Wise Solomon related in the book of Ecclesiastes that there is “a time to keep silence and a time to speak” (Ecclesiastes 3:7b, ESV). Of course, God – the Creator of all life – inspired Solomon to pen these words. God knows that our minds require both input and output, and the timing of each is essential.
In the educational community, we now know that “wait time” is a critical part of learning in a classroom environment. Instead of reacting to the first hand that is raised and disrupting the thoughts of many, a teacher is wise to allow at least a few seconds of reflection before anyone responds aloud to a question. Marilee Sprenger (2005, 43) says, “Offering students the opportunity to have just a few seconds to respond can give them enough reflective time to access prior knowledge, evaluate what has been said, and formulate an appropriate response.” In order for our brains to make meaningful connections and process new information, we need time. Students who do not receive enough time to mentally process are clearly at a disadvantage. In fact, all students will probably benefit from knowing they will not face unrealistic pressure to respond to a question. For, when we are nervous, we are less likely to think clearly.
Speaking of nervous, our Lord Jesus took time to instruct His disciples on the topic of unnecessary anxiety. When He did, He encouraged His followers to ponder. He said, “Consider the ravens; they neither sow nor reap, they have neither storehouse nor barn, and yet God feeds them. Of how much more value are you than the birds! And which of you by being anxious can add a single hour to his span of life? If then you are not able to do as small a thing as that, why are you anxious about the rest?” (Luke 12:24-26, ESV)
Notice above that Jesus told the disciples to consider the ravens. The Greek behind this word implies they were to observe, understand, consider attentively, or fix their mind upon the concept. He takes a familiar concept – the feeding of birds – and asks the people to pause and consider what this might have to do with God’s provision for people. In other words, one thing Jesus was doing was prodding the disciples to connect prior knowledge to a new presentation. As Sprenger (2005, 40) notes, “Keep in mind that active working memory allows us to hold onto incoming information while our brains search long-term memory for patterns or connections that it recognizes.” Jesus beautifully drives home a commandment not to worry with a tangible example of common birds (thereby incorporating the stimulating realm of emotion) and asks His listeners to take time to consider the connection.
We are further fascinated by the fact that Jesus – after encouraging a time to ponder – then asks three questions. He probably did not mean for these questions to be answered directly, as we have no record of a response. Nonetheless, he encourages the disciples to once again think. We cannot know for sure, but we can imagine that Jesus most likely paused after each question to give His frail, human learners time to digest. I know that my own mouth falls agape after reading each sacred question on the printed page as I realize the impact on my own life!
In a rather famous chapter, the Psalmist says, “I will meditate on your precepts and fix my eyes on your ways” (Psalm 119:15). The word meditate here denotes musing and pondering. We are to take the precepts of God and silently think on them in a meaningful way. Also wrapped up in the Hebrew word here is the idea of talking, singing, and speaking of the concept. Interestingly, God encourages time for meditation and rehearsal.
Finally, we see Jesus stimulate personal pause and consideration with His disciples when He outright asks them, “Who do people say that the Son of Man is?” (Matthew 16:13b) His friends have no problem reciting the thoughts of the crowds as they reply, “Some say John the Baptist, others say Elijah, and others Jeremiah or one of the prophets” (Matthew 16:14). Answering this question was easy, as it is a simple observation. However, Jesus – not allowing the disciples to be satisfied with the recitation of others’ beliefs – asks a second, personal question, “But who do you say that I am?” (Matthew 16:15)
Notice the disciples are quick to answer the first question, and we are assured more than one of them did because of the plural pronoun used in verse 14. Then Jesus, the Master Teacher, caused His learners to do some deeper pondering by driving the question to a personal level. We see Jesus here as a patient Teacher, willing to do what is necessary to get to the heart of the matter.
Classroom teachers ought to be encouraged to be patient as well, carefully employing wait time in order that students may consider, ponder, and muse. Just three or more seconds can make all the difference. Effective pausing is a wise use of time!
Following are just some of the ways wait time can have an impact, as outlined by Sprenger (2005, 43): “Responses change in length from a single word to whole statements, self-confidence increases, students ‘piggyback’ on each other’s ideas, responses by ‘slow’ students increase, students ask more questions, students propose more investigations, and student achievement improves.”
Is it not wonderful to see how all truth is God’s truth? Time to pause and ponder is God’s idea.
Reference:
Sprenger, Marilee. 2005. How to Teach so Students Remember. Alexandria, VA: Association for Supervision and Curriculum Development.
