Silence or Down time in the virtual classroom

Sharon, I would like to dwell on a somewhat different aspect. I will start with a platitude: it is all relative, and depends on the context. And I am sure I will get away with it! ;)

Seriously now... Just as in any relationship, there is that special cosy and comfortable, even creative, kind of silence that comes before the discovery, before the fun, before finding the solution - whatever you might have been looking for. I believe we all have our antennae well tuned to perceive it - and we don't feel threatened. In a 1-to-1 situation it comes quite quickly; in a class setting - almost as quickly, if the student base is consistent, and especially if you know them from your off-line contacts.

I think we have to factor in personalities, and that is much more than accounting for learning styles and predispositions only. Being an extreme INTP, I feel quite comfortable with people wanting or needing space - just because I know how it feels; I need space - LOTS of it - myself!  However, when I work with emotional touchy-feely (metaphorically) students, I have to adjust and tune in to their wavelength - cos, after all, what matters is how and what they learn, and not how and what I feel. It is not too much of an effort but I do need to make the effort , and I have to be aware of the things I need to adjust in myself.

And then there is the ice-cold silence - when you almost physically feel indifference, lack of interest, hostility even, or, in a nutshell, the beam-me-outta-here-Scotty attitude... The "I'm_only_here_for_da_beer" (oh ok, for the paper) thingy... In all the 20 years of teaching I have NEVER encountered it in a classroom with EFL learners; but it has happened at least 3 times (that I can remember) during teacher training sessions. It was OK, you melt the ice, give them some time and they come over; but it always makes me sad because I think teachers get damaged by the system even more that students do, and the silence bubble is the best self-defence mechanism. Sometimes silence means you need to develop trust; my approach is respect, analyse, adjust and, well, it works out in the end.

Sharon, I would like to dwell on a somewhat different aspect. I will start with a platitude: it is all relative, and depends on the context. And I am sure I will get away with it! ;)<br><br>Seriously now... Just as in any relationship, there is that special cosy and comfortable, even creative, kind of silence that comes before the discovery, before the fun, before finding the solution - whatever you might have been looking for. I believe we all have our antennae well tuned to perceive it - and we don't feel threatened. In a 1-to-1 situation it comes quite quickly; in a class setting - almost as quickly, if the student base is consistent, and especially if you know them from your off-line contacts. <br><br>I think we have to factor in personalities, and that is much more than accounting for learning styles and predispositions only. Being an extreme INTP, I feel quite comfortable with people wanting or needing space - just because I know how it feels; I need space - LOTS of it - myself!&nbsp; However, when I work with emotional touchy-feely (metaphorically) students, I have to adjust and tune in to their wavelength - cos, after all, what matters is how and what they learn, and not how and what I feel. It is not too much of an effort but I do need to make the effort , and I have to be aware of the things I need to adjust in myself.<br><br>And then there is the ice-cold silence - when you almost physically feel indifference, lack of interest, hostility even, or, in a nutshell, the beam-me-outta-here-Scotty attitude... The "I'm_only_here_for_da_beer" (oh ok, for the paper) thingy... In all the 20 years of teaching I have NEVER encountered it in a classroom with EFL learners; but it has happened at least 3 times (that I can remember) during teacher training sessions. It was OK, you melt the ice, give them some time and they come over; but it always makes me sad because I think teachers get damaged by the system even more that students do, and the silence bubble is the best self-defence mechanism. Sometimes silence means you need to develop trust; my approach is respect, analyse, adjust and, well, it works out in the end.<br><br><br>

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P.S. As an afterthought, not sure the opus above was very helpful but hey ho, here is a shorter version, coming from Enigma (now can a name be more apt and ironical!):
Silence must be heard, noise should be observed...
It is all good fun, though! :P

P.S. As an afterthought, not sure the opus above was very helpful but hey ho, here is a shorter version, coming from Enigma (now can a name be more apt and ironical!):<br><i><b>Silence must be heard, noise should be observed...</b></i><br>It is all good fun, though! :P<br>

