The Skillful Teacher

Silent or Speech-Filled Classrooms
In the chapters on discussion I described the invisible norm that
automatically privileges speech and teachers’ implicit perception
that student silence is a problem indicating either misunderstand-
ing or lack of commitment. One of the easiest yet most dramatic
ways to broaden learning modalities in the classroom is simply to
plan silent periods when students are told that speech is not per-
mitted. I do this in lectures by stopping talking and asking students
to consider a question for two or three minutes, to write down some
responses, and then to follow this up by talking over their responses
in buzz groups. In discussions I often call a halt every fifteen to
twenty minutes for a silent reflective pause when students write
down the most important point made in the last fifteen-minute
period of talk or the discussion theme that most needs pursuing in
the next segment. The discussion resumes by my asking students at
random to read out what they have written down.
One quiet exercise—newsprint dialogue—is a particular favorite
of mine. I use this exercise as a silent way of debriefing small-group
conversations when I want to return to whole-class discussion.
Small groups summarize their conversations on large sheets of
newsprint in the usual way and then post these around the class-
room. I then post a blank sheet of newsprint next to each group’s
posting. I provide each student with a marker and tell him or her
13_980668 ch09.qxp  7/27/06  3:27 PM  Page 164

---

to wander about the room reading all the responses and adding
comments. They do this as individuals, not in groups. Any time a
student notices something she wishes to affirm or support, she
records that directly onto the original posting or on the blank sheet
posted next to it. Any time she disagrees with something, or needs
clarification about something that’s written, she writes that down
too. She can also record any thoughts or ideas that the postings
prompt in her. This exercise usually takes about ten minutes and
happens in almost complete silence. Talk is not prohibited, it’s just
that people are very intent on reading and understanding what’s
written on the newsprint. When the whole class reconvenes, I tell
them that we’ve just conducted the whole-class debriefing but that
it’s been done in writing rather than speech.