What if the secret to a more engaging classroom lies not in what teachers say, but in the moments of silence that often go unnoticed? 

What the Research Study Is About

Key Findings 

The study reveals noteworthy differences in how expert and novice teachers utilize silence. The findings indicate that expert teacher Kathy utilized silence more effectively for teaching, reflecting, and managing behaviours, resulting in a total silence percentage of 27.24%, compared to novice teacher Lily’s 13.02%.

Preparing for Learning 

• • • • The expert teacher used silence more efficiently, preparing materials while simultaneously engaging students (e.g., giving instructions while distributing worksheets).
      • The novice teacher often paused completely during preparation, focusing on task completion while paying less attention to maintaining student engagement. 

Teaching and Learning 

• • • • The expert teacher used longer pauses for students to process information, take notes and respond to questions, making her instruction more interactive.
      • The novice teacher had a shorter wait-time after asking student questions.

Reflecting and Thinking 

• • • • The expert teacher paused to assess students’ understanding and adjust her teaching in real-time, demonstrating adaptive expertise.
      • The novice teacher’s reflection and thinking were used mainly for checking students’ understanding and checking the accuracy of her content, which could suggest lower confidence.

Managing Behaviour

• • • • The expert teacher used strategic silence (e.g., scanning the room, holding eye contact) to subtly redirect students’ behaviour without confrontation. The novice teacher’s silent attention was often fixated on misbehaving students and she repeatedly stared at them until they changed their behaviour. She also spent more time reprimanding them.