Question

how can the moments of silence enrich our understanding faculty​

Answer 1

As college faculty, we put tremendous pressure on ourselves to talk. We want to cover the course content and thoroughly explain our assignments. We want to sound smart, share what we know, and communicate convincingly about the work of our disciplines. Our students assume we are experts, and we don’t want to disappoint them. All this amounts to teacher-centered pressure that confuses talking and teaching.

I teach English, and midway through the spring 2013 semester, I lost my voice. Rather than cancelling my classes, I taught all my courses, from developmental English to Shakespeare, without saying a word. Though my voice had mostly returned by Tuesday evening, what I was observing compelled me to remain silent for the remainder of the week. My experience teaching without talking proved so beneficial to my students, so personally and professionally centering, and so impactful in terms of the intentionality of my classroom behavior that I now “lose my voice” at least once every semester.

A wealth of literature focuses on active learning and learner-centered instruction, but I submit that nothing empowers learners as immediately and profoundly as does removing the professor’s voice from the room. Here is my approach, a few practical suggestions, and some of the benefits I have found in teaching without talking.



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