Let´s talk about one of the key teaching skills that affects many other
things in the lesson, i.e. keeping our teacher talk time low.
Low meaning real low? Low as in as low as possible? Not higher than
student talk time? 20:80 low?
Well, it´s not that simple.
When we train new teachers, we tell them to keep their TTT as low as
possible. We observe their lessons and focus on how much they talk. Then later
it is time to turn off the autopilot and the more experienced we are, the more
often we break the rule because we know it is not (only) the amount and
ratio which count. What really matters is how well the teachers
spend their time. Our aim is quality TTT.
1)
Listening to the teacher for a purpose
is always a valid excuse for the teacher to talk.
2)
Beginner classes
need a fair bit of TTT ‘to get the ball rolling’/keep it going.
3)
TTT often means that the teacher is
“telling” the students things that they could be working out for themselves
4)
If the teacher takes the dominant role in
classroom discourse in terms of initiating the topic, allocating turns and
evaluating comments, the student’s role is only that of respondent.
Opportunities for developing the speaking skill are therefore severely limited.
5)
Silence is important ….
not only when students are working individually …
6)
It is about having fewer
activities in a lesson, but doing them well.
Think about your own classes. What about you and your TTT?
Where would you put your virtual clothes peg on the line between you
(the teacher) and the student(s)?
www.flickr.com
TEACHER ˂
-------------------------------------------------------- ˃ STUDENT(S)
- Who talks,
asks questions, debates, takes part in discussions?
- Who answers
the questions of the teacher (the teacher, too?)
- Who gives
instructions?
- Who checks
instructions and understanding?
- Who gives
feedback to students?
- Who
corrects?
- Who
presents new language and gives rules?
- Who
explains new words?
- Who works
with whom (interaction patterns)?
- Who checks
understanding?
- Who
demonstrates actvities?
- Who
announces the topic of the lesson?
- Who chooses
homework?
Are these the stages in which it is the teacher who should do the
talking? Definitely not.
Could you share some TTT
tricks with us? What helps you lower
your TTT and use it reasonably?
Here are some tricks I use. Ehm, here are some elementary techniques
I use to lower my TTT.
Recently I have read a nice quote. “For adult learners, the hunt is
more engaging than being fed!” For me, this is the answer to the TTT
mystery. The opposite of high teacher talk time is not low teacher talk time.
It is a learner-centred/autonomous classroom.
Enjoy your TTT week with TTC. Record your lessons, get some feedback from
your students and pass some roles on them.
A brilliant topic! I think my TTT is pretty low and I am really carefull about keeping it that way. It is true, though, that when I saw a recording of my lesson, the TTT was higher than I expected.
OdpovědětVymazatI believe a very special case when it comes to TTT are 1-2-1 courses. The teacher here functions as a partner to the discussions, too. And I remember one students who told me that he had though I had some serious personal problems as I never spoke about myself :-).
The question, as Katka suggested, is not How much you speak (or don´t speak), but Why. And if what you say cannot be said be someone else with a much better learning efficiency.
I like the point about silence. Silence is very powerful and I´ve experienced many times that if you pose a question and there´s a silence and you wait, you don´t specify, don´t explain, don´t answer it yourself, you get something special :-). Or important.
Besides other things, I try to limit my TTT during checking grammar exercises. Sometimes I just put the correct answers on the board and ask sts if they agree they are the correct answers (it is possible to insert some incorrect answers, too) or ask one of the students to put the answers on the board, or they do a whole class check together choosing who answers the next question.
OdpovědětVymazat