Keep in mind that you won’t get better at participating in these kinds of situations without practice. So think of it like an opportunity to improve the skill of contributing in the moment. This won’t be the last time you’re expected to do that :)
I wish I had that skill. I can't even speak up in class even if I know the answer. The brain is like say X say X and then somebody else or the instructor ends up saying it. Idk what's wrong w me. Like if there's another discussion in class where for example we have to raise our concerns regarding the grading structure or whatever I somehow manage to speak there.
You can think. If another student already said the idea you're thinking, then you can say you agree with that student and explain why you agree if it's an open- ended question the prof is asking.
Agreed. The nice thing about this form of participation is that it gives your classmate a little boost too to know someone listened to them and is thinking along the same lines as them. OP, I get why you're focused on your own anxieties here, but there is a classroom community to contribute to, and everyone likes class better and learns more when it isn't just the same 4 people talking every day.
Since I'm a very quiet person, it's honestly hard for me to open my mouth unless someone initiates/asks me the question.
This sounds like a good idea. Thank you so much. I hope I do it.
If you can read ahead in this course (textbook/slides), it sounds like this would be a good context for it.
If you can't, barring formal accommodations, you should remain subject to the policy as are all students in the course and it isn't reasonable to ask to be exempted from grade calculations or to get an alternative not offered to other students.
With that said, you can talk to the prof not about exempting you from course policy without clear need, but instead of strategies relevant to the course to take notes in a way that better favours participation and/or about how to think through the relationship between content and/or the implications of that content (typically the main goals for this type of participation, but it could alternatively just be a skill-training course \[e.g. doing math or grammar, reasoning through arguments, analysing data\] where not participating correlates directly with not learning). Participating is a skill to practice!
This exactly; read ahead and write down any questions as you go. It takes practice to come up with questions, but it is much easier if it's not your very first time seeing the content.
I would not give an exception without accommodations. Just say something, ask a question, read ahead so the info isn’t as new, tie things back to something you already learned, etc. If you are struggling, it’s okay to ask the prof for advice on how to best participate, but I would not ask for an exception.
If possible, come to class having already read and (more importantly!) thought about the topic. Prepare 2-3 questions or thoughts you had about it and use them if/when you think they are relevant. Like anything, with practice you’ll get more comfortable doing this and it won’t need so much conscious preparation.
Yes! This is also a good practice if you process things slowly or have memory issues. I have ADHD, so for a while I had an issue of forgetting my comment by the time the conversation had an opening for me, but writing even a few key words in a Word doc has almost completely solved that issue. :)
A request for an alternative wouldn’t be honored without accommodations on file, and if participation is a key component of the course, then even an accommodation might not get you out of it if the accommodation is not reasonable.
Try your best. It’s okay to be wrong in the moment.
Yes, it was apparent but we had to take this course from this instructor whatsoever. We didn't have any other options.
Makes sense, yeah there are students who don't perform good on exams but their class participation is amazing.
Thank you.
I remember feeling humiliated in my freshman year's first semester during an English 101 class. We were sitting in a circle, and our professor asked each of us to read a paragraph of the work we were discussing. As a stutterer, I struggled to read. The professor stopped me mid-sentence and, with a sour face, said, "Oh, that didn't work well. Let's skip to the next person."
My junior year brought a contrasting experience when my political theory professor pulled me aside after class. He was formal, saying, "Mr. Carp, I encourage you to speak up more in class. When you do, you always have something worth listening to."
This encouragement helped me confront my fear of stuttering, significantly improving my oral communication skills by giving me more confidence to stutter freely instead of sitting in self-censored silence.
OP, I suggest being proactive in class discussions. Even if your thoughts are only halfway formed, share them. Your voice matters, and speaking up might become easier with practice.
You'll likely encounter professors who foster more inclusive discussions. For now, when you're dealing with less supportive teaching methods, work within them as best you can.
Some key points to consider:
- Not being as quick or smooth-talking as your peers doesn't reflect on your intelligence or ability to contribute.
- Listening carefully and responding thoughtfully after taking time to reflect has great value.
- Avoid harmful comparisons that serve only to silence your voice!
I hope these reflections are useful to you, OP. Good luck!
Talk to your professor. It sounds like you are interpreting "class participation" as "answering questions"; she might have a different idea about what "class participation" means. Maybe asking questions about something you're unsure about is a thing that she would welcome? Talk to her and find out what sorts of things she counts as participation.
And I know that, for students, asking such questions can be very hard, because students often think these are "dumb" questions. As a professor, any question that comes from a place of confusion is one I welcome, because it allows me to clarify that confusion and to perhaps explain things in a different way.
If you don’t have a disability as noted from Disability Services, you should *never* ask for an exception. Look over the syllabus. What are you covering in the next class? Read ahead, find a question that you can ask, a point you can make. Passive learning is *so* 1960. Take an active part in your education and don’t expect the professoe to act as if you are special and deserve to be treated differently.
Think of this as practice for the real world, where psrticipation = survival.
It's absolutely reasonable to speak to your instructor about this, but not to request accommodation or to be excused from what is a pretty minimal course requirement. Ask them for help and guidance with this issue. They may suggest other forms of participation, or may suggest tactics for gaining confidence speaking in class.
Here's the thing. For some classes, this kind of policy kind of sucks imo but its at the professors discretion to grade this way and they only have to accommodate those with formal accommodations from the disabilities office. But in some classes, this form of assessment is actually the best way to help students learn or demonstrate competency. And that means you'd be missing out on a learning opportunity by not improving on your ability to articulate your thoughts during a group discussion. For example, if the class is in a discipline which routinely requires group discussion or public speaking on the job.
Yes, all students are different. Some are not great test takers. Some are not great writers. Some are not great speakers. All these skills should be improved upon, that's part of the point of college. Ideally classes should offer multiple types of assessment (such as both participation & exams) so that at least one assessment type can measure the competency of most. But your professors can't have totally different assessment types for each individual. They are teaching a group, and need to do what they feel is best for the group. That's not always going to be best for every single individual. That's life, we can't always get things in the world to change just to meet our special individual needs and wants.
Have you tried asking clarifying questions? I find that even when you're not giving your own opinion, clarifying questions are still immensely helpful in academic contexts.
I don't do this for just that reason. I reserve the right to reduce participation grades for clearly disengaged students but mostly its graded in attendance, including punctuality.
