Togetherness in ELT But with Less Teacher Talk Time

and More Student Talk Time

Fenel Pierre

TESOL 2016

Task 1: True / False

# Statements True/False 1 Students’ opportunities to speak in class should be maximized to help

them develop speaking in English.

2 Students must be given ample opportunities to communicate, with as much teacher intervention as possible.

3 Whenever a student can say something, the teacher should interfere or intervene by talking.

4 Neither the teacher nor any one student should monopolize talking time in class.

5 Teachers must give students sufficient time to formulate their ideas in order for them to sufficiently elaborate.

6 The teacher should answer his or her own questions.

7 Classroom techniques like personalization and student-to-student questions are not useful to maximize student STT.

From ICPNA’s Teachers’ Guide: Concepts, Practices &Techniques

Task 4: Here are 10 qualities of a great teacher.

Put them in order of importance, through group consensus (no voting!)

Order of importance

Qualities

Set high expectations for all Ss to succeed

Challenge Ss’ abilities

Sense of humor

Leadership Skills

Passion for teaching and respect for students

Warm & enthusiastic

In-depth Content knowledge

Lack of clear learning objectives

Ability to make subject interesting

Creative

Behaviors/Techniques Conducive to Excessive Teacher Talk Time (TTT)

1 The T gives long and unnecessary explanations.

2 The T does not elicit enough from Ss when presenting new language.

3 The T asks follow-up questions instead of encouraging Ss to do so.

4 The T summarizes/paraphrases instead of giving Ss opportunities to do so.

5 The T gives opinions about facts and ideas that do not pertain to the class.

6 The T adds additional information to Ss’ responses.

7 The T poses questions and then answers them himself/herself.

8 The T paraphrases instructions more than necessary.

9 The T does the warm-up.

10 The T speaks most of the time.

11 The T leads the activities.

12 The T constantly passes judgement on Ss’ performance.

13 There is not enough wait time for Ss

14 The T unnecessary repeats what he/she or the Ss have said.

15 The T does not give Ss enough chances to guess and predict.

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Copyright ICPNA 2011

Strategies to Reduce (TTT) and Increase Student Talk Time (STT)

DON’T’s Do’s 1 Long explanations Involve Ss, don’t explain

2 No elicitation Elicit

3 T asks follow-up questions Promote S-S questions

4 T paraphrases, summarizes, etc. Have Ss summarize

5 T talks about himself/herself Give Ss chances to talk about themselves using group work, pair work

6 T adds additional information Have Ss ask follow-up questions

7 T answers his or her own questions Have SS answer / ask you questions

8 T paraphrases instructions more than necessary

Use comprehension checks /have Ss repeat instructions

9 T does wrap-up Have Ss do the wrap-up

10 Not enough wait time Give Ss prep time

11 T repeats what Ss say Have other SS paraphrase

12 No chance to guess Set tasks for Ss to develop guessing skills

13 Use the classroom as the only learning environment

Promote learning beyond the classroom

14 Do not interfere with true communication Give SS proper scaffolding to enhance learning and promote autonomous learning

15 Don’t be afraid of giving up some of the control of the class

Play different T roles such as observer, guide, facilitator, prompter, participant, etc.

T: Teacher Ss or S: Student

Example of Reader’s theater

(A group of friends are in Susan's home, trying to make holiday plans)

SUSAN: So where shall we go?

BILL: Well, how about the mountains? I want to do some climbing.

JANET: I want to spend two weeks on the beach doing absolutely nothing.

BILL: I don't mind the seaside if we can go to the mountains after that.

JOHN: I can't go to the seaside. I'm allergic to sand and salt.

AMY: If the rest of you want to go to the mountains, I'll go with you. But personally, I hate

mountains!

SUSAN: I don't mind where we go as long as I don't have to do any cooking.

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