Popular in Professional

Human Rights Law

Human Rights and Corruption: Problems and Potential of Individualising a Systemic Problem

Max Planck Institute Anne Peters

Law

A statistical approach to law school citation rankings

University of Virginia Joshua Fischman

Education

High school change

Boston College Andrew Hargreaves

Constitutional Law

What is constitutional ideology?

University of Oxford Nick Barber

Civil Procedure Law

Politics, Identity, and Class Certification on the U.S. Courts of Appeals

University of Pennsylvania Sean Farhang

Culture and Society

The City as a Growth Machine: Toward a Political Economy of Place

New York University Harvey Moltoch

Education

The Role of Education in Reducing Racial Inequality

University of Southern California Pedro A. Noguera

Does brain development rely on verbal interaction? Silence in English Language

View more insights in Professional - Education - Pedagogy

View more figures from Monash University

View the page of Dat Bao

Read the Study

Next in Education

Still going… sometimes in the dark”: Reflections of a woman of color educator

Yolanda Abel | Johns Hopkins University

High school change

Andrew Hargreaves | Boston College

Dat Bao explores the complex role of silence in language learning, challenging the assumption that verbal interaction is the primary driver of brain development

Image courtesy of interviewee. October 16, 2024

Log-in or Sign-up to Faculti
Currently viewing this subject insight as a guest. You have insight(s) remaining for this month. Login to view 8000+ figures on the platform.

Generating Workspace...

Export as PDF

This video discusses the concept of social interaction and its significance in healthy brain development. It emphasizes that social interaction includes various forms such as verbal and non-verbal communication, both formal and informal, and can occur in one-on-one or group settings. The speaker highlights that positive interaction—characterized by meaningful engagement—is essential for cognitive development and neuroplasticity.

This video introduces examples illustrating both verbal interaction and productive silence during collaborative tasks. It argues that interaction is ongoing, even in silence, and underscores the value of both speech and silence in learning contexts. The speaker critiques the misconception that more talking equals better learning, suggesting that meaningful silence often benefits cognitive processing.

A specific anecdote illustrates the challenges of enforcing equal participation in classroom discussions, revealing how artificial rules can create discomfort and inhibit genuine learning. The author argues for a balanced approach in education, where both speech and silence are utilized effectively.

Finally, the text addresses the need for teacher education programs to raise awareness of the roles of speech and silence, develop knowledge about their value in learning, and provide practical strategies for implementing a balanced approach to classroom interaction tailored to students' needs. Overall, the importance of recognizing the diverse roles of speech and silence in facilitating effective learning is emphasized throughout the discussion.

Language:

Export as PDF

Export as PDF
Here are five key points from the video:

1. **Variety in Social Interaction**: Social interaction encompasses a wide range of experiences, including verbal and non-verbal communication, both formal and informal settings, group dynamics, and collaborative tasks. Positive interactions contribute significantly to meaningful learning experiences.

2. **Importance of Quality Interaction**: Good quality interactions, characterized by active listening, mutual feedback, and meaningful discourse, enhance cognitive functioning and promote neuroplasticity. Even silence during collaborative tasks is a form of engagement that supports cognitive processing.

3. **Balance of Speech and Silence in Learning**: Both speech and silence play critical roles in the learning process. Effective teaching should recognize the importance of silence for reflection and cognitive processing, rather than viewing speech as the only beneficial form of interaction.

4. **Challenges in Classroom Participation**: Teachers often inadvertently favor speech over silence, leading to imbalances in classroom participation. Strategies that force equal participation can create stress and stifle genuine engagement, as seen in the anecdote about using participation sticks.

5. **Teacher Development**: Teacher education programs should address the significance of both speech and silence by raising awareness, building knowledge, and providing practical experience in teaching strategies. This helps educators understand when to facilitate discussion and when to allow for silent reflection to enhance student learning outcomes.

Export as PDF
Here are some key quotes from the video:

1. **On Social Interaction:**
- "Social interaction or social experience might include, say, verbal and non-verbal interactions, formal, more and informal interaction."

2. **On Positive Interaction:**
- "In order we need what I would call positive interaction, which refers to good quality experience."

3. **On Verbal Interaction:**
- "Such quality moments will help improve brain functioning."

4. **On Collaborative Tasks:**
- "You need mutual help. You need some sort of collaboration, which again, is a social experience."

5. **On Silence:**
- "We cannot say when you're not talking, when conversation pauses, you're not interacting."

6. **On Misunderstanding Social Interaction:**
- "Many people misunderstand the term social interaction by thinking of it as people talking to each other."

7. **On Learning Modes:**
- "I argue that both speech and silence are valuable tools for learning."

8. **On Student Engagement:**
- "If students cannot learn the way we teach, we must try and teach the way they learn."

9. **On Emotional Stability and Participation:**
- "Although the rule took effect, class discussion became unnatural because... some students with burning ideas to share were forced to be silent."

10. **On Teacher Development:**
- "Teacher development programs need to incorporate at least three components in the program, which I call awareness, knowledge, and practice."

11. **On the Nature of Tasks:**
- "Teachers need to understand what kinds of tasks require more immediate speech."

These quotes encapsulate the core ideas regarding the balance between speech and silence in social interaction, the importance of quality engagement, and the implications for teaching and learning practices.

Export as PDF
Here are some similar articles that explore themes of social interaction, the role of silence and speech in learning, and the dynamics of classroom participation:

1. **"The Importance of Active Listening in Social Interactions"**
This article delves into the significance of active listening as a key component of effective social interaction, highlighting how it fosters deeper connections and enhances communication.

2. **"Speech and Silence in the Classroom: Balancing Participation"**
Focusing on classroom dynamics, this piece discusses the dichotomy of speech and silence in educating students, advocating for a balance that respects both modes of communication.

3. **"The Role of Nonverbal Communication in Social Interactions"**
This article examines how non-verbal cues contribute to social interaction, emphasizing how these elements are vital for understanding and enhancing communication a span.

4. **"Cognitive Processing in Group Work: The Need for Silence"**
Discussing the cognitive demands of collaborative tasks, this article highlights the importance of allowing reflection time and silence to facilitate deeper thinking and problem-solving among group members.

5. **"Teaching Strategies: Incorporating Silence into Learning Environments"**
This piece outlines practical strategies for educators to integrate moments of silence into lessons, showcasing how pauses can enhance student comprehension and reflection.

6. **"Understanding Introversion and Extroversion in the Classroom"**
This article provides insight into how different personality types affect classroom participation, discussing strategies to create an inclusive environment where both introverts and extroverts can thrive.

