The excerpt below is from the book “Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom,” by Patricia A. Jennings. This section is from the chapter entitled “Orchestrating Classroom Dynamics.”
Mindful Wait Time
One way to promote engagement and learning is to consciously create pauses throughout the day. We can create a sense of spaciousness in our classroom by slowing down the pace of our speech and punctuating our lessons with silence. Introduced well, this practice can improve classroom discourse.
The speed at which we can process information varies from person to person (Droit-Volet, Meck, & Penney, 2007). Some people process auditory information very quickly, while others tend to have more visual or sensorimotor strengths. In any case, when we have more time to process information, the quality of our thinking and learning improves. Younger children require more time to process than do older children, and adults often forget this as they zoom through content as if they were speaking to other adults. No matter what their ages, when we give our students just a little more time to process information, they learn better.
When I introduce this idea to teachers, I often hear concerns that they will be wasting valuable time doing nothing. It’s important to recognize that during the pauses, you and your students are not “doing nothing.” Your students may be considering several alternatives; they may be mulling a picture over in their mind; they may be making associations, comparisons, and contrasts. They may be trying to drudge up the right word from their vocabulary. When we give them this time, their processing becomes richer, deeper, and more abstract. When you rush through a lesson, you may deliver content more quickly and efficiently, but your students may not absorb the content very well, if at all.
The added bonus of these pause punctuations is that they give us as teachers a few moments to practice mindfulness. When this becomes an intentional part of our lessons, we can take the time to notice our body in space, the whole classroom, each student, and the small details that surrounds us, in the present moment. We give ourselves a short break—a micro-vacation from the constant activity of a busy classroom.
We can use the time to tune in to ourselves and our students. We can ask ourselves, “How am I feeling right now? How are the students feeling? What’s happening right now? What do my students need? How can I explain this better?” By taking mindful pauses, we are modeling mindful behavior for our students and letting us all have some time to process the information we are exploring together.
Typically we pause after we ask a question and before we call on someone to answer. Most of the time, this pause is only about one second long. Students who process information quickly are at an advantage under these conditions. They tend to be the ones who always raise their hands immediately. While the speedy students are answering the question, the slower students are still trying to process the question, so they may not hear and comprehend the answer or be able to assimilate it into their existing knowledge. If the quick pace of the session continues, some students may feel left behind.
However, educational researchers have discovered that if the pause between the teacher’s question and the student’s answer lasts between three and five seconds, significant changes occur in student behavior (Rowe, 1987). Students are more likely to respond appropriately to the questions, answer the questions correctly, and offer longer and more complex answers. There are fewer “I don’t know” or non-answer responses. Over time, many more students show higher levels of engagement (Honea, 1982; Swift & Gooding, 1983) and achievement test scores and school retention levels increase (Tobin & Capie, 1982).
Wait time has a positive effect on teachers as well. With conscious use of wait time, teachers’ questioning strategies become more varied and flexible, and they ask follow-up questions that require more complex information processing and higher-order thinking (Casteel & Stahl, 1973; Rowe, 1972; Stahl, 1990; Tobin, 1987).
Robert Stahl (1990) identified eight categories of wait time. When we formally introduce wait time, these periods of silence are trans- formed from periods of awkwardness into valuable moments of silence. The first category is the type of wait time we’ve already discussed: the time between a teacher’s question and the student’s answer. The other seven are as follows:
Within-student’s-response pause time. This is a three-second or longer pause that occurs when a student pauses or hesitates during the process of delivering a response to a teacher’s question. Teachers tend to interrupt students when they are thinking through their answers and take time to pause. However, when given the time, students often follow these periods of silence by successfully completing their responses.
Post-student’s-response wait time. This is a pause after a student has finished a response and other students are considering adding comments or reactions. This gives the other students time to think about what was said and to decide if they have anything to add.
Student pause time. This is a pause after a student has initiated a question, statement, or comment but doesn’t complete the thought. It may seem strange to formalize this type of pause, but this situation arises more often than we might realize because the tendency is to ignore the question rather than allow for a pause. This happens to me a lot. I have a thought, idea, or question. I’m getting ready to tell someone, and my mind goes blank. I can’t remember what I was going to say. When this happens to one of our students, we can give ourselves and the student a little time to recover, rather than just letting it drop.
Teacher pause time. This is a pause that the teacher intentionally initiates to consider what is happening, appraise the situation, and consider the best course of action. A particularly beneficial time for a teacher to pause is when a student has asked a question and the answer requires a complex answer. Taking time to consider how to frame the answer can improve student learning.
Within-teacher-presentation pause time. This is a pause that the teacher intentionally initiates during lecture presentations or other extended periods of content output. The teacher intentionally stops the flow of information to give students three to five seconds of silence to absorb the information and to consolidate their thinking. This type of pause requires no response from the students; it’s simply processing time. Using silence this way, teachers can chunk their content into bite-sized pieces to help students absorb and process the information better.
Student task completion work time. This is pause time intended to allow students to complete an academic task that demands undivided attention. The length of the pause should be related to the time it takes to complete a task. The challenge involved in this type of pause is how to handle the variation in completion time among students. If students learn the value of pausing and some of them finish early, they can use the time to extend their thinking about the subject in some way.
Impact pause time. This is the use of pause time to create impact or drama. When we pause, we can create a mood of anticipation. A dramatic pause can generate feelings of suspense and expectation.
Wait time can be challenging. Many of us get so excited about sharing our own thoughts and ideas that we tend to interrupt students, leaving no space in the discussion for students to process information and respond thoughtfully. In the skill-building practices at the end of this chapter, you will learn more about how to apply wait time in your classroom.
Patricia A. Jennings is an associate professor at the Curry School of Education at the University of Virginia.