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<span class="Apple-style-span" style="color: rgb(68, 68, 68); font-family: Tahoma, Geneva, sans-serif, Arial, Helvetica; font-size: 12px; line-height: 18px; ">I think the tendency (for me anyway) is to allow longer periods of silence in a f2f classroom since visual cues are possible. &nbsp;In a virtual classroom, one is never sure what is happening unless the attendees respond in some way, usually via text chat. &nbsp;In fact, I don't remember seeing an emoticon that represents an attendee simply reflection, thinking, or pondering...something that WiZiQ might consider. &nbsp;I find myself feeling the need to speak more in a virtual class simply because I'm unable to rely on visual cues to guide me.</span>

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Hi Priscilla,
Nice to hear you. :-) I agree with you, but I sometimes feel that just stoppong and asking someone to think (even for 30 seconds, which is a long time in a virtual classroom) can be valuable. If, for instance, you have just done a game, and the pace got fast and emotional, people need a little time to switch to the next activity, to gather their thoughts so that they can participate.

Giving learners activities to do asynchronously before or after class is a way of extending the learning beyond the classroom, and giving people direction whilst enabling them to be more autonomous at the same time.

Learners participate in different ways, and this is part of autonomy too.

Hi Priscilla, Nice to hear you. :-) I agree with you, but I sometimes feel that just stoppong and asking someone to think (even for 30 seconds, which is a long time in a virtual classroom) can be valuable. If, for instance, you have just done a game, and the pace got fast and emotional, people need a little time to switch to the next activity, to gather their thoughts so that they can participate. Giving learners activities to do asynchronously before or after class is a way of extending the learning beyond the classroom, and giving people direction whilst enabling them to be more autonomous at the same time. Learners participate in different ways, and this is part of autonomy too.

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<p>This is a good point Asma, but we need to reflect at times before we speak too, or at least I do, and if we are working on something which is not simply fluency of expression but understanding how language works etc. we need time to think... but Benjamin, I agree with you too and a reflection emoticon may be a good idea. I did an exercise where I played music whilst stds wrote in Word and then pasted their writing onto the whiteboard. This works for short spaces of time and if we have motivated, mature students.</p><p>&nbsp;</p>

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I abhor silence in my classes.  Mind you, I am a spoken English coach who believes that the fight is in left brain dominance which inhibits right brain fluency.  I follow in the footsteps of many method pioneers who push speed and "not thinking" to transcend the subtranslating practice learnt via standard school language teaching.

I abhor silence in my classes.  Mind you, I am a spoken English coach who believes that the fight is in left brain dominance which inhibits right brain fluency.  I follow in the footsteps of many method pioneers who push speed and "not thinking" to transcend the subtranslating practice learnt via standard school language teaching.

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and now I will make a comment.  Relevant, maybe.  Profound, maybe, PURPOSE:  To provide a different perspective.  In any given class and on any given day, I try to do more in 60 mnutes than some will try to do in one full day.  Hmm this suggest that a lot of silence will go on in some aspect of what I am interacting with.  When something does not hold my attention fully, I move on to other things.  Especially, if I am not being paid for my time (as in giving a FREE online class).  Many of you know that I am working on my PhD which requires me to research something worthy of my time and add to the body of knowledge.  Wish I had time to research the idle time or the silence experience in an online classroom.  That is not my interest but I have a few thoughts.  If the topic is not specifically for me or for a participating student, it is ok to do 3, 4, or 5 things if one chooses to do so.  This is what students do in the Face to Face classroom (at least in my classrooms) For example, while I am giving instructions or conversing with a student, I can catch from the glimpse of my eye someone on their cell phone and the one that is not lucky enough to have a cell phone the passing of a note.  Then of course, there is the student that is throwing spit balls or just plain dry paper.  In an online class, the parent is disciplining a child or attempting to change a dirty pamper only to come back and say, I'm sorry "I didn't get that could you repeat" or  while turning the stove down---which is downstairs of course casually states "I'm sorry, I did'nt get that my internet is not working...where should I start reading?" While this may seem a little hilarious, this does happen or something in this regard and in some cases, interruptions are truly this.

