By Jaylon Brunson

In many college classrooms, participation appears obvious. A few students raise their hands quickly, speak often and shape the discussion. Others sit quietly, listening, taking notes and following along without saying much. 

I have usually been in that second group. 

Silence in class is often misunderstood. People interpret it as disengagement or uncertainty. For me, it is neither. I remain quiet because I enjoy absorbing everything. I value learning and hearing different perspectives before I add my own. Staying back allows me to understand the full conversation, not just my immediate reaction. 

As discussion begins, I am fully present. I track how ideas connect, where viewpoints differ and how people explain their reasoning. I process it in real time, even if I do not speak. By the time I feel ready to contribute, the conversation has often moved on. That does not mean I was not engaged. It means I learn in a quieter way. 

Susan Cain challenges the assumption that the loudest or quickest responses signal the best thinking or involvement. In her book, “Quiet: The Power of Introverts in a World That Can’t Stop Talking,” she writes, “There’s zero correlation between being the best talker and having the best ideas.” That idea feels especially relevant in classrooms, where speaking up is often the primary measure of participation while deep listening and reflection go unnoticed. 

College settings tend to reward what is visible and audible. Verbal contributions are easy to count. Internal work careful listening, weighing multiple viewpoints and thinking before responding is harder to see. As a result, quieter students can feel overlooked or pressured to speak simply to prove they are paying attention. 

Learning does not always require speaking aloud. For some students, understanding develops through attentive listening, reflection on diverse ideas and deliberate thought. Note-taking, focused observation and quiet processing are not passive. They are active forms of engagement. 

Quiet students are not absent from the classroom. We are present, attentive and drawing from every voice in the room. Participation does not have to be loud. Sometimes it arrives in silence.