Silent way method

1. Definition of Silent way method According to Experts : 

Original definition : ”The Silent Way is the name of a method of language teaching devised by Caleb Gattegno. It is based on the premise that the teacher should be

silent as much as possible in the classroom but the learner should be

encouraged to produce as much language as possible. “

Paraphrase : " The Silent Way is a language teaching method created by Caleb Gattegno. It operates on the principle that the teacher should remain quiet as much as possible during lessons, while students are encouraged to speak and use the language as much as they can.

2. Definition According to Personal Opinion about Silent way method :

“The Silent Way method is a language teaching method in which the teacher speaks little and students learn independently through discovery and active participation.”

 3. Silent way method features(Minimum 10!) :

Feature 1: Teacher is mostly silent

Example: The teacher gives instructions using gestures instead of speaking a lot.

Feature 2: Student-centered learning

Example: Students actively try to form sentences by themselves without being directly told the answer.

Feature 3: Learning through discovery

Example: Students figure out grammar patterns by analyzing examples given by the teacher.

Feature 4: Use of visual aids (like Cuisenaire rods)

Example: The teacher uses colored sticks to represent words or sentence structures.

Feature 5: Focus on pronunciation

Example: Students repeat sounds and correct themselves based on teacher cues.

Feature 6: Self-correction is encouraged

Example: When a student makes a mistake, the teacher stays silent and lets the student fix it.

Feature 7: Use of gestures and signals

Example: The teacher points or uses hand movements to guide students' responses.

Feature 8: Minimal use of mother tongue

Example: The teacher avoids using Indonesian and uses only English during the lesson.

Feature 9: Emphasis on problem-solving

Example: Students are asked to arrange words into correct sentences without direct explanation.

Feature 10: Learner autonomy (independent learning)

Example: Students take responsibility for their own learning and try to understand material on their own. 

Example: Students actively answer, ask questions, and engage in dialogue, rather than simply listening to the teacher's explanation.

4. Advantages of Silent way method According to Experts

Original opinion:”

Learning is facilitated if the learner discovers or creates rather thanremembers 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.

Paraphrase : “Learning is enhanced when the learner discovers or creates knowledge instead of simply memorizing and repeating it. The presence of physical objects that aid in understanding also supports learning. Additionally, engaging in problem-solving related to the material being studied further facilitates the learning process.

 5. Silent way method Disadvantages According to Experts

Original opinion: Teacher silence is, perhaps, the unique and, for many traditionally

trained language teachers, the most demanding aspect of the Silent Way.

 Paraphrase : “Teacher silence may be the most distinctive and, for many language teachers trained in traditional methods, the most challenging element of the Silent Way approach.

6. Teaching Simulation Using the Silent way method

1.Greeting

Teacher: “Good morning, students.”

Students: “Good morning, Miss/Sir.”

Teacher: (smiles and nods, minimal speaking)

2. Apperception (Connecting previous lesson)

Teacher: (points to pictures/objects from previous lesson)

Teacher: (gestures asking students to speak)

Student: “Book.”

Student: “Pen.”

Teacher: (nods, gives positive gesture )

3. Learning Objective

Teacher: (writes on the board)

“Today: Present Continuous Tense”

Teacher: (gestures explaining “now” using clock or action)

4. Main Activity

A. Introducing Vocabulary (Using Action)

Teacher: (walks in front of class)

Teacher: “I am walking.”

Teacher: (then stays silent and points to self)

Students: “I am walking.”

B. Students Discover Pattern

Teacher: (writes on board)

“I am walking”

“She is reading”

“They are playing”

Teacher: (points to each word, then gestures thinking )

Students:

“Subject + am/is/are + verb-ing”

Teacher: (nods )

C. Using Visual Aids / Gestures

Teacher: (acts drinking)

Teacher: (points to a student)

Student: “You are drinking.”

Teacher: (nods and shows correct gesture if needed)

D. Guided Practice (Problem Solving)

Teacher: (writes incomplete sentences)

“I ____ (eat)”

“She ____ (write)”

“They ____ (play)”

Teacher: (stays silent, gives hand signal to think)

Students:

“I am eating”

“She is writing”

“They are playing”

E. Self-Correction

Student: “She are writing”

Teacher: (shakes head slightly, points again)

Student: “She is writing”

Teacher: (nods )

F. Student Practice

Teacher: (gives picture cards)

Students (in pairs):

Student A: (shows picture)

Student B: “He is running.”

Teacher: (observes silently)

5. Closing

Teacher: (writes on board)

“Subject + am/is/are + verb-ing”

Teacher: (points to students)

Students: “Present Continuous Tense.”

Teacher: “Good.”

“Thank you. See you next time.”

Students: “Thank you, Miss/Sir.”

Bibliography

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.