Helping shy DD with class participation

[Anonymous]

Op here.

DD had a neuropsych evaluation done the summer after 5th grade for inattentiveness, disorganization and time management and any learning disabilities.

At GE 5-9 she tested well above grade equivalent on the WIAT III abd WJ III. Reading comprehension was 12-9 and math 7.4 so there are no academic concerns. The data indicated mild or borderline ADHA inattentive type but given the mild nature, medication was not recommended at the time but accommodations to her learning were proposed and implemented. (seating up front, quiet test area etc...)


She did have low working memory and processing speed percentiles and I see how it can be difficult to follow a fast classroom discussion and be able to organize thoughts fast enough to share before the topic has changed. I wonder if her processing speed prevented her from participating early on in school that her current inability to participate is linked and learned behavior??

That;s why I am looking for suggestions like 16:36.

We are having another neuropsych evaluation (+our insurance covers it 100%) done in a few weeks by a different psychologist as DD had mentioned it being harder to concentrate in class. I will bring up shyness/social anxiety with the psychologist.

THank you.

[Anonymous]

It sounds like a good move to have her re-tested. (I feel like anxiety can really rear up when a kid hits puberty.)

I would definitely think about a social skills class for her b/c she's going to need to advocate for herself more, especially entering h.s.

[Anonymous]

I am sorry but being shy is not a disability. Why would you ask for a 504? It makes it really hard for the rest of us who fight to get accomdations and are kids are disabled.

[Anonymous]

I'm a teacher.

For shy/quiet students, I find it most effective to speak to this type of student alone about their situation. I assure the shy student that I am not going to penalize them for being quiet, but I do require an alternative option for demonstration of class participation. For a current shy 10th grader, this is a "discussion journal" in which the student writes comments on some aspects of the class discussion each day; I read over her journal every few days. In the past, I've had success with this method because it allows me the chance to respond to the student's journal contributions, focusing on an idea or thought I can encourage the student to develop or share with the class in another discussion when the same topic arises. This requires meeting with the student alone to go over the journal, and to encourage and support the student until she feels comfortable enough to agree to contributing. In the past, I have given the student a head-up about which day we are likely to have a discussion that could touch upon the topic, and have gotten the student's permission to call her on her to add something or share a thought just at the point in the class discussion when her contribution will fit. Mind you, this doesn't turn shy students into outgoing students, but it does make them feel more comfortable, and it does give them a chance to actually experience the occasional verbal contribution.

It should be noted that I teach English, though, not Drama. I'm happy to give an A to a shy/silent student if the student is demonstrating that she is following the class discussions using an alternative method, and if her written work is excellent/A level. I have colleagues who care much more about traditional class discussion contributions (but as I like to point out, most of the poets and writers we study would not have been contributing to class discussion either).

[Anonymous]

Anonymous wrote:I am sorry but being shy is not a disability. Why would you ask for a 504? It makes it really hard for the rest of us who fight to get accomdations and are kids are disabled.

She already HAS a 504 plan for organization and slow processing. Her inability to contribute to class discussions MAY be linked to needing more time to think of something to contribute thus her low grade.

[Anonymous]

19:08 Teacher - You sound like an amazing teacher! You seriously rock. I wish more teachers were like you.

[Anonymous]

Anonymous wrote:I'm a teacher.

For shy/quiet students, I find it most effective to speak to this type of student alone about their situation. I assure the shy student that I am not going to penalize them for being quiet, but I do require an alternative option for demonstration of class participation. For a current shy 10th grader, this is a "discussion journal" in which the student writes comments on some aspects of the class discussion each day; I read over her journal every few days. In the past, I've had success with this method because it allows me the chance to respond to the student's journal contributions, focusing on an idea or thought I can encourage the student to develop or share with the class in another discussion when the same topic arises. This requires meeting with the student alone to go over the journal, and to encourage and support the student until she feels comfortable enough to agree to contributing. In the past, I have given the student a head-up about which day we are likely to have a discussion that could touch upon the topic, and have gotten the student's permission to call her on her to add something or share a thought just at the point in the class discussion when her contribution will fit. Mind you, this doesn't turn shy students into outgoing students, but it does make them feel more comfortable, and it does give them a chance to actually experience the occasional verbal contribution.

It should be noted that I teach English, though, not Drama. I'm happy to give an A to a shy/silent student if the student is demonstrating that she is following the class discussions using an alternative method, and if her written work is excellent/A level. I have colleagues who care much more about traditional class discussion contributions (but as I like to point out, most of the poets and writers we study would not have been contributing to class discussion either).

Thank you - I needed an idea like this! "Alternative method of class participation" are the words I am looking for when I conference with the teachers!
You are awesome!!

[Anonymous]

Anonymous wrote:I am sorry but being shy is not a disability. Why would you ask for a 504? It makes it really hard for the rest of us who fight to get accomdations and are kids are disabled.

This is just ignorant. Anxiety is a disability. Social anxiety is a type of anxiety.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am sorry but being shy is not a disability. Why would you ask for a 504? It makes it really hard for the rest of us who fight to get accomdations and are kids are disabled.

This is just ignorant. Anxiety is a disability. Social anxiety is a type of anxiety.

Totally agree. And, it has no impact on the efforts others have in getting accommodations for their kids.

[Anonymous]

Start by asking the teacher to alert the student in advance that she will be called on in class and tell her what the question will be. She can take a moment to prepare an answer and read it if necessary. Starting is the hardest part. She'll see, after experience, that it's not so bad. If her condition is so serious, that she can't even do this, then you should consult with a psychiatrist to see whether a diagnosis of anxiety or selective mutism is warranted. She can get accommodations for that and perhaps even a monthly consult with the speech pathologist to learn how discourse works. Is this an issue in any other setting?