7. **"Creating Collaborative Learning Spaces: The Role of Communication"**
Exploring the significance of effective communication in collaborative learning, the article reviews the balance of speech and silence and how it affects group dynamics and learning outcomes.

8. **"The Power of Reflection in Learning: How Silence Enhances Understanding"**
This article emphasizes the role of reflective silence in the learning process, arguing that moments of quiet can lead to deeper understanding and retention of information.

9. **"Facilitating Engagement: How Teachers Can Balance Interaction in the Classroom"**
This article discusses classroom engagement techniques, including how to manage both verbal discourse and moments of silent reflection to cater to diverse learning needs.

10. **"Incorporating Silence in Pedagogy: A Case for Balanced Learning"**
This article makes a case for the intentional use of silence in educational settings, presenting research that supports the benefits of integrating both speech and silence for effective learning outcomes.

These articles can help provide additional perspectives and insights on the importance of both speech and silence in social interactions and learning environments.

X-TIMESTAMP-MAP=LOCAL:00:00:00.000,MPEGTS:90000

1
00:00:00.105 --> 00:00:03.845
If we, think about this concept, social interaction,

2
00:00:03.905 --> 00:00:08.005
we realize that it includes,

3
00:00:08.145 --> 00:00:09.525
so many different things here.

4
00:00:09.825 --> 00:00:10.925
Social interaction

5
00:00:11.025 --> 00:00:14.365
or social experience might include, say, verbal

6
00:00:14.825 --> 00:00:17.325
and non-verbal interactions, formal, more

7
00:00:17.325 --> 00:00:18.805
and informal interaction.

8
00:00:18.855 --> 00:00:20.445
One-on-one group interaction.

9
00:00:20.485 --> 00:00:23.205
Sometimes you have interaction with a clear purpose

10
00:00:23.545 --> 00:00:25.085
or interaction with that one.

11
00:00:26.265 --> 00:00:27.925
Now, regardless of what types

12
00:00:27.945 --> 00:00:30.645
of interaction we're talking about, in order

13
00:00:30.705 --> 00:00:33.765
to benefit the healthy development of brain functioning,

14
00:00:34.345 --> 00:00:38.525
we need what I would call positive interaction, which refers

15
00:00:38.525 --> 00:00:40.885
to good quality experience.

16
00:00:42.125 --> 00:00:44.585
Let me share with you an example to demonstrate that

17
00:00:44.895 --> 00:00:47.305
what I mean by good quality experience.

18
00:00:49.215 --> 00:00:51.505
Suppose you're interacting with someone who listen

19
00:00:51.525 --> 00:00:56.385
to you actively, who is a critical friend, who comprehends

20
00:00:56.385 --> 00:00:58.865
what you're saying and provides feedback for you,

21
00:00:59.565 --> 00:01:02.025
and they also get you to provide feedback for them.

22
00:01:02.805 --> 00:01:05.425
Now, this is positive interaction

23
00:01:06.035 --> 00:01:09.645
because you both engage in a deep conversation or,

24
00:01:10.145 --> 00:01:12.405
or shall we say, in meaningful discourse.

25
00:01:13.305 --> 00:01:16.845
And such quality moments will help improve,

26
00:01:17.115 --> 00:01:18.445
improve brain functioning.

27
00:01:20.125 --> 00:01:23.455
Besides when, when your brain adapts to the evolvement

28
00:01:23.515 --> 00:01:27.775
of a deep conversation, neuroplasticity is likely to improve

29
00:01:28.155 --> 00:01:29.455
during that experience.

30
00:01:30.895 --> 00:01:33.555
So this example is about verbal interaction.

31
00:01:33.655 --> 00:01:37.465
Let me share with you perhaps another scenario

32
00:01:37.695 --> 00:01:39.065
that invoke silence

33
00:01:39.765 --> 00:01:42.785
and I'll explain how silence affects the brain.

34
00:01:43.995 --> 00:01:46.965
Suppose you sit down with someone who solve a problem

35
00:01:47.035 --> 00:01:48.925
with you together or, or,

36
00:01:48.945 --> 00:01:52.325
or to perform a collaborative task, which could be, say,

37
00:01:52.785 --> 00:01:55.805
making a poster, developing a campaign

38
00:01:55.865 --> 00:01:58.045
to support the environment or,

39
00:01:58.465 --> 00:02:00.765
or building a framework for a research project.

40
00:02:01.925 --> 00:02:05.945
This type of work is cognitively demanding.

41
00:02:06.685 --> 00:02:08.425
It requires gathering some data

42
00:02:08.605 --> 00:02:11.905
and also requires some mental processing.

43
00:02:12.325 --> 00:02:15.625
It is a heavy task or, or a challenging task,

44
00:02:15.685 --> 00:02:17.065
and you can't do it alone.

45
00:02:18.085 --> 00:02:19.105
You need mutual help.

46
00:02:19.205 --> 00:02:22.965
You need some sort of collaboration, which again,

47
00:02:23.705 --> 00:02:24.925
is a social experience.

48
00:02:25.865 --> 00:02:28.045
Now, you and that person in performing

49
00:02:28.045 --> 00:02:30.085
that task may not be talking too much.

50
00:02:30.185 --> 00:02:31.485
You, you can be very quiet,

51
00:02:32.675 --> 00:02:36.395
but you know exactly what the other person is doing.

52
00:02:37.055 --> 00:02:40.275
You both engage in a shared task with passion.

53
00:02:41.935 --> 00:02:44.755
You may talk a little, but there will be more reflection

54
00:02:44.755 --> 00:02:47.895
time, more alone time, more thinking time.

55
00:02:48.675 --> 00:02:50.255
We cannot say when you're not talking,

56
00:02:50.405 --> 00:02:54.015
when conversation pauses, you're not interacting.

57
00:02:54.775 --> 00:02:57.815
I like to emphasize that interaction is ongoing

58
00:02:57.885 --> 00:03:01.165
because you know very clearly what each other is doing,

59
00:03:01.945 --> 00:03:04.845
and most importantly, you know,

60
00:03:05.595 --> 00:03:08.525
some output is going to come out of such moments.

61
00:03:09.155 --> 00:03:12.205
Without this meaningful silence, there will be no input.

62
00:03:12.265 --> 00:03:16.425
So that output is the evidence that social

63
00:03:17.025 --> 00:03:19.865
collaboration or, or interaction

64
00:03:20.005 --> 00:03:22.265
or experience is really taking place.

