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Fernyhough noticed that his subjects would spend a lot of their time talking to themselves out loud. His research began in developmental psychology, studying how young children behaved when playing alone. The reason it's had little attention, publicly, culturally, but also scientifically is that it's very hard to get a grip on one’s own inner speech,” says Fernyhough.įernyhough’s quest to understand inner speech began by observing outer speech at the beginning of the brain’s development. These test subjects often aren’t particularly cooperative: “People find it very hard to reflect on their own inner speech. Whilst behavioural neuroscientists can mimic fear responses in a mouse and neuroimaging researchers can look at highly-conserved reward pathways in non-human primates, studying inner speech in humans really requires human volunteers. Researchers in Fernyhough’s field have not chosen an easy area of study. As we’ll see, inner speech’s developmental origins and unique characteristics separate it from these other between-our-ears phenomena. Fernyhough has argued in his research that inner speech is a distinct type of auditory thinking, separate from, for example, imagining a siren going off. He suggests that the first challenge is defining exactly what to call the noises we make inside our head: “A lot of people talk about the inner voice, which is a term I avoid, because it is very vague and fluffy and hard to pin down.”įernyhough says that people may associate the term “inner voice” with concepts like “gut feeling” or “moments of inspiration”, but what he and his team study is inner speech, a formal scientific term that involves the word-based conversations we have with ourselves inside our heads. Charles Fernyhough is a professor in the Department of Psychology at Durham University and author of The Voices Within, a book focusing on inner speech. Similarly, our scientific investigation of inner speech has made surprisingly little headway. What’s strangest of all is that, despite coronavirus isolation making our internal chatter all the more apparent, we don’t often outwardly discuss the conversation in our heads. It’s even stranger that we do it virtually the whole time we are awake. “To listen well is as powerful a means of communication and influence as to talk well.It’s slightly strange that we talk to ourselves inside our own heads. To be effective educators, we need to know when to talk and when to actively listen to our students. Teachers are allowed insights into the thinking processes of students and this will guide the next steps to more meaningful instruction. Students find that their ideas, and the ideas of others, are valuable and this has a positive impact on learning.
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When students have a chance to be part of the dialogue, they are allowed opportunities to ask questions, share experiences, develop thinking, gain new strategies, and develop empathy and understanding. Discussions should be collaborative, not competitive, and seen as a respectful time to exchange and appreciate the ideas of others. As teachers, we shape the kind of talk that happens in our classrooms – the type of dialogue that enhances and deepens learning. If we want our students to be deep thinkers who are able to analyze, synthesize, and be critical problem solvers – we need to involve them in questioning, debating, critiquing, discussing, and making connections with the learning.Ĭonstructive dialogue opens the door to thinking and learning. Yes – sometimes it can seem more “efficient” for us to simply deliver the information, but the result is the sharing of knowledge that merely glazes the surface.
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This process is also instrumental in developing our creativity, problem solving,and relationship skills. Much of our intelligence is developed through speaking and listening and this dialogue is an ongoing process that helps us learn about the world around us. Listening requires a dialogue and dialogue involves our students in the learning process. Maybe the more important job for us as educators is to listen more and talk less. John Hattie has found that “One of the difficulties of so much teacher talk is that it demonstrates to students that the teachers are the owners of the subject content.” The monologue format creates the misconception that the teacher is the deliverer and the controller of the learning. Traditionally a monologue flows from the teacher and then the students are asked to complete a task to demonstrate their understanding. Research has shown that teachers talk between 70 and 80% of classroom time. Mind Frame 5: Teachers engage in dialogue, not monologue – John Hattie Visible Learning for Teachers: Maximizing Impact on Learning