Is Talking Too Much a Thing? Why Teachers Should Speak Less to Help Students Think More

Have you ever left a lesson feeling like you’ve delivered a TED Talk — but when you check for understanding, your students look blank? You’re not alone. Many teachers fall into the trap of over-talking — explaining, clarifying, and even giving students the answers before they’ve had a chance to wrestle with the question.

But here’s the uncomfortable truth: when teachers talk too much, students think too little.

The Research: Why Teacher Talk Time Matters

Studies have shown that in many classrooms, teachers do up to 80% of the talking (Fisher et al., 2020). This might feel efficient — after all, you’re covering the material — but it doesn’t necessarily mean students are learning.

Research on metacognition and retrieval practice (EEF, 2018; Dunlosky et al., 2013) shows that students need to be actively engaged in thinking, speaking, and making mistakes to embed knowledge. Teacher talk that dominates the lesson leaves little space for students to process information, verbalise ideas, and develop independent thinking skills.

David Didau, author of What If Everything You Knew About Education Was Wrong?, puts it like this:

“Learning happens when we think hard. If students aren’t given the space to think, they aren’t really learning.”

Similarly, Ros Wilson — creator of Big Writing — has long emphasised the importance of talk as a precursor to writing and thinking:

“If they can’t say it, they can’t write it. And if they can’t write it, they probably don’t really understand it.”

Both remind us that what matters is not our performance in the classroom but their cognitive work.

The Problem With Giving Students the Answers

It’s tempting to swoop in with the “right answer” the moment a student hesitates. But this well-meaning habit can actually reduce confidence and independence.

When students aren’t given time to think:

• They rely on the teacher as the “knowledge gatekeeper.”

• They become passive recipients of information, not active learners.

• They lose resilience — the ability to sit with uncertainty and problem-solve.

As Professor Dylan Wiliam famously says:

“If you’re the one doing the thinking, then you’re the one doing the learning.”

Practical Strategies to Empower Students

So, how do we shift the balance from teacher-led monologue to student-driven learning? Here are some powerful, evidence-informed strategies — with a short scenario to show what it might look like in action.

1. Use ‘Wait Time’ – and Make It Count

After asking a question, extend your wait time to 3–5 seconds — or even longer for complex questions. Silence might feel uncomfortable at first, but it gives students processing time and signals that thinking is valued.

Scenario:

Teacher: “Why do you think Shakespeare uses so many references to light and dark in this scene? Take 10 seconds to think before anyone answers.”(Teacher pauses, scans the room, resists filling the silence)

Student: “Maybe it shows how Romeo feels like Juliet is his light.”

Teacher: “Interesting — can you explain what you mean by that?”

Why it works: The pause gives students space to form thoughts. The teacher probes for depth instead of just praising the answer.

2. Cold Call With Warmth

Instead of relying on volunteers, use cold calling to make participation equitable — but do it in a way that feels safe.

Scenario:

Teacher: “Okay, I’m going to come to three people for this question, so have your ideas ready. Let’s start with Sarah… what do you think?”

Why it works: Students know they may be asked, so everyone engages with the question. Naming in advance (“I’ll come to three people”) reduces anxiety.

3. Think-Pair-Share

Give students 30 seconds of silent thinking time, then pair them up before sharing ideas with the whole class.

Scenario:

Teacher: “What’s the most likely cause of this result? Think on your own first — 20 seconds — then tell your partner.”(

Students talk in pairs)

Teacher: “Okay, group 1, what did you discuss? Group 2, did you agree or did you have a different idea?”

Why it works: Every student gets a chance to articulate their thinking before anyone is called on publicly, which increases participation and confidence.

4. Ask Better Questions

Push students’ thinking with follow-ups that go beyond recall.

Scenario:

Teacher: “So you said Romeo is impulsive. What’s the evidence for that?”(

Student responds)

Teacher: “Good. Can anyone build on that — maybe connect it to a theme we’ve studied?”

Why it works: The teacher deliberately scaffolds deeper thinking, asking for evidence and connections rather than simply confirming the first answer.

5. Step Back, Listen More

Make a conscious effort to measure your own talk time.

Try this reflective tool:

• Record one lesson this week.

• Play it back and note: Did I answer my own questions too quickly? Was there genuine space for student talk?

• Set one small target — e.g., increase wait time by 3 seconds or use think-pair-share twice per lesson.

A Quick Script You Can Try Tomorrow

Here’s a short before/after example of a teacher-led moment turned into a student-thinking moment:

Before (Teacher-Talk Heavy):

Teacher: “So the answer is photosynthesis — plants make their own food using sunlight, water, and carbon dioxide. Write that down.”

After (Student-Driven):Teacher: “What do you already know about how plants get their food? Think for 10 seconds.”

(Waits silently)

Teacher: “Okay, partner talk — explain your idea to the person next to you.”

(Pairs discuss)

Teacher: “Right, let’s share. Who can summarise how plants make their food?”

(Student answers)

Teacher: “Yes — and what’s the name for that process? Can anyone add it?”

What’s happening here:

• The teacher delays giving the answer, letting students do the cognitive work.

• Peer talk helps them verbalise and refine their ideas.

• The final answer comes from the class, not the teacher — reinforcing student ownership.

Final Thoughts: A Classroom Where Students Lead

Reducing teacher talk doesn’t mean removing your expertise — it means using it more strategically. The best classrooms aren’t silent, but they’re not teacher-dominated either. They buzz with student talk, student thinking, and student ownership.

Empowering students to speak and think for themselves takes patience and trust. But when they become the ones doing the talking — debating, questioning, reasoning — that’s when learning really sticks.

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