Sometimes I feel like the most absurdly simple teaching strategies are the ones that work the best. Today, I have one to share with all of you. It’s called writing on the board… with a twist!

At the beginning of this year, I had one section of students in particular that was filled with very, very bright students who did not want to contribute to class discussion. It’s often the story with young introverts with a rich inner world–they suffer the paradoxical situation of having rich insights to share but feeling unable to verbalize them on the spot. This group in particular tended that way, which was frustrating as a teacher trying to foster productive class discussion. They understood what they were reading. I knew this because I could see it in their writing. But ask for them to share their thoughts out loud? Deer in headlights.

Luckily for these young introverts, I am an older introvert who is savvy to their ways. I can’t tell you how many times I’ve wished dearly that I could just write down a response in a conversation rather than blurt out some words that hopefully come out fully formed. Sadly for us, life is not thus. Even with some community building and time to adjust to one another, these students were just not budging, other than a couple brave souls who would try to carry the whole class with eyes that pled with me to help them out. So I did! I got them to talk. This is how. 

Everybody likes writing on the board in a classroom. It’s just a fact. It’s fun! There are markers! Come on teachers, you know you love writing on the board. And students do , too. This is something not to be underestimated. It’s a way to make introvert dreams come true–let them write their ideas down, but publicly. Then, the discussion part can happen much more fluidly. Here’s what I do:

1. Make sure you have plenty of nice, fresh dry-erase markers in multiple colors. Or SMARTBoard markers, or chalk if you’re truly old-school (I’m envious!)

2. Give discussion prompt. Since we’re currently starting to read Leslie Marmon Silko’s Ceremony, I gave them a set of questions relating to that word–what is a ceremony? What does it need to go well? Why is it important? How does culture determine its workings? 

3. Have students discuss their ideas with a partner to get a bit of practice verbalizing. Encourage them to write down their best thoughts.

4. [Small class version] Invite every student to write a short phrase on the board that represents their most prominent/surprising/unique insight.

[Large class version] Have partners (or small groups if the class is HUGE) determine one group member who had the best insightful moment and send that representative up to the board to write a phrase that represents it. Remind them to write large and neat enough that their words will be legible.

5. Once the collection is complete, use it to guide discussion. It’s helpful as the instructor to have a laser pointer here, to guide the students to certain parts of this visual discussion. As the teacher navigates, each student gets a turn telling the class about why they wrote what they did, elaborating on it and potentially making connections to others’ thoughts in the process. 

Of course, this is not a substitute for a fully organic whole-class discussion, but it’s a way to work up to it. We did this exercise often at the beginning of the year in this class, and our traditional discussions have definitely expanded as a result. What I love most about this is that every student gets a voice, and there’s no hiding from the fact that they have ideas to add. After all, it’s all right there on the board, in their own handwriting.

Thanks for reading!