The Silent Teacher

The Silent Teacher

Do you know that feeling when you are sitting in a workshop and the person presentingsays something profound that you want to write down, but then you realize that whilstyou are writing, you could be missing out on vital information?

Now ask yourself, how often do you do this in your own class? It seems that a lot of teachers, myself included, are actually uncomfortable with silence and feel compelled to fill it with talking. Or we feel so much pressure for time that we try to get the most out of every moment, without realising that it’s often ineffective.

I was recently introduced to the “Silent Teacher” in Craig Barton’s book How I wish I’d taught maths. It is no new or revolutionary concept to the world of education, but to me, this book was a whole new revelation. At first I thought it was silly - after all, a teacher’s job is to teach, which in my mind equated to literal talking. However, I decided to give it a go, and I am mighty glad that I did!

While the definition of the Silent Teacher can be used in any subject, I find that it is best suited when modelling a complex multistep process, like the ones you find in maths and science.

Here are a few key deductions that I made after reading the book:

What I used to do: When I introduced learners to a new

process or method, I would do a number of examples, modelling the method. Whilst writing I would provide running commentary, explaining what I was doing and highlighting pivotal points. Whilst doing this, my learners would be copying the example into their own books and would ask me questions along the way. This was often about something I had done a step or two prior, or at times, something that I would still be solving in the next step. While it seemed to be very time efficient, there was a lot going on simultaneously and often things would fall through the cracks.

What I do now: When I am modelling this new method for my class, I make it clear that I will be in Silent Teacher mode. Nobody is allowed to talk at all until I reach the end of the explanation. There is no talking, no questioning and no explaining to classmates during this time. The only thing I will be doing is writing and the only thing that the learners may do is think and give me a thumbs up or down (when asked), to indicate whether they are still following.

Once I reach the end of the example there are two options to choose from. Firstly, I can go back and talk them through my thinking process, or they can ask questions about the reasoning behind any of the steps. At this point they are familiar with what I have written, so they are not really reading and are able to focus on what they are hearing and thus able to ask questions. The alternative is to pair them up with a partner and give them a few minutes to take part in peer learning, talking each other through the example and then asking questions.

It is vital that at some point I talk my learners through the process for consolidation purposes. Remember: Silent Teacher is not about not talking, it is all about splitting talking from understanding and writing. Only after we have talked through the steps, are they allowed to pick up their pens and copy the example down. When learners are listening to your explanation whilst reading what you are writing and thinking about the question they want to ask, things can often go awry. But when you split the reading from hearing and then from the writing, you reduce redundancy and limit the input to a single stream - first visually ,then auditory and finally kinaesthetically.

When the teacher is giving running commentary whilst doing an example, the responsibility is on the

From the teacher’s point of view there are two big advantages of making use of the Silent Teacher method. Firstly, it allows you to focus completely on what you are doing. Yes, talking while you are writing is also splitting your focus and makes it more likely that you will make a silly mistake, but it prevents you from having to jump around answering questions about steps that you have moved on from or that may still be coming.

The second advantage is that there are clear boundaries. Firstly, nobody talks, then everybody talks, then everybody writes. How often have you asked two learners to stop talking only to hear, “But I was only explaining it to him!”? With the Silent Teacher method, there is a clear expectation that nobody may talk at all until given permission to do so.

At first, one may think that this Silent Teacher method is a passive learning method, but don’t underestimate the active thinking and the engagement that needs to take place during the process. As with any new method of teaching, in order to fully see the advantage, you will have to give it time. And yes, my colleagues have pointed out that it may be more time consuming than the norm, but in the long run, I have certainly saved a lot of time as I don’t need to reexplain processes multiple times.

Is the Silent Teacher the silver bullet that will enable all learners to suddenly understand complex procedures? Of course not. For me, Silent Teacher has become a teaching method of quality over quantity, and I sure hope that you find the same advantages whilst employing it in your classroom.

Renate Röhrs, eLearning Specialist, Butterfly Classrooms