65
00:03:23.045 --> 00:03:25.225
You notice that your brain in that scenario

66
00:03:25.925 --> 00:03:30.585
is performing good exercises to the fullest potential thanks

67
00:03:30.585 --> 00:03:33.145
to being with your peer in positive ways.

68
00:03:34.765 --> 00:03:37.735
Many people misunderstand the term social interaction

69
00:03:37.755 --> 00:03:40.895
by thinking of it as people talking to each other,

70
00:03:41.155 --> 00:03:42.655
but that is not always true.

71
00:03:43.675 --> 00:03:47.175
If, if talking profusely represent the most productive most

72
00:03:47.175 --> 00:03:49.695
of learning or development, then that means

73
00:03:50.235 --> 00:03:51.615
the more you talk, the more you learn.

74
00:03:51.615 --> 00:03:52.975
The more you speak, the more people will

75
00:03:52.975 --> 00:03:54.095
respect you and love you.

76
00:03:54.475 --> 00:03:57.375
In my research, this does not prove to be the case.

77
00:03:58.195 --> 00:04:01.735
So in the word for the mi to re benefits cognitively

78
00:04:01.915 --> 00:04:04.575
and emotionally, I think social

79
00:04:04.575 --> 00:04:06.255
interaction needs to be useful.

80
00:04:06.755 --> 00:04:09.975
Um, it can be verbally moderate, it can be a lot of talk,

81
00:04:10.235 --> 00:04:12.335
it can be very little talk but above

82
00:04:12.395 --> 00:04:15.095
or it's meaningful with a clear purpose.

83
00:04:15.555 --> 00:04:17.815
Having a clear, reasonable level

84
00:04:17.915 --> 00:04:21.855
of engagement without such positive engagement talking would

85
00:04:21.855 --> 00:04:25.015
just be a bombardment of noise, which may cause the brain

86
00:04:25.015 --> 00:04:26.375
to switch off naturally.

87
00:04:26.435 --> 00:04:28.695
If you interact with people of influences,

88
00:04:28.695 --> 00:04:31.215
your brain will become active and receptive.

89
00:04:31.315 --> 00:04:34.255
But being with those who may be uninspiring,

90
00:04:34.305 --> 00:04:38.335
those only feeling your time with talk low quality talk,

91
00:04:38.335 --> 00:04:40.815
then your brain may choose to wander about,

92
00:04:41.035 --> 00:04:44.055
and I would say there will be little value in that process.

93
00:04:44.375 --> 00:04:47.375
I would like to talk about the role of, what you say,

94
00:04:47.515 --> 00:04:50.975
speech in, in silence, in particular in pedagogy,

95
00:04:51.415 --> 00:04:55.855
I will emphasize productive roles in my recent book,

96
00:04:56.205 --> 00:04:58.655
silence in English Language Pedagogy

97
00:04:58.725 --> 00:05:00.535
with Cambridge University Press.

98
00:05:00.695 --> 00:05:02.535
I argue that both speech

99
00:05:02.555 --> 00:05:04.535
and silence are a valuable tools for learning.

100
00:05:05.405 --> 00:05:08.815
Some teachers tend to favor speech over silence.

101
00:05:09.975 --> 00:05:12.335
I can understand how some someone thinks so

102
00:05:13.005 --> 00:05:16.895
because when students speak, teaching becomes easy,

103
00:05:17.515 --> 00:05:19.375
and when student talk, stop talking,

104
00:05:20.175 --> 00:05:21.255
teaching becomes difficult.

105
00:05:21.795 --> 00:05:24.535
But Eric can, we might sometimes think, need

106
00:05:24.535 --> 00:05:26.855
to think a little bit, a little bit more about learning,

107
00:05:27.205 --> 00:05:28.935
then we think about teaching.

108
00:05:29.475 --> 00:05:32.175
If students cannot learn the way we teach, we must try

109
00:05:32.175 --> 00:05:33.295
and teach the way they learn.

110
00:05:34.075 --> 00:05:36.815
My, my research reviews that each of these modes,

111
00:05:36.815 --> 00:05:39.855
silent speech serves learning differently.

112
00:05:40.425 --> 00:05:42.775
There is a time for speech to be useful,

113
00:05:43.555 --> 00:05:46.535
but there is also a time for silence to be useful,

114
00:05:47.105 --> 00:05:49.495
being able to see that required skill.

115
00:05:50.115 --> 00:05:52.975
Um, let me explain when each of these modes is needed,

116
00:05:54.035 --> 00:05:56.175
and this is one of the findings from my research.

117
00:05:57.305 --> 00:06:00.045
Speech often provides opportunities for students

118
00:06:00.105 --> 00:06:03.205
to articulate thoughts, to brainstorm ideas,

119
00:06:03.425 --> 00:06:04.525
to share opinions,

120
00:06:05.535 --> 00:06:09.365
while silence provides opportunities for comprehension,

121
00:06:09.495 --> 00:06:12.805
reflection, internalization of learning content,

122
00:06:13.785 --> 00:06:16.525
and especially cognitive processing.

123
00:06:17.265 --> 00:06:19.645
If a student is good at both or

124
00:06:19.705 --> 00:06:21.645
or practice both active silence

125
00:06:21.825 --> 00:06:24.685
and active speech, they can develop their learning

126
00:06:24.685 --> 00:06:26.205
mechanism to the fullest.

127
00:06:27.095 --> 00:06:30.515
Trouble occurs when a student needs to to speak,

128
00:06:30.535 --> 00:06:31.835
but is forced to be silent

129
00:06:32.855 --> 00:06:35.675
or when someone needs to perform some quiet thinking

130
00:06:36.175 --> 00:06:37.435
but is fought to speak.

131
00:06:38.015 --> 00:06:39.835
I'd like to share with you an experience

132
00:06:39.835 --> 00:06:41.515
that helped demonstrate this point,

133
00:06:42.375 --> 00:06:44.235
and I think this is a fun anecdote.

134
00:06:45.125 --> 00:06:47.945
Um, in one of the classes I had the opportunity

135
00:06:47.965 --> 00:06:51.025
to observe at an Australian university, half

136
00:06:51.025 --> 00:06:53.825
of the students were highly eloquent extroverts,

137
00:06:54.355 --> 00:06:57.305
while the other half were very silent introverts

138
00:06:58.285 --> 00:07:02.095
now feeling worried about imbalance participation.

139
00:07:02.715 --> 00:07:06.535
The lecturers of this class decided to conduct an experiment

140
00:07:06.675 --> 00:07:08.495
to, to fix the situation.

