Getting Teens to Talk

One of the most frustrating groups to teach within English 1 can be the Frontrunners, aged between thirteen and eighteen. Some of the classes are excellent. You have students who will happily engage in conversation, answer your questions, and immerse themselves in the teaching materials. However, you may also encounter silent classes. These are the ones where, when you ask for a volunteer, no one looks up, the room falls silent, and the wait for you to choose someone seems to go on indefinitely.

These classes can present difficulties not only because you can never be entirely certain they have understood the material, as they rarely ask questions, but also because the lesson often ends sooner than expected. As a result, you are left with a considerable amount of spare time once the main content has been covered. With this in mind, I have put together a list of strategies that I have found useful for encouraging quiet groups to become more communicative. Not all of them will work with every class, but it is often a matter of trying different approaches.

1. Quantity over quality
   Encourage all forms of language production, even when the grammar is not correct, and save corrections for the end of the lesson or activity. This is especially important for lower-level classes, where students often feel self-conscious and are reluctant to make mistakes. If someone makes a grammar or pronunciation error, wait until they have finished speaking so you do not interrupt their flow. Try not to make corrections to a major point of discussion. Instead, reinforce the correct usage by modelling it naturally in your own speech or by writing it on the board.

2. Find engaging bonus activities
   If the lesson finishes early, it helps to have something enjoyable and different prepared for the class. A current favourite of mine is to give students 20 pieces of paper, a roll of Sellotape, and a pair of scissors, then challenge them to create a structure that can stand on its own. The tallest one wins. Making the classroom more enjoyable and less rigid encourages natural language use and helps students work together toward a shared goal.

3. Move away from the intimidating teacher role
   In Indonesia, I have found that students tend to show more deference to teachers than they do in the United Kingdom. While this is not necessarily a bad thing, it can result in students feeling slightly afraid of their teachers. Since English 1 lessons are additional to their regular schooling, I want my students to enjoy the sessions. The more student participation, the better. Avoid standing at the front and speaking in class. Do not be afraid to laugh or make a fool of yourself. This helps to create a relaxed atmosphere where students feel comfortable asking questions and making mistakes without fear.

4. Stay calm in quiet moments
   If a class is particularly quiet, try not to fill the silence by talking too much. Give students a short time to answer questions, and if no one responds, begin selecting individuals to answer. I often assign numbers to students and use a random number generator to choose who speaks. Do not provide the answers yourself, or students will start to expect this every time. They will begin to answer questions they know rather than risk being picked for one they do not.

5. Change groupings regularly
   Students almost always choose to work with their friends, which can help them feel more confident, but can also lead to off-topic conversations. By occasionally mixing the groups, you create new dynamics. You can pair more confident students with quieter ones and ensure that more focus is placed on the task.

As I mentioned earlier, not every strategy will suit every class, but adapting to each group is part of teaching. A quiet class can be quiet for many different reasons, but with encouragement and support, most will begin to participate more actively before long.