Personal Narrative: Nia Needs To Talk In Class
“Nia needs to talk more in class.” “I only wished Nia would contribute more to the discussion.” “I know Nia has great things to say, I just wish she would share them with her peers.”
These are all things teachers have written about me in progress reports over the last four years of my time at Hopkins. In the majority of my comments, teachers mention that I do not talk a lot in. And they are right, especially in my younger years, I would rarely speak in class. In 8th grade, after getting my grades and comments, my advisor and parents strongly urged me to speak more in class.
I made it my goal, therefore, in January of 8th grade to speak once in every class for the rest of the year. I did not make this goal, not even close. I try every day
to make some insightful comment in English class, or ask an out-of-the box scientific question, but I couldn’t, because I didn’t think I had anything to say.
At that time I felt pressured by my teachers, my parents and my advisors to speak more in class, even if I really did not want to. I then figured that the ideal student is the one that talks all the time in class. In my head saying something in class was always better than saying nothing. I thought that talking in class meant that you were a better student than a student who remained silent. I feel that this belief alive in many schools. That the perhaps, “extroverted” student, can be seen as a better student than an “introverted” student. This is a stigma that I feel needs to change.
“Fake it till you make it.” That is the advice that has been given to me from my mom. That would work, except for the fact, no matter how hard I try, I will never be as comfortable talking in class as some of my peers. I want students who are uncomfortable speaking in class to know that feeling is ok. That there are many different ways to participate in class other than speaking.
In my experience as a student, my classmates that talk a lot in class are the ones who get the most attention from teachers. As an untalkative student, this has me feel left out. I think important for every child to feel that they are getting the equal amount of attention, no matter how loud or quiet they are.
Teachers, however, often teach big classes, therefore, they cannot pay attention to everyone. I think it should be made a priority for classes to be smaller, that way teachers can make sure that no student is overlooked.
I also believe that the participation portion of the grade should not be graded based on how much a student speaks in class. Teachers should have alternate ways of showing participation, such as having students take notes, or having the option of asking questions privately. That way, teachers can know where the student is in class, without them having to ask questions in front of their peers.
Along with this, it is also up to the student to make sure that their voice is somehow heard by the teacher. At my school, students have the ability to meet privately with their teachers and go over certain topics. If this idea is adapted by more schools, I think it can help students to feel less pressured to talk in class.
Now that I am older, I am beginning to talk more in class than I did four years ago. I feel that I can talk when I have something to say, and listen when I don’t have something to say. The goal that I think all schools should reach is that a student who talks all the time in class should not overshadow the student who says nothing.
These are all things teachers have written about me in progress reports over the last four years of my time at Hopkins. In the majority of my comments, teachers mention that I do not talk a lot in. And they are right, especially in my younger years, I would rarely speak in class. In 8th grade, after getting my grades and comments, my advisor and parents strongly urged me to speak more in class.
I made it my goal, therefore, in January of 8th grade to speak once in every class for the rest of the year. I did not make this goal, not even close. I try every day
to make some insightful comment in English class, or ask an out-of-the box scientific question, but I couldn’t, because I didn’t think I had anything to say.
At that time I felt pressured by my teachers, my parents and my advisors to speak more in class, even if I really did not want to. I then figured that the ideal student is the one that talks all the time in class. In my head saying something in class was always better than saying nothing. I thought that talking in class meant that you were a better student than a student who remained silent. I feel that this belief alive in many schools. That the perhaps, “extroverted” student, can be seen as a better student than an “introverted” student. This is a stigma that I feel needs to change.
“Fake it till you make it.” That is the advice that has been given to me from my mom. That would work, except for the fact, no matter how hard I try, I will never be as comfortable talking in class as some of my peers. I want students who are uncomfortable speaking in class to know that feeling is ok. That there are many different ways to participate in class other than speaking.
In my experience as a student, my classmates that talk a lot in class are the ones who get the most attention from teachers. As an untalkative student, this has me feel left out. I think important for every child to feel that they are getting the equal amount of attention, no matter how loud or quiet they are.
Teachers, however, often teach big classes, therefore, they cannot pay attention to everyone. I think it should be made a priority for classes to be smaller, that way teachers can make sure that no student is overlooked.
I also believe that the participation portion of the grade should not be graded based on how much a student speaks in class. Teachers should have alternate ways of showing participation, such as having students take notes, or having the option of asking questions privately. That way, teachers can know where the student is in class, without them having to ask questions in front of their peers.
Along with this, it is also up to the student to make sure that their voice is somehow heard by the teacher. At my school, students have the ability to meet privately with their teachers and go over certain topics. If this idea is adapted by more schools, I think it can help students to feel less pressured to talk in class.
Now that I am older, I am beginning to talk more in class than I did four years ago. I feel that I can talk when I have something to say, and listen when I don’t have something to say. The goal that I think all schools should reach is that a student who talks all the time in class should not overshadow the student who says nothing.