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Give students enough time to construct thoughtful answers to questions, rather than moving quickly on if they are hesitant, and use whole class discussion to help students see the point and purpose of their study of a topic.

It can be an advantage to allow students' comments to shift the direction of a discussion or sometimes even the lesson.

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Implementing more activity based learning with the help of a teacher, using guided participation - this is often used in early years of primary school

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Furthermore, for a good open dialog in the classroom smaller classes would be ideal - for this to happen we would need more teachers, and possibly more schools

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Good quality dialogue has been found to improve academic performance, but this is difficult to implement given growing class sizes in the UK. To this extent, more teachers, classrooms, and resources are required to give children closer to one-to-one interaction than it currently available.
Teachers may also benefit from additional training in communication techniques - dependent on age group being taught - to improve dialog flow in the classroom, in conjunction with further resources. For example, teachers may be trained not to treat helpful calling out and contributions as an action to discouraged. This is especially important in early years when children are themselves developing communications skills, but also in secondary school populations where use of toys to advance learning may be inappropriate.

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To develop more dialogic process of teaching in the classroom, teacher training is necessary - changing the teacher education and providing courses for older ones.

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How can we develop true dialog in the classroom

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How can we develop true dialog in the classroom

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Encouraging teachers to recognize the dominant patterns of teacher–student talk in their classrooms is a necessary step towards evaluating those patterns and changing them.

Research suggests that by using a wider range of interactional strategies in the classroom, teachers will find that students become more enthusiastically involved and learn better

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helps children solve problems and promotes the learning of the individuals involved.

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Dialogic teaching is not really used in primary or secondary school, instead participants are expected to follow particular conversational "ground rules"

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University workshops and group assignments often require individuals to focus on one specific aspect, coming together to form a fully developed project or presentation.
Similar techniques are used in younger years, splitting classes into smaller groups by assigning them a number, sending them to a different table with worksheets containing different information, eventually bringing the children back together in new groups with one child from each numbered group. A relevant activity is then completed requiring information known by only one member of the group.
Such activities are not as widely used in higher levels of education with the exception of group projects, primarily focusing on teachers delivering lesson content and information via instruction and students completing worksheets rather than working collaboratively. Therefore, it is incredibly important for social working techniques to be developed for older children.

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By providing their children with social scaffolding, caretakers and teachers enable them to do things in more advanced ways than would otherwise be possible

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Through guided participation, parents and teachers can help children accomplish immediate goals but and learn new skills

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- people and the surrounding culture contribute to children's development
- Vygotsky theorised that children learn as a social group, whereas Piaget viewed children as drivers for their own development