talking in class essay

When Students Won’t Stop Talking

October 8, 2017

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Listen to my interview with Michael Linsin ( transcript ):

Why It’s Happening

Before you can solve this problem, you have to understand its cause. According to Linsin, excessive talking—talking that occurs during independent work time or direct instruction—happens for two reasons.

Reason 1: They don’t believe you mean it.

Despite the fact that you specifically tell students not to talk, deep down they don’t believe you mean it. “Or they don’t care,” Linsin says.

“At some point,” he explains, “Your authority has faded. If you’re able to teach to a quiet classroom in the beginning of the year and now you’re not able to, or if it happened right off the bat, then somehow at some point, the students’ respect for you and for the process, for the classroom, and your authority has faded.”

So even if they hear you, even if they understand that you want quiet at a certain time, they don’t believe anything negative will happen if they ignore your request. If they come to you with this behavior, it’s likely that it has just been part of their conditioning.

“Because so many teachers struggle with this problem,” Linsin explains, “many after a while kind of throw up their hands and just decide they’re going to talk over students, they’re going to do their best to keep things as quiet as possible during independent work time, so the students come to you (from) classrooms where the teacher asked them to be quiet but doesn’t really follow up on it.”

Reason 2: They don’t understand what “no talking” means.

This one is going to be harder for teachers to believe, but bear with us here: “No talking” may not mean exactly the same thing in different contexts, and if your students are talking more than you want them to, there’s a good chance you’re working with different definitions.

“When they come to your classroom,” Linsin explains, “and they’ve had teacher after teacher say the same thing, yet continue to allow it to happen in the classroom, then students think, Well, he or she just means we need to kind of keep our voices down , or We’re mostly quiet, but if we have important things to say to a neighbor, then we’re allowed to do that. And so they’re confused as to what the definition of ‘quiet’ really is.”

In many cases, Linsin notes, the problem is likely being caused by a combination of both of these reasons. But notice that neither reason is a blanket statement about students being disrespectful. This is why I like Linsin’s approach: He puts control for classroom management in the teacher’s hands, rather than placing blame on the student. That’s not to say that you won’t have disrespectful students, but shifting the blame to them means you have no power over the situation. Blaming the students simply isn’t a useful way to address the problem.

“When students are not doing something that you’ve previously taught them how to do,” Linsin says, “whether it’s talking or entering the classroom, and they don’t do it well, even though the students are responsible for their behavior, when most of the class is not doing what you ask, it’s on you. It’s about you. There’s some disconnect there, there’s something they’re not understanding.”

What You Should Be Able to Expect

Some teachers might wonder whether it’s reasonable to expect students to be quiet at all, especially if they are younger. Linsin says yes without hesitation. “You should absolutely expect, no matter where you’re teaching or what grade level, that the students are able to sit quietly while you’re giving instruction or directions, and they should be able to sit quietly and work during independent work times.”

Should there also be times when talking is permitted? “Absolutely,” Linsin says. “It’s really important to give students an opportunity to express themselves, to get up and move around, to work in groups and pairs and discuss. Classrooms should be vibrant and interesting, exciting places, and so I’m all for getting students up and moving and having fun. Those things just make classroom management stronger, and they free you to ask anything of your students, including silence.”

The Solution

If you came here looking for a few tricks to end excessive talking, the bad news is that you won’t find anything clever or earth-shattering. The good news is that the solution is pretty simple, and it requires no behavior charts, tokens, or Jolly Ranchers.

Step 1: Define expectations in explicit detail.

“The fix,” Linsin says, “is to define, in detail, exactly what you want during independent work time and when you’re teaching a directed lesson.”

If you believe you’ve already done this, and it hasn’t worked, the issue is probably lack of detail in your explanation. Linsin says you need to go far deeper than what most teachers probably do.

“So you may bring a desk or a table up in front of your classroom, sit down, and pretend to be a student. You may have other students acting as models also. Show students how you expect them to behave while you’re giving instruction, and then how you expect them to behave when they’re doing independent work.”

“It’s also important to include what not to do,” he adds. “So you’ll model those exact behaviors that you’re seeing, those exact talking behaviors, whether it’s side-talking or standing up and whispering to someone, or whatever your classroom looks like. Even if it’s chaotic, whatever that chaos looks like exactly, you want the students to be able to see themselves in your modeling and what isn’t okay.”

Step 2: Have students practice.

Once you’ve modeled the desired behavior, have students practice it, just like you’d have them practice any skill you’re teaching.

Linsin gives an example of what this might look like. You’d start by saying, “‘I’m going to give you 60 seconds, and I want you to show me what good listening looks like, and no talking. So let’s pretend I’m standing and giving you a lesson. I want to know what that looks like.’ And then you’ll stand and maybe you’ll cross your arms and put your hand under your chin, and you’ll watch them.”

Keep this instruction light, he says. Keep it fun. “You’ll stare at them and you’ll walk around the room, and you’ll watch one of them, and you’ll nod your head and say, ‘Mmhmm, okay, that looks good. Mmhmm. Chin up a little higher!’ It’s okay to have fun with it. None of this is a punishment. It’s just good teaching. Whether you’re teaching how to find a topic sentence or how you want your students to line up before recess, it’s all teaching. So it’s okay to have fun with it. It’s okay for them to laugh at some of the things you say or to see themselves in the behaviors, which they love, by the way, especially if you exaggerate it and have some fun with it.”

The Sign Strategy: Students are often put in an awkward position when a classmate tries to talk to them during these quiet times. They want to follow your guidelines, but they also don’t want to be rude to a classmate. Agree on some kind of physical sign they can give each other at these times. “It can be a scissors or peace sign or whatever’s culturally acceptable wherever you teach. And all they do is just hold the sign up, and the sign means, ‘I’m really sorry, but I have to listen to the lesson,’ or ‘I’m really sorry, but I have to do my work.’ And you can tell them that if they give the sign and that student who sees the sign turns and gets back to work, you will not enforce a consequence, because they’re showing responsible behavior.”

Step 3: Teach the consequences.

“Walk them through the exact steps that would happen if they turn and talk to a neighbor, for example,” Linsin says. “The exact steps a misbehaving student would take from your initial warning to contacting parents or whatever your consequences look like.”

In order to do this, you have to know what your consequences are. Spend some time making sure you’re clear on that. If you need help, read our post on creating a classroom management plan .

Step 4: Do it for real.

Once students have been taught your expectations and have practiced exactly what they look like, it’s time to apply it in a real lesson. “Have a directed lesson ready,” Linsin advises, “to have them prove to you they can do it in practice.”

If you’ve taught the expectations in detail, students should do a good job, but if they don’t, you need to enforce your consequences exactly as you described. “You almost hope during that first wonderful lesson, that one student maybe turns, and so the class can see that you’re holding them accountable.”

