For those of us (I point feverishly toward myself) who were born entertainers or, at the bare minimum, situational extroverts, it boggles our mind that a student would be disinterested or even fearful to participate in an entertainment, creativity and/or imagination-building classroom activity.

However, after twenty-four years of personal experience I can confirm that these students do exist and often draw their line the sand to not participant no matter how much they are asked/begged.

(Below) is a post from www.dramamommaspeaks.com that discusses and offers suggestions on teaching reluctant students in theatre class.

Ten Ways to Teach Reluctant Students in Your Theater Class

By DHCBaldwin

At least once a week, I read of a teacher asking help with, “My beginning theater class is open to all students in the school. However, it has become a dumping ground with students completely disinterested in theater and the study of it. At the same time, I have students who are sincerely interested in the subject in the same class.  What do I do?” Today, I’m going to talk about Ten Ways to Teach Reluctant Students in Your Theater Class.

I know this challenge all too well myself.  Several times in my career, I had students placed in my classroom because the administration thought I demonstrated skill in reaching all students and could reach these students as well.

Do you have any idea how heavy the weight of responsibility for teaching to reluctant students is? Teaching is difficult enough and a theater class poses its own challenges that not everyone is aware of. For instance, when one acts, they must share their feelings, real feelings.  That can be scary for even the most ardent theater student.

Simply put, you need to outsmart your reluctant students.  Remember, you are the professional here.  You’ve got what it takes to be successful (albeit tiring).

Teach Reluctant Students

  •  You need to survey each and every class to discover whether they are interested in theater or not.  This is true of anyone who teaches any electives from industrial education to art as well as theater. By surveying the students (through a questionnaire on-line or hard copy) you’ll find out their interest level (because you will ask it) and what they hope to learn in the class.
  • After you’ve studied the students’ questionnaire, you can now shape your lessons accordingly. Does this take more time than what you would usually do?  Yes.  Is it worth it?  Yes!  It is better to know your audience (because that’s what they are, essentially) than not and spend most of the year frustrated with their lack of engagement.
  • Use a game as a warm-up. Most students love a game, so I recommend playing one at the beginning of each class.  For some students, it is the delight of their day (although they may never share this with you) and it lifts the burden for you always having to teach a concept.  Let the game teach them.  Also, playing a game makes class fun no matter the outcome.  Games give students an opportunity to get to know one another without the stress of a face-to-face conversation. As the quarter progresses the games you can select games which are more difficult. By the last month of the semester, you should have no problem using an improvisation exercise as a warm-up.
  • Minimize your students’ worries.  Through the questionnaire, you should have a better grasp about what they think theater is as opposed to what it actually is. They may think theater is standing on a stage, wearing a costume (the student may dislike), wearing makeup (even the boys), memorizing gobs of lines and speaking at a volume for the entire class to hear. 

Let’s not start there if that’s the case.  Let’s do some theater appreciation instead.  Show them video clips of theaters around the world and either have a class discussion of each theater or give them questions to answer.

Teaching Reluctant Students

  • Study technical theater with them--set, sound, stage properties, stage makeup or costume design.  Many students just need a backdoor into the subject. Technical theater is nonthreatening.  Most assignments are meant to be completed individually and not with a group.  This helps those students who do not speak English as their first language, especially.  I really enjoy teaching technical theater. Through its study, I usually find a student who no one knew very well that turns out to be a fabulous artist! Their creativity and talent can shine in technical theater and suddenly the other student take note of them.  It’s awesome. Here are a few technical theater units which may help you: Technical Theater Units or begin with Set Design, the Rendering
  • Radio theater is a good choice for your class.  Readers theater is successful in a class with various levels of interest, because there is no line memorization, no costumes, etc. Everyone sits together on the stage, so there’s that “safety in numbers” thing. Plus, if you wait until near the end of the second quarter, readers theater should not be difficult for your reluctant ones.  You’ve given them plenty of time to adjust to the class. Here’s a funny script for them:  The Brave Little Tailor Unit.  Great for grades 5 to 7.
  • Radio theater is a super choice, too. Personally, I think radio theater has everything a play does!  That’s the reason I suggest it to teachers. Radio theater is highly imaginative from the many character voices actors create to the sound effects. Plus, it is a super tool for strengthening reading skills! It is easy to keep everyone involved, because they are on the stage the entire length of the piece. It can be as simple or as theatrical as you like.  And yet again–no line memorization! This is another unit I would teach near the end of the semester or year.
  • Use movement exercises instead of acting ones.  Movement takes no sound and no verbal reaction.  Students like the physical activity, too. The Magic Circle is a good exercise to use for movement.  (Don’t know it?  Pick it up here)
  • Turn down your classroom lights. You won’t believe how dimming the lights will ease students’ anxieties. You just want the classroom light to be dim light enough you can everyone but no so dark you can’t keep an eye out for any inappropriate behavior.
  • Play some classical music in the background.  Classical music works because there are no lyrics for the students to notice. It can express mood without anyone saying anything.  I think of it like a comforting blanket. In those awkward moments in a game, acting exercise or lesson they can help ease any anxiety that rears its ugly head.

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My goal in any creativity/imagination-building educational activity that I facilitate is to offer to everyone, but especially the reluctant student(s,) such an entertaining, fun, laugh-inducing, smile-encouraging session that they say/think to themselves, “Don’t leave me out.  I want to be entertaining, have fun, laugh and smile too.”

I do this with the understanding that participation/enthusiasm will most likely never be 100%.  I also understand that students have bad days just like every other human where they just don’t feel like doing anything, especially being entertaining.

All that being written the most satisfying comment I ever receive on any of my sessions is “I never saw (fill in the student’s name)  act like that before (in a good way.)  They are usually so shy.”

The born performer will always perform with little, or no arm-twisting needed, but if a reluctant performer decides to step into and add to the spotlight, the wattage rises substantially.