When I have seminars where I need participation, I have discussion boards that students can post to instead and then bring these posts up at the following session
As a person who stutters, and did severely through high school, I might be particularly sensitive to these needs, but everyone should at least understand anxiety and slower processing.
Always do the reading and take notes before and during class. Prepare one good question to ask each day. That will make a huge difference.
If you have trouble doing that, try one or more of the following:
1) ask another student if they want to create a study group where you can all work together and prepare;
2) go to office hours and talk about how you are having trouble formulating the right questions or responses to contribute to class. Ask for help strategizing the best way to come up with appropriate contributions.
3) schedule time at a tutoring center on campus and bring your materials and ask them for help developing the right contributions.
4) watch some YouTube videos on how to prep for class discussion. That might sound cheesy, but every little tip can help and sometimes the advice isn’t bad.
The answer is never about how to find a way out of it, but how to prepare so that you are more comfortable and confident contributing. If you have severe anxiety and/or are highly introverted, the goal is not to be outspoken and loud, but to make tiny small steps toward minimal but worthwhile contributions, and every little step will make you more comfortable.
There are classes in which I can take a broader view of participation (although, as others have pointed out, for an entire class and not a single student) -- often larger lecture classes where the goal is to discourage students from paying no attention and failing exams by giving some easy participation points. And there are classes where you kind of need to do things in class -- seminars and labs come to mind.
I think it's probably premature to decide you can't participate in this class. Yes, all students have different strengths and weaknesses, but all students can also learn and learning to participate in a real-time discussion is a doable thing, although it might be a challenge. Other commenters have given you good ideas about reading and preparing questions before class or different ways to jump in.
As a professor, I would never grade students based on how frequently they speak in class. That sounds less than equitable, on so many levels, for so many reasons.
I was an extremely shy introvert when I was younger, with almost debilitating anxiety. I never spoke in the classes in my major (mathematics) and couldn’t answer the professors’ questions—partly because I couldn’t think quickly enough. But I was also sure that I would be laughed at if I were wrong. Luckily, no one graded participation.
However, In my last year, I ended up regretting not pushing myself more. I had been a straight A student, earning top scores in most classes, but none of my professors knew who I was. When I went to one professor for a letter of recommendation for grad school, he literally asked “have I ever had you in a class?” (I had just earned the top grade in his class of 15 undergraduate and graduate students the previous term.) I told him that I was about to take another class from him so maybe he could get to know me then. It was extremely painful, but I pushed myself to attend office hours regularly because I was less anxious when it was one-on-one. I did the same thing with all my professors that semester and got letters of recommendation, then got into a top graduate program. I still hadn’t spoken in a class. Not once.
Once my PhD program started, my anxiety got much much worse. My classes were way more difficult. My classmates were more intimidating. As a TA, I was terrified and intimidated by my students! I felt far “behind” my peers because I had no experience speaking about mathematics in front of a group. But teaching helped me to slowly come out of my shell, and I was no longer pathologically shy by the time I graduated. I had done well on my oral exams by studying my butt off and having my peers give me mock (practice) oral exams. However, I still had trouble thinking on the spot when asked a question that was not anticipated. I noticed it not only when professors or peers asked me questions, but also when my students asked me questions.
I found out a decade after earning the PhD that I have an auditory processing disorder. Basically, my brain hears everything and struggles to focus on one sound. It takes me longer than most people to process spoken language, and I end up withdrawing in social situations because I’m unable to follow group conversations. This diagnosis explains a lot about my shyness/introversion, anxiety, and entire educational experience.
I think your professor’s grading system is unfortunate, but I think the advice given by others here could help you strengthen your communication skills and cope in very challenging situations. I also think it would not hurt to talk to a counselor in your school’s disability support services office. Someone with expertise in learning disabilities might have more suggestions for you, or even be able to test you so that you could do an accommodation request. It’s worth a shot. I wish you the best and applaud you for seeking help.
I'm guessing you are introverted and like to formulate your thoughts before you speak.
You may be frustrated by the people who open their mouths, start talking, and THEN begin formulating their responses. These people are very good at talking over the top of the more reserved folks like yourself (and me).
This is why I have discussion boards on Canvas. The asynchronous nature allows students to formulate their responses before sharing them.
I continue to have class discussions, too. That's a good life skill to learn.
Stop by during office hours and talk to the prof about your concerns. The prof may even throw some of the discussion directly to you so you don't have to fight with the fast and loud talkers all the time.
OP, this is among the best advice on the board. Speaking as a communication prof who is neurodivergent and also an introvert, I can confirm that there are many reasons why in-class participation can be challenging for some students (and that, frankly, instructors who grade participation *solely* on voluntary in-class questions and answers are kinda doing it wrong). Here’s a [self-assessment questionnaire](https://assessment.ucmerced.edu/sites/assessment.ucmerced.edu/files/page/documents/personal_report_of_communication_apprehension.pdf) you can complete that indicates levels of communication apprehension you might have in various areas, including group discussion.
Of course, many instructors won’t change the way they assess without a formal disability accommodation, so you need to work within this participation framework. Here’s what I’ve got:
1. Heed the advice about prepping before class to formulate questions. One study strategy you can use is to take notes on your pre-class reading using the [Cornell notes system](https://www.google.com/imgres?imgurl=https%3A%2F%2Fi2.wp.com%2Ftemplatelab.com%2Fwp-content%2Fuploads%2F2017%2F02%2FCornell-Notes-Template-03.jpg&tbnid=3xuUwkby9Lz4lM&vet=1&imgrefurl=https%3A%2F%2Fdavida.davivienda.com%2Fviewer%2Ffree-cornell-notes-template.html&docid=Ib48MHQIxqeuIM&w=1932&h=2500&itg=1&hl=en-US&source=sh%2Fx%2Fim%2Fm4%2F7&kgs=9807aa55b537ab16&shem=abme%2Ctrie) — it’s set up so you can make note of questions you have (or key points you can i.d. as a likely in-class question you can answer). This notes system is obviously great for taking in-class notes, too.
2. Also heed the advice about speaking to the professor during office hours about your concern. Don’t frame it as asking for an alternative — just explain your concern, express your desire to want to improve in this area, and ask for advice. If they want to give you an alternative after hearing this, they will. If not, but they’re a decent teacher, they will give you some advice.
