Increasing teacher wait time is a possible way of helping to improve achievement in mathematics classrooms. Research has shown that increasing wait time to between 3 and 5 seconds can produce improved results.
Research reviewed by Tobin (1987) found that increasing wait time appears to enable higher cognitive learning to take place because it provides both teachers and learners extra time to think. Wait time was defined by Rowe (1969) as the silent pauses between speakers. This wait time is usually less than 3 seconds in classrooms.
If learners are to process the information given to them by their teachers then they need time to think about it. This means that the rate information is presented to students need to match the learners’ cognitive processing capabilities. In order for this cognitive processing to take place teachers need to manage the pauses in the classroom talk and make sure there are silent pauses where thinking can take place.
It is also necessary to allow learners space and time to verbalise their answer to a question. For example, if a learner is trying to explain a complex mathematical process they need use greater cognitive activity and will naturally put longer pauses between their spoken sentences. These pauses give teachers the opportunity to interrupt and even complete the learners’ explanation. This interruption deprives the learner of the opportunity to complete their explanation or to correct errors that they may have made. If a teachers waits for between 3 and 5 seconds before interrupting it gives the learner a chance to continue to speak. It may also result in other learners a chance to speak.
Extending the wait time in classrooms has been shown in a variety of research studies reviewed by Tobin (1987) to affect students’ behaviour in a number of ways.
Learners give longer verbal responses.
There is an increase in student discourse and less failure to respond to questions.
There is an increase in the complexity of learners’ responses.
There is more learner initiated discourse and more learner to learner discourse.
The increase in quality discourse can lead to higher achievement.
Although increased wait time appears to enhance learners’ achievement it is not thought to be due to the pauses alone. It is the additional time allowed for learners to gather their thought and the improved quality of the discourse that produced increased achievement.
Tobin, K.G. (1986) Effects of teacher wait time on discourse characteristics in mathematics and language arts classes, American Educational Research Journal, 23(2), 191-200.
Tobin, K.G. (1987) The Role of Wait Time in Higher Cognitive Level Learning, Review of Educational Research, Spring 1987, Vol. 57, No.1, pp69-95.
Rowe, M.B. (1969) Science, soul and sanctions, Science and Children, 6(6), 11-13.