The danger of silence | Clint Smith | TED

Drawing from Dr. Martin Luther King Jr.'s reflection on silence's impact, a teacher shares personal experiences and classroom practices aimed at combating silence in the face of injustice. The teacher promotes critical reading, conscious writing, clear speaking, and truthful expression among students, emphasizing the importance of using one's voice to challenge discrimination and violence. By confessing past failures to speak up against acts of bigotry and by encouraging students to share their own stories, the teacher fosters a safe space for dialogue and self-expression, underlining the power and responsibility that comes with breaking the silence.

• "Every day, all around us, we see the consequences of silence manifest themselves in the form of discrimination, violence, genocide, and war."

  • The speaker emphasizes the pervasive negative impact of silence on societal issues, which influences their approach to teaching by encouraging students to confront and discuss these issues.

• "In the classroom, I challenge my students to explore the silences in their own lives through poetry."

  • The speaker uses poetry as a medium for students to express and examine areas of silence in their personal experiences, fostering a reflective and expressive classroom dynamic.

• "We work together to fill those spaces, to recognize them, to name them, to understand that they don't have to be sources of shame."

  • By collaboratively addressing the silences, the speaker guides students towards a collective understanding and destigmatization of their silenced experiences.

• "I have four core principles posted on the board that sits in the front of my class, which every student signs at the beginning of the year: read critically, write consciously, speak clearly, tell your truth."

  • These principles serve as the foundation of the speaker's teaching philosophy, emphasizing critical thinking, conscious writing, clear speaking, and truth-telling as key components of classroom culture.

• "I find myself thinking a lot about that last point, tell your truth."

  • The speaker reflects on the importance of honesty and personal truth in their teaching, which underscores the value they place on authentic expression within the classroom.

• "I realized that if I was going to ask my students to speak up, I was going to have to tell my truth and be honest with them about the times where I failed to do so."

  • The speaker commits to modeling the vulnerability and honesty they expect from their students, reinforcing the importance of personal integrity in their teaching philosophy.

• "I will not let silence wrap itself around my indecision."

  • The speaker resolves to actively combat silence, particularly in moments of uncertainty, demonstrating a proactive and decisive stance in their teaching and personal conduct.

• "I will tell Christian that he is a lion, a sanctuary of bravery and brilliance."

  • By affirming the value and strength of their students, the speaker creates an empowering classroom environment that counters the effects of silence and marginalization.

• "I will ask that homeless man what his name is and how his day was, because sometimes all people want to be is human."

  • The speaker extends the philosophy of addressing silence beyond the classroom, showing compassion and recognition of humanity in everyday interactions.

• "I will tell that woman that my students can talk about transcendentalism like their last name was Thoreau, and just because you watched one episode of 'The Wire' doesn't mean you know anything about my kids."

  • The speaker defends the intelligence and capabilities of their students against prejudiced assumptions, which reflects their commitment to challenging stereotypes and advocating for their students' dignity.

• "So this year, instead of giving something up, I will live every day as if there were a microphone tucked under my tongue, a stage on the underside of my inhibition."

  • The speaker's metaphorical commitment to living openly and expressively aligns with their teaching philosophy of fostering a classroom environment where silence is actively challenged and voices are amplified.

• "In the end, we will remember not the words of our enemies but the silence of our friends."

  • Dr. Martin Luther King, Jr.'s words underscore the profound effect of silence from allies in times of need, which the speaker has internalized and reflects upon in their teaching and personal life.

• "Silence is the residue of fear."

  • The speaker describes silence as a byproduct of fear, indicating that it is often a reaction to intimidation or the potential consequences of speaking out.

• "It is feeling your flaws gut-wrench guillotine your tongue."

  • This metaphor illustrates the paralyzing effect of self-doubt and perceived imperfections on the speaker's ability to articulate their thoughts.

• "It is the air retreating from your chest because it doesn't feel safe in your lungs."

  • The speaker conveys the physical sensation of being silenced, where even the act of breathing feels compromised by the unsafe environment.

• "I spent so much of my life telling people the things they wanted to hear instead of the things they needed to, told myself I wasn't meant to be anyone's conscience because I still had to figure out being my own, so sometimes I just wouldn't say anything, appeasing ignorance with my silence, unaware that validation doesn't need words to endorse its existence."

  • The speaker reflects on their past behavior of remaining silent to avoid conflict or discomfort, acknowledging that their inaction inadvertently supported the status quo.