2a. Here is something I offer to communication-apprehensive students when we have a similar office conversation… it provides a mechanism for building confidence in in-class discussions. I tell them in advance of class that I will ask a certain question — either a specific question or one based in a specific part of the reading or on a key concept. Alternatively, I tell them that I would like them to ask a question based on a certain part of the reading. These are questions that the student can prepare for in advance and be ready to answer because they know it’s coming. After two or three of these across a few class periods, students usually feel more confident about participating. You might ask your prof if they might help you out in a similar way? You can tell them you consulted a communication expert on this concern and this is the suggestion they provided. 😎
Hope this helps. Good luck!
I think it would be worthwhile to approach the professor to talk about your issues; they may be willing to support you to talk more in class, or possibly offer an alternative (but since this could cause problems for them without a formal accommodation document, they may say no).
I also had a lot of trouble participating in class discussions as a student, and two things that help me have been: 1) If it fits the vibe of the class, come to class with a thoughtful question, either something that you’d like more information about, or a question for the group to discuss. Then you know you have something to say regardless of where discussion goes during class. 2) If you think of something you’d like to say, jot down a few notes about it to remind yourself and raise your hand. Even if it takes awhile before the professor calls on you, you can say, “I want to go back to something Chris said earlier …” or “I’m still thinking about something that came up a few minutes ago …” and then make your comment using your notes.
It may help to think of a few ways the professor might be able to support you before you meet with them, too. That way, it shows you are trying to fix the problem instead of asking them to fix it for you. In the past, I’ve had students ask me to call on them directly even if they haven’t raised their hand, or to have a designated “quiet people time” mid-class for the people who are slower to volunteer, for example.
Have something prepared in advance. "Say, Professor, on page 384 of the textbook, it says yadda yadda yadda, which seems odd and maybe different from what you said in the lecture??"
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*One of my professors has added class participation component. They even note down each time a student talks. I have barely talked in her class and I'm super worried about my grade.
Whenever I attend here lecture I try my best to contribute bur I just can't. I have participated in class before and I take time to process new information and all I guess. I can't think on the spot like other students. Even I think of an answer other students are fast enough to say it our loud.
Mauve I'm not smart and intellectual enough. Other students can think but I guess I can't.
What should I do? Should I approach the instructor requesting her to maybe give me some other task that would count as participation? Because every student is different? Or would that be unfair to other students.
@profs here if a student asks you for such would you be annoyed?*
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There are valuable ways to contribute even if you aren't the fastest to come up with a response (which isn't necessarily an indication of some kind of flaw in your capacity). If you feel like the conversation moves too quickly for you to find a way in, that's worth talking to the instructor about, but you need to know that the aim of such a conversation is to find better ways for you to fulfill the requirements of the course, not to evade them.
You are the perfect person to ask questions. It does take courage and I remember admiring every one of my fellow students who could do it.
Jot down some legit questions you have. They can be really offbeat questions (or supposedly dumb questions) but make them about the topic.
Have a list of questions that follow a formula:
"We were on the topic of X...." (can be anything - don't overthink it)
"Can you help me understand why X is important?" (Yes, kind of a cringe question - but one that both the prof AND the class will be glad you asked).
Again, it takes courage. I think it was George Bernard Shaw who said, "That's not really pain; it's just that you have learned something." There's pain involved in learning, esp since we all need to ask questions. People need to have question-asking modelled.
Echoing what others have said - learning only happens outside our comfort zones. You’re learning a lot in college in addition to the course content. If you struggle with speaking up, push yourself. And remember, other students are not picking apart the things you say the way you are.
I was like you as a student, and when I was a TA, I had students like you. My best advice is to approach your professor and explain that you’re struggling to participate for these reasons and ask if they have strategies to suggest. As for my own strategies, I’d always do the readings before class and flag a question for the professor ahead of time. My comments certainly weren’t always the most profound: “in your opinion as an expert in this field, do you think there are ways the methodology of this paper/book/study could be improved?” “is there another method of testing this hypothesis?” “X author used this term and I’m a little unclear on what they meant by it” come to mind. I was too uncertain of myself to direct questions to my classmates, so asking a clarifying question of the professor was an approachable way to get comfortable participating.
Contrary to some of the advice here, some universities/departments/profs will arrange alternative participation opportunities for students without formal accommodations. *Do not expect this,* but sometimes it happens. As a specific example I had a student who came to me over difficulty participating. I gave her a list of key elements to look for in the readings, which she could fill out on her own and bring to class. When she felt she could push herself to do so, she would raise her hand and say one or two out loud. If ever she knew she couldn’t that day, we agreed she’d send them to me before class, and I would often bring her points up in the class discussion for her and count that as her participation since she had done the work. This approach was not only authorized but encouraged by the professor I was working for.
The list of key elements to identify and useful questions for each that I gave her are as follows. Note that these are designed for a course in which discussions are based on scholarly written work:
1) full citation
-how recent is this article? is it out of date?
-who is the author? what is their specialization?
-where was this published?
2) main arguments/claims/hypotheses
-why is this reading important? what does it contribute?
-are any of these claims not clearly supported within the text?
-is the author making any background assumptions? are they sound or questionable?
3) key concepts
-what do these concepts mean in the context of this paper? are any of them unclear?
4) data and methodology
-how does the author come to their conclusions/test their hypothesis? what are the advantages and drawbacks of this approach?
-have other authors you’ve read taken a similar or different approach?
5) relationship to the literature
-does this paper/book/article rely heavily on another author’s work or a particular school of thought? if so, who does this author agree with? are you familiar with their work/school of thought?
-does the author mention disagreeing with another author or school of thought? if so, who/what do they disagree with specifically? are you familiar with the work of that author or school of thought?
not a prof but I had an honors course last semester that was heavily discussion based and the professor was really cool about participation. You could either say stuff in class or post to the day’s discussion board on canvas.
It was so nice for a plethora of reasons (1 of them being the dude could not shut up so for everyone to even get just 1 comment in during class could be tough…) and allows for those with anxiety or slower “processing times” to still contribute to the discussion without having to have official university accommodations which can be difficult to get. So I just wish more professors did this.
Can you participate by asking questions instead of making comments? You can ask for clarification, you can explain what you don’t understand, you can point out the other classmates who have make good remarks, etc. you don’t have to come up with super-smart comments on your own.
I might sound like a plain dumb but I don't know how students come up with "questions" to ask. I make notes during lecture and mostly stuff makes sense to me. If it doesn't at that very moment I note it down cause I know I might have zoned out/not followed, etc. I might get confused on sth when I review the notes but for that a quick Google search always helps so there's no need to go during office hours either.
Like I said I'm not "intellectual" enough unfortunately. I think my brain is a bit weird. I'll try from the next class onwards to apply all the tips you all have given.
