Search results for: Ollin Ros
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Silent Pedagogy and Rethinking Classroom Practice: Structuring Teaching through Silence rather than Talk
The article considers the value placed on talk as opposed to silence in the classroom and suggests that a cultural bias towards talk means that silence is commonly perceived negatively. It concludes by proposing that classroom observations should take into account the complex skills of 'silent pedagogy' where the teacher makes conscious decisions to abstain from intervention based on continuous sensitive readings of the learning environment.
Updated: Nov. 03, 2008