How to Teach a Better Bible Class: Let the Silence Hang After a Question by Josh Hardin

Most teachers are nervous if they ask a question and no one responds. If there is a moment of silence, it must mean the teacher is not doing his or her job. After all, a classroom is a place where information is exchanged, and in order for that to happen, someone has to talk. So teachers often ask a question and then answer it themselves if no one responds in a few seconds. Silence, however, is not a bad thing. Silence can be a useful teaching tool.

The previous two articles focused on how to get students to think and how to ask thought-provoking questions. When a thinking question is asked, the students will need time to think. This will result in a period of silence. That type of silence, however, is a productive silence. That silence may be the most useful part of the class because the students are not using their mouths or listening to the teacher. Instead, they are using their brains. So teachers should let that silence hang for a few moments and give those brains time to work. (And give their own brains and ears a moment’s peace.)

This may be uncomfortable for some teachers. Thoughts may run through their heads. “Maybe I need to explain some more so they will understand.” “Maybe I need to tell them the answer so they will know it.” But if a teacher gives in to those things, the students will not have time to figure it out on their own. Not every moment should be filled up with talk. Some should be filled up with thought.

There may be times when no one answers even after a few moments of silence. There are a few things a teacher can do that are better than just answering the question and moving to the next part of the lesson. One of those things is to call on someone. There are students in every class who are thoughtful enough to have a solid answer most of the time even if they don’t speak up. A teacher can call on one of these students to break the ice once in a while.

Another thing a teacher can do is to rephrase the question. Maybe no one understood what was asked. If no one responds to, “When you hear the word ‘peace,’ what do you think of?” the teacher can rephrase that to, “What images come to mind when I say the word ‘peace?’”

Finally a teacher can give an example. If no one responds to the rephrased question on peace, a teacher might say, “For instance, peace is the opposite of war.”
This will give the students an idea of what the question is about and give their brains something more to work on.

Silence in a classroom should not be feared, but should be used instead to let the students work their brains and learn how to think.