If enforcing your consequences is difficult for you—and for many teachers, it will be—read Linsin’s post on why teachers struggle to consistently enforce consequences .

Step 5: Continue to define expectations in small chunks.

This last step is crucial. From this point forward, keep telling students what is expected of them before every switch in classroom activity. When you are about to do group work, let students know that talking within the group is okay. If you then switch to independent work, remind them that absolute quiet will be expected. Briefly describe what that will look like, even spelling out what not to do if that fits the activity.

Taking time to do this might seem unnecessary, but being clear ahead of time will prevent problems. “Anytime you can give a reminder before misbehavior,” Linsin says, “it’s a good thing. Anytime you give a reminder after you see misbehavior, it’s a bad thing. You should be holding students accountable, but be preemptive whenever you can.”

Learn More from Michael Linsin

The Happy Teacher Habits

(Links to this book are Amazon Affiliate links, which means I get a small commission on purchases you make through my links at no additional cost to you.)

What to Read Next

Categories: Classroom Management , Podcast

Tags: behavior management

75 Comments

I have the opposite problem with my seniors who I had as juniors they will not talk or discuss when I open it up to a classroom discussion. Last year I tried so many different strategies with them and this year we’re right back there with me hearing crickets even after I’ve asked them to talk with a partner first and then when we come back to the whole class discussion nothing happens . Feeling frustrated!

I’m not sure what you’ve tried so this might all be moot. I teach seniors as well. Most love talking but some prefer to hide. First off, I state the expectation that all must speak, especially if they are being graded as an individual and/or a group. I give lots of support prior to them speaking to help with confidence. I circulate around the groups and give feedback and support. Depending on the activity, I do random picking of who starts talking. Pick a name randomly, etc. Then do not move forward until they have spoken. Also, asking open-ended questions instead of closed ones. I’m sure that’s what you’re doing. Can you give a specific example of an activity that you do?

I’m a fan of random picking, but only if it’s truly random. I use TeacherKit, but there are other apps that allow you to enter all your students’ names and then select one at the tap of a button. That way, no one can claim they are “getting picked on.” When a reluctant or quieter student is selected, I am not the bad guy. “It’s not me, blame the gods” or “Fate picked you!” Humor helps defuse student angst at times.

We have a “Pot of Doom” in classes. Each stident’s name is written on a wooden lolly stick and places into the pot. If children aren’t volunteering answers then the teachers resorts to the pot of doom. Humorous and productive at the same time as it gets them putting their hands up sooner.

This I love – definitely going to use.

Model to them how to have a discussion. Give them sentence starters and have them each write a reply, swap papers and respond back and forth. Have them pretend they are in a meeting and the “boss” needs something done ASAP. I tell my 8th graders they are getting ready for the real world whether it is high school, college, or going out to get a job.

Have your students respond in writing. Then ask for the non-participators to share what they wrote. It might spur some conversation. Of course I have to heed my own advice!

I am currently teaching the Freshmen 9th grade at a public school in Micronesia. Sometimes it gets into my nerves if they are not paying attention and doing other things like talking about something else so I switch them to another activity like solving crossword puzzles and other games about word power please give me some suggestions that can make them stop talking and focus on what they should do. I give them magazines, pocketbooks to read so that they will be busy during classes. English Class Yap High School

Olivia, if you haven’t already, take a look at the section of the post called “The Solution.” Jenn outlines a five step process that might be useful for decreasing off-task conversations and encouraging students to focus on the learning activity. You also might want to check out some of the other posts related to behavior management on the site. I hope this helps!

Have you thought of having them write down their answers in a journaling-type of discussion. Then you should be able to call on anyone. I have had this problem in both middle school and high school classes. I find that students participate less and less as they get older. If you come up with different ways for them to share their answers (through journaling, writing on sticky notes, having them write their answers on the board, etc.) they are more willing to share.

Hi Carol, I’ve taught quite a few of those types of classes. One way of getting all student opinions / ideas out is to use mini-whiteboards. That way they discuss with their neighbour, then they have to come up with an answer because you need to see it on their whiteboards when they hold them up. This also helps them feel less awkward giving an answer; they’ve discussed it in pairs and they do not feel “put on the spot” on their own. When continuing their ideas into a class discussion; that is the hardest part and I have not come up with any great solutions for that other than to have them work in smaller groups. Good luck!

Perhaps you could explain that each pair will share their discussion with the class, and then use a name picker app to select students to share. I’ve also found that contradicting a student quickly ignites conversation, especially from those students who agree with the student. Good luck!

Thank you for the great article. Wondering how this would apply with students with 504’s and/or IEP’s who have trouble staying focused. I’m thinking an additional layer of signals between teacher and student?

Hi, Audrey. Here’s an article to check out from Smart Classroom Management. You may find some helpful tips.

Thank you for these explicit steps to dealing with this tricky classroom issue. Just this week a teacher brought this up in a coaching session. I’m excited to share this post with her; to learn alongside and to support her and the students in the process.

I have a different situation. This year I landed in a school that, unbeknownst to me, has absolutely no discipline plan at all. All the teachers talk over their students and give directions, so nobody can clearly hear anything, and no student is actually required to listen and follow directions. The school is also big on earning points for good behavior, except that everyone gets points for everything, so… I used Mr. Linsin’s techniques in my previous school. His “When I say go” approach to directions is really effective, but I’ve already been told not to use it this year. I’m stuck. But thanks for the reminder about this effective approach to teaching/learning appropriate behavior.

Thank you so much for this podcast. This year I am struggling with talkative students (new school/new teacher). I know I let the ball drop in too many areas…plan on fixing tomorrow. Thank you.

I found this post helpful, but as for Michael Linsin’s website that is promoted here, I found it highly problematic. The first two posts on his site that I cam across were steeped in whiteness and not sending the message that culturally relevant practice is the goal. The first post asks what to do when students question you “When you know they’re just trying to get under your skin.” How can we possibly know that a student questioning us is not actually valid because we are not teaching them in a way they need to be taught? I think this is a very dangerous ideology to be putting out there for a country of majority white educators. His next post was “How To Handle Disrespectful Students Who Don’t Know They’re Being Disrespectful” Don’t know they’re being disrespectful? Then they’re not being disrespectful! Not adhering to white cultural norms is not necessarily disrespect. This quote put me over the edge: “Disrespect appears to be on the rise—particularly among younger students. It’s important, however, to determine if the disrespect is intentional or a misunderstanding of the definition.

Sadly, as surprising as it may seem, due to poor home and neighborhood influences many students just don’t know any better.”

To promote a website that thinks and speaks this way about our students is harmful. We can explicitly teach our students what appropriate and inappropriate behavior look like in our classroom (after having examined the role and presence of whiteness in what we deem appropriate and inappropriate), but to label other behaviors as a misunderstanding of the definition of disrespect? There is no one definition of disrespect. That is code for misunderstanding the dominant white definition of disrespect.

