My Paradox

By Diego Martinez

I used to believe that students who do not participate in class discussions did so because they weren’t comprehending the material, which made me shift a little of the blame towards educators. I later realized that silence in the classroom doesn’t mean there is a lack of understanding; rather, it can be a safety tactic used by students.

I personally love speaking in discussions. Listening to other’s perspectives, ideas, and insights keeps me curious and encourages me to continue to ask questions and keep the discussion going. Over the years, I’ve learned that one of the main reasons why participation is decreasing in the classroom is because many students rather be quiet than risk being wrong. Another contributing factor to this issue, which I often deal with as well, is that students feel as if what they have to offer in discussions isn’t valuable enough.

I came to believe that students use silence as a shield — not because they lack knowledge or interest, but because they are faced with navigating a complex social and emotional landscape. Contributors such as fear of embarrassment, anxiety about providing the wrong answer, or concern on how their classmates or educators might perceive them now challenge the educators by not just delivering the content in a way that makes it understandable, but now to cultivate a sense of inclusivity and safety.

Encouraging participation isn’t exactly about forcing your students to share; it’s about encouraging your students to contribute into making the classroom a safe place, which would allow for students to want to share their ideas and opinions more frequently.

Some methods that I would say helped improve my ability to share out more often were little things such as written reflections, partner discussions, or sometimes discussions online. Those methods easily allowed me to produce more ideas in my time away from the classroom, which made me more eager to share them in a more open-class discussion.

Ultimately, I learned that silence doesn’t represent misunderstanding, but a calling for a safer environment. Educators being able to recognize this will help provide spaces where any form of participation — spoken or silent — are respected.