Quiet in class? Exploring discourses on verbal participation

Background Verbal participation in the classroom is generally considered to contribute positive student engagement and learning outcomes. Students are often required demonstrate their class by, for example, raising hands answering questions. However, there students who remain quiet classroom, not responsive invitations participate. As quietness low levels of verbal perceived positioned as problematic many educational systems settings, more needs be understood about notion students’ implications supporting all journeys through school.Purpose The study sought explore how was constructed narratives parent-teacher conferences.Method A Swedish corpus audio recordings transcriptions conferences with 24 years 5 6 (approximate ages 10–12) across five schools utilised basis investigation. Through an interactionally-oriented narrative approach, a collection stories identified. These were analysed using concept positioning. Three from selected demonstrate, greater depth, aspects discourses unfolded.Findings analysis demonstrated diversity terms employed participation. Prevalent drew on notions learning, affect assessment identified pedagogical, psychological performative discourses.Conclusions highlights tends individual undertaking, implication being that assigned responsibility this. usually encouraged make most class, gives rise important complex questions challenging assumptions best support particularly case classroom.