{"id":806909,"date":"2020-12-02T14:53:17","date_gmt":"2020-12-02T13:53:17","guid":{"rendered":"https:\/\/community.wacom.com\/en-us\/eu\/?p=9397"},"modified":"2026-06-05T12:13:33","modified_gmt":"2026-06-05T19:13:33","slug":"7-essential-tips-to-engage-quieter-learners-in-live-online-lessons","status":"publish","type":"post","link":"https:\/\/community.wacom.com\/en-us\/7-essential-tips-to-engage-quieter-learners-in-live-online-lessons\/","title":{"rendered":"7\u00a0Essential Tips to Engage Quieter Learners\u00a0in Live\u00a0Online\u00a0Lessons\u00a0"},"content":{"rendered":"

<\/p>\nSchool closures suddenly forced teachers to shift to online t<\/span>eaching. Here at Wacom we\u2019re committed to supporting you move to virtual\u00a0<\/span>lessons<\/span>\u00a0with our range of\u00a0<\/span>pen tablets<\/span><\/a>\u00a0and useful resources for educators.<\/span>\u00a0<\/span>\nWhen we talk to teachers about the biggest barriers to online learning, the same issue crops up every time<\/span>\u2013\u00a0<\/span>engagement.\u00a0<\/span>It\u2019s one thing to capture your\u00a0<\/span>learners\u2019<\/span>\u00a0attention in the classroom, it\u2019s another to keep them\u00a0<\/span>focused<\/span>\u00a0when teaching online.<\/span>\u00a0<\/span>\nAnd what about your quieter\u00a0<\/span>students<\/span>? Those who feel less confident to share ideas and speak up. How do you engage them? We\u2019ve got seven simple\u00a0<\/span>suggestions<\/span>\u00a0to help you support\u00a0<\/span>and<\/span>\u00a0<\/span>give them the confidence to contribute.<\/span>\u00a0<\/span>\n

1:\u00a0<\/span>Targeted questioning<\/span>\u00a0<\/span><\/p>\nIf you ask the\u00a0<\/span>entire class<\/span>\u00a0a question, you know the same few students will always have the answer. That\u2019s intimidating for less confident students.\u00a0<\/span>Some\u00a0<\/span>learners<\/span>\u00a0will never engage if given the choice<\/span>.<\/span>\u00a0<\/span>\nOnly hearing ideas from the same few students means you\u00a0<\/span>get\u00a0<\/span>a skewed impression of\u00a0<\/span>progress<\/span>. Struggling learners are unlikely to reveal to the class that they feel stuck.<\/span>\u00a0<\/span>\nTargeted questioning is a simple strategy to make sure everyone\u00a0<\/span>speaks<\/span>.\u00a0<\/span>Before your lesson<\/span>, look at a class list and\u00a0<\/span>decide<\/span>\u00a0which questions you\u2019ll ask\u00a0<\/span>particular<\/span>\u00a0students<\/span>. During the lesson, highlight\u00a0<\/span>as they contribute<\/span>\u00a0so\u00a0<\/span>you don\u2019t forget anyone.\u00a0<\/span>\u00a0<\/span>\nC<\/span>onsider<\/span>\u00a0<\/span>the questions you ask.<\/span>\u00a0A confident\u00a0<\/span>student<\/span>\u00a0may happily share and expand on an idea. A quieter learner may need a limited question with support structures to help them answer.<\/span>\u00a0<\/span>Targe<\/span>ting your<\/span>\u00a0qu<\/span>estions<\/span>\u00a0means\u00a0<\/span>every\u00a0<\/span>student has a good chance of being\u00a0<\/span>able<\/span>\u00a0to answer<\/span>.<\/span>\u00a0<\/span>\n

2:\u00a0<\/span>Give them time to respond<\/span>\u00a0<\/span><\/p>\nThe pressure of expecting an instant answer<\/span>\u00a0means\u00a0<\/span>quieter students are likely to give up<\/span>.<\/span>\u00a0<\/span>The<\/span>y\u00a0<\/span>freeze, unable to think of an idea.\u00a0<\/span>Meanwhile,<\/span>\u00a0confident students desperately wave their hands<\/span>\u00a0<\/span>or call out to say they know the answer.\u00a0<\/span>\u00a0<\/span>\nAvoid the unpleasant shock of suddenly being picked\u00a0<\/span>on<\/span>,<\/span>\u00a0by giving them time to prepare. Use their name first to get attention and\u00a0<\/span>give them a warning that their turn is coming.<\/span>\u00a0<\/span>\nUse sentences like:<\/span>\u00a0<\/span>\n