I let this sit in moderation for a few days, waiting to find the time to write a thoughtful response.

First of all, thank you for taking the time to share your concerns here. I think it’s important for all of us as educators to stay open to criticism and continue to grow, and the only way we can do that is to invite differing opinions. In all of the the posts I’ve read on Smart Classroom Management, I never saw anything that struck me as culturally insensitive. Michael’s approach has always been one of calm, respectful de-escalation, of not calling students out publicly, and of being clear with expectations and consistent in their implementation. In fact, the criticisms I’m used to seeing of his site are from teachers who don’t like the fact that he puts so much responsibility for classroom management on the teacher , when they feel students should share more of the responsibility. With that said, I often miss these things, as my privilege hasn’t given me much of a critical eye, so I don’t want to discount your concern.

I think it’s interesting how people view things differently depending on their own lenses. When I read the examples of students being disrespectful in the article you referenced , I pictured white kids. In fact, throughout the whole article, I was picturing kids who have few rules at home and are kind of coddled by parents. And in my mind, those kids were privileged and white. So the notion that there was an underlying message of enforcing cultural norms never occurred to me.

With that said, my own awareness has grown in the last year of how white-centered so much of our culture is, so I want to leave room for that possibility on my own site, on Michael’s, and in plenty of other education spaces. I would like to hear what others think about this.

I’m replying to this as a teacher. I have taught in title 1 schools my entire life. FIRSTLY, how could you say it “sounds like white kids?” as an educator you are supposed to have all students held to a high standards. You talk about “culture”, education is wide spread to help all students out of poverty. You keep bring up race in education. I have never worked at a school with only a certain race base. Poverty is a cycle and not race based. I’m sorry, I do agree with you, these tactics may not be best for the school you are at. The school I teach at all students are held to the same educational standard, despite race, economic background , learning style, ect. All students should respect the teacher, you are there to help them. Not to judge them.

Hi Christina,

My comment was that when I read the article on Linsin’s site, I was *picturing* white students, not that they *sounded* white. My point was that we all read things from different perspectives. The fact that Elicia saw culturally insensitive, white-centric teaching in that article made me think she was picturing a more racially diverse class of students, and I can see how this would result in a different interpretation.

I’ll try to respond to this part: “You keep bring up race in education. I have never worked at a school with only a certain race base. Poverty is a cycle and not race based.” I’m not sure what you’re referring to, but I assume it might be some other articles on this site? If you don’t think race has an impact on education, then we definitely disagree here. For starters, I would recommend you read this article , and listen to my podcast interviews with Monique Morris and Dena Simmons .

The way that I read the article on disrespect is that whatever the particular culture finds respectful or disrespectful needs to be taught to the students. I moved around a lot growing up including outside of the United States and learned about other cultures ideas of respect and disrespect. In one culture I lived in, it was VERY disrespectful to touch someone’s hair. It is very possible for a student to have no clue they are being disrespectful if they are from a different area or if they are a student who needs to be specifically taught how to socialize well with others. I can’t say if Michael Linsin had white people in mind when he wroteit or not. However, I thought the main idea could be taken and adapted to any culture. I always appreciated when someone explained to me what not to do or to do when I moved to a new culture.

Thanks for bringing up your thoughts and ideas. I found them interesting and helped me look at the article from another point of view.

Why is everything about white privilege? Why can’t we be united and agree on what disrespect looks like. This isn’t a black white issue. It’s a human issue.

Mm: Right on. Quit dragging it down, when all we really should be looking at is the concept of disrespect. When all children grow up they have to function in society based on ONE level of respect; not various ideologies. Golden Rule is my motto. Treat others as you want to be treated. The respect will follow.

Enjoyed your listening to your interview with Michael Linsin. Some good points and suggestions. I especially liked the “sign” to classmates.

My school has many second language learners and we use peer tutoring as a highly effective linguistic accommodation. So many times a student may ask her assigned peer tutor for help during direct teaching time. This could lead to others talking. Do you have any suggestions for managing this situation?

Hi, Teresa. I’m thinking the sign strategy (under Step 2) could work really well during direct instruction as well.

This is a problem on our entire intermediate floor. Teachers have taught and retaught expectations, some more than others, and yet the problem persists. One of the issues we have is students’ proximity to one another. We have 29-34 students in each room with just enough desks to accommodate them and little to no room for anything else. They are on top of each other ALL day long, no matter what room they are in. When permitted to talk in group or partner work, volume then becomes an issue. Looking for any ideas/suggestions.

Hi, Aimee. You may want to check out Michael Linsin’s article, How to Manage Large Class Sizes .

This was a fabulous article. So many practical tips/suggestions.

I feel crushed this year even though it is my third. I will give an honest attempt today at these steps and hope it bares fruit because the way things are going now are so soul crushing.

I’m so sorry to hear this – teaching is hard enough, without the added challenges of classroom mangagement. Even as a veteran teacher, I was always needing to re-examine my management, whether it was based on my group of kids, changes in my practice, or just whatever it was that was working or not in any given situation. Having said that, there are some foundational things to put in place that can be highly effective. This post has some great suggestions. In addition, if you haven’t already, be sure to check out the many other classroom management articles posted on the site, as well as one of my favorite books, How to Talk So Kids Can Learn . Be patient with yourself – remember to make any changes in small chunks. And try to find those marigolds for some possible support!

Perfect ideas!!! I just started my teaching career this year and this is perfectly helping me to gain control of a class and manage their behavior.

Great article, thank you for sharing your content and good will – I’m loving it! I’m still very new to the calling but keen to try some of these strategies.

My only concern with this is the dynamic of the classroom. You state that if several in your class is misbehaving, it’s on you the teacher. I disagree with this statement. It’s like when someone says a teacher has too many F’s in their classroom. If a teacher is utilizing a variety of strategies and making the appropriate accommodations, then the students are choosing to fail themselves. I have 5 bells a day. This past year I had 4 classes where I carried out my classroom policies and rarely had issues. This was not the case for my other class. Here’s something that has been discussed in my department frequently as an ongoing issue:

When you have a class with so many 504’s and IEP’s that don’t allow consistency and make their behaviors excusable, the whole classroom dynamic breaks down because you as the teacher have to honor the exceptionalities outlined in these legal documents. So many students can’t work independently and need assistance and clarification every step of the way. Many have ADHD and other disorders that make it hard for them to focus and not act out. It makes the classroom become very difficult to control when several students literally cannot help it and the documentation protects them from discipline. I respect all reasons of course, but it really strains the classroom dynamic, especially when you have 2 other adults in the room and have to maintain inclusion by keeping all students in the classroom. I get one or two classes like this every year and it becomes very challenging to handle.

