“I know you’re not quiet, so why don’t you participate more in class? You know it’s part of your grade, right?”
These are questions I have been asked by a few close friends that have taken classes with me. I would like to call myself an extroverted-introvert. I’m not extremely quiet, but I’m not the first one to speak when the opportunity presents itself. I do talk, but I am not the most clamorous person you’ll meet.
Gonzaga requires students show up for the classes they are enrolled in. It is part of the university’s policy to not exceed six absences in classes that meet three times a week, and four for those that meet twice a week. Most courses count this as part of your participation grade.
However, there are some professors that will base your participation grade on the amount of times you raise your hand, how often you speak, and what you contribute to the class. I have had professors that actually keep track of how many times their students raise their hands by keeping tally by their name on an attendance sheet.
Participation grades do affect a student’s overall grade in the course. Some course participation accounts for as much as 15% of the student’s grade. For introverts, this makes it extremely difficult to earn and maintain good grades.
Recently in one of my classes we defined what we believe participation looks like. Most students said that participation was “contributing to class discussion by providing new insight or constructive feedback and actively engaging with the class”.
Just because a student does not raise their hand does not mean they do not care about their education or understand the material. Some students learn material better through active listening and visualization.
As an extroverted-introvert, I personally learn best when I listen and analyze first, then provide feedback. I show up to my classes, take notes and am engaged during lecture as an active listener, as many other students do.
Students understand the importance of participation as a method for testing comprehension. However, for some students, verbal confirmation may be more difficult. Although more direct, verbal participation does not outweigh the validity of written (essays, quizzes, five-minute in-class responses, etc.).
Everyone learns differently, that is part of what makes the professor-student relationship so interesting and unique. We learn to adapt to different learning environments and teaching styles, and apply our own techniques to best absorb the information that is being provided by our professors.