I don’t know about you, but getting students to talk when they do not have to turn on their cameras or microphones has been a struggle this year, and it looks like it will continue into 2021. Here are ten ideas to get reluctant students to respond in a zoom class.
- Use the rename feature in Zoom. In addition to learning each others names, students can answer questions in the rename screen and learn more about each other. For example, write two words to describe your day. Or what is your favorite: hobby, month, class, food? What do you value most or want to be? Having a question of the day as an entry task, helps me know they did not just turn on their camera and go back to sleep. The answers can be used to start class discussions and form connections. Ask students… is there someone who has answered something similar to you? Is there someone’s answer you want to know more about? You can also use the rename feature to form groups or teams. I like the rename feature in gallery view when I want to see everyone’s name and answer at the same time.
2. Another option is to ask a question and have students write their answers or give story suggestions in the chat feature. You can allow students to answer privately in chat so that only you can see their answer. A fun idea I learned from Justin Slocum Bailey to build community is ask a question, for example: If you were invisible what would you do? Have students write their answers privately in the chat and then pick say three answers. Display the three choices and the student names and have students try to guess who said what.
3. Prime the pump. Show a picture related to a topic you want to discuss, then have students list the first three words that come to mind in the chat open to everyone. Then tell them to find someone with the most similar list to theirs. This will trick them into having a connection to the topic and provide them with some key vocabulary.
4. I like to use the polling feature in zoom. Students can express opinions, which story did they like best this week? What super power would you like to have? What is your favorite color? How are you feeling today? What are you afraid of? Students can predict the results ahead of time, they can also rank order their choices.
5. Be sure to include brain breaks, breathing exercises, and movement activities into your lessons. A scavenger hunt is one quick way to do this. Tell students they have one minute to go find something red. Have them hold their item close to the camera, take a screen shot and then have them hold their item far away from the camera and take another screen shot. Discuss one or two items, look for similar or unusual items. You can use these screenshots to do a short write and discuss. Here are some free scavenger hunt resources from Spanishmama.com
6. Use the white board feature in zoom, (although I prefer Jamboard but that’s a future post.) You and/or the students can write on the white board using the text or draw features. Students can listen to a story and draw a picture, or write a short text to demonstrate understanding. There is a stamp feature. Students can be given a choice of options and they stamp their choice.
7. Use conversation starters like would you rather? Would you rather be able to fly or be invisible? Would you rather have three eyes or two noses? There area several ways you can have students respond. You can number the choices and have students hold up one finger or two. You can use the stamp feature on the whiteboard or just have students move or point to one side of the screen or the other to get some movement involved.
8. Students can also use the reaction symbols in zoom to respond. They can react with clapping hands, thumbs up, a heart, joy face, open mouth, and tada. How can we better incorporate these reactions to connect with students reluctant to speak or turn on their cameras?
In addition to the reaction symbols, teachers and students can give and receive nonverbal feedback using the symbols at the bottom of the participants window. Students can answer yes/no questions. They can express likes and dislikes with thumbs up or thumbs down. I can use the hand for questions, or to judge how many people think they know the answer before taking volunteers. They can tell me to go faster or go slower. They can also tell me they need a brain break, or clap to show appreciation.
9. Partner interviews, discussions, mixers, or group work can be done in break out rooms. I use them sparingly as I am finding that not all kids like the breakout rooms. As usual, clear objectives, a set period of time, and some accountability help. When coming back together be sure to ask them for their partners answers so they actually have to listen to each other to complete the task. I emailed each student a fake age between 1-100 and they had to find out each other’s fake age in the break out rooms.
10. Teach students to change their virtual background. Then they do not have to show their actual workspace if they do not want. There are several available through a google search. Students can also change their virtual background to answer questions like where would you go if you could travel now? Look for similarities among answers. Or post a picture of what you had for breakfast this morning, or would like to have for breakfast each morning. Who has the healthiest breakfast? Find a picture of your favorite animal or pet and post it to your virtual background so we can talk about it.
Teachers can change zoom backgrounds to include maps, locations, sweet 16 verbs, rejoinders, and question words. Keep pictures you want to use in zoom virtual backgrounds so that they are not in between you and the students, like they would be if you were showing a power point. You can put your entire presentation as Zoom virtual backgrounds and switch them as needed. This is a French version of a sweet 16 verb chart adapted from Mike Peto.
Finally, I encourage kids to say good bye to me either my unmuting, typing in the chat, or turning on their camera and waving goodbye to me. I ask them how I am doing and to give me some feedback. I tell them it is hard to teach to blank screens. And every once in a while a shy kid hangs around after class and tells me “Your doing a good job, you’re my favorite teacher” and it makes it all worth it. How do you build community and get reluctant students to respond in a virtual classroom? Share your ideas here.
