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Abstract

While full-class oral discussions may be beneficial for some students, there may also be others in classrooms who may feel uncomfortable with participating in discussions such as these for a myriad of reasons. These reasons often extend beyond the negative assumption of students not caring about classroom content. In my own classroom, one discussion practice that I have had the opportunity to utilize with success is that of a “silent discussion,” a discussion that is both independent and silent, while allowing for written interaction amongst peers. Breaking down barriers for students and allowing for greater opportunities for active engagement through a silent discussion may serve students well and may allow educators a better opportunity to meet students in contexts that they may be more comfortable with.

Author Biography

Kristina Bell is a first-year Doc student in Virginia Tech's Curriculum and Instruction program. Her research interests include teacher induction and teacher collaboration. She has experience teaching English for all grades 8-12, along with experience teaching first-year and remedial writing courses at a two-year college.

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