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This paper focuses on the importance of understanding silence in the process of reflection in relation to teaching and learning. We can assume that silence means different things to different people, and that it can communicate many and different things. Silence can, so to say, be 'used' in various ways. We can, for example, elect to be silent, but in some situations silence is imposed, as one cannot find words to respond. Irrespective of the reason for the silence, one can emphasise that a non-message is also a message—the silence tells us something. This line of reasoning can lead one to an interpretation and conclusion that silence becomes a language when the ordinary vocabulary is not enough, or when one favours silence above the spoken word. Within this paper multiple meanings of silence, as well as different expressions of silence, will be highlighted. Finally, the value of silence in the process of reflection on teaching and learning will be discussed. [ABSTRACT FROM AUTHOR]