I will continue...This is perhaps why we should discontinue with the word "TO TEACH" rather use the word facilitate. Facilitate the learner with the assistance needed and only when needed.  This is why we all can facilitate.  Some have patience with others while another may not.  Especially if individuals become friends within a class.  Friendship builds a unique bond that demands respect.  How unkind one might think if I were to speak to someone that I have not developed some type of online relationship with with a remark such as if you would pay attention, you would not have to ask a questions such as _________(whatever).  This might generate animosity and a back and forth that is not a positive contribution to the session.  

Concluding:  The online environment is still in its infancy stage for me in terms of understanding the uniqueness of such a platform.  I am just glad to be a part of it's growth and development.  Therefore, it is my opinion that each of us are responsible for making sure that we model what our expectations are for a class.  If I fail to do what I expect, then I remain compassionate to those who enjoy doing 4, 5, 6 (multi-tasking) while in my class or in a session with me.  I am in control if I am conducting the class and I can elect to mute, block, ignore a student (of course this is a technical problem--I would never do this) or if it is too distracting in a class I am attending, I can elect to leave.  

Unlike a public FACE to FACE class, I do not have the opportunity to reprimand a student and send him or her to In School Suspension (ISS).  Silence in the classroom online provides me an opportunity to think about my teaching.  It may be a bit of an annoyance, but then so does sitting in traffic when I really don't know what is actually ahead causing the delay.

Thanks for listening.  Until my next POST, this is Priscilla with S.E.E.
Speak Excellent English
 

and now I will make a comment. &nbsp;Relevant, maybe. &nbsp;Profound, maybe, PURPOSE: &nbsp;To provide a different perspective. &nbsp;In any given class and on any given day, I try to do more in 60 mnutes than some will try to do in one full day. &nbsp;Hmm this suggest that a lot of silence will go on in some aspect of what I am interacting with. &nbsp;When something does not hold my attention fully, I move on to other things. &nbsp;Especially, if I am not being paid for my time (as in giving a FREE online class). &nbsp;Many of you know that I am working on my PhD which requires me to research something worthy of my time and add to the body of knowledge. &nbsp;Wish I had time to research the idle time or the silence experience in an online classroom. &nbsp;That is not my interest but I have a few thoughts. &nbsp;If the topic is not specifically for me or for a participating student, it is ok to do 3, 4, or 5 things if one chooses to do so. &nbsp;This is what students do in the Face to Face classroom (at least in my classrooms) For example, while I am giving instructions or conversing with a student, I can catch from the glimpse of my eye someone on their cell phone and the one that is not lucky enough to have a cell phone the passing of a note. &nbsp;Then of course, there is the student that is throwing spit balls or just plain dry paper. &nbsp;In an online class, the parent is disciplining a child or attempting to change a dirty pamper only to come back and say, I'm sorry "I didn't get that could you repeat" or &nbsp;while turning the stove down---which is downstairs of course casually states "I'm sorry, I did'nt get that my internet is not working...where should I start reading?" While this may seem a little hilarious, this does happen or something in this regard and in some cases, interruptions are truly this.<br> <br>I will continue...This is perhaps why we should discontinue with the word "TO TEACH" rather use the word facilitate. Facilitate the learner with the assistance needed and only when needed. &nbsp;This is why we all can facilitate. &nbsp;Some have patience with others while another may not. &nbsp;Especially if individuals become friends within a class. &nbsp;Friendship builds a unique bond that demands respect. &nbsp;How unkind one might think if I were to speak to someone that I have not developed some type of online relationship with with a remark such as if you would pay attention, you would not have to ask a questions such as _________(whatever). &nbsp;This might generate animosity and a back and forth that is not a positive contribution to the session. &nbsp;<br><br>Concluding: &nbsp;The online environment is still in its infancy stage for me in terms of understanding the uniqueness of such a platform. &nbsp;I am just glad to be a part of it's growth and development. &nbsp;Therefore, it is my opinion that each of us are responsible for making sure that we model what our expectations are for a class. &nbsp;If I fail to do what I expect, then I remain compassionate to those who enjoy doing 4, 5, 6 (multi-tasking) while in my class or in a session with me. &nbsp;I am in control if I am conducting the class and I can elect to mute, block, ignore a student (of course this is a technical problem--I would never do this) or if it is too distracting in a class I am attending, I can elect to leave. &nbsp;<br><br>Unlike a public FACE to FACE class, I do not have the opportunity to reprimand a student and send him or her to In School Suspension (ISS). &nbsp;Silence in the classroom online provides me an opportunity to think about my teaching. &nbsp;It may be a bit of an annoyance, but then so does sitting in traffic when I really don't know what is actually ahead causing the delay.<br><br>Thanks for listening. &nbsp;Until my next POST, this is Priscilla with S.E.E.<br>Speak Excellent English<br>&nbsp;<br><br><br>