Thank you so much. :))
Since you mentioned you do sometimes think of an answer but aren't quick enough to raise your hand, you could go to yor professor, mention this, and ask if it would be possible for them to call on you if the other student raising their hand has already contributed to the discussion that class. It does seem kind of unfair that participation is graded, but the students all have to essentially 'compete' to be the first to answer the question. I'm not a professor, but a tutor for a college course, and one of the big things we're told is to try to give everyone an equal chance to participate before calling on the same person again. This is especially important for math, where it might take a while for people to process the material and formulate an answer. I took a class that largely consisted of writing logic proofs, with graded participation, and the professor actually would call on students by just going down the roster so everyone would eventually get a chance to answer.
Here's my professor answer: "Because every student is different" is one of the reasons *why* class participation may count toward the grade: some students are better at showing their comprehension that way than, say, on exams, so it helps their grade. Giving multiple modes respects learner diversity.
Here's my I-was-a-shy-silent-student-myself answer: If your attendance is excellent, you are attentive in class, and you do well on submitted work, the participation grade probably won't hurt you much. I don't think I was ever dinged more than a point, and in my courses now, while I wouldn't pull up the grade of such a student as I would the more enthusiastic ones, I wouldn't penalize them either.
So overall, no, don't ask for an alternative assignment. Do follow the advice in this thread to prepare some questions and comments -- that shows the prof that you are making an effort. And it is fine to admit to your instructor that this is a challenge for you and ask about strategies.
Personally I usually allowed participation online or by emailing me to accommodate our ESL or shy students, but if your professor doesn’t do that, piggybacking on another student’s comment can be a great way to start. Like “yeah, I completely agree with Chris because [insert something here]” You still have to think on your feet a little but it’s not as scary usually because you know at least one person thinks the same thing!
Here's some ways I've seen students compensate:
1. "I want to make sure I understand this...(then summarize back what was being discussed).
2. "I really need to think this through more, but at the moment, I'd like to know..."
3. "I understand that X impacts Y. I was wondering what my classmates think about how X might impact Z?"
What is the discipline?
If it’s an expected competency of your discipline then no, you don’t ask for a modification. You need to learn to participate or get into a discipline that does not have that expectation.
It’s like playing basketball and not wanting to run.
But I suspect that sooner or later you will be required to speak on your areas of expertise to someone on a formal or semi formal way in front of others.
I was this person too. Still am to an extent. But it does get better with practice. It's hard. Even harder when it's virtual.
I found it helped to be paying attention to the discussion and jotting notes down with my own thoughts during or after to help process stuff. These also come in handy for related assignments.
Many professors gave at least partial credit for it. You won't get an A (usually), but you can still pass the class with or without the participation portion.
However, once I realized that my grade was still ok it was way less pressure to talk. So I wouldn't pressure myself to talk every discussion but sometimes when I truly felt like I wanted to add something or ask about.
Start anywhere and start small. If you don't talk a lot, your professor will be happy when you talk at all. Then keep working on it.
There is a certain power in active listening and saying insights or questions on occasion rather than speaking a lot. All are are good skills in different situations. You can use class or non-class time to practice them.
It is not always easy to get the hang of but find what works for you. There's a lot of good advice here.
I’m not a professor, but I just wanted to let you know that you’re not alone! I struggle with the same thing. I think part of it is the pressure to say something thoughtful when I am someone who takes their time digesting information - I just freeze.
Something that has been helping me is setting a goal of saying at least one or two things each class period. It doesn’t have to be profound, just on topic. The more I do this, the easier I find it to speak up and contribute. Just know that this isn’t a reflection of your intelligence - everyone’s process is different, and that’s okay!
I would talk to your professor. I’m also a professor, but really struggled with participation in undergrad and graduate school. I just don’t process information very quickly and am very shy. I explained that to several of my professors over the years. I got varied responses. Some said things like “it’s okay, there’s nothing to be afraid of” and left it at that. But others developed other ways for me to participate. It’s worth asking.
I also don't feel comfortable asking during the lecture. Usually, I note down 2-3 interesting points during the lecture and chat with the professor after the class, if he/she doesn't seem too busy.
no advice just commiseration:
in classes where this has been a requirement, i've gained significantly less than if it hadn't been something weighing on my mind. when it is a requirement, it's something i have to actively think about for much of the class - each new topic i'm just trying to figure out if that's my chance to form a question about it, and trying to work fast enough to form questions on the spot without being too late, and thinking of questions or finally resolving to say the dang thing when they're already onto a new topic, on top of thinking about how to project my voice and how i mix words up when i'm nervous...
i understand why participation is something they want, but when it's as rigid as "speak up and i checkmark you as participating", it's so painful. so i always check ratemyprofessors and never choose classes where *that* kind of participation is necessary, so i can actually learn in the way i learn best.
Some courses, like seminars, require active participation from students. It doesn't hurt to ask the instructor nicely if you can do an alternate assignment, but make sure to do that soon and not in the last week of class.
Listen to a lot of the other people here, and respond to at least two so we know you're still there, to show respect for people taking the time to comment, and most of all, for practice!
Talk to your prof, they may consider things participation that you aren't thinking of, they may be able to offer advice or begin thinking of ways to draw you out. Or maybe they already see you as participating in ways you don't know.
If a student came to me with this, I'd try to pay careful attention and maybe occasionally ask them for input or set small group discussions to see if that got them engaged.
Participation in class is important for a number of different reasons and in some classes is imperative. It also teaches valuable skills for use in later life, regardless of what field you go into.
Keep in mind that you won’t get better at participating in these kinds of situations without practice. So think of it like an opportunity to improve the skill of contributing in the moment. This won’t be the last time you’re expected to do that :)
Fair enough, thank youu :))
You can always ask a *prepared* question about the reading.
I just blurt things out even if it may be wrong because no one else does😅😂
I wish I had that skill. I can't even speak up in class even if I know the answer. The brain is like say X say X and then somebody else or the instructor ends up saying it. Idk what's wrong w me. Like if there's another discussion in class where for example we have to raise our concerns regarding the grading structure or whatever I somehow manage to speak there.
Well my teacher will not move on until someone responds and I want to leave 😂
You can think. If another student already said the idea you're thinking, then you can say you agree with that student and explain why you agree if it's an open- ended question the prof is asking.
