| No one responded after Michael Tangeman posed a thought-provoking question to the whole class and allowed for appropriate wait time. Instead of moving on or answering the question himself, he skillfully pivoted, asking students to turn to a neighbor and discuss their thoughts first. This simple shift transformed the classroom dynamic—creating space for engagement, rather than silence. Even Laja Oriade, an Open Doors observer unfamiliar with the course content, realized he had something to contribute.
What makes this such an effective teaching move?
Michael’s approach taps into how students process complex material, making it easier for them to engage. Research on active learning and retrieval practice suggests that students often need a low-stakes opportunity to organize their thoughts before speaking in front of the whole class. By incorporating a brief peer-to-peer discussion, Michael gave students the chance to verbalize their ideas first, boosting their confidence and reinforcing their understanding—making them more likely to contribute meaningfully to the larger conversation.
This strategy also exemplifies cognitive flexibility—an essential characteristic of responsive teaching. Rather than adhering rigidly to a planned discussion structure, Michael read the room and adapted in real time. When students hesitate to respond, it is often not due to a lack of understanding but rather a need for additional scaffolding. By shifting to paired conversation, he activated students’ prior knowledge and made thinking visible in a way that encouraged broader participation. Plus, “it provides a nice change of pace and re-energizing moment for students in case some (all?!?) think I have been droning on too long.”
This moment in the classroom is a great reminder that sometimes, the best teaching happens in the pivots. Staying responsive, flexible, and attuned to your students can turn a moment of silence into an opportunity for deeper engagement. Thanks Laja for sharing one of your takeaways from your Open Doors observation of Michael’s class EAST/JAPN 129: Japanese Stories: Retelling Culture in Film, Drama, and Fiction.
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