We Must Acknowledge the Complexity of Class Participation 

For a teacher, building a culture of participation is an important, yet challenging task. The reasons why some students don’t participate in class are as varied and complicated as the individuals themselves.  

Students often blame reluctance to participate in class on the “fear of embarrassment”.  Other factors that inhibit participation include personality, culture, peer pressure, language skills, and apathy. 

Yet research indicates that student participation has a high correlation with academic performance.  Some data suggest that participation is even more impactful than a student’s physical attendance in class. Being “there mentally” is more important than being there physically – a fact that surprises zero teachers.   

We understand that participation matters for learning.  However, students are often allowed to dictate the terms and the amount of their class participation – a fact that is somewhat counterintuitive given the research.  Teachers can alter that dynamic by establishing a culture of participation.

In this article, I present my argument for why and how you should be randomly calling on students in your class.  First, a few caveats on “forced” participation.

Addressing Legitimate Concerns Over “Forced” Participation

1. Randomly calling on students is not a perfect solution or system.  But the benefits outweigh the costs if done in a supportive way.

2. The emotional safety of a student is more important than wrestling a response out of them.  However, if participation is normalized, you’ll notice that speaking up in class becomes much less “scary” for most students.

3. Only you know what’s best for your students.  Your judgment trumps this article.

4. In a perfect world, every lesson would be so engaging that students are eager to participate.  Some days we reach that goal.  But I’ve observed enough in my class as well as other classrooms to know this isn’t the day-to-day reality (despite what some admin try to tell you).

Why Should You Randomly Call on Students?

Participation is engagement

In the classroom, thoughtful engagement plays a huge role in the learning process.  We want students to sort through complex ideas, weigh viewpoints, and ultimately communicate their understanding of a given topic.  But thinking requires effort.

If a student understands they won’t have to answer a question or share their opinion, they’ve been granted the freedom to disengage. On the other hand, if the class culture requires them to think about and prepare an answer, that same student will typically rise to the occasion. What changed? Your expectations.

And like a self-fulfilling prophecy, when students engage mentally with the questions, they are then more likely to raise their hand to volunteer a response.

Participation is inclusive

One common problem in classrooms is that the same five students always raise their hands to participate. (And thank goodness, for ‘em!)  When this happens, only a few voices are heard. The rest of the class is happy to sit back and watch or is not interested in competing with the dominant voices.  

To have a classroom that values the input and ideas of all students, sometimes you’ll need to gently invite shy or reluctant students to join in.  Randomizing class participation gives every single voice an equal opportunity to shine.

Participation is empowering

Have you ever been part of a group or team?  If you’re a natural leader or an extrovert, that experience was probably easy.  For everyone else, being in a group means constantly searching for openings through which to contribute ideas.  

It’s empowering for students when their participation is valued by the teacher and acknowledged by their peers.  The teacher’s job is to create a space that is supportive and safe enough to ensure that when students do participate, it is a positive experience.  

Participation is skill development

Remind the students that the primary purpose of your class, even school in general, is to provide opportunities for them to develop skills.  From public speaking to persuasion to simply speaking with confidence, the benefits of participating in class far outweigh the negatives. Certain subgroups such as English language learners especially benefit from oral participation in a classroom setting.

Participation is equitable

Teachers, either consciously or not, tend to call on some students more often than others. This is especially true when we are eager to hear a correct answer.  It’s human nature, but it is also a habit that can lead to unpleasant — and likely unconscious — issues of bias.  We intend to avoid embarrassing or putting a student “on the spot”.  But the result is an unfair distribution of opportunities to speak.

Participation is respectful 

It’s okay to expect a basic level of student attention during class.  The reason you ask students to participate is because everyone can do it.  

As teachers, we believe in valuing and respecting all members of the classroom community.  With our students, we then vocalize our belief that every student deserves respect.

But do our actions match those words?

What message is sent if we continually let certain students off the hook?  Are we being understanding?  Compassionate?  Or are we telling them that we don’t believe they can do it?

Participation is challenging

Lots of students don’t want to participate in class. In fact, given the choice, some kids would opt out of tests, essays, presentations, or anything else that isn’t easy.  

