Cons of participation: How important is class participation?

It is well documented that many teenagers experience a myriad of social pressures just from simply going through their day. A report from the National Institute of Mental Health reported that an estimated 31.9% of adolescents have had some anxiety disorder. Unfortunately for them, our world currently prioritizes extroverts. Especially among the social lives of young people, there’s much to gain from being unafraid to wave in the halls, initiate conversations, work through awkwardness, and deal with the complications of social cues. It is easy to assume that being outgoing equates to being happy, or even being successful, but this is not the case. Introverted people are capable of being fulfilled as well, but they simply prefer utilizing quiet reflection and close connections. Introverted students, already hindered in the social scene, find themselves further disadvantaged in their academics.

Consider a student in their math class, raising their hand to answer a question they think they know well. If they get the question right, there is not much of a reward; the class progresses as usual. If they get it wrong, however, there are many perceivable social risks: their teacher and fellow students now know that they have a gap in their knowledge, which possibly builds a bad impression. Running through these scenarios, many students find that there is little incentive to participate. This is especially true for an introverted student, who may not enjoy participating in class even when they know the answers. Although small group discussions or one-on-one discussions with the teacher may work for them, they often get penalized all the same for not participating during full-class discussions. Currently, class participation is often ultimately a system that doesn’t account for differences in learning styles.

While research on active learning shows that engaging with the material can help retention, it does not say that students must constantly speak in class discussion to learn. It is reasonable that there is a correlation between participation and understanding, but that is more likely because students who already know the material feel comfortable speaking and therefore get more chances to answer questions. The problem is not participation itself, but the narrow way it is viewed upon. If teachers are going to grade participation, there needs to be a conscious effort between the teacher and the student to communicate. Teachers should strive to learn how each student learns best and acknowledge multiple valid ways to “participate” in class, such as through group projects, written responses, one-on-one check-ins, or short reflections, not just speaking out in front of thirty people. For many students, working in small groups is just as effective, and often less intimidating, than responding to or asking a question in front of the whole class.

Isaac Son ’27 corroborated this idea. “I think definitely within a small group, I feel like you probably have much less judgment.”

Teachers who want to better gauge student performances can use written responses or individual forms. To facilitate the sharing of ideas, classes should use small groups in which students can confer with their peers and have more meaningful conversations. There is never a need for teachers to assign grade-point worth to a system that works for very few and accomplishes very little.