141
00:07:09.165 --> 00:07:12.295
They brought in a bun of, sticks, you know,

142
00:07:12.515 --> 00:07:16.055
the coffee stirs and get three of them to each students

143
00:07:16.195 --> 00:07:19.495
and said, these are your participation sticks.

144
00:07:19.985 --> 00:07:21.535
Every time you open your mouth

145
00:07:21.555 --> 00:07:24.135
and say something, you return one stick

146
00:07:24.195 --> 00:07:26.505
to us at the end of the lesson.

147
00:07:26.685 --> 00:07:30.465
If all, all your sticks must go, if, if you still keep them,

148
00:07:30.565 --> 00:07:33.305
you must stay behind the class and talk to us.

149
00:07:33.885 --> 00:07:35.865
The aim of this rule was for everyone

150
00:07:35.925 --> 00:07:38.905
to take an equal number of participation turns.

151
00:07:38.995 --> 00:07:40.665
Maybe you can guess the outcome.

152
00:07:41.235 --> 00:07:43.065
Would you like to kind of make a guess?

153
00:07:43.125 --> 00:07:47.025
How do you think students respond to this, this,

154
00:07:47.165 --> 00:07:48.425
rule?

155
00:07:49.845 --> 00:07:53.505
Uh, maybe that did the, did the, did the, introverts

156
00:07:54.205 --> 00:07:56.425
not give up as many sticks as the extroverts?

157
00:07:56.645 --> 00:07:57.665
For the first five minutes,

158
00:07:57.765 --> 00:07:59.785
the extrovert students opened up and,

159
00:07:59.845 --> 00:08:02.765
and talked first as usual.

160
00:08:03.305 --> 00:08:05.125
So their sticks went bang, bang, bang.

161
00:08:05.125 --> 00:08:07.165
They return them all to the teachers.

162
00:08:07.635 --> 00:08:11.365
Then for the rest of the lesson, they stay there feeling

163
00:08:11.925 --> 00:08:15.215
distressed and not being allowed to talk anymore.

164
00:08:15.795 --> 00:08:19.095
In the meantime, like you guess, which I think was right,

165
00:08:19.355 --> 00:08:23.265
the introvert help held to their, to their sticks,

166
00:08:23.285 --> 00:08:26.545
for a while, but then they slowly,

167
00:08:27.555 --> 00:08:31.125
open their mouth and fabricated thing to say, in the end,

168
00:08:31.265 --> 00:08:33.165
all the sticks were returned to the teachers

169
00:08:33.495 --> 00:08:35.405
after everyone had participated.

170
00:08:36.995 --> 00:08:38.055
You see, on the surface,

171
00:08:38.315 --> 00:08:40.935
the intervention achieved its intended goal of

172
00:08:41.445 --> 00:08:43.015
balancing the talking turns.

173
00:08:43.155 --> 00:08:46.775
But deep down, students were emotionally unstable.

174
00:08:47.285 --> 00:08:50.615
They, they found the lesson process quite stressful,

175
00:08:50.675 --> 00:08:53.495
you know, because their learning modes will bend

176
00:08:53.495 --> 00:08:55.015
against everyone's, will.

177
00:08:56.445 --> 00:08:59.855
Tension occur between classroom rules and student needs

178
00:09:00.085 --> 00:09:02.255
because although the rule took effect,

179
00:09:03.095 --> 00:09:04.675
the need was not satisfied.

180
00:09:05.085 --> 00:09:06.915
Class discussion became unnatural

181
00:09:07.305 --> 00:09:10.235
because some student with burning idea to share were forced

182
00:09:10.235 --> 00:09:14.255
to be silent, and others with little to say had

183
00:09:14.375 --> 00:09:17.455
to fabricate contribution because they still have sticks.

184
00:09:17.555 --> 00:09:20.735
So participation after all, did not happen by choice,

185
00:09:20.835 --> 00:09:22.255
but by force.

186
00:09:22.755 --> 00:09:24.735
People talk not in a timely manner,

187
00:09:25.235 --> 00:09:27.615
and people kept silent not in a timely manner.

188
00:09:27.965 --> 00:09:30.655
They perform, a bit like robots.

189
00:09:31.195 --> 00:09:33.455
It seems that the rule make lecturers happy,

190
00:09:34.235 --> 00:09:35.815
but it makes students unhappy.

191
00:09:36.595 --> 00:09:38.295
It was clear that the strategies

192
00:09:38.315 --> 00:09:40.575
of teaching rather than learning.

193
00:09:40.795 --> 00:09:44.095
So again, I would argue that both speech

194
00:09:44.115 --> 00:09:46.055
and silence available tools us for learning,

195
00:09:46.195 --> 00:09:50.055
but we need to organize them to work according to the need

196
00:09:50.055 --> 00:09:53.355
of students and according to the timing, they want

197
00:09:53.615 --> 00:09:56.675
to implement a balanced approach, as you say, or,

198
00:09:56.735 --> 00:09:59.355
or should we also say an inclusive approach

199
00:10:00.175 --> 00:10:01.675
for both speech and silence?

200
00:10:01.935 --> 00:10:03.915
To operate in educational setting,

201
00:10:05.125 --> 00:10:06.765
I would say is not without challenges

202
00:10:07.115 --> 00:10:11.485
because I think such pedagogy require teacher knowledge

203
00:10:12.055 --> 00:10:13.885
about speech and silence.

204
00:10:15.145 --> 00:10:17.005
It requires knowing students needs

205
00:10:17.105 --> 00:10:18.485
and their ways of learning.

206
00:10:18.625 --> 00:10:22.325
It requires a good understanding of task types, such as

207
00:10:22.875 --> 00:10:25.165
when a task invites verbal responses

208
00:10:25.905 --> 00:10:27.605
or reflective responses.

209
00:10:27.865 --> 00:10:30.845
It also, and I think this is perhaps the most important

210
00:10:30.845 --> 00:10:33.965
thing, requires an open mind which does not see speech

211
00:10:34.505 --> 00:10:36.165
as always superior to silence.

212
00:10:36.925 --> 00:10:39.845
I like to talk about pedagogy from a research perspective

213
00:10:41.025 --> 00:10:43.925
to fight out when silent is good for learning

214
00:10:44.345 --> 00:10:45.965
and when speech is good for learning.

