This second part of the tips for reluctant talkers focuses on your
skills as a people manager. Managing the personalities in the
room and interacting well can make a big impact on how comfortable
learners feel. If they feel at ease with you they will speak more
Factors influencing how much learners speak.
Teacher talking time
- Are you talking more than they are?
- Are you planning enough tasks away from you leading them?
- You have chosen the topic, but try to avoid saying how
much you find it interesting. Your job is to find out
how much they like it.
- Remember the paradox of the quiet child with a chatterbox
for a parent. If someone talks too much you have no need
to talk. The constant stream of your chatter will put them
off and may even throw them. Keep it simple, well chosen questions
and anecdotes. Focus on them, not on yourself and your
- Say only what you need to say about yourself or the
topic. Try not to embroider too much, keep to the topic. If
you go off at a tangent you may lose some of the class. Less
- When they respond with silence do not overcompensate and
fill their silence with your voice. Change direction, modify
the task or give them something to read or write until they
are ready to speak. Ask for choral repetition of things they
need to practise.
Management of activities
- Are you jumping in too quickly to correct them?
- Are you finishing their sentences for them?
- Are you feeding too many ideas to groups working alone?
- Are you letting tasks drag on too long?
- Are you over-questioning students?
- Carefully plan your role and input. When will you speak?
Why? Try to notice how much you are talking to avoid the
mistake of babbling on.
- Questioning students to introduce the lesson or to get them
to speak about a picture will take planning. Be wary of asking
only essential questions and vary the question types to
allow more than just a 'Yes' or 'No' answer.
- Allow more time for them to self correct, finish a
sentence or think of their reply to your question. First
they must process your question, then they need to think of
a reply. What comes naturally to us takes longer for our
students. Do not be over sensitive to their thinking time.
- If they are really struggling invite help and suggestions
from other members of the class. This means you are not
always setting yourself up as the one with all the answers.
Encourage others to speak up.
- In our heads we have an ideal scenario for how groups might
work through a discussion, but that doesn't always happen. If
they are talking in English and getting somewhere, let them
get on with it in their own way.
- When you see attention waning do not be afraid to wind
down an activity with some positive remarks about their
performance. Then invite contributions from students in a feedback
session if appropriate to the task.
- Always keep an eye on time and wind down before the
bell rings rather than being cut off. You need to always
end lessons with some positive comments about their performance
so give yourself time to do that.
- Remember that for lower levels some dialogue and role play
work is very tiring and demanding, so keep it brief even
if some of them seem to be having a ball. Give your lessons
shape rather than letting the lesson drag on until they
dry up or become bored.
Personality of students
- Do you expect the same level of participation from all
- Do you allow enough balance of tasks and not just constant
- Do you have some easily embarrassed students?
- We all bring our personality to the language class.
Some people are naturally more talkative in their own language.
Accept this and do not cajole or press shy students to
- Allow the less talkative to play a supporting role in group
work by writing down group decisions. Remember that conversation
is as much about listening and understanding as talking.
Some shy students might understand more than the ones who have
a lot to say for themselves.
- Focus on very reluctant speakers to perform a task they
have had time to practise. Respect their need for extra
- Some people hate role plays. That's natural so don't keep
forcing them to do them. Switch tasks.
- Do you have a troublemaker in class?
- Do students huddle in gangs and seem to ignore you?
- Do the class get over excited and lapse in to their mother
- The ring leaders or class clown can influence the whole
attitude of the class, so work at getting them involved
and on task. Give them responsibilities like writing
a question on the board or building a word list or switching
the tape recorder off and on.
- Isolate negative pupils and ask other members of staff
to become involved if one or two individuals are ruining an
otherwise positive atmosphere.
- Diffuse any confrontations by staying calm and speaking
firmly and clearly. Make plenty of eye contact, speak in a non-threatening
way and praise any effort to speak or work well. Half of the
battle is not rising to the bait.
- Mix up pairs and groups regularly. Rotate working pairs
during a lesson so no set groups of non-talkers are allowed
- Keep tasks brief and give them things to solve, decide,
work out. This keeps them working with you and then they
will gradually work towards speaking more. Get them trained
to work for you first.
Classroom management p20-23
The assistant as visual aid p68
Techniques for preparing discussion texts p50-51
Questionnaires in speaking skills lessons p41
Choosing discussion topics p46
Tips for fluency practise p41
Learners own learning style p13-14
Giving a good model of spoken English p57
Archive links - Tips archive
Having fun with dialogues
Getting adults, teenagers and children to
Ways to encourage more English in class
Strategies for keeping attention
Fluency activities for all levels
Getting the whole class talking
Short projects to get them talking
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