When students are choosing not to respect, there’s a consequence for the students. When students do not do the work, they should fail and be held back because they chose to fail. Regardless of how effective teachers are in carrying out lessons and preparing materials, any teacher could get a class that just does not click or a few students that cannot comply with the expectations for behavior and/or academics. That should not be a part of their evaluation. I’ve been fortunate to have high marks on classroom management because I have been observed with my more well behaved classes.

Thanks for reading my concern. The teacher doesn’t exclusively hold the power here. I know veteran teachers that have had rough classes the entire year.

You bring up some very real concerns and sound like a teacher who does all she can to help her students, especially under some very challenging circumstances. I think Michael Linsin would agree that students, not the teacher, are responsible for their behavior. My understanding is that this post described a classroom in which the majority of kids in the class were no longer doing what they’d been previously taught and rather than sitting back and blaming the kids for this, it was “on the teacher” to kinda hit “reset.” I’ve been in those situations and would have to agree. My classroom management started out really strong, expectations were taught, practiced, and enforced. Then things got comfortable, winter came along, kids got antsy, and I got a bit more laid back. I was exhausted. Before I knew it, the class was a bit more out of control. I grew more frustrated and wanted to blame them for talking too much. After all, they knew what they were supposed to do. But in reality, I agree it was on me to take some steps back and reteach expectations. Maybe slow down. When I did this, things got back on track. It sounds like you already do these kinds of things. Some of the issues you brought up go beyond the scope of this post but would make for good discussion.

This is one of the most helpful teaching posts I’ve read. After re-entering the classroom following 15 years running newspapers, I am struggling to maintain control of my classroom. This is not an area in which I had issues previously. The dynamic has changed overall (the definitions of respect and privilege for teens), and for the first time I am in a Title I non-integrated school as a minority ethnic teacher. The point the author of the article makes about students who come into the class having been held (and currently are being held) to various expectations in other classes (using culture as the normative reason) is a large determining factor of whether these students trust and accept my leadership. Since I teach English, it is imperative there is some instructional time, and yet I am typically asked by conforming students to continue to teach over the conversations of others rather than wait for silence or to correct misbehavior. It is frustrating, but this article will help, not only personally, but in sharing with administrators as to the variety of discipline strategies we expect of our teachers. Thank you!

I really like how you teach students how to respond to other students when they are supposed to be silent. “But she/he talked to me first!” is a response I hear often when addressing student talking in class.

It seems that in your example of your classroom, many of your students started talking during silent independent practice because they needed help, and you couldn’t get to them before they stopped working. This is something that happens often in my class as well. How have you changed the structure of your independent practice so that students have access to the support and resources they need silently?

I have done these to various degrees of success: 1) I taped the class noise and played it back in the next lesson as a preemptive measure. 2) I sat down on the floor with some boys and hear them talk. Then I wrote a transcript of what they said and gave it to read to clarify if what I heard was correctly written. 3) I addressed each drift in conversations by saying, “Let’s all hear what ___ has yo say.” “Share your conversation with the class.” “I listen when you are talking. But you are listening to me when I am talking!” 4) Talk in increasing speed and then suddenly keep quiet. 5) Tell the class, “If we go on like this, we all lose out. I lose as a teacher. You lose as students. We all lose.”

Amazing and very helpful.. thank you very much

I would like to have suggestions from elementary school teachers on what a consequence looks like for excessive talking. My children keep ending up with teachers who believe walking laps is an appropriate method even though it is against county and state policy. I keep taking an issue with it and yet it continues. I am a former teacher and never thought that making students walk laps would solve any classroom problems, especially excessive chatter. Are there any suggestions that may be helpful that do not include physical exercise as a punishment?

Hi there! As an elementary teacher myself (retired), this isn’t something that I’ve come across. You mentioned that your children keep getting teachers who believe walking laps is appropriate even though it’s against policy. If this is the case, I’m wondering if it’s some sort of school “policy” that the staff has agreed upon. Have you talked to just the teachers or admin as well? And has the rationale been clearly explained? I ask this because we know that kids need to move, talk and have breaks. Is it possible that walking the laps is more of a break or intervention so that when students return to class it’s easier to get back to work and focus? If this isn’t the case, then I think there are some other things teachers can do.

As with any kind of behavior that is self-distracting or distracting to others, I’d suggest putting support systems in place. The teacher can give kids an opportunity to talk out ideas within the group and/or partners for 5-10 minutes before going off to a private place for independent work. The teacher can let kids know ahead of time when they will have opportunities to talk/share. For example, explain they’ll be working independently for 20 minutes and then they’ll meet with a small group to talk about and share their work or ask questions and get help. Teachers can have individual conferences with students and include them in the problem solving process. They can also make simple statements like, “I’m having a hard time thinking right now. Please find a way that you can help me out,” and then be sure to follow with a, “Thanks so much.” There will always be exceptions, but overall, the intent is to understand what kids need and to help them be part of the problem solving process. If you haven’t already, check out How to Talk So Kids Can Learn . Hope this is somewhat helpful.

I find that these tips are great, especially about being very specific with your details and expectations, but some of them seem more fitted for younger kids? Does anyone have any tips on what we could use for a high school level? I find that my students do feel comfortable with me and we have a great relationship but unfortunately, part of high school culture is talking and it is extremely difficult to stop during instructions without making them feel like their voices aren’t silenced themselves. Any tips?

Claudia, Michael has a guide that’s specific to high school students available here .

I would like to ask about motivation. I haven’t seen anyone mentioning motivation as a factor that influences students’ behavior. And it does. If a student is bored, she/he will use different “tactics” to sabotage the class, excessive talking being just one of them. So I think that real challenge lies in our ability to motivate kids (or grown-ups), to capture their attention during the class, and try to get them interested. And as Gerald Huether says – you cannot educate someone by force, it’s neurologically impossible. A person can only educate her-/himself, and only if they want to. What you can do, you can encourage them to want to educate themselves.

Near the beginning of the post, check out the 2 caveats that I think pretty much align with your thinking. Without engaging work or a decent relationship with the student, the strategies in the post may not be as effective. Thanks for sharing!

I read this with interest because I have been told by my school that my classes are too noisy and I should get them to make less noise. Now I am hard of hearing and actually cant stand noise (I teach design and technology (shop) as you folk call it). Ive asked my colleagues who teach around and with me and they say they are not noisy, so what do I do? Please help because at the moment this is giving me sleepless nights and a lot of stress.

I’m sorry this is causing you so much stress. It sounds like you’re a bit confused with this feedback. Every teacher is different, but the one thing that I always considered is whether or not the noise level in my room was related to learning. Was it productive? Was it part of collaboration? Did it lead to new ideas and problem solving? Did it interfere with the needs of myself or others? There’s a reason you were asked to lessen the noise in your room. (I’m assuming this was a request by administration.) Maybe start by taking some time to really observe the “kind” of noise that’s occuring. Maybe even ask or survey your kids to see what they think. If in the end, you are still concerned with the feedback you received, I might just ask for more clarification — not in a defensive way — but just so you have an opportunity to better understand and share your observations as well. Hope this helps.