215
00:10:46.395 --> 00:10:49.445
I've conducted a series of studies over the years

216
00:10:49.985 --> 00:10:54.045
in seven different countries, including Australia,

217
00:10:54.815 --> 00:10:56.405
Japan, China, South Korea,

218
00:10:57.065 --> 00:10:59.765
and Southeast Asia, including Indonesia,

219
00:10:59.875 --> 00:11:02.045
Vietnam, and the Philippines.

220
00:11:02.625 --> 00:11:05.245
In these projects, I gave hundreds of student a set

221
00:11:05.245 --> 00:11:06.565
of different classroom tasks

222
00:11:07.105 --> 00:11:11.005
and ask them, in which of these tasks do you use more speech

223
00:11:11.545 --> 00:11:13.965
in which of them do you use more silence

224
00:11:14.885 --> 00:11:16.305
in which one do you use both?

225
00:11:16.935 --> 00:11:19.495
Here is the outcome the majority

226
00:11:19.515 --> 00:11:21.415
of participants said they tend

227
00:11:21.415 --> 00:11:25.975
to keep silent intensively when it comes to inductive tasks

228
00:11:26.825 --> 00:11:31.255
or discovery tasks, such as, looking

229
00:11:31.395 --> 00:11:34.535
for a pattern from a series of events coming up

230
00:11:34.535 --> 00:11:37.455
with a theory or rule from a set of evidence.

231
00:11:37.945 --> 00:11:40.815
These tasks require a great deal of reasoning

232
00:11:40.815 --> 00:11:43.175
and analysis for those tasks.

233
00:11:43.195 --> 00:11:47.255
If you force student to discuss immediately without any,

234
00:11:47.665 --> 00:11:50.575
processing time, there will be lost, the quality

235
00:11:50.795 --> 00:11:52.895
of performance likely to be poor.

236
00:11:53.715 --> 00:11:56.085
Another example of such task is,

237
00:11:57.595 --> 00:11:58.955
a problem solving case.

238
00:11:59.935 --> 00:12:02.755
Um, I'll give an example, say two.

239
00:12:03.135 --> 00:12:06.435
Two American ladies are visiting, are visiting Egypt

240
00:12:06.455 --> 00:12:09.835
for their summer vacation, an Islamic country.

241
00:12:10.695 --> 00:12:12.115
Um, they are Jane and Alice.

242
00:12:12.775 --> 00:12:14.875
Now, Jane wants to adapt to the custom

243
00:12:15.175 --> 00:12:18.755
and is thinking of dressing herself in more conservative

244
00:12:18.755 --> 00:12:20.755
clothes to show respect to the local culture.

245
00:12:21.415 --> 00:12:23.075
But Alice wants to wear little

246
00:12:23.105 --> 00:12:25.355
because the, the weather in Egypt,

247
00:12:25.355 --> 00:12:29.675
which is usually quite hot, she say, this is my time

248
00:12:29.735 --> 00:12:32.195
for relaxation and I deserve to wear anything.

249
00:12:32.275 --> 00:12:33.795
I like this task.

250
00:12:34.255 --> 00:12:36.795
Um, in a course called communication

251
00:12:36.795 --> 00:12:39.555
and culture, this task, ask student this question,

252
00:12:40.055 --> 00:12:43.715
who decision makes more sense to you within that task?

253
00:12:44.635 --> 00:12:49.175
Um, some, some silent thinking is required and,

254
00:12:49.235 --> 00:12:51.295
and talking too soon may mean you have not

255
00:12:51.295 --> 00:12:52.695
thought deeply enough.

256
00:12:53.075 --> 00:12:55.375
So again, in such discovery tasks,

257
00:12:55.965 --> 00:12:58.135
some cognitive processing is required

258
00:12:58.555 --> 00:13:01.575
and student is likely to need, some degree

259
00:13:01.575 --> 00:13:03.255
of silence on the country.

260
00:13:04.045 --> 00:13:06.815
Many students feel the need to speak out without waiting,

261
00:13:07.285 --> 00:13:08.655
without hesitation.

262
00:13:09.685 --> 00:13:12.655
When the task is cognitively,

263
00:13:12.725 --> 00:13:15.015
it's not cognitively demanding, but

264
00:13:15.155 --> 00:13:16.895
but tends to tap into views

265
00:13:17.115 --> 00:13:20.915
and experience whi which are easy to share.

266
00:13:21.255 --> 00:13:24.715
Um, example of such tasks are what car do you drive?

267
00:13:25.285 --> 00:13:26.395
Where were you born?

268
00:13:27.175 --> 00:13:29.195
You don't need to keep silent and think too much.

269
00:13:29.615 --> 00:13:32.475
You cannot say, well, I don't remember my car,

270
00:13:32.575 --> 00:13:35.195
or It's not clear to me where I was born.

271
00:13:35.735 --> 00:13:37.435
The term for these tasks, which

272
00:13:37.635 --> 00:13:41.155
I commonly use in language learning is fluency activities.

273
00:13:41.775 --> 00:13:45.435
So if someone ask me, yeah, what challenges for a teacher

274
00:13:46.135 --> 00:13:47.955
in implementing a balanced approach?

275
00:13:48.075 --> 00:13:51.395
I would say the challenge is the ability, the the ability

276
00:13:51.535 --> 00:13:54.195
to understand the nature of every task

277
00:13:54.215 --> 00:13:56.795
and what kind of response is expected.

278
00:13:57.655 --> 00:13:59.835
In reality, some students do not follow the pattern.

279
00:14:00.035 --> 00:14:03.355
I mentioned sometime a task may require a lot of thinking,

280
00:14:04.455 --> 00:14:07.235
but some students just hurry to talk quite soon.

281
00:14:07.895 --> 00:14:10.595
Or sometime a task may require a quick response.

282
00:14:11.215 --> 00:14:13.755
But stu, some students are found to hesitate.

283
00:14:14.575 --> 00:14:17.475
Now, when that happens, the teachers simply need to respect

284
00:14:17.475 --> 00:14:18.955
what student would like to do.

285
00:14:19.055 --> 00:14:20.115
We are not making the rules.

286
00:14:20.415 --> 00:14:24.795
We are only observing to see what kind of need emerges,

287
00:14:25.295 --> 00:14:27.195
and we support students accordingly.

288
00:14:27.295 --> 00:14:29.875
We can't tell student you must talk all the time,

289
00:14:30.415 --> 00:14:31.955
and if you're silent, you're wrong.

290
00:14:32.025 --> 00:14:34.395
Like the fact that you point out yeah, that, that,

291
00:14:35.095 --> 00:14:38.115
the need to kind of incorporate this into,

292
00:14:38.825 --> 00:14:40.555
teacher development program.

