Putting Our Words to Work: Rethinking Teacher Talking Time

Shelly Barua
2013 Stamford Journal of English  
A teacher that already has experience in teaching English should recognize the ways in which teaching skills can be adapted for the teaching of in the classroom. Teachers have to set learning goals and then transform them into an instructional program with the timing of activities. One of the main tasks will be selecting, designing and organizing course materials, supporting the students in their efforts, and providing them with feedback on their progress. Teachers' knowledge of students'
more » ... of students' potentials is central in designing a syllabus with realistic goals that takes into account the students' concern in the learning situation. What is the role of the learner and what is the task he/she faces? The learners come to the class with a specific interest for learning, subject matter knowledge, and well-built adult learning strategies. The development of Communicative Language Teaching (CLT) brought with it a methodology which emphasized communication in the classroom, pair and group activities and student involvement in the learning process. A consequence of this was the belief that the teacher's presence in the classroom should be reduced. There are five main arguments against it: I. A large amount of Teacher Talking Time necessarily limits the amount of STT (student talking time). For example, in a 60 minute class, if the teacher is talking for a total of 45 minutes, that leaves only fifteen minutes left for the students. If there are ten in the class, they'll get only 90 seconds each to speak. Many activities, however,
doi:10.3329/sje.v4i0.13486 fatcat:mf7qjhnnsjabzmdon26q72crga