I’ve never liked being called on when I’m not raising my hand. It gives this sudden wave of anxiety, and in that moment, truthfully, I feel self-conscious about my answer before I even say a word. My hand isn’t up for a certain reason, and I usually need a second to process the question, or maybe I just don’t feel confident enough yet. But the second the teacher calls my name, all that pressure hits at once.

I’ve realized that my reaction often depends on the classroom I’m in. Some classrooms feel safe, supportive, and understanding. Others, not as much. In the ones that feel safe, I can take a minute to think about my answer, and even if it’s not perfect, I know it’s okay to try. In classrooms where I don’t feel that safety, my hand might never move, even if I know the answer. It’s a difference that can completely change how students participate.

Teachers notice it too. Cold calling, when a teacher calls on students without them volunteering, can be tricky. 

Upper and Middle School math teacher Emily Provine explained, “Cold calling actually increases the amount of equity in a classroom, because there are tons of reasons students don’t raise their hands.” But even they know the environment matters. “It absolutely works best in a supportive classroom environment. If I know some students really feel uncomfortable, I try to let them know beforehand that I am going to call on them.”

From my perspective, I understand why teachers use cold calling. It can obviously bring more voices into the conversation and make sure that the same few students aren’t the only ones speaking. In that sense, it can make the classroom feel more balanced. At the same time, being called on when I’m not ready makes me feel like I have to get the question right because the teacher put me on the spot.

If I’m called on when I’m not prepared, I start worrying about whether my response sounds right or if I’m going to mess it up in front of everyone.

Other teachers focus on having a more casual and open conversation rather than calling on students. 

Upper School history teacher Colleen McCormick said, “I’m not against it, but normally there’s enough participation that I don’t need to do it. I try to make class very conversational … we just keep digging deeper through conversation.” 

Upper School history teacher Steven Hu agreed that creating a safe space is the key, explaining, “I try to create a safe and open environment for students to participate. I try to encourage them not to worry about giving the wrong answer.”

I think this approach can make a big difference in how comfortable students feel speaking in class. When a classroom feels more like casual conversation rather than a high-pressure environment, students are more willing to share ideas instead of worrying about whether their answer is perfect.

I’ve also noticed that the subject being taught can change how comfortable I feel participating. In history class, I usually feel more open to sharing my thoughts because discussions often involve interpretation. Two students can read the same passage or event and come away with slightly different ideas, and both perspectives can still contribute something meaningful to the conversation. That makes it feel less intimidating to speak up, because there isn’t always a “perfect” answer.

In math class, there is usually one correct solution, which can make answering feel higher pressure in the moment because you either got it right or you didn’t.

At the same time, once I work through the problem and reach the correct answer, it gives me reassurance in my answer. 

That difference between subjects shows how participation can feel very different depending on the type of classroom environment.

Even students admit cold calling can be stressful. 

Arielle Esser ’29 said, “I don’t personally like being cold-called because it makes me feel uncomfortable. Usually, the people raising their hands are the ones who are comfortable talking.”

Those students who participate over and over again are the ones who feel confident speaking in front of others, while quieter students may stay silent even if they have something valuable to say. 

History Department Chair Mary Anne Henderson added, “Certain people tend to raise their hands a lot, which can lead to a classroom where we’re only hearing from a few voices. I try to give students a warning before I call on them. I try to make it as little of a surprise as possible. I try to make sure the classroom feels like a safe place to speak.”

When the same voices dominate a discussion, other perspectives can get lost. Giving students a small warning before calling on them is a thoughtful way to include more people without catching them completely off guard. It still encourages broader participation, but it also shows that the teacher is considering how students might feel at that moment.

Middle School Director Max Bogaert acknowledged that context matters. 

He said, “I generally stay away from it, but it really depends on the teacher knowing their students. Some students will respond well, and others will create high levels of anxiety. It’s all about knowing the kids and who you can call on successfully.” I think this is an important point because every classroom is made up of students with different personalities and comfort levels. What works for one student might not work for another.

Some students might actually benefit from being pushed a little to participate, while others may shut down if they feel too much pressure. 

Trent Iacono ’28 explained, “Cold calling should be used on a case-by-case basis, depending on how comfortable a student is. Sometimes it can motivate someone and help them realize it may not be so bad to speak up. If someone is really shy or doesn’t want to participate, it can be more stressful than helpful.” 

Upper School English teacher and Department Chair Dan Sussman also pointed out the importance of relationships. 

“I try to only do it in the context of a relationship where the students are already comfortable with me,” Sussman said, “I might get more participation if I constantly cold-called students, but the classroom environment wouldn’t feel as comfortable.” His point makes sense. Equity is important, but not at the cost of safety or trust.

All of this comes back to the classroom environment. Some teachers create spaces that feel safe, supportive, and encouraging, where mistakes are normal, and participation is voluntary but valued. Others, even unintentionally, create spaces where being called on feels intimidating or embarrassing. That environment determines whether students like me feel brave enough to take the risk of raising their hand.

For me, the fear of raising my hand isn’t just about being wrong; it’s about visibility, judgment, and trust. I’ve realized that even when a classroom feels intimidating, speaking up still matters. It’s not only about getting the answer right. It’s also about being present, letting yourself be heard, and believing that what you have to say has value. The right classroom setting can make that step easier, and even small signs of support, like a heads-up before calling on someone, encouragement from peers, or a teacher who frames mistakes as learning, can make a huge difference.

I still get anxious when I’m called on randomly. But I’ve also realized that taking that leap, even when it’s uncomfortable, is how confidence grows.