Silencing Learning

When is "Get Quiet!" Actually Silencing Learning?

As an elementary school teacher, I hear two words more often than any others, "No Talking!"  No talking in line, in the hallway, for the first part of lunch, in class, in the gym, at dismissal.  Seven hours a day we are asking...no expecting and enforcing...this notion that quiet denotes something critically beneficial is happening for our students.  Truth is, we silence them because the chatter can be grating at times.  We silence them because we are afraid that if an administrator or parent or colleague should walk by our classroom full of noise it might appear that we do not have control over our classroom. 

But what are we really saying? 
"Be quiet, your voice is meaningless."  
"Be quiet, your thoughts are invalid."  
"You are not worth listening to."  
"You have no power."

I charge that a quiet classroom is a scary place!  We, as adults, talk and collaborate all the time.  We talk, tweet, facebook, blog, and text (and sometimes all at the same time) when we are expected to be listening to administrators or professional development.  It is how we do these things that should be the concern.  Are we sharing ideas?  Highlighting pertinent points?  Asking for clarification?  Are we seeking a deeper level of understanding? 

For this educator, the answer is yes!  I have learned to listen and share ideas simultaneously and thus create for myself a learning experience that far surpasses passively sitting quietly and listening to someone deliver information to me.  I am actively engaged in the lecture, presentation, or conversation! 

Why then, do we not expect students to want to, be able to, or have the social tools to do the same?  Why are we afraid to hear their voices?  When you charge a student with the task to try to solve a social issue, you WANT him/her to believe that his/her voice and opinion, his/her ideas, are valid, worthy of consideration, and powerful enough to affect change.  How can we expect students to become academic risk takers, citizens who speak up against bullying, problem solvers, and secure people if we are constantly asking them to BE QUIET!?  How can we expect students to write effectively and eloquently enough to excel (or sometimes just to pass) the state assessment if they have minimal experience expressing, refining, and listening to communication and thoughtful academic dialogue?  It seems counter-intuitive to expect them to journal a reading response, or critique, or math problem explanation, or scientific conclusion if they do not practice expressing their ideas in a variety of ways. 

Some of the most meaningful lessons learned do not come from the curriculum nor the teacher.  They come from the students themselves...when they talk...to others...about their learning.

I understand that there is a time and place for quiet.  Students need to be respectful and attentively listen when another person is speaking.  They need to respect the time others have in the classrooms down the hallway as sacred learning time that should not be interrupted unnecessarily.  But there is such a thing as too much quiet.  And if we continue to demand silence, we just might get what we ask for.  And THAT is a frightening future indeed.