Every instructor who uses discussions wants them to be lively, and it can be very tempting to try to prime the pump by asking additional pointer questions when there doesn’t seem to be any response. But often instructors jump in too quickly to do that! Next time you’re tempted, wait a few more seconds.1
Students must have uninterrupted periods of time to process information; to reflect on what has been said, observed, or done; and to consider what their personal responses will be. After at least three seconds of uninterrupted silence, positive outcomes start to increase for both students and teachers. The teacher's job is to manage and guide what occurs prior to and immediately following each period of silence so that the processing that needs to occur is completed. Rowe identified eight different categories of silence according to their primary function they perform during conversations and discussions.2
One of my own early experiences in teaching was to discover that my students had reported in my evaluations that I “went too fast” when covering the material. The urgency I felt to cover everything was being transmitted to the students through my lack of useful silences. Pausing to breathe during a lecture, waiting for students to respond to questions, and even taking short breaks from classwork can make a big difference in retention and reduce student stress.
Keeping a few moments of peaceful silence when encouraging discussions also helps students to refocus if they are distracted by personal electronics or intruding thoughts. Anytime a crowded room goes silent, everyone takes notice!
If this is hard for you to do, at first, you may want to bring a small egg-timer with you, or have a timer app open on your computer to help you count down. If you’d like help brainstorming where to put effective silences, contact the Learning and Teaching Technology Consultants (LSATechnologyServices@umich.edu) and we’ll be glad to help!
Citations
Rowe, M B 1972, “Wait-Time and Rewards as Instructional Variables: Their Influence on Language, Logic, and Fate Control” in Resources in Education, Education Resources Information Center, Presented at the National Association for Research in Science Teaching, Chicago, Illinois, April 1972, viewed on 17 April 2015. http://eric.ed.gov/?id=ED061103
Stahl, Robert J., 1994, “Using "Think-Time" and "Wait-Time" Skillfully in the Classroom. ERIC Digest. ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. http://eric.ed.gov/?id=ED370885