• "When Christian was beat up for being gay, I put my hands in my pocket and walked with my head down as if I didn't even notice."

  • Recounting a specific instance of witnessing discrimination, the speaker admits to their own failure to intervene or offer support.

• "I couldn't use my locker for weeks because the bolt on the lock reminded me of the one I had put on my lips."

  • The speaker uses the imagery of a locked locker to symbolize the self-imposed silence that followed after not speaking up against injustice.

• "I will tell Christian that he is a lion, a sanctuary of bravery and brilliance."

  • The speaker commits to breaking their silence by affirming and encouraging those who face discrimination, like their student Christian.

• "I will ask that homeless man what his name is and how his day was, because sometimes all people want to be is human."

  • The speaker resolves to engage with those who are often ignored or marginalized, recognizing the basic human need for acknowledgment and interaction.

• "I will tell that woman that my students can talk about transcendentalism like their last name was Thoreau, and just because you watched one episode of 'The Wire' doesn't mean you know anything about my kids."

  • The speaker decides to confront stereotypes and defend the dignity and intelligence of their students against patronizing assumptions.

• "I will not let silence wrap itself around my indecision."

  • The speaker declares their determination to overcome hesitation and make deliberate choices to speak out against injustices.

• "So this year, instead of giving something up, I will live every day as if there were a microphone tucked under my tongue, a stage on the underside of my inhibition."

  • The speaker pledges to actively speak out and share their perspective, contrasting with past periods of silence during Lent.

• "Because who has to have a soapbox when all you've ever needed is your voice?"

  • The speaker emphasizes the inherent power of one's voice to effect change, dismissing the notion that a platform or special position is necessary to be heard.

• "In the end, we will remember not the words of our enemies but the silence of our friends."

  • Dr. Martin Luther King, Jr.'s quote is used to highlight the profound impact of silence, especially from those expected to support and speak up, setting the stage for why it's crucial to use one's voice against silence.

• "Every day, all around us, we see the consequences of silence manifest themselves in the form of discrimination, violence, genocide and war."

  • This statement establishes the real-world consequences of silence, emphasizing the urgency to address and challenge it.

• "In the classroom, I challenge my students to explore the silences in their own lives through poetry."

  • The speaker uses poetry as a tool to help students identify and confront the silences they experience, suggesting a method of using one's voice for personal empowerment.

• "We work together to fill those spaces, to recognize them, to name them, to understand that they don't have to be sources of shame."

  • The collaborative effort to address silence is highlighted here, suggesting a collective approach to using voice as a means of transformation and destigmatization.

• "Read critically, write consciously, speak clearly, tell your truth."

  • These core principles laid out for the students serve as a framework for using their voices effectively and authentically.

• "I will live every day as if there were a microphone tucked under my tongue, a stage on the underside of my inhibition."

  • The speaker commits to using their voice assertively and without restraint, modeling for students how to live boldly and speak out.

• "Who has to have a soapbox when all you've ever needed is your voice?"

  • This rhetorical question underscores the power of the individual voice over any platform, encouraging students to recognize the strength in their own voices.

• "Silence is the residue of fear."

  • Silence is personified as a byproduct of fear, suggesting that overcoming silence involves confronting fear, a message the speaker likely imparts to their students.

• "There is no time to pick your battles when your battles have already picked you."

  • This quote emphasizes the immediacy and inevitability of certain struggles, highlighting the necessity of using one's voice rather than remaining silent.

• "I will not let silence wrap itself around my indecision."

  • The speaker resolves to be decisive and vocal, rejecting passivity, which is a stance they encourage in their students.

• "I tell them that growing up, as a kid in a Catholic family in New Orleans, during Lent I was always taught that the most meaningful thing one could do was to give something up, sacrifice something you typically indulge in to prove to God you understand his sanctity."

  • Sharing personal experiences and cultural practices, the speaker connects with students and illustrates how sacrifice can take the form of voice, implying its value and power.

• "I spent so much of my life telling people the things they wanted to hear instead of the things they needed to, told myself I wasn't meant to be anyone's conscience because I still had to figure out being my own, so sometimes I just wouldn't say anything, appeasing ignorance with my silence."

  • The speaker admits to past mistakes of remaining silent, teaching students through vulnerability that their voices can challenge ignorance and should be used for truth-telling.