We have all faced the challenge of teaching shy, introverted or quiet students in our classroom. They may come across as someone with a lack of energy, soft-spoken, or a passive attitude. You may have trouble getting them involved in classroom discussions or activities. 

I know when I used to deal with shy students in my classroom, I would want to break them out of that shy shell and make them loud and outgoing like me. I really missed the mark on that one. 

When dealing with shy or quiet students, our goal should never be trying to turn them into a loud, boisterous and outgoing student. No, our goal should be to create a learning environment where they feel comfortable and are encouraged. 

Yes, this is an industry that requires a professional to be somewhat outgoing when they talk with their clients, but shy students can learn to do that without becoming over-the-top extroverted individuals. 

Here are a few strategies when dealing with shy students. 

1. Create a safe environment. One characteristic of shyness is that the student may have some insecurities or low self-esteem. It is important to first create a safe space for the student. A place where, if they choose to participate, they will not face any ridicule or embarrassment if they answer incorrectly. Honestly, this should be our mission for all students, not just shy students. 
2. Small groups. Shy students may not feel comfortable participating in front of the entire group of students but may be more inclined to get involved in smaller groups. Putting students in small groups of five to seven will allow everyone to participate. They will be more likely to get involved in a small group rather than a larger group. You can have the groups brainstorm about questions they have on a topic; this will allow the shy student to get their question asked without having to ask in front of the entire group. Even activities like role-playing can be turned into a group activity. Divide your class into two groups. Explain the role-playing activity and then have the group work together to determine how they will perform the task. This way, the shy student is involved in the discussion of what to role-play but does not have to be the one to get up and perform. 
3. Rotate group leadership. When utilizing small groups, rotate the leadership role on a frequent basis. This ensures that shy, introverted learners can serve in the role of leader. They will more likely be willing to lead a small group at first and might eventually become comfortable with taking on larger roles.
4. Nonverbal answers. When asking questions, we tend to simply ask a question to the entire group, have them raise their hands and then call on someone to answer. The challenge with this is that shy students are probably never going to raise their hands. In order to get a feel for how all students are grasping the material, find nonverbal ways for students to respond to questions. When reviewing, you can have students hold up index cards with the letters A, B, C, D to indicate their answer. You can get handheld marker boards where each student writes their answer and holds it up for you to see. You can even use body language—clap if they feel it is true, stomp their feet if they feel the answer is false. 
5. Find their strengths. Talk to the student one-on-one. Find out what the student is really interested in and build on that. 
6. Ask for and reward volunteers. Shy, introverted behavior usually means these learners are the last to volunteer for anything within the class because they fear embarrassment or being put on the spot. As the facilitator, you can send the message that it is a good thing to volunteer because rewards accompany the risk. Make sure that the first volunteers you select are asked to do something extremely painless and even fun, if possible. Make sure they are recognized to show that there need be no fear in volunteering in your classroom. Similarly, you can also ask shy learners to help you with nonverbal tasks such as distributing materials, taping flip-chart paper to the walls, or gathering reports from groups. Involving them physically will soon result in better interaction with the whole group.
7. Participation at will. Occasionally, you will encounter shy learners who are just not comfortable with open participation. Never employ strategies that force learners to do something they really do not want to do. For example, when you are rotating leaders, if a learner is vehement about not assuming the leader role, do not force the issue. Usually, the learner will gain support and encouragement from the small-group partners and will eventually take the chance.
8. Match with a mentor. When your activities involve pairs, try to match the shy learner with one who is relatively outgoing. Take care to ensure that the other learner is not someone so domineering that the shy learner won’t be able to participate or contribute. This can work well in career education by pairing more advanced, experienced students with newer students.