“Talk less, teach more” sums up the mantra of the active learning approach to pedagogy. But how can you do that? I have four suggestions.

First, if you ask students a question, listen to their answers. We all know the research showing that most instructors wait two seconds or less before answering their own questions. Don’t do that! Ask a question, count to 10 silently, and if no one has responded, ask the question again. Still no response? Paraphrase the question and ask it one more time. I find I almost never need even the first 10 seconds, as sooner or later, one of the students “cracks” and volunteers. To do this effectively, however, you’re going to have to learn to appreciate silence. Trust me, it is actually refreshing in the classroom to sit silently and contemplate something, rather than coping with a constant wall of words.

Second, instead of jumping right into asking for responses, give students time to jot down their thoughts. This will probably take no longer than a minute or two, but it does wonders for freeing up the blockage that students often encounter when they are immediately asked for an oral response to a question. I’ve use this technique successfully in many countries, especially in Southeast Asia, where students are often reluctant to speak. The very act of writing down their thoughts seems to show students that they do, in fact, have something to say. You can then ask them “read me what you’ve written on your papers,” if they’re still reluctant to speak off the cuff.

Third, use the board to list the answers that students offer. Writing on the board has a number of benefits. It slows you down, giving you a chance to process what the students had said and come up with follow-up question, if need be. It also gives you a justification for probing a student response, as you can say that “I’m not sure I completely understand what you said – – could you elaborate?” Writing on the board, in the student’s own words, shows the students that you take them seriously. It privileges their voice, especially when you resist the impulse to pre-edit their responses and write down what you were going to say anyway. Seeing their own words on the board seems to embolden the students and encourage them to volunteer to answer the next question. Finally, writing in the board also gives you a written record for later review, either in the class or – – if you photograph the board – – later, when you decide on what should be covered in the next class session.

Fourth, put students in groups to work on your questions or problem sets. Tell the group that you will be calling on a member of the group to give an oral response to your question and then walk around the room, coaching them as needed. When you ask groups to report, you don’t need to run through every single group. After a member of the first group gives an answer to the question, you can ask other groups if they have amendments, revisions, objections, supplements, and so forth. Refrain from commenting yourself until you given the students sufficient time to hash things out among themselves. Often, you will find that everything you would plan to say yourself has now been voiced by the students.

Colleagues sometimes object that using these techniques means you can’t cover as much. My response? First, who cares! Second, and more substantively, if the goal is to teach for understanding, there’s no better way to find out if your students are learning their lessons than to hear it in their own words.