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- Think time can be skillfully used to improved teaching and learning in the classroom.
- Students can be taught / trained to use think time more effective through visible thinking routines like question starts, see-think-wonder, reflection with teacher modeling at the start.

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- Creating a nurturing, safe and respectful environment both physical and virtual where every individual's views are heard.
- The physical environment should be arranged to facilitate cooperation and collaboration among different and diverse groups of students if not for COVID.
- Individual students' works should be displayed to build confidence and group work should be encouraged and planned to encourage and build friendship, rapport and teamwork.

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- Ask questions that model our interest / views in the ideas being explored.
- Ask questions that help students construct understanding (making connections).
- Ask questions that help students clarify their own thinking.

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Environment. Students’ thinking becomes visible in the documentation we collect and exhibit in the classroom.  Documentation is not merely a display of learning but an effort to capture the dynamic, emerging, and progression of the class’s collective sense making and exploration around a topic.  It tends to be more communal in nature than individualised work products.

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Display MTV + Practices Poster

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Document students' thinking – through notes, audiotapes of class discussions or simply through student writing. To help improve teacher understanding of student thinking, have teachers bring in copies of student work that reflects student thinking to analyse and have more informal discussions about student thinking: Where in the work do you see student thinking? What types of thinking do you observe? What aspects of the assignment provide insight into student thinking? How could the assignment have been structured differently to extend and build on student thinking? At this point, how can you encourage students to reflect on their thinking and monitor their progress?

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- Through equitable participation of students' sharing of their viewpoints and thoughts through verbal or written forms as a facilitator
- Provide opportunities for students to share and explore certain topics in depth, in a safe environment
- Empower students and cultivate risk takers in a respectful space

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The reason for Accountable Talk Stems  is because I believe in this strategy so much and I know that, with patience and time, it is the most effective scaffold for supporting students to learn effective oral communication strategies.
Thinking is frequently made visible here – through questioning, speaking, and writing.

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One of the reasons why my p4c fell flat in 4I6 was because a student would share and then no one would respond or build on what they heard. The discussion felt like a series of individual answers rather than a conversation. I have to make effective oral communication visible to my students by modeling it through how I respond to them.

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If one of my goals is to make students’ thinking visible and create an effective “talk” environment, then I need to shift my instructional approach to facilitator and guide. Students cannot learn how to think for themselves if I don’t give them the opportunity to do so.