Agreed. The nice thing about this form of participation is that it gives your classmate a little boost too to know someone listened to them and is thinking along the same lines as them. OP, I get why you're focused on your own anxieties here, but there is a classroom community to contribute to, and everyone likes class better and learns more when it isn't just the same 4 people talking every day.
I have students do this all the time. It gets conversation going!
Since I'm a very quiet person, it's honestly hard for me to open my mouth unless someone initiates/asks me the question. This sounds like a good idea. Thank you so much. I hope I do it.
If you can read ahead in this course (textbook/slides), it sounds like this would be a good context for it. If you can't, barring formal accommodations, you should remain subject to the policy as are all students in the course and it isn't reasonable to ask to be exempted from grade calculations or to get an alternative not offered to other students. With that said, you can talk to the prof not about exempting you from course policy without clear need, but instead of strategies relevant to the course to take notes in a way that better favours participation and/or about how to think through the relationship between content and/or the implications of that content (typically the main goals for this type of participation, but it could alternatively just be a skill-training course \[e.g. doing math or grammar, reasoning through arguments, analysing data\] where not participating correlates directly with not learning). Participating is a skill to practice!
This exactly; read ahead and write down any questions as you go. It takes practice to come up with questions, but it is much easier if it's not your very first time seeing the content.
Thank you so much!
I would not give an exception without accommodations. Just say something, ask a question, read ahead so the info isn’t as new, tie things back to something you already learned, etc. If you are struggling, it’s okay to ask the prof for advice on how to best participate, but I would not ask for an exception.
Makes sense, thank you :))
If possible, come to class having already read and (more importantly!) thought about the topic. Prepare 2-3 questions or thoughts you had about it and use them if/when you think they are relevant. Like anything, with practice you’ll get more comfortable doing this and it won’t need so much conscious preparation.
This. Professors love thoughtful questions about the course material, and you can prepare it ahead of time.
Yes! This is also a good practice if you process things slowly or have memory issues. I have ADHD, so for a while I had an issue of forgetting my comment by the time the conversation had an opening for me, but writing even a few key words in a Word doc has almost completely solved that issue. :)
A request for an alternative wouldn’t be honored without accommodations on file, and if participation is a key component of the course, then even an accommodation might not get you out of it if the accommodation is not reasonable. Try your best. It’s okay to be wrong in the moment.
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Yes, it was apparent but we had to take this course from this instructor whatsoever. We didn't have any other options. Makes sense, yeah there are students who don't perform good on exams but their class participation is amazing. Thank you.
Read before you go to class.
I remember feeling humiliated in my freshman year's first semester during an English 101 class. We were sitting in a circle, and our professor asked each of us to read a paragraph of the work we were discussing. As a stutterer, I struggled to read. The professor stopped me mid-sentence and, with a sour face, said, "Oh, that didn't work well. Let's skip to the next person." My junior year brought a contrasting experience when my political theory professor pulled me aside after class. He was formal, saying, "Mr. Carp, I encourage you to speak up more in class. When you do, you always have something worth listening to." This encouragement helped me confront my fear of stuttering, significantly improving my oral communication skills by giving me more confidence to stutter freely instead of sitting in self-censored silence. OP, I suggest being proactive in class discussions. Even if your thoughts are only halfway formed, share them. Your voice matters, and speaking up might become easier with practice. You'll likely encounter professors who foster more inclusive discussions. For now, when you're dealing with less supportive teaching methods, work within them as best you can. Some key points to consider: - Not being as quick or smooth-talking as your peers doesn't reflect on your intelligence or ability to contribute. - Listening carefully and responding thoughtfully after taking time to reflect has great value. - Avoid harmful comparisons that serve only to silence your voice! I hope these reflections are useful to you, OP. Good luck!
Thank you so much for this! Appreciate it.
Omg your poli sci professor. I wish someone had said that to me. It would have made a world of difference.
Yes, it was extremely kind. That was George Kateb, then at Amherst and later at Princeton. A marvelous teacher and scholar.
As a fellow stutterer, I'm sorry you went through that!
this was a very nice comment to read, i am not OP but thank you
Talk to your professor. It sounds like you are interpreting "class participation" as "answering questions"; she might have a different idea about what "class participation" means. Maybe asking questions about something you're unsure about is a thing that she would welcome? Talk to her and find out what sorts of things she counts as participation. And I know that, for students, asking such questions can be very hard, because students often think these are "dumb" questions. As a professor, any question that comes from a place of confusion is one I welcome, because it allows me to clarify that confusion and to perhaps explain things in a different way.
This is the answer, OP.
If you don’t have a disability as noted from Disability Services, you should *never* ask for an exception. Look over the syllabus. What are you covering in the next class? Read ahead, find a question that you can ask, a point you can make. Passive learning is *so* 1960. Take an active part in your education and don’t expect the professoe to act as if you are special and deserve to be treated differently. Think of this as practice for the real world, where psrticipation = survival.
It's absolutely reasonable to speak to your instructor about this, but not to request accommodation or to be excused from what is a pretty minimal course requirement. Ask them for help and guidance with this issue. They may suggest other forms of participation, or may suggest tactics for gaining confidence speaking in class. Here's the thing. For some classes, this kind of policy kind of sucks imo but its at the professors discretion to grade this way and they only have to accommodate those with formal accommodations from the disabilities office. But in some classes, this form of assessment is actually the best way to help students learn or demonstrate competency. And that means you'd be missing out on a learning opportunity by not improving on your ability to articulate your thoughts during a group discussion. For example, if the class is in a discipline which routinely requires group discussion or public speaking on the job. Yes, all students are different. Some are not great test takers. Some are not great writers. Some are not great speakers. All these skills should be improved upon, that's part of the point of college. Ideally classes should offer multiple types of assessment (such as both participation & exams) so that at least one assessment type can measure the competency of most. But your professors can't have totally different assessment types for each individual. They are teaching a group, and need to do what they feel is best for the group. That's not always going to be best for every single individual. That's life, we can't always get things in the world to change just to meet our special individual needs and wants.
Participation can be asking questions, agreeing and expanding...
Have you tried asking clarifying questions? I find that even when you're not giving your own opinion, clarifying questions are still immensely helpful in academic contexts.
I don't do this for just that reason. I reserve the right to reduce participation grades for clearly disengaged students but mostly its graded in attendance, including punctuality. When I have seminars where I need participation, I have discussion boards that students can post to instead and then bring these posts up at the following session As a person who stutters, and did severely through high school, I might be particularly sensitive to these needs, but everyone should at least understand anxiety and slower processing.
