EDUCARNIVAL 2016 at IIT DELHI - Presentation by Brigitta Abraham and Simi Sharma
•Download as PPT, PDF•
1 like•237 views
Paper presentation on Silent Teaching by Brigitta Abraham and Simi Sharma
Recommended
More Related Content
What's hot
What's hot (20)
Similar to EDUCARNIVAL 2016 at IIT DELHI - Presentation by Brigitta Abraham and Simi Sharma
Similar to EDUCARNIVAL 2016 at IIT DELHI - Presentation by Brigitta Abraham and Simi Sharma (20)
More from Eduexcellence
More from Eduexcellence (20)
Recently uploaded
Recently uploaded (20)
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Brigitta Abraham and Simi Sharma
- 1. SILENT TEACHING: A Qualitative Case Study By Brigitta Abraham and Simi Sharma
- 2. OUTLINE The Background The process Strategies to implement Silent Teaching Benefits of Silent Teaching
- 3. BACKGROUND OF THE STUDY The Need: – Traditionally in classrooms, eloquent self expression is valued – Silence is seen as punitive/dysfunctional – Silent teaching approach created to harness benefits of silence in classrooms Definition of ‘silence’ and ‘silent teaching’
- 4. THE PROCESS Silent Teaching at Avalon Heights School as a unique exemplar/case Sources of information
- 5. STRATEGIES TO IMPLEMENT SILENT TEACHING Setting the Stage for Silent teaching Specific strategies for communicating in silence Effective lesson planning for Silent Teaching
- 6. STRATEGIES TO IMPLEMENT SILENT TEACHING Example 1: Teaching Narrative writing through Silent Teaching Example 2: Teaching a text (poem) using Silent Teaching
- 7. BENEFITS OF SILENT TEACHING Reporting the results of a qualitative study: – Benefits as perceived by pupils at AHIS – Benefits as perceived by teachers at AHIS
- 8. BENEFITS OF SILENT TEACHING Improved listening and attention Encouraging thinking and reflection Enhancing creativity of both teacher and pupil Building character and the Spiritual Dimension
- 10. THANKYOU FOR LISTENING You can email us at: brigitta.abraham@avalonheights.co.in simi.sharma@avalonheights.co.in
Editor's Notes
- What is ‘silence’, and what is ‘silent teaching’? Silence is a complex term whose understanding requires much analysis. For the purpose of this paper we would define ‘silence’ as a pause in the dialogue where neither the teacher nor the student is speaking. ( Vassilopoulos & Konstantinidis, 2012). ‘Silent teaching’ is here defined as a complete teaching period where silence is observed by both teacher and pupil as part of a planned lesson, where communication of content takes place despite the silence.
- This research uses the case of Silent teaching practice at Avalon Heights International School as a unique exemplar. The goal of this paper is to uncover the strategies and techniques used during silent teaching and to also uncover the benefits of the Silent Teaching Methodology as experienced by both students and teachers, using the information from observations of classrooms, case study method which displays specific strategies used, that promise to uncover the complexity of the object of study. The case study method was employed and data was gathered through analysis of lesson plans teacher observations, weekly reports, observations and reflections by both participant students and participant teachers.
- Silent Teaching requires pre-class training of both the pupil and teachers. Teachers are trained specially in lesson planning for a silent hour as this kind of lesson plan varies greatly from a regular plan. Students are briefed about the process and rules regarding silent teaching. Creating silence takes practice, even discipline, so mock lessons for shorter durations are run for both students and teachers. In order to aid non-verbal communication, pupils are familiarized with pre-determined hand symbols. Having a set time in the schedule for the silent class is conducive to proper class room management. A removal of all disturbances/extraneous noises/ distractions will also help in preparation to concentrating on the task, and to gather energies to maximize performance. Silent teaching practitioners can develop tools to aid the communication process, such as the use of placards and call outs on paper, the use of individual slate-chalk and white boards/charts, and the use of scribble pads for silent discussions. It is useful to issue written instructions during and on-going activity. Such intermittent written instructions keep the pupils on tasks and within time limits specified for each sub-task. A very useful tool is the usage of PPTs wherein each teaching step outlined in the PPT anticipates pupil’s difficulties/doubts. Interactive PPTs interspersed with questions ( and answers) and activity instructions, delineating time limits for each activity prove to be effective. The use of either PPTs or videos in tandem with worksheets is seen as very effective. It has been observed that the key to delivering an effective silent lesson lies in preparation and lesson planning by the teacher. The lesson plan for a silent lesson needs to be made anticipating student difficulties and doubts.
