Ways Teachers Can Talk Less And Get Kids Talking More

I could remember vividly. A long-time teacher’s friend once have a convo with me some few years ago. She said “If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it?”  Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task.

Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work.

Here are some ways teachers can talk less and get students talking more:

  1. Don’t steal the struggle.

It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it. Resist the urge to talk students through every step of a problem and instead just observe. Similarly, learn to love think time. I often worry about keeping the momentum of a lesson going, and it’s uncomfortable for me to allow several moments of silent “wait time”or “think time” before calling on students. However, I try to push against the feeling that I will lose students’ attention because I know providing wait time can actually increase the length and quality of their responses.

Letting kids think instead of rushing in to narrate or question builds anticipation around what’s going to be said next and increases participation as more kids are prepared to move into the conversation.

  1. Move from the front of the classroom.

It’s easy to get in an instructional rut when you stand at the same place near the board all day long. Try occasionally sitting on the side of the classroom or in an absent student’s desk and say, “I need someone to go up and demonstrate _ for us.”

Because students are used to the person at the board facilitating the lesson, they are likely to talk for much longer than if you stay at the front and they’re in their seats answering you. You can even remain sitting among the class once the student is done demonstrating and ask follow up questions from other students instead of commenting on the students’ demo yourself (“What do all think? Is that an effective method–how do you know? 

Does anyone use a different strategy?”)

  1. Teach students signals for your often-repeated phrases and for transitions.

Cut down on conversations about bathroom/water/pencil sharpening/etc by teaching kids to use sign language to request permission: use sign language to indicate your answer back: yes, no, or wait. I also like to teach kids sign language for please, thank you, and you’re welcome so that I can reinforce their good choices and acknowledge kids without constantly talking.

Use music, a chime, or other auditory signal to indicate when it’s time to start an activity, pause, and clean up. The idea here is to give kids a break from hearing your voice: they are far more likely to tune in to a unique sound than to a 20 word direction.

  1. Use non-verbal reinforcement for behavior whenever possible.

A lot of the talking most of us do throughout the day is related to student behavior, and most of the time, we’re wasting our breath. Resist the urge to lecture students every time someone forgets their materials, interrupts your lesson, or makes an inappropriate noise.

It’s far more effective (not to mention easier and less disruptive) to give students “the teacher look” and keep the lesson moving. If you need to have a conversation about the behavior with a student or issue a consequence, try to wait for a break in your instruction rather than stop the whole class from learning while you discipline one kid.

  1. Turn your statements into questions and prompts.

Instead of saying to a group, “Nice work over here, I like the strategy you used for ”, ask the kids to reflect on their own work: “Tell me how your group has chosen to solve .” Instead of telling a child, “Take a look at #3, that answer is incorrect” say,

“Would you tell me how you got the answer for #3?” Not only will these questions get kids talking instead of you, kids will also have the chance to reflect on and articulate their learning.

Nice piece right? Please, share to other educators and teaching professionals

Adeyinka Meduoye

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