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- Vol 3 RE: Chapters 7, 11
wait timeclassroom questioningstudent participationteacher questioninghigher-order questionsstudent response elaborationclassroom discussionteacher listeningJournal article Evidence summaryAt a glance
Rowe synthesises research on two classroom pauses: wait time 1 after a teacher asks a question and wait time 2 after a student finishes speaking. Typical pauses were often about one second, leaving little opportunity to formulate complex answers.
Key ideas
When teachers learned to sustain pauses of roughly three seconds or more, student responses became longer, more frequent, more evidence based, and more speculative; participation broadened, failures to respond declined, students asked more questions, and achievement and confidence could improve. Teachers also changed: they asked fewer but more cognitively demanding questions, listened more carefully, and used student ideas more flexibly. The effects depend on the type of question and classroom context, so silence is not a mechanical rule or a substitute for clear prompts and supportive discussion. Increasing wait time can initially feel uncomfortable and requires deliberate practice.
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For educators, the practical routine is to pose a worthwhile question, resist immediate rescue or evaluation, invite several responses, pause again after an answer, and use the additional thinking time to hear rather than prematurely steer students’ reasoning.
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