8 Ways Teachers Can Talk Less and Get Kids Talking More
By: Angela Watson
Who is doing a majority of the talking in your classroom? It’s the person who is doing the majority of the talking that tends to do the most learning, so what is the teacher/student talking ratio in your classroom? If you find yourself always talking more than your students, try and figure out some ways to empower your students so they are more involved in the learning.
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 8 ways teachers can talk less and getting 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. 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.
2. 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. (“What do all think? Is that an effective method–how do you know? Does anyone use a different strategy?”)
3. 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. 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.
4. 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.
5. 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.
6. Instead of asking, “Does that make sense?” say, “Can you put that in your own words?” If you’ve ever asked kids “Are you getting this?”, you’ve probably noticed you rarely get an insightful response. So, you either move on without kids understanding or you repeat something you’ve already said. Try inviting kids to put what you’ve explained into their own words, either repeating it back to you (if you were helping the child in a one-on-one conversation) or by turning and talking to a partner/doing a quick think/pair/share.
7. Stop repeating yourself. It’s tempting to say important points and instructions a couple of different ways to make sure every child understands, but that strategy can backfire when it’s overused. Kids learn that it’s okay to tune you out because you’ll repeat everything you say. Instead, experiment with different strategies for getting kids to follow directions the first time you give them and use call-and-repsonse routines to get kids’ attention right away.
8. Notice moments when you summarize/review for students and instead get their input. If you hear yourself saying once again, remember, as I said, as always, so to sum this up, or don’t forget, that probably means you’re about to drive home an important point for the second or third (or tenth) time. Practice making those moments a chance for kids to share: What’s the rule about this? Who can sum this section up for us? Who remembers the way to determine ___?
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 8 ways teachers can talk less and getting 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. 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.
2. 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. (“What do all think? Is that an effective method–how do you know? Does anyone use a different strategy?”)
3. 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. 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.
4. 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.
5. 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.
6. Instead of asking, “Does that make sense?” say, “Can you put that in your own words?” If you’ve ever asked kids “Are you getting this?”, you’ve probably noticed you rarely get an insightful response. So, you either move on without kids understanding or you repeat something you’ve already said. Try inviting kids to put what you’ve explained into their own words, either repeating it back to you (if you were helping the child in a one-on-one conversation) or by turning and talking to a partner/doing a quick think/pair/share.
7. Stop repeating yourself. It’s tempting to say important points and instructions a couple of different ways to make sure every child understands, but that strategy can backfire when it’s overused. Kids learn that it’s okay to tune you out because you’ll repeat everything you say. Instead, experiment with different strategies for getting kids to follow directions the first time you give them and use call-and-repsonse routines to get kids’ attention right away.
8. Notice moments when you summarize/review for students and instead get their input. If you hear yourself saying once again, remember, as I said, as always, so to sum this up, or don’t forget, that probably means you’re about to drive home an important point for the second or third (or tenth) time. Practice making those moments a chance for kids to share: What’s the rule about this? Who can sum this section up for us? Who remembers the way to determine ___?
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