I enjoyed reading this article. I am in my third year of teaching in a special education classroom and have for the most part had the same group of children. My scholars and I have a very close loving relationship and respect each other. They are very chatty during instructional times and independent work times. I like the model your expectations approach and look forward to introducing this in my classroom tomorrow. It would be like a practice what you teach and expect.

I’m sorry but this article is bull. Has the author or interviewee actually taught high needs students at a public school in the real world? I work at a high poverty Title 1 school and students are all over the place. I would say some students want to be respectful but even after decent student relationships and consistently enforcing consequences for chronic overtalkers, parents don’t care and blame the teacher as ineffective. No matter how many times teachers go over expectations and modelling, excessive talking and interrupting keeps happening.

In language arts, my classroom management is very good. However, I can’t get my drama students to be quiet for anything, not before a scene, after a scene, during a scene, not during instruction, not a thing. I’m dying here. They signed up for this elective. They are wild and outgoing, but mostly before/after getting on stage!?! I’ve been doing this for 13 years, and I want to quit drama every year. I saw your post about it being me. Help!

13 years of wanting to quit Drama — that sounds like a pretty big (and frustrating) deal. Classroom management is one of the most challenging aspects of teaching, so with a course like Drama, which seems to lend itself to more socializing and high energy anyway, I’d think the challenges could be even greater. I’m not sure what kinds of things you’ve tried, but if you haven’t already, try reaching out to other colleagues/Drama teachers in the district or in a social media chat who may be able to offer some suggestions. Be sure to also check out the links in the article.

We have a lot of other resources in the Classroom Management board on Pinterest – see what’s relevant. Also take a look at the posts in the behavior management category on the site. Just try something – one thing to start out with that you think could make a pretty big difference. You can always continue to implement new routines or structures, but to avoid getting too overwhelmed, start with something that really resonates with you. Hope this helps!

I am wondering what can I do if I have strong personalities student’s and how can I help them

Hey Ari, that’s a good question. As a general rule, I think all of the tips offered in this post are good guidelines for whatever class you’re teaching. That being said, there are always students who pose teachers with more of a challenge. Students with strong personalities, for example, might be more difficult to manage in a classroom environment, but they also might be the ones to dominate class discussions. Here are some suggestions I found that could help you manage strong personalities in the classroom. Jenn’s post on the Fisheye Syndrome provides some additional direction on how to get equitable participation from students in your class.

I am a student teacher so classroom management is one of my biggest challenges and it something I am constantly trying to learn new strategies for, especially for one chatty class. I found this article very helpful and appreciated the practical tips. I would not have thought to explicitly explain what I mean by quiet, but I could hear myself in my head saying “It’s too loud in here” while I was reading this and I realize how unclear that actually is. I will be trying some of these strategies in my class this week and look forward to reading more here in the future.

Thank you so much for posting this and for sharing that you yelled. I’m a student teacher and I got really frustrated this week and yelled. I still feel badly. I just had no idea what else to do after telling them over and over again to be quiet, that this was independent work, not group work; that some students were really struggling to write because of the extreme noise level. I will be printing this off to have a reminder and start working on setting good expectations.

Thank you for all these useful ideas! I really liked that you pointed out having a good relationship with your students is important. Love your podcasts and blogs. As a future educator I have already learned so much from Cult of Pedagogy.

Thanks for sharing all your great ideas and tips. I agree that building a relationship with your students is one of the most important things you can do as a teacher. One thing I was reflecting on was the point shared from Linsin, “Your authority has faded. If you’re able to teach to a quiet classroom in the beginning of the year and now you’re not able to, or if it happened right off the bat, then somehow at some point, the students’ respect for you and for the process, for the classroom, and your authority has faded.” Something I wonder is how much time has been placed on building the classroom community. Not only the relationship with teacher and student, but how the classroom functions as a whole and the purpose of their time together. I have found that taking time to talk, share, practice, receive feedback and reflect on our contributions in the classroom community directly impacts student focus and the work they accomplish in a day. Much like how you refer to the students practicing what it looks like to be quiet, they can practice how to help themselves and their classmates learn. But I think even more important is the time you spend building purposeful and meaningful experiences for students. When you do this, they want to be thinking and working and showing their best effort because they are engaged and invested in the learning.

Hey, I really need some advice. I only have classes once a week when the classroom teacher is off class. So I have to do research tasks with the kids in a really big learning area at the same time that another class is also in this learning space with another teacher. But when they come to me they won’t stop talking at all and they have no interest in the task. I try to reward the main few culprits whenever they do something positive, but they just think of the rewards as a joke. I follow through with my behaviour system but they don’t care if they are in with me as break times. I normally let the classes pick their own groups for research tasks but with one class I chose for them because they were so rude and noisy when I explained the task. They didn’t react well to this and they kept going over to the other class who was working on the other side of the room. I have no idea how to get them to take me seriously because they know they only have me for 1/2 an hour each week. But that 1/2 an hour feels like 3 hours. What can I do???

I’m so sorry to hear your frustration – doesn’t sound like much fun. Classroom management is one of the biggest challenges teachers face. And it can be even harder when you don’t have the consistency to build those relationships. But it can still be done, for sure. On the site, we have a bunch of posts tagged behavior management – I suggest looking through those to see if something jumps out as a good place to start. 5 Questions to Ask Yourself About Unmotivated Students is one that covers a lot of things to reflect upon. You might also want to check out the resources on our Classroom Management Pinterest board. Hope this helps!

You say that if the whole class is doing it, then its on us. However I see 4 different classes and I behave the exact same way for every class. 3 of the 4 do what I ask with the exception of a few. However, the 4th class, which is 6th graders continually talk when I am trying to give them a lesson even though every single time, I have told them clearly what I expect. I have given them different consequences every single time that I defined at the beginning and yet they still wont show me respect. I don’t understand! Especially when 3 or the 4 classes behave the same. Please explain how it is me!! I really would like an honest response. I’m at my wits end and don’t know what else to do. Please help!

Hi Heather,

It sounds like whatever systems you have in place in those 3 classes, are generally working really well. What stood out to me though is that you said you behave the same in all 4 classes, and the reality is, as you know, is that not all classes or make-up of classes are the same. You’re not alone. I had great classroom management for years…and then one year…Bam. Although I implemented the same procedures and routines as usual, and established really great relationships, the dynamics of the class were just different. I didn’t get it either, but I realized that it was on me to do something different, because what we were doing, wasn’t working. My kids were different. They had different needs than my other classes. They interacted differently. I needed to make adjustments; ultimately, I realized I needed to be more structured than usual and more than what I wanted. Not structured as in strict, but as in taking things more slowly. Breaking down tasks and directions into smaller chunks. It was challenging, but hitting reset and taking smaller steps really helped. The kids knew things weren’t working, so the changes didn’t come as a surprise. I think this is what Michael Linsin was saying – that “it’s on us teachers” to try something different. It doesn’t mean that it will be easy, but we can’t use the kids as an excuse to give up. And I don’t hear you saying that at all.

