Introversion in a Collaborative Environment

I have heard a few colleagues, who being so pleased with the opportunity the active learning environment offers for student expression, say that they make each of their students speak before the class, regardless of how uncomfortable or even fearful an individual may be. While I share this enthusiasm for student expression, I would not, however, force a student to speak publically if it was clearly causing great emotional stress. Recognizing the value of public speaking, I have always scheduled time in both my Research Composition and my Business Writing classes for oral presentations and usually everyone goes along with the program. On the whole, I think the students gain a lot from their performances, not the least of which is a new self-respect and a respect for their peers, and, rhetorically, it's an ideal opportunity to hear one's arguments aloud in front of an audience who can give immediate feedback.

In a few rare instances over the years, however, I have had students who appeared visibly distressed at even the prospect of speaking before their assembled classmates. And vomit and tears would be counterproductive to say the least. So rather than the unethical move of forcing that rare terrified introvert into an emotional breakdown, I would prefer to use the active learning environment to gradually condition the extremely resistant speaker to such a circumstance. In small groups, the extreme introvert may eventually feel comfortable enough to participate in conversations at the table. When each group stands collectively to share its work, the extreme introvert does not stand alone, and, given enough time, that individual may even address a few words to the class while being a part of the standing group. The benefit of this environment is that it can meet the needs of individual students, and to ignore this flexibility as the ideal tool to acclimatize in stages those with an intense fear of public speaking would be foolish and ethically questionable.