The public school system, at least as I have observed it in Western Canada, praises students for quickly raising there hands and providing frequent boisterous responses in the classroom; this is not a negative observation but what is cause for concern is the lack of reinforcement given to students who require extra time for reflection and thought formation. These children may often have the capacity to formulate eloquent and insightful comments but are denied the opportunity because of the emphasis on speed of response. It is common knowledge that humans are not created equally in the way we think and learn, so why is this not reflective in the way we engage students in the classroom. As an educator I think it is important to be inclusive of all students’ unique needs and learning styles and use this to optimize a students ability to grow. Classrooms everywhere could benefit from rethinking the phrase “awkward silence” because in reality it can be constructive and meaningful; there is nothing awkward about pausing after a story or question, it is productive and invites reflection.

This issue is close to my heart, I remember being the student sitting quietly and patiently, thoughts swirling in my head but often I wasn’t given the silence or time required to gather and formulate my ideas until the question was already answered or the teacher had moved on. As an adult, learning how to educate future students, I have just recently received acknowledgement that silence is acceptable and even productive practice in a classroom environment. I experienced this shift in thinking in a class concerned with incorporating indigenous knowledges in the classroom, silence and reflection being key values taught among others. I look forward to being able to incorporate silence in my own classroom, to hopefully foster an environment for students that is inclusive of both of these valid learning styles.