Teacher Talking Time- the back story 

Today, I’m putting myself out there and sharing an embarrassing, yet very relatable experience for many teachers. I’m doing so in the hope that I might be able to offer some guidance to those in a similar situation as I was in. I’d also like to take a closer look at two very common pedagogical terms and how they play into our roles as teachers- but first, a little background information!  

While studying for my M. Ed, the terms Student Talking Time (STT) and Teacher Talking Time (TTT) were thrown around a lot, but it was only much later- during our actual teaching observation modules that I actually really began to fully understand what these terms meant and how they would factor into my educational journey. These terms, though often used in ESL/EFL pedagogy, are equally relevant in all other educational settings. TTT is often associated with a teacher-centered classroom, whereby STT is associated with a student-centered classroom.

That is certainly an oversimplification of things, but I’m getting ahead of myself. Let’s go back to my story for just a moment.  Rewind back to a much younger, much less confident (almost!) teacher who had just completed her first teacher observation hours. By that I mean it was the first time I had ever stood in front of an actual classroom, filled with actual students, and taught a full 45-minute lesson.

This was also the first time I had ever received feedback from my fellow peers and professors. Suffice it to say, things didn’t go exactly as planned. Though I loved every minute of it, I was certainly nervous. Perhaps in part due to my nerves, and partly due to my Greek roots, and thus propensity to speaking a little too much, the number one observation I received from everyone unanimously was that there was too much TTT! As you might imagine, I was mortified. I honestly don’t know why I was so bothered by the feedback- but I was! I suppose I felt like it was a direct attack on my personality, which of course it wasn’t. Maybe I felt like a failure as a teacher before I had even truly begun. Whatever it was, I can assure you it wasn’t a very good feeling!

In hindsight, it was one of the most valuable learning experiences I’ve had as a teacher and it has stuck with me all these years. If I’m honest, I still catch myself from time to time losing that balance between TTT and STT, but I always strive to get it back. I think most teachers are by nature sharers and nurturers…we genuinely care about our students, and not just their education. We want to be there for them, support and encourage them- we become emotionally involved. In my experience, that often takes the form of TTT (with the best of intentions of course) and though it’s understandable, it’s not always what’s best for our students. Over the years, I’ve come to understand the importance of finding the balance between the two- and getting the best of both worlds- being there for your students AND ensuring they are learning in the best environment possible.

Why is it important to find the balance?

When teachers are able to find the balance between these two elements, students have greater opportunities to engage in meaningful conversations, process and synthesize the content they are covering, and develop their own independent thinking. When students are encouraged to speak and learn together, they move beyond simply absorbing information and become actively involved in their own learning.

This can lead to a deeper understanding and greater knowledge retention for students, as well as a higher degree of engagement in their classes. Additionally, when there is an appropriate balance between TTT and STT, teachers have more opportunities to monitor progress, offer effective feedback to students, and continually shape their instruction to best meet the needs of their students. Ultimately, finding the balance between Teacher Talking Time and Student Talking Time is essential in creating a supportive and productive learning environment.

Some useful tips you can start using right now

I want to leave you with some useful tips to manage TTT and increase STT- all of which have helped me immensely over the years. Tip one: Make your instructions clear and concise. When giving instructions, use language that is appropriate for the students’ level in order to minimize additional time spent on explanation. Keep the message clear and concise for maximum clarity.

Tip two: Use elicitation rather than explanation. When presenting new information, we should show examples and ask questions to elicit answers rather than simply giving them the answer. This method of teaching not only saves time but also helps us gauge their understanding. Finally, it keeps the students engaged and encourages them to actively participate in their learning experience.

Tip three: Replace TTT with non-verbal cues. Express yourself through body language, including hand gestures and facial expressions, as an alternative to verbal communication. Non-verbal cues can often impart more information than spoken words, so in class, try using some creative non-verbal language to reduce speaking time and get the message across more effectively.

Tip four: Encourage peer feedback instead of teacher feedback. Instead of relying on our guidance to correct mistakes and provide feedback to students during class activities, why not enlist the help of other students? By assigning responsibility to our students, we can reduce our talking time and give them the opportunity to use their critical thinking skills. This encourages learner autonomy and also prevents boredom from setting in.

Tip five: Tolerate silence. Many teachers are of the opinion that a classroom should be full of energy and activity at all times. Many teachers may feel uneasy when they are met with silence, assuming that their students have lost focus or are not engaged, and may react by repeating the content or saying something else. However, this is rarely needed. Students often need a few moments of silence to gather their thoughts before responding, and teachers should be comfortable with this short period of silence to ensure students have enough time to think before responding.

Final thoughts…

Finding the optimal balance between Teacher Talking Time and Student Talking Time can be a daunting task, but it is essential to strive for that happy medium in order to maximize student learning and classroom engagement. If you have had difficulty achieving the right balance in your classroom, or if you have tried any of the tips we’ve gone over, please let us know! We would love to hear about your experiences and help you work towards an optimal learning environment.

Further Reading

Pros and cons of teacher talking time

7 techniques that will increase student talking time– exponentially!

How to foster a sense of community with student-driven class discussions

Creating an emotionally safe classroom for successful class discussions

Silence in classroom discussions- should you be worried?