Brian Hotson, Director, Saint Mary’s Writing Centre
“Silence is argument carried out by other means.” — Che Guevara
Working recently with a student, I found us both staring in silence at a page of the student’s handwriting. Five second… 10 seconds… 15 seconds…
Student: “What if the paper is about the universality of addiction and intervention?”
“Universality…that’s a word, right?”
Tutoring is an intimate experience and silence creates an intimate space. Silence democratizes the writing and learning processes in general, which “can lead to a sense of teaching-based group intimacy that, ultimately, can enhance the discovery of knowledge” (Lees, 2013). I’ve found that in silence, more answers seem to come up than when the tutoring space is filled with words. The work of silence as a writing tool is similar to that of putting aside work for a time; it allows the brain to re-focus, breakdown, and re-form into something changed or new. When tutoring students from learning cultures of China and Japan, as well as Scandinavia, “appreciating the pedagogical uses of silence can be particularly helpful… where silence plays a significant cultural role and is valued” (Lees, 2013). Used at the right moments, silence allows the student a chance to commandeer the tutoring process, while encouraging his or her own strengths in the knowledge-making process.
Beginning a tutoring session with silence in mind will help mitigate apprehension of silence. In the case of this recent student, he thought that he had no idea of how to tackle his paper when we began, though he knew his topic, addiction and Wind in the Willows and had done a significant amount of research and prewriting. He had time constraints. Using a script of “Let’s think about…” followed by silence at the beginning of the session set a process of talking and pondering at the outset. In this case, the student just didn’t know what he already knew. Silence helped this knowledge come to the surface.
Lees, H. (2013). Silence as a pedagogical tool: Using silence effectively in the university classroom has pedagogical benefits, asserts Helen Lees. Times Higher Education. Retrieved from https://www.timeshighereducation.co.uk/comment/opinion/silence-as-a-pedagogical-tool/2006621.article