How do I devise a project that will challenge a Key Stage 2 pupil to vocalize and therefore increase her self-confidence?A key stage 2 pupil...

I have found in many years of working with students of all
ages, outside of a classroom setting, that most often, students who can be vocal in one
environment (such as with other children) but tend to get quiet and shy in another
environment (such as around adults) do so because they lack self confidence in some
areas but not in others.

What your project needs to do is
provide a non-threatening environment that tests and challenges the
behavior you are looking for.  As a ropes course facilitator for many years, I learned
that one tried and true method of building self-confidence in people of all ages is
through game-playing.  Without knowing the exact age of the student in question, I would
encourage you to tailor your project/activity to be appropriate for the entire class,
but keep the following guidelines in mind:

• The
  less involved the facilitator is (or the teacher), the more initiative the students will
  take.


• Create certain rules that force your targeted
  student to speak up.  You can do this and make it look random even when it isn't.  Mute
  certain vocal students.  Take away the "sight" of natural problem solvers.  Say
  something like, "In this activity you cannot speak if you have blue
  eyes."


• When you notice your targeted student doing
  something positive, remember it and highlight it later in debriefing the
  activity.

After any "problem solving" type of
activity or game, the next step is to debrief how things went.  This is really where you
can help your student learn to speak up.  Start by asking the entire group, "How did
that go?  Were we successful?  Why or why not?"  As a facilitator, you can pin-point
certain students (much like Jeff Probst does on "Survivor" when voting off cast members)
with leading questions.  Say things like, "Mary, I noticed... tell us a little bit about
that..."

It sounds like your student is comfortable talking
and socially interacting, but clams up when it is time to provide conversation that
could be deemed as "correct" or "incorrect."  You need to provide opportunities for this
student to succeed, then make sure you give him/her the opportunity to verbalize this
success.  Set up situations where there are no wrong answers, and take anything he or
she says and put a positive spin on it.  This will encourage the student to keep
talking, with less fear each time of being incorrect.  As self-confidence builds, you
will start to notice it does not matter who the child is around, he or she will begin
speaking up in other environments.

The link below provides
a list of games that have minimal set up.  Perhaps you could try something like this
with your class.