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Hi Sharon, I have a few comments about the topic. Here I go. Yes, as a classroom teacher there is the fear of letting go, especially when we don't know what we are allowing our students to let go and do. What I have found of particular interest in your class and a few others is that the students are given something to do prior to class.

With that said, knowing that active participation is the expectation, more often the student is actually reflecting on what was prepared before hand and thinking quietly about their own thinking.

This then is a plus for the students because you are not directing their thinking rather they are looking at their authentic work, making adjustments and learning as the clock ticks away.

The next step is to get the student to participate audibly. Ultimately, the goal for me is to communicate through audible communication, not just typing.

Thanks for the opportunity to POST,
Until my next POST, this is Priscilla with S.E.E.
Speak Excellent English

Hi Sharon, I have a few comments about the topic. Here I go. Yes, as a classroom teacher there is the fear of letting go, especially when we don't know what we are allowing our students to let go and do. What I have found of particular interest in your class and a few others is that the students are given something to do prior to class. With that said, knowing that active participation is the expectation, more often the student is actually reflecting on what was prepared before hand and thinking quietly about their own thinking. This then is a plus for the students because you are not directing their thinking rather they are looking at their authentic work, making adjustments and learning as the clock ticks away. The next step is to get the student to participate audibly. Ultimately, the goal for me is to communicate through audible communication, not just typing. Thanks for the opportunity to POST, Until my next POST, this is Priscilla with S.E.E. Speak Excellent English

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i totally agree with benjamin here , even in virtual classes we need to express more as learning thru expressing ur self is much better than just sitting and reflecting  on our thoughts , the ideas have to come out to be more effective than an idea its self .

i totally agree with benjamin here , even in virtual classes we need to express more as learning thru expressing ur self is much better than just sitting and reflecting&nbsp; on our thoughts , the ideas have to come out to be more effective than an idea its self .<br>

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<P>Hi Sharon and Priscilla,</P> <P>i am glad teachers are like us are reflecting on things like this. what i found troublesome is some instructors / teachers do not give chances for the learners to participate, and the lessons become very 'lecture' like, which can be very tortorous for an hour's class. however, i agree with Sharon - we need to give some tasks before hand, or at least provide some learning obejctives to the lesson. and later invite the students to speak / give opinions/share experience.</P> <P>what i found lacking is the guidelines / some kind of suggested lesson plans for novice teachers. that would be certainly helpful, especially in a big, wide world of Wiziq.</P> <P>keep posting interesting thoughts - i'll try and share my thoughts here :)</P> <P>www.anitaadnan.co.uk</P> <P>&nbsp;</P>

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                    اانا أوافق هذا الرأي وأقترح ان يكون الدرس  سؤال وجواب  وحوار متبادل  ونقاش منظم 

&nbsp;&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&nbsp;&nbsp; &nbsp;اانا أوافق هذا الرأي وأقترح ان يكون الدرس &nbsp;سؤال وجواب &nbsp;وحوار متبادل &nbsp;ونقاش منظم&nbsp;<div><br></div><div>ا</div>

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