Reduicing Teacher Talk Time 2025.pptx.pptx

Teacher Talk Time (TTT) is how much time teachers spend talking during class—like explaining lessons, giving directions, or managing the room

1. Sustainable Innovation In English Language Education workshop Date: ELSD-SRC 4th Annual Research Day 01

2. Objectives 1 Teacher Talk Time (TTT): Overview & Importance 2 3 4 5 02 SRC 4th Annual Research Day Reducing TTT: Strategies & Benefits Positive Uses & Pros/Cons of TTT Body Language in Teaching: Importance & Examples Challenges & Strategic Use of Body Language 6 TTT & Body Language: Relationship & Practical Insights 7 8 Cultural Factors & Nonverbal Communication Tips Conclusion

3. 3 SRC 4th Annual Research Day

4. 04 SRC 4th Annual Research Day Focus on Key Points:   Overuse of language can obscure essential information. Why Should TTT Be Reduced? Empowering Students Through Active Participation Impact on Student Talk Time (STT):  Excessive TTT reduces opportunities for students to practice speaking. Student Autonomy:   High TTT limits students’ ability to take charge of their learning. Clarity of Explanation:  Long explanations can confuse students.

5. 05 SRC 4th Annual Research Day Tolerate Silence:  Allow students time to think and respond. Strategies for Reducing TTT Practical Approaches for Teachers Elicitation:  Ask questions instead of providing direct answers. Body Language:   Use gestures, facial expressions, and mime. Peer Feedback:   Encourage students to give feedback to each other. Grading Language:   Simplify language to match students’ proficiency levels.

6. 06 SRC 4th Annual Research Day Anecdotes and Storytelling:   Share relatable stories to make lessons memorable. Positive Uses of TTT Leveraging TTT for Effective Teaching Personalized Presentations:   Tailor explanations to students’ interests. Questioning: Ask thought-provoking questions to engage students. Natural Conversation:   Demonstrate authentic language use.

7. 07 SRC 4th Annual Research Day Pros of TTT Pros of Teacher Talk Time Structured and Effective Content Delivery Provides Structure and Clarity:   Ensures students receive clear information. Facilitates Content Delivery:  Introduces new concepts and emphasizes key points. Models Correct Language Usage:   Helps students understand proper language use.

8. 08 SRC 4th Annual Research Day Cons of Teacher Talk Time Challenges of Excessive TTT Hinders Critical Thinking:   Limits students’ ability to express thoughts and ask questions. Limits Student Interaction:   Reduces opportunities for students to speak. Reduces Engagement and Motivation:  Can make lessons monotonous. Cons of TTT

9. 09 SRC 4th Annual Research Day What is Body Language? Nonverbal Communication in the Classroom Definition: Gestures, facial expressions, posture, and eye contact. Importance: Complements verbal communication and enhances understanding.

10. 10 SRC 4th Annual Research Day Enhances Communication:   Makes lessons more engaging and expressive. Supports Language Learning:  Helps illustrate vocabulary and grammar. Builds Rapport:   Creates a supportive and inclusive environment. Encourages Participation:  Open gestures invite students to participate. Importance of Body Language Enhancing Communication and Engagement

11. 11 SRC 4th Annual Research Day Eye Contact:  Engaging students individually to make them feel included. Examples of Body Language Practical Applications in the Classroom Facial Expressions:   Showing excitement or curiosity. Posture: Standing confidently or sitting to create an informal atmosphere.

12. 12 SRC 4th Annual Research Day Challenges of Body Language Navigating Cultural and Practical Barriers Misinterpretation:   Cultural differences can lead to misunderstandings. Overreliance: Excessive use without verbal explanation can confuse students.

13. 13 SRC 4th Annual Research Day Movement and Mobility:   Move around the classroom to maintain engagement. Strategic Use of Body Language Reducing TTT and Increasing Participation Gestures and Posture:  Use iconic and metaphoric gestures to clarify points. Facial Expressions:  Convey enthusiasm and provide feedback.

14. 14 SRC 4th Annual Research Day Enhancing Comprehension:   Nonverbal cues make lessons more dynamic and understandable. Relationship Between Body Language and TTT Creating a Balanced Learning Environment Reduction of TTT:   Body language can replace lengthy verbal explanations. Facilitating Student-Centered Learning:   Encourages independent thinking and participation.

15. 15 SRC 4th Annual Research Day Example 3: Move around the classroom to monitor group activities. Practical Classroom Examples Applying Body Language to Reduce TTT Example 1: Use gestures to explain vocabulary (e.g., miming “run” or “jump”). Example 2: Use facial expressions to show emotions (e.g., happy, sad).

16. 16 SRC 4th Annual Research Day Studies show that reducing TTT increases student engagement and participation. Research highlights the effectiveness of body language in improving comprehension and retention. Example: A study by Yang & Yang (2024) found that gestures significantly enhance student understanding. Research Insights on TTT and Body Language Evidence-Based Strategies

17. 17 SRC 4th Annual Research Day Different cultures interpret gestures and expressions differently. Teachers should be mindful of cultural sensitivities to avoid misunderstandings. Example: In some cultures, direct eye contact is considered rude. Cultural Considerations in Body Language Navigating Diversity in the Classroom

18. 18 SRC 4th Annual Research Day Tips for Teachers to Improve Nonverbal Communication Practice using gestures and facial expressions in front of a mirror. Observe students’ body language to gauge their understanding. Adapt body language to suit the cultural context of the classroom. Enhancing Classroom Dynamics

19. 19 SRC 4th Annual Research Day Body language complements TTT for efficient communication. Creates a dynamic, student-centered learning environment.

20. Questions Discussion 20 SRC 4th Annual Research Day

21. References 20 SRC 4th Annual Research Day Kostadinovska-Stojchevska , B., & Popovikj , I. (2019). Teacher Talking Time Vs. Student Talking Time: Moving From Teacher-Centered Classroom To Learner-Centered Classroom. The International Journal of Applied Language Studies and Culture , 2 (2), 25–31. https://doi.org/10.34301/alsc.v2i2.22 N, S. H. (2015). An Analysis of Students’ Body Language Responses to Teacher Talk in Speaking Class at UIN Alauddin Makassar. August . http://eprints.unm.ac.id/7855/ Paper, C., & Lanka, S. (2016). Increasing Student Talk Time in the Esl Classroom   : an Investigation of Teacher Talk Time ... August 2014 . Street, F. M., Guardia, C. F., Street, F. M., Guardia, C. F., Street, F. M., & Guardia, C. F. (2022). Teachers ´ Awareness Regarding Teacher Talking Time ( TTT ) and the Necessary Techniques to Regulate It María del Pilar Balbuena Ortega SchoolofLanguages University of Veracruz Mexico Jennifer Cucurachi Moctezuma ( Corresponding author ) School of Languages University of Veracruz Mexico Emmanuel Sarmiento Álvarez School of Languages University of Veracruz . 12 (1), 19–28. https://doi.org/10.30845/ijhss.v12n1p3