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I really like this strategy because it works! Working directly with special education students , wait time is so important. Wait time allows students' to processing and to answer the question or direction appropriately.Students tend to be more involved with everyone is given a moment of silence to think.
we all need time to gather our thoughts in an organized manner.

~ Robyn Smith

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I really like this strategy working directly with special education students because it works! I have found that students need this time to process and to think about what they need to do or to respond appro

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I really like the idea of the "revoicing" and how it really is different from you "restating."  Even better, I really like the idea of having the students be the one to revoice - really promotes the listening portion of the talking classroom. I do believe that when students hear each other explain or give comments they have more staying power than when the teacher says the exact same thing.  (I truly believe that my students hear me as Charlie Brown and his friends hear all adults).
Laura Gray

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Teacher Talk Moves are important because they are critical strategies to help teachers create and maintain a classroom culture where it is the expectation that students speak, listen, and respond to one another.  Probably one of the simplest, yet most effective, of these strategies is utilizing increased amounts of "wait time" so as to leave an opening for more student voices to be heard during class discussions.

Danny Eaves

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Dig Deeper into Their Reasoning (Evelyn Turner)

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Dig Deeper into Their Reasoning (Evelyn Turner)

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Whether the student got the answer correct or incorrect it is important to make then "dig deeper" Asking them why they thought that and what evidence do they have to support that.  This plays a lot into common core where the student can't just conclude and answer they need to show how they used their knowledge and reasoning to come to that conclusion.

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Teacher Talk Moves  are important because  

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Teacher Talk Moves  are important because  

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they make students do the "heavy lifting." Students can't just wait for teachers to repeat the important points, spoonfeeding the "correct answers." These strategies hold students accountable for: listening to each other, taking up each other's ideas, participating actively, and engaging in deep processing of the material in order to make meaning together with their peers. These techniques and the rich discussions they produce make students better at listening, thinking, and reasoning.

- Lisa Winders

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Be Nonjudgmental about a Response or Comment

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Be Nonjudgmental about a Response or Comment

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This strategy really resonated with me!!  I now recognize that even a very positive response to a student can cause other students to become reluctant to respond.  They can loose confidence and fear their response will not be as highly regarded.

Teachers can also discourage volunteering if they respond in a negative way to a student's misconceptions.

Instead, teachers need to encourage students to respond to one another. They learn how to agree and disagree with one another, discover their own errors, and correct their own thinking independently.
-Jen Shaffer

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Asking students to restate someone else’s reasoning. 

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Asking students to restate someone else’s reasoning. 

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Instead of the teacher revoicing, the students are asked to revoice for each other. This move is used to build a culture in which all students are getting full access to participation. It provides evidence that students are following the conversation and provides evidence to speaker that his/her comments are being taken seriously.  Students are forced to listen to each other so that they can comment and build on to what their peers are saying.

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It is so important to give students time to think and formulate their opinions and responses. It is so easy to quickly move on to another student if the student called on does not respond right away. This is not good. It prevents the child from contributing and sharing his/her perspective. It is important to be okay with silence--some students need more time to process and that is okay!
~Kendall Grier

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Finding alternative ways for students to participate, such as allowing the use of post it note questions instead of verbal ones is a great way to create a culture of talk. Students who need opportunities to gain confidence on a discussion topic or new concept, especially ELLs and Special Education students, will respond well to this strategy. I've seen it used often in professional development, but have yet to use it with my students. This is something I intend to try with my students to build their confidence in a non-threatening way.

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The strategy of answering with questions stood out to me. By answering with a question, it promotes student participation and shows to students that their participation is essential to the discussion.  With this strategy, it is suggested to ask more open-ended questions such as process type questions rather than product type questions. Process type questions requires students to reflect, analyze, and explain their thinking/reasoning. This foster higher level thinking and richer discussions for all. The students should be able to learn from the questions posed as well as the teacher learning what the student knows via their  responses.
-Samantha Farioli

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The strategy for holding students accountable for their accuracy and clarity (teacher talks pg. 1). There example of "can you say that like a mathematician" is a great way to get students to use the vocab that you have been using. While I agree it is good that they have a kid friendly definition, it's also paramount that they use the vocabulary that will spiral through the curriculum year after year.
- Mark Wiles

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Students Restating Each Other's Reasoning 

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Students Restating Each Other's Reasoning 

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To encourage students to listen to each other and actively participate in classroom discussions, teachers may ask a student to restate another student's reasoning. In this talk move, students re-voice for each other instead of the teacher doing it. The move not only encourages participation by all but it also helps to provide evidence that students are following the discussion and validates the speakers comments.
-Trisha Kessler

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The strategy of having students decide whether or not they agree with another student is an important strategy. It requires students to listen to others, think about what they said and then process  the information. there is a lot of learning going on. This is a great way to hold students accountable for listening and discussion techniques. This strategy can be used in any content area.
-Paula Maher

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The teacher talk move that resonated with me the most was: Asking students to restate someone else’s reasoning. After reflecting on this idea I realized that I repeat what my students say numerous times throughout the day. When I do this I’m actually setting students up to not listen. Why should students listen closely to another student talk when the teacher will just repeat what they say anyways? Instead, I need to have my students repeat what their fellow peer has said or put what they said into their own words. One way I can improve my classroom discussion and listening skills in my classroom is to work on not repeating what my students have said.

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Silent signals help shy/reserved students share their thoughts.  Through using these signals, students gradually gain confidence to verbally share their ideas with the class.  Also, it can be very  encouraging for a student who is speaking when he/she sees others showing the "I agree" signal.
Teachers who use Talk Moves effectively discover that all students (even ELL and struggling students) make improvements in learning and conceptual understanding.  These gains show up in both their writing and standardized tests.
-Ryan Oman