TED Research Paper F

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Danger of Silence
Summary
In the TED Talk, Danger of Silence, Clint Smith whimsically reflects on the disgruntling effects of silence. Smith notes that everyday consequences of failing to speak reveal in forms of violence, war, genocide, and discrimination. Smith says that he did not value speaking up back then; however, after realizing that, through his silence, he permitted ignorance in his community and bullying in the corridors of his school, Smith changed his perspective about silence. Silence is dangerous. As such, Smith impels people to avoid silence and do four things: read critically, write consciously, tell the truth, and speak clearly. This TED Talk relates perfectly to the silence observed in some students in classrooms.
Problem
More often than teachers tend to create scenarios and questions that elicit class conversations to engage students; however, outcomes of such efforts are not always homogenous to all students. In most cases, there is a fraction of students who dodge the teacher’s gaze because they fear of participating in classrooms. However, when situations turn out positive for these students participate, they always end up with soft tones or shaky voices. Condon and Ruth-Sahd found that these students are shy (p.507), and it is practically important that teachers and everyone around them understand why they tend to have such feelings.
Condon and Ruth-Sahd connote that shyness in the number one cause of silence among overly quiet students.

They explain that shyness is a mishmash of emotions derived from tension, fear, embarrassment, and apprehension (Condon & Ruth-Sahd 511). Some students often show all these sensations, while others merely display a few. If they study keenly, teachers will always discover that shy students lack confidence and lose self-esteem when presented with new circumstances and can hardly speak in a gathering. According to Marzano et al., it is common for teachers to think that these students have high self-esteem, probably, because they are independent thinkers and bright (p.71)
However, silence becomes an issue of concern when it overpowers and impedes the students’ social development and learning ability. The truth is that in such situations, people hoard disparate perceptions of extremely quiet students, and this hinders their social development. Other students start to view these overly quiet students as unfriendly and self-centered. Eventually, these silent students become social outcasts, forcing them to develop low self-esteem. In worst case scenarios, they become depressed because of loneliness.
Besides shyness and fear, Marzano et al. explain other reasons why some students tend to remain reluctant to speak their thoughts. The lack of motivation is one of those reasons. Also, it is vitally important to underscore the fact that some learners often have personal problems which prevent them from speaking their mind. Introversion can, similarly, be a relevant reason in this respect. Some leaners often take pleasure in other solitary engagements, such as using computers, writing, reading, fishing, and hiking. Students with these personal traits are more reserved and less outspoken (Ruth-Sahd 80). The reflect-before-speaking kind of students also likes being silent till they get everything right before they can speak. They need time to think about what to say. Reasons for silence in the classroom can be many, but what one must understand is that silence does not mean that silent students are less smart than outspoken learners. Also, regarding the reasons tabled by above, it is essential to understand that silence affects one in a wider perspective, not just in class. Accordingly, it is essential for one to find a solution as early as possible for Smith says silence is dangerous; everything can go awry when silence is the ruling language.
Solution
Educators should be in a position to help students overcome the challenges that prevent them from being outspoken and participative in not only classrooms but also in social groups, and issues. As pointed earlier, these obstacles may range from shyness, fairness, lack of motivation, talents, lifestyles, and low-esteem. Social skills are very important to students. However, the development of such skills require safety and trust in circumstances; it is a common knowledge that such growth can only be possible over time. Essentially, it is paramount to educators create environments that guarantee the safety and trust of all students. Students need to know that their thoughts, emotions, and fears are significant and practical. There are several classroom techniques that teachers can use to build student’s confidence and empower them to speak their minds clearly and truly. Students need to understand that shyness, fear, and other inhibitions are natural and universal, and that should not allow these feelings to overwhelm their ability to be outspoken.
Once in the classroom, teachers should take it upon themselves to ensure that students know each other. This process can be accomplished through introductory activities, where student are given a chance to stand in front of the class to introduce themselves with extensions. After introducing themselves to each other, students, with the help of the instructor, should divide themselves into pairs. The instructor should then prepare sets of specific questions for every student to respond and share with their colleagues to further enable them to understand each other. Students also go beyond their peers and introduce themselves to foreign and large groups. After students have known each other, they can hardly be silent because the feeling of fear and shyness fade away, improving their confidence.
Another idea that can play out perfectly in this respect is silent grouping students on their own when it comes to group activities. This purposeful technique limits the participation of excessively talkative students. Ruth-Sahd found that quiet students are likely to speak to each when in small groups composed of reluctant conversationalists (p.79). Large groups with many students intimidate shy students because extroverted students tend to monopolize the discussion
Another important factor to consider is classroom arrangement. Marzano et al. found that placing students in small groups, say 4-5, and rearranging them over time boosts their confidence with each other because every student gets a chance to connect, know, or sit with other students in the classroom (Marzano et al. 82). This strategy can also be accomplished through the horseshoe arrangement technique, in which all students sit facing each other. In this kind of arrangement, students get the opportunity to speak with each other and work in unison.
Motivation also works pretty well in breaking the silence of students. Lecturers should encourage students to recognize and understand the difference that exists between them. Students are unique in their own ways. There are those who are more social than others and like talking to each other; whereas, there are those who tend to have a contrasting experience. If students understand this fact, their shyness will be standardized, making them represent themselves positively.
Professors should endeavor to make frequent contact with students, especially, those who are overly silent and shy. The problem may; however, arise when such students realize the teachers’ moves, they may shy away. So, the solution here begins with the student accepting that he or she is shy and it is shyness that limits their speech. Nevertheless, small talk or few friendly questions can bring such a student into a conversation.
Another solution can be by ensuring that all students, particularly, those who are often silent have key roles or duties in the classroom. The role can be in the form leadership or coursework. The primary aim is to grant them a job or activity that enables them to feel recognized in the classroom, connected with other students, and included in the ongoing activity. Some other roles that can be employed in this respect may include collecting materials and handing supplies. This strategy emboldens students social skills, leading to strong confidence among students.
In a nutshell, silence is not just a problem in itself; it causes problems as well. Smith noted, in the captivating TED talk, that silence is dangerous. Silence lets a lot of undesired activities to continue without being tamed. In a more specific focus, the essay looks silence from the perspective of a classroom, where some students tend to be quiet and non-participatory, even when they have problems. Researchers and scholars have found that shyness, fear, and lack of motivation are some of the causes of silence among students. Therefore, solutions to this problem should center on eradicating these causes. Besides enhancing student-student interactions, lecturers should motivate and ensure that silent students, at least, get an opportunity to contribute in the classroom.

Works Cited
Condon, Marian, and Lisa Ruth-Sahd. “Responding to introverted and shy students: Best practice guidelines for educators and advisors.” Open Journal of Nursing 3.07, 2013, pp. 503-513
Gunzenhauser, Kelly, and Debra W. Kitzmann. Teaching Tips for Challenging Behaviors, Grades PK-2. Key Education Publishing, 2012, pp.97-114
Marzano, Robert J., Barbara B. Gaddy, and Maria C. Foseid. A handbook for classroom management that works. ASCD, 2005, pp. 64-89
Ruth-Sahd, Lisa A. “Responding to Quiet Students: Implications for Educators and Advisors.” (2014).
Smith, Clint. “The Danger of Silence.” TED: Ideas worth spreading, July 2014, www.ted.com/talks/clint_smith_the_danger_of_silence.