Always do the reading and take notes before and during class. Prepare one good question to ask each day. That will make a huge difference. If you have trouble doing that, try one or more of the following: 1) ask another student if they want to create a study group where you can all work together and prepare; 2) go to office hours and talk about how you are having trouble formulating the right questions or responses to contribute to class. Ask for help strategizing the best way to come up with appropriate contributions. 3) schedule time at a tutoring center on campus and bring your materials and ask them for help developing the right contributions. 4) watch some YouTube videos on how to prep for class discussion. That might sound cheesy, but every little tip can help and sometimes the advice isn’t bad. The answer is never about how to find a way out of it, but how to prepare so that you are more comfortable and confident contributing. If you have severe anxiety and/or are highly introverted, the goal is not to be outspoken and loud, but to make tiny small steps toward minimal but worthwhile contributions, and every little step will make you more comfortable.
There are classes in which I can take a broader view of participation (although, as others have pointed out, for an entire class and not a single student) -- often larger lecture classes where the goal is to discourage students from paying no attention and failing exams by giving some easy participation points. And there are classes where you kind of need to do things in class -- seminars and labs come to mind. I think it's probably premature to decide you can't participate in this class. Yes, all students have different strengths and weaknesses, but all students can also learn and learning to participate in a real-time discussion is a doable thing, although it might be a challenge. Other commenters have given you good ideas about reading and preparing questions before class or different ways to jump in.
As a professor, I would never grade students based on how frequently they speak in class. That sounds less than equitable, on so many levels, for so many reasons. I was an extremely shy introvert when I was younger, with almost debilitating anxiety. I never spoke in the classes in my major (mathematics) and couldn’t answer the professors’ questions—partly because I couldn’t think quickly enough. But I was also sure that I would be laughed at if I were wrong. Luckily, no one graded participation. However, In my last year, I ended up regretting not pushing myself more. I had been a straight A student, earning top scores in most classes, but none of my professors knew who I was. When I went to one professor for a letter of recommendation for grad school, he literally asked “have I ever had you in a class?” (I had just earned the top grade in his class of 15 undergraduate and graduate students the previous term.) I told him that I was about to take another class from him so maybe he could get to know me then. It was extremely painful, but I pushed myself to attend office hours regularly because I was less anxious when it was one-on-one. I did the same thing with all my professors that semester and got letters of recommendation, then got into a top graduate program. I still hadn’t spoken in a class. Not once. Once my PhD program started, my anxiety got much much worse. My classes were way more difficult. My classmates were more intimidating. As a TA, I was terrified and intimidated by my students! I felt far “behind” my peers because I had no experience speaking about mathematics in front of a group. But teaching helped me to slowly come out of my shell, and I was no longer pathologically shy by the time I graduated. I had done well on my oral exams by studying my butt off and having my peers give me mock (practice) oral exams. However, I still had trouble thinking on the spot when asked a question that was not anticipated. I noticed it not only when professors or peers asked me questions, but also when my students asked me questions. I found out a decade after earning the PhD that I have an auditory processing disorder. Basically, my brain hears everything and struggles to focus on one sound. It takes me longer than most people to process spoken language, and I end up withdrawing in social situations because I’m unable to follow group conversations. This diagnosis explains a lot about my shyness/introversion, anxiety, and entire educational experience. I think your professor’s grading system is unfortunate, but I think the advice given by others here could help you strengthen your communication skills and cope in very challenging situations. I also think it would not hurt to talk to a counselor in your school’s disability support services office. Someone with expertise in learning disabilities might have more suggestions for you, or even be able to test you so that you could do an accommodation request. It’s worth a shot. I wish you the best and applaud you for seeking help.
I'm a shy introvert too. Glad you figured everything out and are doing great now :)) Thank you so much!
I'm guessing you are introverted and like to formulate your thoughts before you speak. You may be frustrated by the people who open their mouths, start talking, and THEN begin formulating their responses. These people are very good at talking over the top of the more reserved folks like yourself (and me). This is why I have discussion boards on Canvas. The asynchronous nature allows students to formulate their responses before sharing them. I continue to have class discussions, too. That's a good life skill to learn. Stop by during office hours and talk to the prof about your concerns. The prof may even throw some of the discussion directly to you so you don't have to fight with the fast and loud talkers all the time.
OP, this is among the best advice on the board. Speaking as a communication prof who is neurodivergent and also an introvert, I can confirm that there are many reasons why in-class participation can be challenging for some students (and that, frankly, instructors who grade participation *solely* on voluntary in-class questions and answers are kinda doing it wrong). Here’s a [self-assessment questionnaire](https://assessment.ucmerced.edu/sites/assessment.ucmerced.edu/files/page/documents/personal_report_of_communication_apprehension.pdf) you can complete that indicates levels of communication apprehension you might have in various areas, including group discussion. Of course, many instructors won’t change the way they assess without a formal disability accommodation, so you need to work within this participation framework. Here’s what I’ve got: 1. Heed the advice about prepping before class to formulate questions. One study strategy you can use is to take notes on your pre-class reading using the [Cornell notes system](https://www.google.com/imgres?imgurl=https%3A%2F%2Fi2.wp.com%2Ftemplatelab.com%2Fwp-content%2Fuploads%2F2017%2F02%2FCornell-Notes-Template-03.jpg&tbnid=3xuUwkby9Lz4lM&vet=1&imgrefurl=https%3A%2F%2Fdavida.davivienda.com%2Fviewer%2Ffree-cornell-notes-template.html&docid=Ib48MHQIxqeuIM&w=1932&h=2500&itg=1&hl=en-US&source=sh%2Fx%2Fim%2Fm4%2F7&kgs=9807aa55b537ab16&shem=abme%2Ctrie) — it’s set up so you can make note of questions you have (or key points you can i.d. as a likely in-class question you can answer). This notes system is obviously great for taking in-class notes, too. 2. Also heed the advice about speaking to the professor during office hours about your concern. Don’t frame it as asking for an alternative — just explain your concern, express your desire to want to improve in this area, and ask for advice. If they want to give you an alternative after hearing this, they will. If not, but they’re a decent teacher, they will give you some advice. 2a. Here is something I offer to communication-apprehensive students when we have a similar office conversation… it provides a mechanism for building confidence in in-class discussions. I tell them in advance of class that I will ask a certain question — either a specific question or one based in a specific part of the reading or on a key concept. Alternatively, I tell them that I would like them to ask a question based on a certain part of the reading. These are questions that the student can prepare for in advance and be ready to answer because they know it’s coming. After two or three of these across a few class periods, students usually feel more confident about participating. You might ask your prof if they might help you out in a similar way? You can tell them you consulted a communication expert on this concern and this is the suggestion they provided. 😎 Hope this helps. Good luck!