- Example 1: Silent Pair-Share Activity combined with Silent Discussion: The objective of the lesson is that students write a short story- a creative task involving the evolution of a plot which has the specific requirements of a ‘story mountain’. The students work in pairs, using a prepared worksheet and a set of instructions. Students are given the plot requirements and the story prompt. Students work in pairs to figure out a story plot using scribble pads to communicate. Following a set of instructions each member of the pair writes one paragraph of the story alternately following instructions in the worksheet until the story is completed with the requisite structure. Each pair will then exchange their completed story with another pair, reflect (using scribble pad to communicate) and give their response/ feedback to the authors of the story using a fixed set of parameters mentioned in the worksheet. Each sub-activity is given a time limit and the teacher sets off an alarm signaling the close of each sub-activity. Example 2: Teaching of the poem “If” by Rudyard Kipling: The objective of the lesson is that the pupil understands the message of the poem, and applies to himself/herself, the conditions set out by the poet as to whether he/she qualifies to be a ‘man’ as defined by the poet. The worksheet contains a set of multiple choice questions that propose the quality of humanness suggested by Kipling in each couplet. The student reads the relevant lines from the interactive PPT, answers the multiple choice question, identifying the characteristic, reflects and writes down whether it applied to himself or herself. Thus, the student reads the whole poem, understanding Kipling’s message. The lesson culminates with a silent discussion in groups of 2/3 using scribble pads about the theme, application and relevance of the poem today. Each group records the final outcome of the silent discussion.
- Benefits as perceived by pupils: Pupils unanimously agreed that the silence enabled improved listening and comprehension. Pupils felt that the classroom environment showed greater discipline. To quote a pupil, “In silent hour, people can learn to control themselves.” Pupils also perceived that the silence afforded them with an opportunity to express themselves, otherwise difficult in an environment where the more expressive pupils might corner the talk time. Pupils spoke about the fun element that cause them to enjoy the class. Some talked about the personal benefits: learning patience and self control. Some pupils understood that silence helps us connect with our surroundings, become more aware as individuals, helps us to reflect about things and people. To quote: “It rests the vocal cords and we can be hear the birds chirping and hear the rain.” Benefits as perceived by teachers: Participant teachers reported about some of the best’ moments in a Silent class, such as when a special child uncharacteristically quietened down and began writing in his notebook, when a group managed to do a group survey and plot points on a graph silently, when students were able to convert concepts into concrete images as they made drawings of the distinction between “wants and needs”, or a moment of student epiphany when the class atmosphere changed and became charged and electric. Teachers reported that they perceived an improvement in focus of children and comprehension of content as the silence allowed them to listen without interruptions. Teachers were unanimous that the silent hour improved the quality of the lesson plan. It forced them to plan minutely, thinking thorough every step of the lesson plan, anticipating student queries. Teachers perceived that sequencing the PPTs, or content presentation was critical for effective comprehension of content by students. They also conceded that interactive PPTs were welcomed by students. The benefits of crisp, unambiguous, clear instructions were evident. Teachers reported about the benefits of teachers’ self-control, in addition to that of students. During episodes of indiscipline, the teacher found she had to draw into her own well-springs of patience to handle the situation effectively.
- Improved Listening and focus: The voluntary, deliberate silence, as opposed to oppression, slows down the thinking process and allows focus on specific areas where the attention is directed, thus improving the ability of pupils to listen, grasp and understand, and appreciate the finer nuances of communication. In addition, the teachers’ listening ability improves, creating a teacher who is there 100% to listen to a child, with that sort of deep listening that is essential for building a relationship with a child. Encouraging Thinking and Reflection: Thinking is an internal process and a Silent Teaching atmosphere is the right environment to help it take root. While collaboration and discussion are good practices, at some point in the journey of learning, the student has to travel alone, and will need to struggle by himself how to figure out how to put things into words, or how to unravel a complicated skein, even slowly absorb a logical sequence. Silence here is the best collaborator and condition to help these processes. A teacher’s abstention from talking can become important to learning as then the student begins to fill the gap, think about his thinking/ facilitate experiencing of feelings and vocalise. Enhancing creativity of teacher and student: The teacher becomes more innovative, as there is a focus on strengthening her lesson plans, as she seeks out different ways of communicating content without speaking. For the pupil, in the quietening of body and mind, he begins to sense the subject rather than only relate to it logically. When teaching a text, silence on the part of the teacher facilitates diverse student interpretation, and freer artistic interpretation. As the teacher is not over-explaining, as she is providing clues, not answers, the student begins to interpret the subject himself. Building Character and the Spiritual Dimension: The practice has larger implications for the overall development of the pupil: it become a matter of self-control. There is a calming of first body, then mind which underscores a spiritual dimension of self in education, so missing in curricula today. This method compels the pupil to pay total attention to visual and other stimuli resulting in an increased control over mind and tongue, and improvement in sensitivity to communication stimuli and attentiveness.