Almost every teacher has shy
children in the classroom. Encouraging them to communicate effectively can make
a huge difference in their schoolwork, as well as in their lives. Learning to
distinguishing children who are shy from those who are quiet, tired, ill, or
whose who have other health related problems is important. Is there a language
barrier or are there problems at home? Maybe the parents are shy by nature,
too.
What does it mean to be shy, as
a child?
A basic understanding of
shyness from a child’s perspective is vital for teachers who want to encourage
shy children to communicate effectively in the classroom, as well as
elsewhere.
Consider the following tips for
teachers with respect to ways to encourage shy children to communicate.
Learn to recognize typical
patterns of behavior in shy children:
From a child’s perspective,
being shy can be painful, as well as emotionally
frustrating and embarrassing. For example, “Please don’t talk to me,” a shy,
young girl pleads with her teacher, silently. “I may die of embarrassment if
you ask me questions that I have to answer in front of the whole class.”
“In talking, shyness and timidity distort the very meaning of my words.
I don't pretend to know anybody well. People are like shadows to me and I am
like a shadow.” Gwen John
Another example is that of a
younger, shy child who asks himself, “Where can I hide?” He panics, when anyone
walks into the classroom. He looks around for a place to hide. Unable to find
one, he covers his eyes with his hands, so that the person cannot see him.
Another shy child cries, screams or has a temper tantrum, when startled by
someone. Seeing the world through the eyes of a shy child can be frightening at
times.
Develop an understanding of
shyness, as it pertains to children:
A shy child may be overly timid
in nature, sometimes uncomfortably so. Shy children generally tend to pull away
from close or personal contact with others, sometimes, even those they know and
recognize. A shy child backs off immediately, when approached by anyone. He or
she may act distrustful or run away to avoid strangers. The shy child may not
know or understand how to relate to or communicate with others. Effective
communication is a new, learning experience for many shy children.
Create a classroom environment
where a shy child feels safe:
Part of the role of a teacher
who has shy children in the classroom is to create an effective and appropriate
learning environment. That means one that is secure, comfortable and a safe
place where any child, particularly a shy child, can learn. A shy child should
never feel threatened or uncomfortable in any classroom, or when in outdoor
settings or on field trips. If a teacher senses a shy child feels frightened or
threatened, making direct contact with that child may take time, but also prove
effective. A teacher holding the hand of a shy child, when on an outing, can
give a sense of security. It may take parental involvement to gain the child’s
trust.
Reward active participation and
communication of shy children:
When a shy child does venture
out on a limb, so to speak and actively engages in appropriate behavior and
communication with others in the classroom or other class environments, his or
her activity should be acknowledged and rewarded in some way, so that the child
comprehends it in a positive light. At times, the steps taken by a shy child
may only be minor in nature, but even minor indications of participation can
serve as an initial stepping stone towards more active participation. At times,
a peer buddy system works well for shy children, as it gives them a sense of
security.
Teachers usually grow to love
shy children, as they often seek to please their teachers, especially those who
understand them and give them extra encouragement. They often outgrow their
shyness, but some live with it the rest of their lives. Regardless, they will
love and remember their teachers, particularly those who demonstrated loving
care, compassion and kindness to
them.
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