293
00:14:41.695 --> 00:14:43.355
Um, we, we notice

294
00:14:43.545 --> 00:14:47.915
that teachers in many programs are frequently trained in

295
00:14:48.025 --> 00:14:50.995
what I say, what I call verbal pedagogy.

296
00:14:51.505 --> 00:14:53.405
We learn to talk, generate talk,

297
00:14:53.785 --> 00:14:57.445
and receive talk as if talking is the only way

298
00:14:57.465 --> 00:14:58.645
of teaching and learning.

299
00:15:00.225 --> 00:15:02.325
And because of such training, we tend

300
00:15:02.325 --> 00:15:06.645
to either ignore silence or question the value of silence.

301
00:15:07.315 --> 00:15:10.645
When highly challenging learning content require some

302
00:15:10.965 --> 00:15:15.125
thinking time to need to pause, they need to reflect

303
00:15:15.585 --> 00:15:16.885
to process information

304
00:15:17.025 --> 00:15:20.525
or find a way of responding to the issue they need.

305
00:15:20.635 --> 00:15:22.405
They need that space, but,

306
00:15:22.465 --> 00:15:24.445
but many of us teachers do not allow it.

307
00:15:24.445 --> 00:15:25.965
We want students to talk all the time,

308
00:15:26.825 --> 00:15:29.525
and as teacher, we feel safe that way.

309
00:15:30.545 --> 00:15:34.525
So to your question, how should teacher education,

310
00:15:34.765 --> 00:15:37.285
programs address this issue?

311
00:15:37.445 --> 00:15:40.565
I would say in my view, teacher development program need

312
00:15:40.565 --> 00:15:45.235
to incorporate at least three components in the program,

313
00:15:45.965 --> 00:15:50.875
which I call, awareness, knowledge, and practice.

314
00:15:51.435 --> 00:15:52.795
I will unpack each of these.

315
00:15:53.295 --> 00:15:55.635
The first component is raising the awareness

316
00:15:56.485 --> 00:15:59.195
about the usefulness of both silence and speech.

317
00:15:59.895 --> 00:16:01.755
We can help teacher consider the fact

318
00:16:01.755 --> 00:16:05.315
that in every lesson there is a time for speech

319
00:16:05.975 --> 00:16:07.475
and there is a time for silence.

320
00:16:08.225 --> 00:16:11.915
Teacher should be organized to discuss what mode is useful

321
00:16:12.575 --> 00:16:14.035
for what content and why.

322
00:16:15.055 --> 00:16:18.585
The second component is building knowledge, perhaps

323
00:16:18.725 --> 00:16:20.545
by reading about the roles of speech

324
00:16:20.965 --> 00:16:22.305
and the roles of silence.

325
00:16:22.855 --> 00:16:26.865
Teacher can be given, I would say especially

326
00:16:27.505 --> 00:16:28.945
research articles to discuss

327
00:16:29.005 --> 00:16:32.705
and acquire some understanding of how these modes connect

328
00:16:32.705 --> 00:16:36.875
with learning efficiency instead of assuming that, you know,

329
00:16:37.025 --> 00:16:40.715
talk equals learning and silent is often a waste of time.

330
00:16:42.525 --> 00:16:45.465
The third component would be the practice

331
00:16:45.525 --> 00:16:47.225
of developing tasks.

332
00:16:47.765 --> 00:16:50.705
To do so, I think teachers will need to understand

333
00:16:50.735 --> 00:16:54.265
what kinds of tasks require more Im immediate speech.

334
00:16:54.685 --> 00:16:58.345
And what kinds of tasks allow for delayed speech to do so?

335
00:16:58.985 --> 00:17:01.945
I think teachers need to discuss classroom activity

336
00:17:02.045 --> 00:17:05.265
to see when silence needed, when speech should dominate.

337
00:17:05.435 --> 00:17:07.745
After that teacher can be encouraged

338
00:17:07.745 --> 00:17:08.985
to create their old task

339
00:17:09.405 --> 00:17:11.625
and make their old decision on which part

340
00:17:11.625 --> 00:17:15.785
of each task they develop may allow students to slow down

341
00:17:16.285 --> 00:17:17.705
and use silent to study.

342
00:17:18.725 --> 00:17:21.585
Ha, having said that, I don't think we should assume that

343
00:17:22.165 --> 00:17:24.345
all students will behave in the same way.

344
00:17:25.045 --> 00:17:27.945
We only anticipate what might happen to a test so

345
00:17:27.945 --> 00:17:29.745
that we can be well prepared

346
00:17:30.005 --> 00:17:32.465
to not resist silence when it needs to occur.

347
00:17:32.975 --> 00:17:35.665
From, from my observation, some student think too fast.

348
00:17:36.215 --> 00:17:37.785
They don't need silence anymore.

349
00:17:38.005 --> 00:17:39.985
In that case, the teacher

350
00:17:40.325 --> 00:17:43.025
of course should welcome verbal participation while,

351
00:17:43.355 --> 00:17:46.185
while also allow some student to keep thinking and,

352
00:17:46.245 --> 00:17:48.105
and join later if they like.

353
00:17:48.205 --> 00:17:50.805
And of course there are moments for silence.

354
00:17:51.545 --> 00:17:53.925
Uh, there are moments when silence can be painful.

355
00:17:54.115 --> 00:17:58.805
That is a task may require talk, but students don't talk.

356
00:17:58.985 --> 00:18:03.325
In that case, the teacher need to help improve,

357
00:18:04.035 --> 00:18:07.005
help those students by scaffolding the learning process so

358
00:18:07.005 --> 00:18:09.645
that students can slowly build ideas

359
00:18:09.785 --> 00:18:11.685
and be able to share them in some way.

360
00:18:11.685 --> 00:18:13.125
Number one, observe student

361
00:18:13.125 --> 00:18:16.405
because like it's likely that in the class of 20 student

362
00:18:16.545 --> 00:18:19.085
and there, there there may be 10 students

363
00:18:19.185 --> 00:18:23.445
who are very quiet, then it's your, responsibility,

364
00:18:23.445 --> 00:18:27.165
to observe and see how differently their silent means.

365
00:18:27.825 --> 00:18:30.925
You know, likely, 10 people who are silent,

366
00:18:30.995 --> 00:18:32.205
they have 10 different reasons,

367
00:18:33.145 --> 00:18:35.405
and so they may be silent out of shyness.

368
00:18:35.555 --> 00:18:39.205
They may be silent out of, not resistance, you know,

369
00:18:39.235 --> 00:18:43.205
resisting, toward your, your style of teaching.

