Still waters run deep : exploring the impact of teacher support of young shy students in creative dramatics class

Abstract: This action research explored how my teaching supported shy students to feel more comfortable in my creative dramatics class. Ten 5-8 year old students participated in this study for a total time of four and a half hours over a six week period at the study site. Using qualitative research methods such as class observations, written responses to a shyness questionnaire, and a teacher journal, I examined my own teaching practices in order to gain a better understanding of how I supported my shy students and promoted their participation in creative dramatics class. Since there was limited research on shy students in creative dramatics, I connected the two, creative dramatics and shyness. An analysis of the data revealed that the key elements in my teaching such as recognizing shyness, creating a positive classroom environment, building relationships, and using effective activities supported, challenged and encouraged shy students to feel more comfortable in creative dramatics class