My suggestion is to take a look at the other articles on the site that are tagged “ behavior management .” Even if you’ve seen them before, take another look with fresh eyes and see what catches your eye that might be relevant. Be sure to check out 5 Reasons You Should Seek Your Own Student Feedback . We also have a lot of resources on our Classroom Management Pinterest board. I hope this helps – hang in there!

Excellent article. Thank you!

I am a Paraprofesional right now , and it was so difficult for me to keep quiet the kids in my class room because they don’t know how to be in silent, all the time I have to be remain them with a signal to keep their voice down. I think maybe they are too younger, could you give me some advices, please to keep them quiet in the class room?

When my students talk while I’m teaching, I just stop and wait. If that doesn’t work, I post written instructions on my website and tell students to go there and read the directions.

I usually open every class with a riddle or fun anecdote – but if students won’t sit and listen quietly – I stop that practice for three or four days and go right into their assignment for the day – with written instructions and rubrics.

Most classes catch on and learn how to be quiet when I am speaking. For the classes who don’t catch on – lessons are much less fun and engaging. I give them the option and the power to choose which type of class they want to attend.

As a 2nd grade teacher, I had this exact same problem. I would get on to my students for talking when doing individual daily assignments. Most of my students don’t understand they have to work independently and want to work together. I also had moments when I would yell at them because they wouldn’t listen. A classroom management strategy I use in my classroom is color behavior. Green is good, yellow is a warning, orange is 5 minutes from recess or silent snack/lunch, and red is a talk with parents. Using this strategy helped me tremendously.

I agree that education courses seem to ignore how much students talk. But I think students need to talk sometimes. So I can see how a smaller classroom could help control them when they are talking.

This post was written quite a while ago, so I wonder if your thoughts have changed on this post. I think there is an overwhelming presumption in education that students talking is a bad thing because we as educators need to present them with information. This may work best in science, but I find that students learn more when we use a discovery-based approach that emphasizes the importance of students’ voices. I also believe that, generally, we as educators should be doing a lot less of the talking in the class.

Thank you for your content. I always appreciate your perspective.

Hi, Erin! This particular post is addressing “excessive talking,” or talking that occurs during independent work time or direct instruction. Students certainly need to talk and engage with each other in order to discover, learn, and grow. In fact, in the first section of the post Jenn offers the caveat that students need to talk with their peers and experience engaging work in the classroom environment.

Thanks for commenting! It’s great to hear from educators committed to honoring students’ voices!

I would like to demonstrate expectations but I can’t get them to be quiet even for that. How can I achieve good classroom expectations if they won’t listen while I am trying to teach the expectations?

Jim, that definitely sounds like a tough situation. Every classroom is different, but if you scroll through the other comments on this post, you’ll find some ideas that have worked for other readers in their own classrooms. You also might be interested in this Pinterest board , curated by Cult of Pedagogy, which has a ton of resources specifically about classroom management.

I am a student teacher and I have attempted to emphasize that I am still in charge even when my host teacher is out of the room. After reading this, I am going to work towards clearly defining what is expected of them and of myself. I will remember this post as I go into my first teaching job. Thank you!

It’s great to hear this has resonated with you. Best of luck to you in your teaching career!

When each class has three fire starters who can’t stand you, and their parents won’t respond, and administrators say they can’t do anything about mere defiance unless it involves the threat of physical harm, and there they are – spitefully working against everything you do. Yes, I’ve spent time, energy, and money trying to “build relationships” with them, but I’m told things by these kids daily that would make a sailor blush.

Steven, I’m sure most teachers can relate. Sometimes it seems as if no matter what we do, there are situations beyond our control. That doesn’t mean relationships don’t matter, or that our efforts aren’t having an impact. Have you seen the post about Unpacking Trauma-Informed Teaching ? There might be some ideas you might find useful.

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Teachers and Teaching

How to Empower Every Student to Talk in Class—and Why It Matters

Emma Lind Martinez

Students and teachers returning to face-to-face (or mask-to-mask) instruction are encountering a heightened set of challenges around classroom discussion. After a year-plus of learning at home or in varying degrees of isolation, academic discourse can feel unnatural.

Students talking in class might seem unremarkable. But it’s actually a critical factor in creating productive, equitable classrooms. High school educators know that most teenagers love to talk and have no shortage of things to say. When done well, structured class discussions can deepen learning for all students; but if not facilitated equitably, they can be exclusionary for students from nondominant backgrounds or without a strong sense of belonging in class.

What makes talk a tool for learning and equity?

In a productive academic discourse, students address each other rather than communicating through the teacher. By setting up goal-directed discussions about meaningful content, educators can help students transform their ideas into public resources for their classmates, advancing the whole group’s state of understanding. A lesson thus becomes a collective endeavor in building knowledge and deepening skills.

Classroom discourse provides students with authentic opportunities to process new content using methods from oral traditions. This sets them up to become independent, self-directed learners. At the same time, discourse builds and sustains a strong community of learners by making room for student voice and agency while centering class culture around communal talk and tasks.

While many of us think of class discussions as being strictly in the humanities realm, student discourse is just as powerful a tool for learning in math and science classrooms. Research backs this up: the authors of Ambitious Science Teaching found that in science classrooms, the most “powerful examples of learning” were characterized by verbal sense-making and “productive and equitable talk.”

What does this have to do with equity? A lot, as it turns out. Culturally and linguistically diverse students are often denied the opportunities to delve into more sophisticated thinking skills like synthesis and analysis because of systemic educational inequities. As a result, a disproportionate number of these students struggle to learn independently even though they have the potential to do so.

In Culturally Responsive Teaching and the Brain , Zaretta Hammond argues that students learn the most, and develop into the strongest independent thinkers, when they engage in academic risks in an environment that feels safe. By creating welcoming, well-facilitated opportunities for in-class discourse, educators can help level the playing field and give our most vulnerable students a chance to independently flourish.

Some may think of academic discourse as happening only in the classrooms of veteran teachers, or with accelerated students who have “earned” the right to be heard. But student talk belongs in every classroom, and all students deserve opportunities to share their voices.