370
00:18:43.235 --> 00:18:46.125
They may be silent because they are short of language,

371
00:18:46.225 --> 00:18:47.765
so it takes some time.

372
00:18:47.865 --> 00:18:52.285
But by observ observing and by chatting with students now

373
00:18:52.285 --> 00:18:55.725
and then even beyond the classroom, you can begin

374
00:18:55.725 --> 00:18:58.325
to build some knowledge about the diversity

375
00:18:58.465 --> 00:18:59.725
within silent itself.

376
00:19:00.355 --> 00:19:01.965
That will be my advice.

Understanding Positive Social Interaction

00:00:00 - If we, think about this concept, social interaction, we realize that it includes, so many different things here. Social interaction or social experience might include, say, verbal and non-verbal interactions, formal, more and informal interaction. One-on-one group interaction. Sometimes you have interaction with a clear purpose or interaction with that one. Now, regardless of what types of interaction we're talking about, in order

00:00:34 - we need what I would call positive interaction, which refers to good quality experience. Let me share with you an example to demonstrate that what I mean by good quality experience. Suppose you're interacting with someone who listen to you actively, who is a critical friend, who comprehends what you're saying and provides feedback for you, and they also get you to provide feedback for them.

00:01:06 - because you both engage in a deep conversation or, or shall we say, in meaningful discourse. And such quality moments will help improve, improve brain functioning. Besides when, when your brain adapts to the evolvement of a deep conversation, neuroplasticity is likely to improve during that experience. So this example is about verbal interaction.

Silent Collaboration: The Power of Non-Verbal Interaction

00:01:37 - that invoke silence and I'll explain how silence affects the brain. Suppose you sit down with someone who solve a problem with you together or, or, or to perform a collaborative task, which could be, say, making a poster, developing a campaign to support the environment or, or building a framework for a research project. This type of work is cognitively demanding.

00:02:08 - and also requires some mental processing. It is a heavy task or, or a challenging task, and you can't do it alone. You need mutual help. You need some sort of collaboration, which again, is a social experience. Now, you and that person in performing that task may not be talking too much. You, you can be very quiet, but you know exactly what the other person is doing.

00:02:41 - You may talk a little, but there will be more reflection time, more alone time, more thinking time. We cannot say when you're not talking, when conversation pauses, you're not interacting. I like to emphasize that interaction is ongoing because you know very clearly what each other is doing, and most importantly, you know, some output is going to come out of such moments.

Redefining Social Interaction: Beyond Mere Conversation

00:03:12 - So that output is the evidence that social collaboration or, or interaction or experience is really taking place. You notice that your brain in that scenario is performing good exercises to the fullest potential thanks to being with your peer in positive ways. Many people misunderstand the term social interaction by thinking of it as people talking to each other,

00:03:43 - If, if talking profusely represent the most productive most of learning or development, then that means the more you talk, the more you learn. The more you speak, the more people will respect you and love you. In my research, this does not prove to be the case. So in the word for the mi to re benefits cognitively and emotionally, I think social interaction needs to be useful. it can be verbally moderate, it can be a lot of talk, it can be very little talk but above

00:04:15 - Having a clear, reasonable level of engagement without such positive engagement talking would just be a bombardment of noise, which may cause the brain to switch off naturally. If you interact with people of influences, your brain will become active and receptive. But being with those who may be uninspiring, those only feeling your time with talk low quality talk, then your brain may choose to wander about, and I would say there will be little value in that process.

Balancing Speech and Silence in Learning

00:04:47 - speech in, in silence, in particular in pedagogy, I will emphasize productive roles in my recent book, silence in English Language Pedagogy with Cambridge University Press. I argue that both speech and silence are a valuable tools for learning. Some teachers tend to favor speech over silence. I can understand how some someone thinks so because when students speak, teaching becomes easy,

00:05:20 - teaching becomes difficult. But Eric can, we might sometimes think, need to think a little bit, a little bit more about learning, then we think about teaching. If students cannot learn the way we teach, we must try and teach the way they learn. My, my research reviews that each of these modes, silent speech serves learning differently. There is a time for speech to be useful, but there is also a time for silence to be useful, being able to see that required skill.

00:05:54 - and this is one of the findings from my research. Speech often provides opportunities for students to articulate thoughts, to brainstorm ideas, to share opinions, while silence provides opportunities for comprehension, reflection, internalization of learning content, and especially cognitive processing. If a student is good at both or or practice both active silence

Balancing Participation in the Classroom

00:06:24 - mechanism to the fullest. Trouble occurs when a student needs to to speak, but is forced to be silent or when someone needs to perform some quiet thinking but is fought to speak. I'd like to share with you an experience that helped demonstrate this point, and I think this is a fun anecdote. in one of the classes I had the opportunity to observe at an Australian university, half of the students were highly eloquent extroverts,

00:06:58 - now feeling worried about imbalance participation. The lecturers of this class decided to conduct an experiment to, to fix the situation. They brought in a bun of, sticks, you know, the coffee stirs and get three of them to each students and said, these are your participation sticks. Every time you open your mouth and say something, you return one stick to us at the end of the lesson.

00:07:30 - you must stay behind the class and talk to us. The aim of this rule was for everyone to take an equal number of participation turns. Maybe you can guess the outcome. Would you like to kind of make a guess? How do you think students respond to this, this, rule? maybe that did the, did the, did the, introverts not give up as many sticks as the extroverts? For the first five minutes,

Balancing Participation: The Impact of Forced Silence in Classrooms

00:07:59 - and talked first as usual. So their sticks went bang, bang, bang. They return them all to the teachers. Then for the rest of the lesson, they stay there feeling distressed and not being allowed to talk anymore. In the meantime, like you guess, which I think was right, the introvert help held to their, to their sticks, for a while, but then they slowly, open their mouth and fabricated thing to say, in the end,

00:08:33 - after everyone had participated. You see, on the surface, the intervention achieved its intended goal of balancing the talking turns. But deep down, students were emotionally unstable. They, they found the lesson process quite stressful, you know, because their learning modes will bend against everyone's, will. Tension occur between classroom rules and student needs because although the rule took effect,

00:09:05 - Class discussion became unnatural because some student with burning idea to share were forced to be silent, and others with little to say had to fabricate contribution because they still have sticks. So participation after all, did not happen by choice, but by force. People talk not in a timely manner, and people kept silent not in a timely manner. They perform, a bit like robots. It seems that the rule make lecturers happy,

Balancing Speech and Silence in Education

00:09:36 - It was clear that the strategies of teaching rather than learning. So again, I would argue that both speech and silence available tools us for learning, but we need to organize them to work according to the need of students and according to the timing, they want to implement a balanced approach, as you say, or, or should we also say an inclusive approach for both speech and silence? To operate in educational setting,

00:10:07 - because I think such pedagogy require teacher knowledge about speech and silence. It requires knowing students needs and their ways of learning. It requires a good understanding of task types, such as when a task invites verbal responses or reflective responses. It also, and I think this is perhaps the most important thing, requires an open mind which does not see speech as always superior to silence.

