Classroom Management/ TTT( Teacher Talking Time/ Giving Clear Instructions

 Make your instructions clear and concise.

When giving instructions, make sure the language you use is appropriate to students’ level so that they can understand, otherwise, you will end up spending extra time explaining it again. Make it straightforward and cut the unnecessary so that it will be clearer.

 

Use elicitation rather than explanation. When presenting new language, we can show examples and ask questions to elicit answers from students rather than tell them directly. By doing this, we don’t need to spend a lot of time explaining, and in the meantime, we can check their understanding. Students will be more engaged, too – because they are not just ‘accepting’ the knowledge.

Replace TTT with non-verbal cues

 Use body language, gestures, facial expressions, and mime rather than words. Non-verbal language conveys as much information as words do. In the class, we can use some non-verbal language to replace some words so that we can reduce our teacher's talking time.

 

Encourage peer feedback instead of teacher feedback. During class activities, we usually give some feedback to students or correct their mistakes by explaining them again. Why don’t we get other students to do it? We can encourage stronger students to give feedback to other students so that we can reduce our talking time. Also, we can challenge stronger students so that they won’t feel bored. It’s a good way to develop learner autonomy too.

A lot of teacher talking time is often just unnecessary echoing

 Avoid Echoing. A lot of teachers like to repeat what students say in the classroom. For example, you ask, ‘What is it?’ and students respond, ‘It’s an apple’.  Then you probably would say ‘right, it’s an apple’. Sometimes I find myself doing that too. It’s really hard to control and it’s totally unnecessary talking in the class. To improve this, I think we can take some recordings during our lessons to see whether we echo and how often we do it. By listening to our own language, it’s easier for us to identify the problem. Then next time when we are teaching, we should be aware of echoing and try not to do it that often.

TTT: silence is golden

Tolerate Silence. A lot of teachers believe that there should be a lot of ‘noise’ going on in a good class. That’s what I have been told to do. It stands if we are evaluating a speaking-focus lesson, but students need to think and process information if it’s a reading or writing lesson. We often feel nervous when students are silent because we might think they are not engaged, lost focus, or do anything. And some teachers will start to explain the content again and say something else just to avoid the ‘peace’. But it’s not necessary. Students are silent sometimes because they need time to think. We should learn to cope with the short silence and give enough time for students to think before they respond.

  

Here are some potential downsides of increasing the teacher talking time in the classroom:

 1. Reduced student engagement and participation: 

When the teacher dominates the class time with extended lectures or explanations, it can leave little room for students to actively participate, ask questions, or engage in discussions. This can lead to passive learning and lower student motivation.

 

2. Limited opportunities for active learning: 

Increased teacher talking time often corresponds with a decrease in hands-on activities, group work, and other interactive learning opportunities that allow students to apply and practice what they are learning. This can hinder the development of critical thinking and problem-solving skills.

 

3. Lack of differentiation:

 When the teacher is doing most of the talking, it becomes challenging to cater to the diverse learning needs and preferences of individual students. Students with different learning styles may struggle to stay engaged and understand the material.

 

4. Cognitive overload: 

Prolonged teacher-centered instruction can lead to cognitive overload, where students become overwhelmed with the amount of information being presented, making it difficult for them to process and retain the key concepts.

 

5. Reduced feedback and assessment:

 With the teacher doing most of the talking, there are fewer opportunities for the teacher to gauge student understanding, provide timely feedback, and adjust the instruction based on student needs.

 

6. Diminished student autonomy and self-directed learning: 

Excessive teacher talking can limit the development of student independence, as students become more reliant on the teacher for information and guidance, rather than taking an active role in their own learning.

 

7. Potential boredom and disengagement: Prolonged teacher-centered instruction can lead to boredom and disengagement, especially for students who prefer more interactive and hands-on learning experiences.

 

It is important to find a balanced approach that includes both teacher-led instruction and opportunities for active student engagement, collaboration, and self-directed learning to optimize student learning and development.

Good instruction is important in the classroom for several key reasons:

 1. Promotes student understanding and engagement:

Clear, well-designed instructions help students understand what is expected of them, which in turn supports their ability to engage with the lesson content and activities. When students comprehend the instructions, they can focus on learning rather than trying to decipher the task.

 

2. Facilitates independent work:

Explicit instructions empower students to work independently and take ownership of their learning. Well-explained steps allow students to progress through tasks and activities without constant teacher guidance.

 

3. Saves instructional time:

When instructions are clear, students can get started on tasks and assignments more quickly, maximizing the time available for actual learning and skill development. This is especially important in classrooms with limited time.

 

4. Reduces frustration and confusion:

Ambiguous or confusing instructions can lead to student frustration, off-task behavior, and wasted effort. Good instructions minimize these problems and help maintain a positive, productive classroom environment.

 

5. Supports diverse learners:

Students have varied learning preferences and needs. Providing instructions through multiple modalities (verbal, written, visual) increases the likelihood that all students can understand and follow along.

 

6. Enhances assessment validity:

Clear instructions ensure that students' performance on assessments accurately reflects their knowledge and skills, rather than their ability to interpret unclear directions.

 

7. Promotes classroom management:

When students understand what they are supposed to do, they are less likely to become distracted or disruptive. This supports overall classroom management and a focused learning environment.

 

In summary, well-crafted instructions are foundational for student success, engagement, and efficient use of class time. They enable students to learn effectively and demonstrate their true capabilities.

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