The paper written by Karen Harris, Embracing the Silence: Introverted learning and the online classroom was another piece of writing that resinated with me personally and my learning and teaching practices. I have always struggled in a classroom situation where I am put on the spot or asked to talk about something out loud, I am much happier learning in a ‘quieter’ context, and once I have built confidence and knowledge might be happier talking out loud when appropriate. I have built much of my teaching practice with this in mind.
The fashion classroom is often a space filled with energy, discussion, and bold personalities. Many students thrive in this environment, eager to share their ideas and speak up. However, not all students engage in this way, and we must question whether traditional methods of participation truly serve all learners equally. As Karen Harris explores in Embracing the Silence: Introverted Learning and the Online Classroom, the assumption that vocal participation equates to engagement is flawed. Some of the most talented, thoughtful, and innovative students express themselves not through words but through their work.
The Myth of Loudness as Leadership
In fashion education, it is common to see certain students dominate discussions. These individuals often appear confident and articulate, and their voices fill the space. But does speaking the most mean having the best ideas? Not necessarily. Time and again, I have seen quieter students produce the most refined and innovative work. Their ‘noise’ does not come from speaking over others but from the strength of their designs.
By equating verbal contribution with engagement, we risk sidelining those who need time to process their thoughts before articulating them. Harris highlights that forcing students to speak before they are ready can create stress and inhibit learning. In fashion, where deep thought and reflection are key to developing strong creative ideas, we must acknowledge that not all students benefit from immediate verbal responses.
Embracing Silence as a Learning Tool
Rather than forcing participation in the traditional sense, we should rethink what engagement looks like. Silence is not disengagement—it can be a powerful space for processing, absorbing, and developing ideas.
One method I have found effective is one-on-one tutorials with quieter students. In smaller, more private settings, they feel more comfortable expressing their thoughts, and over time, this can build their confidence when speaking in groups. Rather than pressuring them to participate in the same way as their louder peers, we must create spaces where they can engage on their terms.
Another simple yet effective strategy is displaying work in a non-verbal way. Instead of relying on group discussions, I often ask students to leave their work on tables, allowing their peers to walk around, observe, and take in each piece. This removes the immediate pressure to verbally explain their work and allows for deeper, more thoughtful engagement.
The Power of Written Reflection
Written feedback can also be a powerful tool in embracing silence. Post-it note critiques allow students to leave constructive feedback on each other’s work without the pressure of speaking publicly. This encourages participation in a way that feels safe and thoughtful, giving quieter students the opportunity to express their perspectives without having to compete for attention. This does not have to be lots of words – juts short sentences – even just one word !
Rethinking Power and Participation
Harris challenges us to reconsider traditional notions of power in the classroom. In an online setting, where students can easily disappear behind a muted microphone, teachers have been forced to reconsider what engagement truly means. This same lesson applies to in-person teaching. Fashion education should not only reward the loudest voices but create space for the quieter ones to thrive.
Some of our most successful graduates and alumni working in the fashion industry were not the students who dominated classroom discussions. Their strength lay in their creativity, their ability to listen, observe, and refine their ideas. Their ‘voice’ was always present—it simply spoke through their work rather than their words. As educators, we must ensure that all students, regardless of how they choose to engage, have the opportunity to develop their full potential.
By embracing silence and developing more inclusive ways to listen, we create a richer, more diverse learning environment—one where every student, whether outspoken or reserved, has the space to contribute meaningfully. The future of fashion belongs not just to those who speak the loudest but to those who think the deepest.
However, there are some roles in fashion that need the loud voices, Fashion PR and marketing for example , Fashion journalism where the students have to be confident to interview people. You will often find that these students already have the confidence and ability to work in this way, which is why they apply to these courses, but we must be mindful of the students who are applying and possibly don’t have the tools yet to deliver. This brings me back to my experience of working in outreach for Widening participation, where marginalised young people don’t always have the cultural Capital, or confidence like the young people from more advantaged backgrounds ie:privately educated. So comes back to an inclusive education and participation for each and every student.
Spark: UAL Creative Teaching and Learning Journal
Karen Harris: Embracing the Silence: Introverted learning and the online classroom