00:10:41 - to fight out when silent is good for learning and when speech is good for learning. I've conducted a series of studies over the years in seven different countries, including Australia, Japan, China, South Korea, and Southeast Asia, including Indonesia, Vietnam, and the Philippines. In these projects, I gave hundreds of student a set of different classroom tasks

The Role of Silence in Inductive Learning

00:11:11 - in which of them do you use more silence in which one do you use both? Here is the outcome the majority of participants said they tend to keep silent intensively when it comes to inductive tasks or discovery tasks, such as, looking for a pattern from a series of events coming up with a theory or rule from a set of evidence.

00:11:40 - and analysis for those tasks. If you force student to discuss immediately without any, processing time, there will be lost, the quality of performance likely to be poor. Another example of such task is, a problem solving case. I'll give an example, say two. Two American ladies are visiting, are visiting Egypt for their summer vacation, an Islamic country.

00:12:12 - Now, Jane wants to adapt to the custom and is thinking of dressing herself in more conservative clothes to show respect to the local culture. But Alice wants to wear little because the, the weather in Egypt, which is usually quite hot, she say, this is my time for relaxation and I deserve to wear anything. I like this task. in a course called communication and culture, this task, ask student this question, who decision makes more sense to you within that task?

Balancing Speech and Silence in Learning Tasks

00:12:49 - and talking too soon may mean you have not thought deeply enough. So again, in such discovery tasks, some cognitive processing is required and student is likely to need, some degree of silence on the country. Many students feel the need to speak out without waiting, without hesitation. When the task is cognitively, it's not cognitively demanding, but

00:13:17 - and experience whi which are easy to share. example of such tasks are what car do you drive? Where were you born? You don't need to keep silent and think too much. You cannot say, well, I don't remember my car, or It's not clear to me where I was born. The term for these tasks, which I commonly use in language learning is fluency activities. So if someone ask me, yeah, what challenges for a teacher

00:13:48 - I would say the challenge is the ability, the the ability to understand the nature of every task and what kind of response is expected. In reality, some students do not follow the pattern. I mentioned sometime a task may require a lot of thinking, but some students just hurry to talk quite soon. Or sometime a task may require a quick response. But stu, some students are found to hesitate. Now, when that happens, the teachers simply need to respect

Balancing Speech and Silence in Teaching

00:14:19 - We are not making the rules. We are only observing to see what kind of need emerges, and we support students accordingly. We can't tell student you must talk all the time, and if you're silent, you're wrong. Like the fact that you point out yeah, that, that, the need to kind of incorporate this into, teacher development program. we, we notice that teachers in many programs are frequently trained in

00:14:51 - We learn to talk, generate talk, and receive talk as if talking is the only way of teaching and learning. And because of such training, we tend to either ignore silence or question the value of silence. When highly challenging learning content require some thinking time to need to pause, they need to reflect to process information or find a way of responding to the issue they need.

00:15:22 - but many of us teachers do not allow it. We want students to talk all the time, and as teacher, we feel safe that way. So to your question, how should teacher education, programs address this issue? I would say in my view, teacher development program need to incorporate at least three components in the program, which I call, awareness, knowledge, and practice.

Balancing Silence and Speech in Education

00:15:53 - The first component is raising the awareness about the usefulness of both silence and speech. We can help teacher consider the fact that in every lesson there is a time for speech and there is a time for silence. Teacher should be organized to discuss what mode is useful for what content and why. The second component is building knowledge, perhaps by reading about the roles of speech and the roles of silence.

00:16:27 - research articles to discuss and acquire some understanding of how these modes connect with learning efficiency instead of assuming that, you know, talk equals learning and silent is often a waste of time. The third component would be the practice of developing tasks. To do so, I think teachers will need to understand what kinds of tasks require more Im immediate speech.

00:16:58 - I think teachers need to discuss classroom activity to see when silence needed, when speech should dominate. After that teacher can be encouraged to create their old task and make their old decision on which part of each task they develop may allow students to slow down and use silent to study. Ha, having said that, I don't think we should assume that all students will behave in the same way.

Embracing Silence in the Classroom

00:17:27 - that we can be well prepared to not resist silence when it needs to occur. From, from my observation, some student think too fast. They don't need silence anymore. In that case, the teacher of course should welcome verbal participation while, while also allow some student to keep thinking and, and join later if they like. And of course there are moments for silence. there are moments when silence can be painful. That is a task may require talk, but students don't talk.

00:18:04 - help those students by scaffolding the learning process so that students can slowly build ideas and be able to share them in some way. Number one, observe student because like it's likely that in the class of 20 student and there, there there may be 10 students who are very quiet, then it's your, responsibility, to observe and see how differently their silent means. You know, likely, 10 people who are silent,

00:19:00 - and so they may be silent out of shyness. They may be silent out of, not resistance, you know, resisting, toward your, your style of teaching. They may be silent because they are short of language, so it takes some time. But by observ observing and by chatting with students now and then even beyond the classroom, you can begin to build some knowledge about the diversity within silent itself. That will be my advice.

Faculti AI can make mistakes

Faculti

Popular in Professional

Human Rights and Corruption: Problems and Potential of Individualising a Systemic Problem

A statistical approach to law school citation rankings

High school change

What is constitutional ideology?

Politics, Identity, and Class Certification on the U.S. Courts of Appeals

The City as a Growth Machine: Toward a Political Economy of Place

The Role of Education in Reducing Racial Inequality

Guide

Platform and Category Pages

Contact Us

FAQs

What is Faculti?

How do you select interviews?

Interview Process

Page Structure

Popular in Professional

Guide

Platform and Category Pages

Contact Us

FAQs

What is Faculti?

How do you select interviews?

Interview Process

Accessibility Options

Contrast Adjustment

Text Size Adjustment

Text Spacing Adjustment

Line Height Adjustment

Cursor Size Adjustment

Page Structure Options

Page Structure