During our PGCert workshop, we read Macfarlane’s The Charismatic Lecturer (2004), which examines how charisma and personality influence perceptions of teaching quality. This prompted me to reflect on my own teaching style and compare it with colleagues. I often identify more with Stephanie’s approach—structured, research-driven, and focused on delivering content—while my colleague is closer to Max, who creates lively, interactive sessions full of activities and real-world examples. Macfarlane’s critique reminded me that while charisma can energise a classroom, effective teaching requires more than performance; it demands inclusivity, depth, and space for reflection. This reflection makes me consider how I might balance structured delivery with interactive approaches while staying true to my teaching identity.
In our discussion, we explored the meaning of silence in classrooms. Silence does not always signal disengagement; it can mean students are processing ideas internally. Karen Harris (2022) highlights that participation is not limited to speaking out loud, and Weeks (2018) reminds us that “listening without anticipating and articulating an immediate response provides space for understanding ideas, perspectives, and experiences that may differ from one’s own.” This resonates with my own experience—coming from Japan, where I was raised to listen and avoid conflict, I naturally prefer listening over speaking. Choosing to study and teach in England was partly driven by my desire to hear diverse opinions. Listening feels fascinating to me, even if it seems selfish, because it allows me to learn from perspectives I might never encounter otherwise.
Language also plays a role. Academic language can feel complex and sometimes requires translation, which slows responses. One international student told me she struggles with technical terms during sessions. I relate to this because I often need time to process English before responding. Silence, therefore, can be a sign of engagement rather than absence.
These reflections remind me that participation looks different across cultures. Some students thrive in verbal discussions; others engage through quiet reflection. As educators, we need to create spaces where listening is valued as much as speaking. Silence can be productive, and forcing speech may not always lead to meaningful learning. Instead, strategies like small group work, written reflections, or digital tools such as Padlet can help students contribute in ways that feel comfortable.
Ultimately, my teaching philosophy is shaped by two values: respect for diverse voices and curiosity about different perspectives. I believe passion and openness matter more than neutrality, as long as we respect other views and avoid imposing our own. My goal is to create a learning environment where students feel free to think critically, whether through speaking or silent reflection, and where listening is recognised as an active, valuable part of learning.
References
Macfarlane, B. (2004) Teaching with Integrity: The ethic of higher education practice. London: RoutledgeFlalmer, pp.101-105
Harris, K. (2022) Embracing the Silence: Introverted Learning and the Online Classroom. Spark: UAL Creative Teaching and Learning Journal, 5(1)
Weeks, D. (2018) ‘The value of silence in schools’. Available at: https//Edutopia.org/article/value-silence-schools (accessed 14 January 2026)
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