How to make this happen? 5 Key Steps

Even adults know that sometimes, the more challenging the topic, the more difficult the conversation. We’ve all had moments where saying nothing would be easier. So how can teachers and schools make sure that all students are set up to engage in and benefit from academic discourse? Here are a few key steps for planning and execution:

Develop clear discourse norms and expectations, and revisit them throughout the discussion. Should students take turns talking? What’s a supportive way to respond to each other’s thoughts, and what responses might shut down talk?
Establish goals and a timeframe up front for the discussion; this is especially crucial for engaging diverse learners and English language learners. What are the guardrails of this conversation? How and when can I participate? What’s the goal of this time?
Choose a task that asks students to actually do something with ideas (also known as a reasoning or high cognitive-demand task). Is this a juicy topic that’s worth talking about?
Plan 2-3 “discourse moves” to engage all students in the discourse; encourage students to talk to each other rather than the teacher. These moves might include things like wait time, a quiet pause while students synthesize their thoughts and prepare to speak; batch call, where a teacher calls on two or three students to talk one after the other, without the teacher speaking in between them; and universal prompts, which are prompts that can be used to push student thinking in a variety of contexts (“What makes you think that?” “What is evidence to prove…?”). Do all students have an access point into the conversation? How can I draw out students who haven’t participated yet?
To wrap up the discussion, script a prompt for students to articulate the key point(s) in their own words.  To optimize independent learning, how can students “own” the major takeaway(s) of the discussion?

Encouraging students to talk to each other in class is a key tool, not only for learning, but for equity. As students, teachers, and school leaders emerge from behind our computer screens, we have a great opportunity to create rich, engaging classroom discourse that maximizes learning for all students.

Emma Lind-Martinez is High School Math and Science Achievement Director at the KIPP Foundation .

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9 Strategies for Getting More Students to Talk

A state Teacher of the Year shares her techniques for increasing the number of students who talk and share their ideas in class.

While it is possible to learn by listening, I’ve found that oral participation leads to greater gains in student literacy and engagement. English language learners in particular benefit from ample talk time, but they are not the only ones.

Yet I’ve also found that without careful planning, a few students do most of the talking while the majority of the class remains silent. My students all have ideas, but only some of them share those ideas on a regular basis. Adding wait time after I ask a question helps more students get into the conversation, but still the more confident students are more likely to raise their hands.

Because of this, I pay close attention to who is participating in my high school English classroom and to the structures I’m using to promote participation. I mix and match from the following strategies depending on the students in the room and my goals for the lesson.

9 Ways to Encourage More Students to Talk

1. Who talks first? When students turn and talk, I decide who talks first. The person on the right? The person whose birthday is coming soonest? The person with the longest hair? Without this direction, some students dominate partner talk time.

2. Write, pair, share: Many of us use the think, pair, share model, but substituting writing for silent thinking can improve both the quality of the conversation and the number of students who contribute. As students write, I walk around, reading over their shoulders and writing things like, “That’s good. Say that!” on the papers of quieter or less confident students. I can also see which and how many students are stuck, so I know if I need to add more scaffolding.

3. Pairs and squares: I assign students a partner (pair) to work with for three weeks, as well as a square (two pairs combined). I promote camaraderie in pairs and squares by having students learn each other’s names (with spelling and pronunciation), gender pronouns, and something people can’t tell by looking at them. They also make up a handshake they use each day to greet each other.

They talk in their pairs from bell to bell between direct instruction about the topics of the day. Currently, my sophomores are engaging in a nonfiction unit on happiness, so today we discussed the correlation between money and happiness, and students worked in their pairs to annotate an article, but when we analyzed some rather complex graphs and charts, they moved into their squares so they could have more brain power.

After three weeks, each student thanks their partner for something they did for them and shares what they think was the pair’s best moment together. By the end of the year, every student has worked with every other classmate—either in pairs or squares—which promotes a strong classroom community and helps students feel more comfortable participating.

4. Nonverbal agreement or disagreement: I have my students use the American Sign Language signs for “yes” and “no” in whole class discussion to show their agreement or disagreement with the speaker. This keeps students engaged, gives the speaker immediate feedback on their ideas, and gives all students a nonverbal voice.

5. Metacognitive goal-setting: Every few weeks, I have students reflect on their participation habits and set goals for a particular discussion. Students get an index card at the beginning of class and write a quantitative and a qualitative goal for their participation for the day. As they set their quantitative goals, I encourage them to think of “stepping up and stepping back”—what would be a healthy number of times for them to speak that day? Should they talk more frequently, or refrain from talking in order to make space for others to talk?

For their qualitative goal, they consider whether they need to ask more questions and whether they should do things like build on others’ ideas or use text to support their points.

Throughout class, students take notes on their own contributions to the discussion, write down what they said (and didn’t say), and tally the overall number of times they talked. They end class by reflecting on their participation. Did they meet their goals? Why or why not? Can they set some new goals for themselves? This card is their exit ticket for the day.

6. Talking piece: For some small group discussions, we use a ball as a talking piece that students pass around—only the person holding the ball can speak. Every student gets the ball once before anyone gets it a second time. This is particularly effective when discussing very emotionally charged topics, like issues of race or gender, when we want to be certain that everyone has the opportunity to share their experiences.

7. Musical give one, get one: When I want students to hear a lot of ideas, I have them write down their thoughts and then stand up, walk around to as many people as they can, and write down one idea of each person they talk to. I usually do this to music—students need to get to as many people as they can before the song ends.

8. Musical shares: This is similar to the last idea but is better for sharing longer, more in-depth answers. I put on a song, and students walk or dance around the room. When the music stops, they talk to the person closest to them about their ideas. I use a timer to ensure equity of sharing here—each person speaks for one minute.

9. Keeping track: I keep a blank grade book roster on a clipboard, and while students are working in pairs, I put a tally mark next to each student’s name every time I hear them speak during class. I’m sure I don’t catch everything, but the act of keeping track forces me to notice the participation patterns in the room and to seek out those who have learned to fly under the radar.

Smart Classroom Management

How To Fix A Talkative Class

Unwanted talking is near the top of the list of teacher frustrations.

Although not considered severe misbehavior, it can nonetheless severely disrupt learning. It can hijack listening, shatter concentration, and cause other students to join in as well.

It’s a thorny issue—because it’s hard to know why it’s happening, what you’re doing wrong, and why none of the strategies you try seem to work.

It can make you question whether stopping it is even possible.

“Maybe I just have to accept that I have a talkative class.”

The truth is, you can fix excessive and impermissible talking and expect silence whenever you need it. But unlike many areas of classroom management, a single strategy is unlikely to do the trick.

You need a collection that work together to attack the problem at its source.

Here’s how:

Clean up the rest first.

If you don’t have clear, detailed expectations for all rules, policies, and routines, and hold fast to them, then your students won’t believe you really mean it when you ask for quiet.

On the path to a polite, well-behaved class, unwanted talking is the last to go.

