Rebora, A. (2020, April). Reader’s Guide / Better Listening, Better Teaching. Educational Leadership: Deeper Discussion, 77(7). Retreived April 15, 2020.

In too many classrooms,” the influential education researcher John Hattie has written, “there needs to be less teacher-dominated talk and more student talk and involvement.”1 For Hattie, this isn’t just a matter of appearances. There’s solid research evidence to suggest, he says, that “challenging, relevant, and academically demanding” instruction correlates with teachers talking less, and that effective teachers tend to “use more general class talk and less directive talk.”

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