Say Something!

Why silence in the classroom isn’t always what it seems

There’s a particular kind of silence that happens in a language classroom. Not the peaceful, focused kind. No, another kind in which you ask a question and no one replies. Or you set up a speaking task and nothing happens. 

You start wondering:

Did I explain it badly?

Are they bored? Tired? Confused?

Is it me?

The truth about “quiet” classrooms

Most teachers I know have been there - including us. And if we’re honest, it doesn’t just make the students uncomfortable. It makes us uncomfortable.

Because we’re told that communication is the heart of language learning. That students need to speak to learn. That our lessons should be full of active, collaborative talk.

But how do we actually make that happen, consistently, realistically, in classrooms where:

• Levels are mixed

• Students are tired or disengaged

• Time is short

• Confidence is low

It’s one of the most common struggles teachers face, regardless of experience.

What if it’s not about more activities?

Sometimes the answer isn’t more games or new apps or elaborate speaking tasks.

Sometimes it’s about something much simpler:

Creating space where students want to say something. 

Knowing how to hold that space, even when it gets messy. 

Trusting that fluency isn’t just about talking. It’s about having something to say.

That’s why we’re opening the Inspire Series this October with a session called

“Say Something!”

It’s for anyone who’s ever felt that uncomfortable quiet and wanted to do something better with it.

What we’ll explore together

We’ll keep it real, simple, and useful. In this session, we’ll look at:

✔️ How to build regular speaking routines that don’t rely on high energy

✔️ Ways to support quiet students without putting them on the spot

✔️ Simple frameworks that you can drop into any lesson

✔️ Why sometimes the most powerful thing we can do… is pause and listen

You don’t need to bring anything except your own classroom experience.

A question to sit with

When was the last time your students said something unexpected? 

Not rehearsed. Not repeated. But truly theirs. 

What allowed that to happen?

Let’s unpack that moment—and find ways to make it happen more often.