The Silent Way

Tell me and I forget

Teach me and I remember
Involve me and I learn
Benjamin Franklin

Introduction
Learning theories and educational
philosophies
Teaching materials and demos
Teaching principles
Conclusion

Caleb Gattegno and the Silent way

The silent way(SW), a method of language
teaching, originated in the early 1970s and
introduced by Caleb Gattegno, who, an
Europe educator, is well known for the use
of colored sticks called cuisenaire rods and
for his approach to the teaching of initial
reading in which sounds are taught by
colors.

Basic Premises for SW

The method is based on the premise that
teacher should be silent as much as possible
and the learners should be encouraged to
produce language as much as possible.
The SW assumes that learners work with
resources and nothing else, as they are
solely responsible for what they learn.

Basic Premises for SW

Teaching should be subordinated to
learning.
Silence makes students to concentrate on
what is to be learned.

Learning Hypotheses
Learning is facilitated if the learner
discovers or creates rather than remembers
and repeats what is to be learned
Learning is facilitated by accompanying
(mediating) physical objects
Learning is facilitated by problem solving
involving the material to be learned.

Theory of Learning
A successful learning involves commitment of
the self to language acquisition through the use
of silent awareness and then active trial.
Silent Way learners acquire inner criteria.
The Silent Way student is expected to become
independent, autonomous and responsible.

Independent Learners
Independent learners are aware that they
must depend on their own resources and
realize that they can use the knowledge of
their own language to open up some things
in a new language.

Autonomous Learners
Autonomous learners choose
proper expressions in a given set of
circumstances and situations.

Responsible Learners
Responsible learners know that
they have free will to choose
among any set of linguistic
choices, the ability to choose
intelligently and carefully is said to
be evidence of responsibility.

Goals of the Silent Way Teacher

Students are able to use the language for selfexpression.
They need to develop independence from the
teacher, to develop their own criteria for
correctness.
They become independent by relying on
themselves.
The teacher should give them only what they
absolutely need to promote their learning.

Characteristics of the Teaching Process

The teacher sets up situations that

focus on the structures of the
language. These are introduced
through a language-specific soundcolor chart.

Characteristics of the Learning Process

Student begin their study of the language

through its sounds.

The students receive a great deal of practice

with a given target language structure without
repetition for its own sake.

Nature of Student-teacher Interaction

The teacher is silent. He is still very active,
however-setting up situations toforce
awareness, listening attentionally to students
speech, and silently working with them on their
production through the use of nonverbal
gestures and the tools he has available.

Nature of Student-Student Interaction

Student-student verbal
interaction is desirable (students
can learn from one another) and
is therefore encouraged.

How to Deal with Feeling of Students?

When their feelings interfere, the teacher tries
to find ways for the students to overcome them.
Through feedback sessions at the end of the
lessons, students have an opportunity to express
how they feel.
It is hoped that a relaxed, enjoyable learning
environment will be created.

How to Accomplish Evaluation?

Although the teacher may never give a
formal test, he assesses student learning all
the time.
Since teaching is subordinated to learning,
the teacher must be responsive to immediate
learning needs.
The teachers silence frees him to attend to
his students and to be aware of these needs.

The learning hypotheses

Learning is facilitated if the learner
discovers or creates rather than remembers
and repeats what is to be learned.
Learning is facilitated by accompanying
(mediating) physical objects.
Learning is facilitated by problem solving
involving the material to be learned.

Theory of learning
A successful learning involves commitment
of the self to language acquisition through
the use of silent awareness and then active
trial.
Silent Way learners acquire inner criteria.
The Silent Way student is expected to
become independent, autonomous and
responsible.

Independent learners
Independent learners are aware that they
must depend on their own resources and
realize that they can use the knowledge of
their own language to open up some things
in a new language.

Autonomous learner
Autonomous learners choose proper
expressions in a given set of circumstances
and situations.

Responsible learners
Responsible learners know that they have
free will to choose among any set of
linguistic choices, the ability to choose
intelligently and carefully is said to be
evidence of responsibility.

The syllabus
Structural syllabus
Language items
The imperative
Numeration and prepositions of location
Vocabulary

Instructional materials
Color-coded pronunciation charts (Fidel cha
rts)
Color-coded vocabulary wall charts
Colored rods
A pointer
Reading/writing exercises

Types of learning & teaching

activities
The teacher models a word, phrase, or sentence
and then elicits learner responses.
Learners then go on to create their own utterances
by putting together old and new information.
Charts, rods, and other aids may be used to elicit
learner responses.
Teacher modeling is minimal, although much of
the activity may be teacher directed.

Fidel charts

Word charts

Colored Rods

The principles
Silence is a tool. It helps to foster autonomy, or
the exercise of initiative. The teacher should give
only what help is necessary.
Students need to develop their own inner criteria
for correctness.
Students should rely on each other and
themselves. The teachers silence encourages
group cooperation.

The principles
The teacher works with the students while the
students work on the language.The teacher is
responsible for creating an environment that
encourages student risk taking and that facilitating
learning. He is a neutral observer, neither pleased by
correct performance nor discouraged by error.
Errors are important and necessary to learning.
They show the teacher where things are unclear.
At the beginning, the teacher needs to look for
progress, not perfection. Learning takes place in
time. Students learn at different rates.

The principles
Students should receive a great deal without
repetition.
The elements of the language are introduced
logically, expanding upon what students already
know.
The teacher can gain valuable information from
student feedback. Students learn how to accept
responsibility for their own learning.

The principles
Some learning takes place naturally as we sleep.
Students will naturally work on the days lesson
then.
The syllabus is composed of linguistic
structures.
The skills of speaking, reading, and writing
reinforce one another.

3.to observe
Students
need
to
develop
their
own
their students at work in order to learn
how
to work
with them
inner
criteria
for correctness.
to evaluate progress from moment to moment
The teacher should give only what
to provide non-repetitive and motivating practice
help ismeaning
necessary.
to provide
through direct perception, not

through translation
to create a relaxed atmosphere of mutual cooperation
to take into account students' individual needs and
varying levels of competence

The Silent Way respects

The learners and their learning processes - Because
students have already mastered their native language,
they are treated as sophisticated language learners.
The impacts of teaching upon learning - The Silent
Way techniques are designed to allow teachers to
intervene without interfering with the learning
processes.
The language being learned - The materials and
techniques are designed to bring students into contact
the totality and complexity of the new language. Yet,
used in specific ways, they provide opportunities for
working analytically on very pinpointed issues.