The Semiotic Analysis of Silence in Class Management

The Main purpose of this paper is to analyze one of the components of classroom management, The sign of “Silence”. Saussure's semiotic analysis qualitative method was used to perceive the explicit message and analyze the latent meanings. The data validated based on the intertextual method is based on the text itself and the interpretations derived from the text. The theoretical results of this research led to the design of a binary model of "self-imposed/imposed" and "positive/negative" of silence. In the practical section, based on classroom biography, semantic codes of silence were extracted and decoded. The predicate and the referent were studied, recognized, internalized, and interpreted. As a result, the binary model of "affirmative-privative" and "incompetence -stubborn" was designed. The results of this paper indicate that the most frequent silence in the class was ‘inappropriate or empty silence’, which indicates the loud cry of the bitter reality of many wasted hours in classes that had no educational or educative consequence. Authorities, scholars, and teachers can receive the message of silence through theoretical study, educational action research and reflection, and by increasing teaching and transfer of meaning, and the predictability of classroom management. Another category of silence with "unknown" goals was also identified.