Prospective teachers’ wait-times

Narrative Comprehension Abilities of Children with Typical Hearing and Children Using Hearing Aids: A Pilot Study

“…Short video self-analyses can be very important to sensitization and practitioner training processes (Baysen & Baysen, 2010;Phillips, 1994); therefore, it is suggested that this type of critical reflection be integral to the mentoring process. Such selfanalyses, also referred to as discourse analysis, can force individuals to confront their own teaching habits and style (Nunan, 1987).…”

Types of Wait Time during Verbal Questioning in the Science Classroom

“…Another study conducted by Tobin (1986) showed that when wait time is increased, the number of teachers' verbal questions which require students to make mathematical applications increased while the number of verbal questions relating to comprehension decreased.For arts stream students, increasing wait time allows the teacher to ask comprehension verbal questions, compared to a shorter wait time when the teacher is more likely to ask verbal questions related to recall. Further studies have showed that increasing wait time reduces the number of students giving an incorrect answer and questions, increases conclusions based on evidence, and increases the variety of students' verbal behavior and the length of student responses (Bysen & Bysen, 2010). An increase in wait time also affects teacher's behavior during teaching in terms of teacher talk (decrease), sentence repetition (decrease), changing verbal questions (decrease), asking verbal questions (decrease), high level cognitive verbal questions (increase), low level cognitive questions (decrease), further verbal questions (increase), mimicking (decrease) and teacher's anxiety (decrease).…”

“…In the process of questioning, teachers have to listen to the students' answers and their questions carefully to get the meaning of the knowledge discussed. It is important to help them in their difficult learning sessions and to help them obtain meaningful learning (Bysen & Bysen, 2010). Wait time is one of the important elements in the questioning process to increase their thinking.…”

Examining question type and the timing of IRE pattern in elementary science classrooms

“…In previous studies, wait time was examined in relation to response time (Fagan et al, 1981;Tobin, 1986) or these two variables were examined independently (Baysen & Baysen, 2010). However, no studies were found that investigated the three-way relationship among teacher wait time, student response time and teacher evaluation time within the IRE pattern.…”

“…International Journal of Human Sciences, 11(1), 621-641. doi: 10.14687/ijhs.v11i1.2730 624 in the complexity (DeTure & Miller, 1985;Fagan, Hassler, & Szabo, 1981) and length of student responses (Fagan et al, 1981;Honea, 1982;Rowe, 1974;Swift & Gooding, 1983;Tobin, 1986); and in student participation in problem solving and decision-making (Rowe, 1978). Studies involving the length of student response measured the response length either in the number of words used by students (Honea, 1982;Nassaji & Wells, 2000;Rowe, 1974) or the time students spoke (Baysen & Baysen, 2010;Fagan et al, 1981;Tobin, 1986). In Fagan and colleagues (1981) and Tobin's (1986) studies, increased response time was observed when wait time was extended.…”