Encourage eye contact before giving your instruction.

Get the child's attention before talking to him.

Give a smile before starting to talk to him and keep instructions simple, direct, easy to follow. Be aware whether tension or stress is being reflected in facial expression, body posture or voice and correct that aspect. Non-verbal cues of our basic attitude are quickly picked up by the perceptive child

Child may need light physical contact for reassurance, such as holding his hand, keeping a light touch on his shoulder or back or light strokes on his back. If he resists the physical touch, however, touch should immediately be withdrawn.

Ensure a mild and soft tone of voice is used.

Be patient and allow child to respond on his own. Do not hurry him for a response.

Positively reward the child with verbal or physical recognition whenever he responds positively. Let the child know what a good job he has done – e.g. 'you have recited the rhyme, that's great'

Do not ask him questions for which he may not have an answer, particularly in front of the class.

Do not insist on him performing orally in front of the class but gently guide him to do so informally or in a small group till he gains confidence.

Encourage games and activities that involve social interaction with peers.

Try to involve the child in activities that will demand active participation – e.g. collecting items for a collage, distributing the notebooks, etc.

Value his contribution. Say 'Well done, [name]. Thank you for tidying up the classroom.'

Show appreciation of the child's inherent ability, encouraging further learning and creative expansion eg 'You are a smart boy. I’m sure you will do this well.'

Do not point out or highlight negative traits eg 'Why are you so shy?'

Do not discuss his negative points in front of other students or teachers / parents. Eg. 'I can never get a word out of this boy.'

Showing interest in his work, but not doing it for him.

Do not expect perfection. Show genuine appreciation for small improvements.

Make participation important more than winning. Encourage cooperative activities in the classroom more than competitive activities.

Ensure that the quiet or shy child gets time and space to make his contribution. Insist that other bolder children should give him a chance to express himself. Ensure all children are spoken to and given, due respect.