As adults, we understand that helping kids achieve just beyond their comfort level is an essential (and exciting!) part of the job.  When our educational system doesn’t challenge young people, and even students report that school is too easy, it’s time for serious reflection.

Participation is “flow”

Let’s say your lesson is rolling along. but first, you want to confirm that the class remembers a relevant detail from yesterday.  You know they know it.  But nobody raises a hand. You can feel the tone of the room shift.  The class grinds to a halt.  Somehow, it’s become a mini-game of “you versus them”.  You won’t win.

How Should You Randomly Call on Students?

Create a system for randomizing participation

Whatever your system, it’s best to not rely on yourself to create “random” participation.  It’s easy to fall back into old habits of calling on the same five students.

Here are some ideas for randomization:

• Number the rows and desks.  Roll two dice.  (i.e. Row 2, Seat 4)
• Number the names on your roster.  Random number pickers can be found online or easily created for a container on your desk.
• “Equity sticks” with a student name (or number) on a popsicle stick.
• Use the Wheel of Names

Create a system in which it is easy for students to participate successfully

We never want to “cold call” on a student without being reasonably sure they can answer the question.  All this does is embarrass and alienate the student.

Instead, provide scaffolding and support so that the VAST majority of the time, kids will have something thoughtful to say if and when you call on them.

In order to create successful participation, utilize a system like the one below.   

A few other tips for “Turn and Talk”:

• The teacher can decide which student in the small groups will talk first
• It is fine if the student shares their partner’s idea(s) with the class
• Observe and listen to as many conversations as you can.  If lots of students are struggling with your question, don’t call on a student.  Instead, do a quick review.
• You won’t call on every student to share, of course.  But the fact that every student (in theory) has an answer ready is the point.

Create a culture that is safe, friendly, and non-judgmental

One of the biggest gifts you can give your students is an environment that allows them to relax.  You’ll get more buy-in from your classes if you establish and constantly reinforce the idea that learning is messy, failure is part of the process, and perfection is never the goal.

Create a system for supporting reluctant participants

You might have students try to foil your system by being non-responsive, shrugging their shoulders, or doing whatever they can to avoid answering a question.  They are testing you.  They want to see if everybody really does need to have an answer ready.

Don’t let them off the hook.

Ask them to share what their partner thought about the question.  Offer to be their partner for another 20-second round of discussion.  Ask them to articulate what makes the question difficult.  Talk them through a review of concepts that led up to that question.  

However you handle it, keep it positive and just engage with the student.  At that point, they’ll realize it’s probably easier just to say an answer.

Create space to be reasonable with participation

Occasionally, we will have students in class who are experiencing an exceptionally bad day or much worse.  I’ve had students come to school very soon after deaths in their families.  One girl arrived to class the morning after a house fire because school was someplace to go. 

The point is, it’s fine to allow a student to “pass”.  Follow up with that student after class.  Ask if they’d be ok with you calling on them tomorrow.  Let them know you’ll give them a heads-up (a few minutes or more)  before calling on them again.  Make it easy for them to be a part of the class.  

I’ve also had students ask to be taken off the random calling list for a few days.  No problem.  

In general, don’t make it too easy for a student to “pass”; it undermines the culture of participation you’ve worked hard to establish.  But also be reasonable and understand that everyone needs a little grace now and then.  

Create opportunities to do what’s best for individual students

If you randomly select popsicle stick number 16, but that student has been absent for a week, say “number 18” instead.  They look alike; honest mistake.

If your answer requires a long explanation, be sure you don’t “randomly select” the student who is not yet fluent in English to share with the class.  Take that number out before class.

Let’s say you have a student who is typically very quiet or lacks confidence.  Observe their discussion. If they know the answer, “randomly” call them – maybe let them know ahead of time that you picked their number.  In most cases, getting the shy student to participate successfully is an important moment in their day.

If you have a small number of students who, for whatever reason, you don’t feel great about calling on, then don’t.  Ever.

If you don’t have a culture of participation, don’t randomly call on students out of the blue. This will surprise them, which is not the point at all.

Brad has taught history at the middle and high school levels for 19 years, almost exclusively in American public schools.  He holds a master’s in educational technology and is passionate about elevating the status of professional educators.