Increasing Student

Participation in an 8th
Grade English
Classroom
Hannah Humble
Introduction
Context I noticed that...
+ 8th grade English class + Students were quiet, but
+ 33 students showed strength in written
+ High amount of students work
who are designated for + Need to support students
GATE who are EL and challenge
+ High amount of students students who are GATE
who are RFEP/ EL

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Needs Assessment: Questionnaire

50% reported that they participate multiple times per day in

English class

60% reported feeling comfortable participating in classroom

discussions

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Needs Assessment: Observations

▫ On average, less than 12 students participated per day

▫ Non-native English speakers were more likely to

contribute just once, if at all

▫ None of the classified ELs contributed to classwide

discussions during this time

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Research Question
How can I increase eighth
grade students’ participation in
both small groups and
classwide?

5
Literature Review
Constructivism

▫ Through social interaction, students gain knowledge and

understanding (Chen, 2009)

▫ Participating in authentic discussions helps deepen

understanding (Applebee, Gamoran, Langer, & Nystrand,
2003; Dallimore, Hertenstein, & Platt, 2004; Kalina & Powell,
2009)

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Literature Review
Cognitive development in early adolescence

▫ Many middle school students experience lower self-esteem,

higher anxiety, and less motivation and engagement in school
(Capella et al., 2014)

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 Research:
Cycle 1:
Literature
▫ Authentic discussion, critical thinking
Circles skills (Chen, 2009)
▫ Deepens understanding through making
connections (Chudy et al., 2015)
▫ Supportive and safe environment (Farris
et al., 2007)
▫ Beneficial for ELs (Chen, 2009)

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Action
+ Three literature circles
+ Preparation days
+ Tied in with that week’s content

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Data Collection
+ Student self-assessments
+ Informal interviews
+ Personal observations
+ Tallies of students’ participation during
whole-class discussions (Oct - Dec)

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11
ALL students reported
speaking at least once during
the literature circles.
In contrast, my needs assessment showed that on average,
about 30% of students were speaking during a regular class
discussion.

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Students who spoke in literature circle discussions
multiple times:

Round 1: 50%
Round 2: 68%
Round 3: 78%
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Students felt comfortable
participating in the strategy

In the third literature circle, all students reported

feeling comfortable!

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 Literature circles gave all students in
Findings
the class a chance to participate in
discussions.

Student comfort level played a role

in participation.

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 Research
Cycle 2: + Constructivism
+ Authentic discussions (Bonner & Seglem,
Socratic 2016; McMullen, 2014).
seminars + Silent discussions to remedy some of the
and chalk problems encountered in Socratic
seminars (Roberts, 2013)
talks

My research question became:

How can I increase students’
verbal and nonverbal
participation in small groups and
classwide? 17
Action
+ Two Socratic seminars and one chalk talk
+ Preparation time during the week leading
up to the discussions
+ Tied in with that unit’s content

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Data Collection
+ Exit slips for students to self-assess their
participation
+ Informal interviews with students
+ Personal observations

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While there was an increase in
participation during the
Socratic seminars, other issues
arose- this led to
implementation of a silent
discussion.
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25
 While a few students enjoyed it, the
Socratic seminars were mostly
Findings unfavorable.

Chalk talk gave all students in the

class a chance to participate in the
discussion. It was the preferred
discussion format of the class.

Student comfort level played a role

in participation.

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 Create a variety of ways for
Significance students to participate
&
Educational Help students feel comfortable in
Implications class

Many factors behind student

participation

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 Explore SEL strategies to increase
Hypothetical student comfort level
Next Steps
Incorporate more ways to participate
nonverbally or in creative ways

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Reflection ▫ Be flexible

▫ Recognize the small successes

▫ Get to know the students

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 References
Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2003). Discussion-based
approaches to developing understanding: Classroom instruction and student performance
in middle and high school English. American Educational Research Journal, 40(3),
685–730.
Aziz, F., Kazi, A., & Quaraishi, U. (2018). Factors behind classroom participation of secondary
school students (a gender based analysis). Universal Journal of Educational Research, 6(2), 211-217.
doi:10.13189/ujer.2018.060201
Bonner, S., & Seglem, R. (2016). Disrupting complacency: Helping students find their voices
through inquiry, literature, and technology. Middle School Journal, 47(5), 21–29.
Capella, E., Kim, H., Schwartz, K., & Seidman, E. (2014). Navigating middle grades: Role of
social contexts in middle grade school climate. American Journal of Community Psychology, 54,
28-45. doi:10.1007/s10464-014-9659-x
Chen, X. (2009). Exploring middle level English language learners’ participation in literature
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73-83.
Chudy, S., Juvova, A., Kvintova, J., Neumeister, P., & Plischke, J. (2015). Reflection of
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Dallimore, E., Hertenstein, J., & Platt, M. (2004). Classroom participation and discussion
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