The article Embracing the Silence: Introverted Learning and the Online Classroom (Harris, 2022) resonated deeply with me. The text describes the author’s experience transitioning to online teaching during the lockdown months and the awkwardness she felt in this makeshift ‘classroom’ of many digitally connected homes. The author presents a series of ‘provocations’ (p.102) about what might constitute ‘active participation,’ both in traditional classrooms and in this new digital space. She highlights how some teaching models rely heavily on vocal participation, privileging those who are ‘super-skilled at speed-thinking and oratory’ (p.102), while placing others under stress by requiring them to ‘perform’ in ways that may create barriers to learning.
This reminded me of a similar experience in my own teaching. I was team-teaching in a large classroom with 40 students. My co-teacher frequently moved between tables, posing questions to the group and selecting students to answer. Following his lead, I directed a question to a student and was surprised when she completely froze. I waited awkwardly for her to regain her confidence and respond. I offered words of encouragement, but she remained silent, avoiding eye contact. After an extended pause, I made some additional comments about ways to approach the question and returned to the front of the room, handing over to my co-teacher. The experience unsettled me. I had not intended to make the student uncomfortable—I simply wanted to encourage her to use her voice in what I perceived as the safe space of the classroom. I now understand that she experienced the room differently. This moment has made me reconsider the practice of directing questions to individual students.
Later in the text, Harris quotes Dana Weeks: ‘Listening without anticipating and articulating an immediate response provides space for understanding ideas, perspectives, and experiences that may differ from one’s own’ (2018). This reminded me of an Autism Awareness training I attended several years ago. The trainer emphasized the importance of communication when working with young people with ASD, particularly noting that I tend to use too many words when explaining tasks, then follow up with questions to check comprehension. In this context, this approach is counterproductive—students are still processing my words when I expect them to formulate a response. I have since become more mindful of using fewer, more precise words when giving instructions and allowing for pauses so students can absorb information before responding.
Weeks’ text The Value of Silence in Schools (2018) highlights the broader benefits of embracing silence in education. This perspective has reinforced my commitment to creating a learning environment that accommodates different processing speeds and participation styles, ensuring that all students feel comfortable engaging in ways that work best for them.
References
Harris, K. (2022) Embracing the silence: introverted learning and the online classroom. Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/161/273 (Accessed: 15 February 2025)
Weeks, D. (2018) The value of silence in schools. Available at: https://www.edutopia.org/article/value-silence-schools (Accessed: 15 February 2025)