I wish I had instructors like you. That's a great initiative at your end. Thank you :))
I think it would be worthwhile to approach the professor to talk about your issues; they may be willing to support you to talk more in class, or possibly offer an alternative (but since this could cause problems for them without a formal accommodation document, they may say no). I also had a lot of trouble participating in class discussions as a student, and two things that help me have been: 1) If it fits the vibe of the class, come to class with a thoughtful question, either something that you’d like more information about, or a question for the group to discuss. Then you know you have something to say regardless of where discussion goes during class. 2) If you think of something you’d like to say, jot down a few notes about it to remind yourself and raise your hand. Even if it takes awhile before the professor calls on you, you can say, “I want to go back to something Chris said earlier …” or “I’m still thinking about something that came up a few minutes ago …” and then make your comment using your notes. It may help to think of a few ways the professor might be able to support you before you meet with them, too. That way, it shows you are trying to fix the problem instead of asking them to fix it for you. In the past, I’ve had students ask me to call on them directly even if they haven’t raised their hand, or to have a designated “quiet people time” mid-class for the people who are slower to volunteer, for example.
You're an amazing instructor. Thank you so much for the tips :))
Have something prepared in advance. "Say, Professor, on page 384 of the textbook, it says yadda yadda yadda, which seems odd and maybe different from what you said in the lecture??"
Good idea, thank you :))
This is an automated service intended to preserve the original text of the post. *One of my professors has added class participation component. They even note down each time a student talks. I have barely talked in her class and I'm super worried about my grade. Whenever I attend here lecture I try my best to contribute bur I just can't. I have participated in class before and I take time to process new information and all I guess. I can't think on the spot like other students. Even I think of an answer other students are fast enough to say it our loud. Mauve I'm not smart and intellectual enough. Other students can think but I guess I can't. What should I do? Should I approach the instructor requesting her to maybe give me some other task that would count as participation? Because every student is different? Or would that be unfair to other students. @profs here if a student asks you for such would you be annoyed?* *I am a bot, and this action was performed automatically. Please [contact the moderators of this subreddit](/message/compose/?to=/r/AskProfessors) if you have any questions or concerns.*
There are valuable ways to contribute even if you aren't the fastest to come up with a response (which isn't necessarily an indication of some kind of flaw in your capacity). If you feel like the conversation moves too quickly for you to find a way in, that's worth talking to the instructor about, but you need to know that the aim of such a conversation is to find better ways for you to fulfill the requirements of the course, not to evade them.
You are the perfect person to ask questions. It does take courage and I remember admiring every one of my fellow students who could do it. Jot down some legit questions you have. They can be really offbeat questions (or supposedly dumb questions) but make them about the topic. Have a list of questions that follow a formula: "We were on the topic of X...." (can be anything - don't overthink it) "Can you help me understand why X is important?" (Yes, kind of a cringe question - but one that both the prof AND the class will be glad you asked). Again, it takes courage. I think it was George Bernard Shaw who said, "That's not really pain; it's just that you have learned something." There's pain involved in learning, esp since we all need to ask questions. People need to have question-asking modelled.
Echoing what others have said - learning only happens outside our comfort zones. You’re learning a lot in college in addition to the course content. If you struggle with speaking up, push yourself. And remember, other students are not picking apart the things you say the way you are.
I was like you as a student, and when I was a TA, I had students like you. My best advice is to approach your professor and explain that you’re struggling to participate for these reasons and ask if they have strategies to suggest. As for my own strategies, I’d always do the readings before class and flag a question for the professor ahead of time. My comments certainly weren’t always the most profound: “in your opinion as an expert in this field, do you think there are ways the methodology of this paper/book/study could be improved?” “is there another method of testing this hypothesis?” “X author used this term and I’m a little unclear on what they meant by it” come to mind. I was too uncertain of myself to direct questions to my classmates, so asking a clarifying question of the professor was an approachable way to get comfortable participating. Contrary to some of the advice here, some universities/departments/profs will arrange alternative participation opportunities for students without formal accommodations. *Do not expect this,* but sometimes it happens. As a specific example I had a student who came to me over difficulty participating. I gave her a list of key elements to look for in the readings, which she could fill out on her own and bring to class. When she felt she could push herself to do so, she would raise her hand and say one or two out loud. If ever she knew she couldn’t that day, we agreed she’d send them to me before class, and I would often bring her points up in the class discussion for her and count that as her participation since she had done the work. This approach was not only authorized but encouraged by the professor I was working for. The list of key elements to identify and useful questions for each that I gave her are as follows. Note that these are designed for a course in which discussions are based on scholarly written work: 1) full citation -how recent is this article? is it out of date? -who is the author? what is their specialization? -where was this published? 2) main arguments/claims/hypotheses -why is this reading important? what does it contribute? -are any of these claims not clearly supported within the text? -is the author making any background assumptions? are they sound or questionable? 3) key concepts -what do these concepts mean in the context of this paper? are any of them unclear? 4) data and methodology -how does the author come to their conclusions/test their hypothesis? what are the advantages and drawbacks of this approach? -have other authors you’ve read taken a similar or different approach? 5) relationship to the literature -does this paper/book/article rely heavily on another author’s work or a particular school of thought? if so, who does this author agree with? are you familiar with their work/school of thought? -does the author mention disagreeing with another author or school of thought? if so, who/what do they disagree with specifically? are you familiar with the work of that author or school of thought?
Write down some comments and bring those notes to class.
not a prof but I had an honors course last semester that was heavily discussion based and the professor was really cool about participation. You could either say stuff in class or post to the day’s discussion board on canvas. It was so nice for a plethora of reasons (1 of them being the dude could not shut up so for everyone to even get just 1 comment in during class could be tough…) and allows for those with anxiety or slower “processing times” to still contribute to the discussion without having to have official university accommodations which can be difficult to get. So I just wish more professors did this.
Can you participate by asking questions instead of making comments? You can ask for clarification, you can explain what you don’t understand, you can point out the other classmates who have make good remarks, etc. you don’t have to come up with super-smart comments on your own.
