance, I might say, "I know you enjoy reading about technology—how about we use some tech-related articles for our reading exercises?" This approach not only makes lessons more interesting for them but also demonstrates that I care about their individual learning journeys

One thing I’ve found helpful is always give positive feedback, and if they make mistakes, use them as an opportunity to learn, thanking them to pint an important detail.

KNOWING ALL of the preceding you can plan a class activity that includes his hobby- his food preferences- ETC.... and at the same time take him aside and ask him politely to HELP YOU organize the activity and ask him for ideas and suggestions. AND YES- I keep saying ''HIM'' because 99% of the time it will be a boy who does not want to join an activity because of right side//lefty side brain preferences. If you as the teacher just decide on an activity without making EVERY student part of the decision & planning--- then you are just setting yourself up for failure! I never failed to get even the most withdrawn, autistic ones to join events.

Pour établir de bonnes relations avec les étudiants: je leur enseigne en les faisant participer et à la fin: je leur laisse 5 minutes pour qu'il puisse parler d'exemples personnels et d'actualité concernant le contenu du cours/lesson enseigné.

Tasks should be varied and offer multiple avenues for students to share their responses. If the students work in groups, ensure different roles cater to learning styles and approaches. It is also important that students get out of their comfort zone and attempt challenging tasks. This is where feedback to students is important. If you have a student who refuses to speak in front of the class, is there a time when you can arrange for them to present to you with one or two people of their choice? Public speaking, which can be daunting even for adults, allows children the opportunity to record their presentation.

I use my critical thinking skills to tailor each lesson to fit the unique needs and strengths of my students. If a student finds an activity too challenging or not aligned with their learning style, I adapt it to make it more accessible and engaging. For example, if a student struggles with speaking tasks, instead of pushing them to speak in ways that make them uncomfortable, I might start with written exercises that gradually build their confidence. We could begin with writing prompts that they feel passionate about, then transition those writings into short, comfortable one-on-one discussions. This method allows them to express their thoughts clearly and build speaking skills without the pressure of performing immediately.

Comme enseignant, j'essaie d'adapter mon discours, mes évaluations et de donner la flexibilité nécessaire à l'harmonie et au bon fonctionnement de la classe. J'essaie de proposer autant que possible des exercices et évaluations de difficulté dit moyenne. Le but est que le cours soit intéressant et l'expérience enrichissant et grandissant. Un cours trop facile ne sera pas assez pris au sérieux par les étudiants et un cours difficile les fera démissionner pour résumer rapidement la situation sur le niveau de difficulté.

Especially in a 1:1 setting where personalized attention is key. As an IELTS instructor in Korea, I make it a priority to acknowledge and commend my students' efforts, no matter how small. This kind of feedback helps build their confidence and encourages them to take more risks during lessons. For instance, when a student tackles a difficult question successfully, I offer more than just a simple "Good job." I might say, "I was really impressed with how you used complex sentence structures in your answer. That's a significant improvement." This kind of specific, genuine praise highlights their accomplishments and reinforces their learning.

When a student refuses to participate in class activities, consider the group dynamics at play. ?? Foster an inclusive environment where all students feel respected and valued. Encourage collaborative tasks that highlight each student’s strengths and contributions. By nurturing a supportive atmosphere, you can motivate reluctant students to engage and thrive in classroom activities.

When a student refuses to participate, DO NOT force them with authoritarian power threats. Feelings are temporary, acknowledge that we all need time and space. Inform them that there are consequences by using if/then statements. Celebrate the small wins in big ways 1:1 direct/privately and publicly whole class acknowledgment.

By approaching the situation with empathy, understanding, and support, you can help the student overcome their reluctance to participate in class activities and create a positive learning environment for them. 1. One to One Conversation 2. Build Rapport 3. Identify the Root Cause 4. Offer Support 5. Set Clear Expectations 6. Provide Choices 7. Collaborate with Parents 8. Monitor Progress