Harris (2022), in the article, “Embracing the silence: introverted learning and the online classroom” challenges traditional methods of teaching, by focusing on the reflective aspects of teaching and the more introverted learners in class. She presents three provocations: “Might the pressure to actively participate actually be counter-productive?”, “Do we need to recalibrate the notion of “active participation”? When it comes to learning, is “active/passive” a false dichotomy?”, and “What advantages might the online classroom offer for nurturing a profound, transformative silence?” The overall narrative is that the request for participation from students in a face-to-face classroom setting may not benefit all and that online lectures may be an alternative method for these students.
Reflecting on the article in relation to the course I am leading, the MSc Applied Psychology in Fashion, I realise that my background and experience in the more traditional methods of teaching can be challenged. Indeed, since students vary – some students perform better by being left alone whereas some students perform better and are more engaged in contexts that require active participation – operating under a unified expectation of active participation may be a false assumption.
That said, I realise that no form of blanket solution would be the best solution. Because – as mentioned above – students vary, opting for a total non-participatory class or online class (in which non-participation may be further encouraged) may be detrimental to students who like to actively participate in class. In fact, this viewpoint of student diversity is strengthened by recent course surveys and student anecdotes, where students told me they enjoyed and learned much through a more interactive, participatory, and in-person classroom; yet there will bound to be in any classroom those who wish to be silent. The reality is most likely to reflect both directions. For example, empirical evidence points to the benefits of both participatory and silent classes, depending on the student characteristics and the culture of engagement (O’Connor et al., 2017; the summary of this paper is noted below).
Without making any blunt, categorical decisions now, in the future, I will observe the classroom and explore ways in which the classroom can benefit both types of students – the participatory students and the silent students. I may, for example, incorporate silent thinking times during the classes, which will be followed by whole-class discussions, without forcing anyone to talk. At all times, the culture of inclusion will be maintained.
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Reference:
Harris, K., 2022. Embracing the silence: introverted learning and the online classroom. Spark: UAL Creative Teaching and Learning Journal, 5(1), pp.101-104.
O’Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and instruction, 48, 5-13.