In my experience, I've found that I can harness the "exuberance" of students who crave the spotlight. I can often come up with a job for that student under the guise of "assisting" me. In math classes, I'll often make students who like to speak up and interject into my fact-checker. With a calculator, they'll check my mental math as I work out examples on the board. When other students offer answers, I'll have my assistant "verify" the answer before I write it. When a student asks me a higher order question, I'll have students give their theories or opinions before I answer and have my assistant write down all the various points of view. This redirects the silly energy into things that can contribute to the learning while at the same time, drawing that extroverted student deeper into the material. If they consider themselves to be a know-it-all, I might let them lead a small group on a more challenging problem while I work with other students who might need to catch up.