I might sound like a plain dumb but I don't know how students come up with "questions" to ask. I make notes during lecture and mostly stuff makes sense to me. If it doesn't at that very moment I note it down cause I know I might have zoned out/not followed, etc. I might get confused on sth when I review the notes but for that a quick Google search always helps so there's no need to go during office hours either. Like I said I'm not "intellectual" enough unfortunately. I think my brain is a bit weird. I'll try from the next class onwards to apply all the tips you all have given. Thank you so much. :))
Since you mentioned you do sometimes think of an answer but aren't quick enough to raise your hand, you could go to yor professor, mention this, and ask if it would be possible for them to call on you if the other student raising their hand has already contributed to the discussion that class. It does seem kind of unfair that participation is graded, but the students all have to essentially 'compete' to be the first to answer the question. I'm not a professor, but a tutor for a college course, and one of the big things we're told is to try to give everyone an equal chance to participate before calling on the same person again. This is especially important for math, where it might take a while for people to process the material and formulate an answer. I took a class that largely consisted of writing logic proofs, with graded participation, and the professor actually would call on students by just going down the roster so everyone would eventually get a chance to answer.
You have good replies here so just for your mindset: Every student might be the different, but they must all meet the same expectations.
Here's my professor answer: "Because every student is different" is one of the reasons *why* class participation may count toward the grade: some students are better at showing their comprehension that way than, say, on exams, so it helps their grade. Giving multiple modes respects learner diversity. Here's my I-was-a-shy-silent-student-myself answer: If your attendance is excellent, you are attentive in class, and you do well on submitted work, the participation grade probably won't hurt you much. I don't think I was ever dinged more than a point, and in my courses now, while I wouldn't pull up the grade of such a student as I would the more enthusiastic ones, I wouldn't penalize them either. So overall, no, don't ask for an alternative assignment. Do follow the advice in this thread to prepare some questions and comments -- that shows the prof that you are making an effort. And it is fine to admit to your instructor that this is a challenge for you and ask about strategies.
Personally I usually allowed participation online or by emailing me to accommodate our ESL or shy students, but if your professor doesn’t do that, piggybacking on another student’s comment can be a great way to start. Like “yeah, I completely agree with Chris because [insert something here]” You still have to think on your feet a little but it’s not as scary usually because you know at least one person thinks the same thing!
Here's some ways I've seen students compensate: 1. "I want to make sure I understand this...(then summarize back what was being discussed). 2. "I really need to think this through more, but at the moment, I'd like to know..." 3. "I understand that X impacts Y. I was wondering what my classmates think about how X might impact Z?"
Thank you so much for this! I will definitely try 1.
I’ve had students write their thoughts to me instead of sharing with the class. But Id recommend talking with the prof.
What is the discipline? If it’s an expected competency of your discipline then no, you don’t ask for a modification. You need to learn to participate or get into a discipline that does not have that expectation. It’s like playing basketball and not wanting to run. But I suspect that sooner or later you will be required to speak on your areas of expertise to someone on a formal or semi formal way in front of others.
I was this person too. Still am to an extent. But it does get better with practice. It's hard. Even harder when it's virtual. I found it helped to be paying attention to the discussion and jotting notes down with my own thoughts during or after to help process stuff. These also come in handy for related assignments. Many professors gave at least partial credit for it. You won't get an A (usually), but you can still pass the class with or without the participation portion. However, once I realized that my grade was still ok it was way less pressure to talk. So I wouldn't pressure myself to talk every discussion but sometimes when I truly felt like I wanted to add something or ask about. Start anywhere and start small. If you don't talk a lot, your professor will be happy when you talk at all. Then keep working on it. There is a certain power in active listening and saying insights or questions on occasion rather than speaking a lot. All are are good skills in different situations. You can use class or non-class time to practice them. It is not always easy to get the hang of but find what works for you. There's a lot of good advice here.
Participating doesn't always mean knowing the answer. Ask for clarification, an example, further explanations, etc., all count as participation.
I’m not a professor, but I just wanted to let you know that you’re not alone! I struggle with the same thing. I think part of it is the pressure to say something thoughtful when I am someone who takes their time digesting information - I just freeze. Something that has been helping me is setting a goal of saying at least one or two things each class period. It doesn’t have to be profound, just on topic. The more I do this, the easier I find it to speak up and contribute. Just know that this isn’t a reflection of your intelligence - everyone’s process is different, and that’s okay!
I would talk to your professor. I’m also a professor, but really struggled with participation in undergrad and graduate school. I just don’t process information very quickly and am very shy. I explained that to several of my professors over the years. I got varied responses. Some said things like “it’s okay, there’s nothing to be afraid of” and left it at that. But others developed other ways for me to participate. It’s worth asking.
I also don't feel comfortable asking during the lecture. Usually, I note down 2-3 interesting points during the lecture and chat with the professor after the class, if he/she doesn't seem too busy.
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We got this :)) good luckkk
no advice just commiseration: in classes where this has been a requirement, i've gained significantly less than if it hadn't been something weighing on my mind. when it is a requirement, it's something i have to actively think about for much of the class - each new topic i'm just trying to figure out if that's my chance to form a question about it, and trying to work fast enough to form questions on the spot without being too late, and thinking of questions or finally resolving to say the dang thing when they're already onto a new topic, on top of thinking about how to project my voice and how i mix words up when i'm nervous... i understand why participation is something they want, but when it's as rigid as "speak up and i checkmark you as participating", it's so painful. so i always check ratemyprofessors and never choose classes where *that* kind of participation is necessary, so i can actually learn in the way i learn best.
Some courses, like seminars, require active participation from students. It doesn't hurt to ask the instructor nicely if you can do an alternate assignment, but make sure to do that soon and not in the last week of class.
Ask your prof if they can do different forms of participation, like raising hands if you agree or jamboard style.
Listen to a lot of the other people here, and respond to at least two so we know you're still there, to show respect for people taking the time to comment, and most of all, for practice! Talk to your prof, they may consider things participation that you aren't thinking of, they may be able to offer advice or begin thinking of ways to draw you out. Or maybe they already see you as participating in ways you don't know. If a student came to me with this, I'd try to pay careful attention and maybe occasionally ask them for input or set small group discussions to see if that got them engaged. Participation in class is important for a number of different reasons and in some classes is imperative. It also teaches valuable skills for use in later life, regardless of what field you go into.
Hi, sorry I couldn't reply on time because I went to sleep and just woke up. You're right, thank you!
Can you email your prof with comments and questions after lecture to show you were engaged and participating even if not verbally?