I remember silence in the winds whistling through the woods of my childhood. And in the sunlight spilling over puzzle pieces arranged on the floor. And underwater, as I dove for pennies and did handstands in the pool. But my first memory of silence is the snow that muffled both our laughter and the trudging sound of our red rubber boots as we tromped home from sledding. I remember that we stopped. We listened. And we heard it. We heard silence falling from the sky in lacy flakes and landing without a word.
Snow’s silence has a majestic quality that can’t be found in loneliness, boredom, or insomnia. Snow reminds us of the mystical quality of silence, so we will know it when we find it deep in the woods or at the bottom of a pool… or even in a classroom.
What does true silence in a classroom feel like? True silence is not an imposed silence that feels shrill with exasperation. I am not talking about that kind of silence. I am talking about the silence that blankets and hushes the cognitive dissonance that rumbles in our heads as we work our hardest to learn something new. I am talking about a deep inner and interpersonal peace that comes from listening, reading, and writing. True silence feels deep, quiet, and communal. It is restorative.
Silence can’t be measured. This endangers pondering, wondering, contemplating, and questioning —the very skills required for critical thinking, reflective reading, creative problem-solving, and incisive writing.
Children need silence to know what they are feeling, because not being able to identify feelings blocks their ability to learn. With young children, silence often happens with a crayon or a pair of scissors in their hands. With older children, it often happens with a book or a blank sheet of paper. In my classroom, stamina for silence was built alongside our stamina for reading and writing.
I learned as a teacher to build buffers of silence between the questions I asked. Children need silence to hear themselves think in order to recall information, vocabulary, or make connections. Silence provides equity for processing speeds, learning styles, and personality traits. Three minutes of silence is the same as 20 minutes for an adult, and just as effective. I would set the timer for one minute of silence–to signal the beginning of our work– and very often the class would ask to have it extended. Children want silence. Not a lot. A little. It is all about the quality.
Celebration is such a key part of the holiday, and all of us, at all ages, bond as bands of revelers. The deep beat of seasonal electronic music, holiday commercials, light shows– all the twinkle and all the treats–propel us into the merriment that is part of the season. But the thrill can get shrill within us, and we wonder whether we are getting it right. When we need that reset, it is a clue that those around us may need it too.
Silence is found in the treasured holiday read-aloud, and in the paper chains and snowflakes. Silence needs a beginning signal. A quiet bell. A song. A timer. A gentle voice saying, Let’s begin. Or even the call and response from my own years in the classroom:
“What is the gift that children want and cannot give themselves?”
“Silence,” they would call back.
Teaching about silence, like teaching reading and writing, is more effective when it is born out of personal practice. Silence waits in the predawn light of my kitchen, in the first sip of coffee, in the blank page of my journal. And once in a while, that great teacher is waiting outside my window–majesticly and beautifully and silently—snow.
What is a gift that children want and cannot give themselves? We can give it to them. But first we have to give it to ourselves.