Thus, you must change the culture of sloppiness and carelessness first before you can expect to rid your classroom of chattiness, side-whispering, and the like.

A casual, seat-of-the-pants style of classroom management is the chief reason so many teachers struggle with this issue.

Define silence.

Because shushing and repeated calls for quiet are common among most teachers they’ve encountered, and rarely followed through on, the true definition of silence has become lost.

It sounds absurd, but many students just don’t know what it means. They don’t know what it looks, feels, and sounds like. It’s a foreign concept to them.

Noise pollution is everywhere and they go about their lives with an ever-present hum of murmur, dialogue, and thumping music piped into their ears.

Therefore, you must define silence for them—what it is and, more important, what it isn’t—and let them experience it. Model what they should look like while working independently or listening to lessons.

Let uncomfortable stillness hang in the air. Practice with a brief exercise or assignment. Even take questions. Make them prove they get it.

There must be complete understanding of what silence is according to your definition before you can ask them to replicate it.

Provide the big why.

As mentioned in several previous articles, your students need to know the why of your decisions and the why of what you ask of them . Research shows that this alone will cause them to be more accepting, agreeable, and supportive of your wishes.

How does silence benefit them? Why is it a good thing?

They need to know that the ability to concentrate for long periods of time is a critical success skill that is key to their learning, their progress, and their very future.

It’s a superpower that will give them an advantage in whatever field of endeavor they choose to pursue. Silence frees them and their classmates to learn and grow unencumbered.

Knowing the importance of this ability, and the sacredness with which your class now regards quietude, also triggers a strong empathetic response.

It opens their eyes to how their own talking, whispering, even rustling, negatively affects others.

Include in your preview.

Good teaching requires you to preview for your students what your precise expectations are for the next slice or chunk of learning.

A surprisingly few teachers do this or know of its effectiveness. But it’s crucial to getting your students to perform well what you ask of them, especially if it’s silent work.

During your preview, be sure to specify what form of talking, if any, is allowed. Make it clear before beginning your lesson or sending them off to do their work.

When you make a point of saying when it is okay to talk, you make the times that it isn’t more palatable and sensible. You also go on record upfront, before they begin work, which removes excuses and makes the choice to misbehave a far more difficult one.

Teach a signal.

This is an optional strategy, but one that can be incredibly powerful. But first a word of warning: It involves a slight, ever-so-brief exception to your classroom management plan.

However, as long as it’s taught in detail and under the narrowest parameters, this is perfectly okay. You will not be seen as going back on your word or failing to fulfill your promises.

Here’s how it works:

For the times when you require silence, like while you’re teaching a lesson or they’re working independently, teach your students a hand signal—an okay sign or three fingers up or anything you like—they can use if a neighbor turns to talk to them.

They’re not allowed to speak to the offending party, look at them, or make any other gesture. They just hold up their signal and continue working.

Essentially—and you’ll teach this—they’re saying:

“I think you’re a fantastic person. We’re great friends, and I don’t in any way mean this to be rude or bossy, but I’m not allowed to talk right now.”

Upon seeing the signal, if the student in question immediately gets back to work, then you will not enforce a consequence.

This is an especially effective strategy if you’ve really struggled with unwanted talking and have been unable to rein it in. It works instantaneously and extremely well in the moment.

But the best part is that after a few days your students will give up on trying to talk to their friends and neighbors altogether. After all, what’s the use?

Thus, it isn’t something you must use indefinitely. (Although you certainly can.)

Enforce immediately.

In most cases, here at SCM we recommend taking your time and letting misbehavior play out before enforcing a consequence. There are many powerful reasons for this.

However, when first fixing a talkative class, it’s important to be a vigilant observer, poised and ready to enforce immediately. In this way, you prove that things really have changed.

That no talking really means no talking.

Furthermore, you nip the behavior before it gains a toehold. Because once more than a few students are talking, it tends to infect the entire class. In which case, there is little you can do about it other than starting over.

So enforce immediately.

Watch closely for the body language and interaction you modeled when teaching the signal strategy. If there is any variation, then be ready to approach and enforce.

If your class does get away from you, and everyone is talking while you’re trying to teach or they’re trying to work, then stop the lesson in its tracks.

Wait for silence, go back to the previous transition, and state your expectations again. Review your definition of silence. Don’t show disappointment or frustration. Don’t lecture, plead, or complain.

Just prove you’re a person of your word.

Tell your students how they failed and what they’re now going to do. Pause and then ask if there is anyone who doesn’t understand. After another along pause, give your ‘go’ signal to begin again.

Watch like a hawk and be prepared to enforce.

Restore respect for you and every student in the class by defending their right to learn and enjoy school without interference . Be strong, and accept nothing less from yourself and your teaching than what’s best for them.

And their best is what they’ll give you.

If you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.

42 thoughts on “How To Fix A Talkative Class”

I’ve seen so many “Try this one incredible, simple trick to fix a talkative class!” articles that ultimately fall short. This comprehensive overview is much more helpful and effective. I’ll be sharing with my coworkers!

Quick question about the hand signal technique for anyone who might have a good answer. Student A tries talking to Student B when he/she isn’t supposed to. Student B uses the hand signal in the appropriate way and Student A immediately stops talking. So far, so good. But what if later in the period (be it 5 minutes later, 20 minutes later, or whatever) Student A repeats the infraction?

…and as an adjunct to my own comment, I guess I’m a little confused as to why the hand signal is needed in the first place (and I’m just thinking out loud, here, nothing more). I’m confused because if you’ve communicated that talking is not allowed in XYZ situation and someone does it anyway, why not just enforce a consequence per your classroom management plan and leave it away that?

…leave it “at” that.

I have found that student enforcement is much more impactful than teacher enforcement with consequences. It states from the student’s gesture, ” I agree with our classroom policy on not talking during… and I respect this policy enough to ask you to adhere to it.”

Thanks for the reply, Donna. Yeah, I’ve seen that too.

I think your question is a good one. I believe it is so students are responsible for managing others and that can be more powerful for peers than direct teacher intervention.

I’m going to post my first question one last time and would appreciate any feedback anyone may have on i (because I like the hand signal idea, but am not sure what to do about repeat offenders). The question is as follows:

Student A tries talking to Student B when he/she isn’t supposed to. Student B uses the hand signal in the appropriate way and Student A immediately stops talking. So far, so good. But what if later in the period (be it 5 minutes later, 20 minutes later, or whatever), the exact same scenario plays out with the same two students? Do we just let everything move along so long as Student A once again promptly follows Student B’s hand signal or do we enforce a consequence at that point? As I’m sure many will glean on their own, I’m anticipating situations in which students find a “loophole” in the hand signal procedure that allows them to talk again and again without ever really “getting in trouble.” Thanks.

I think the hand signal gives the students a chance to handle and correct the behavior on their own.

But if student A talks again, even after the teacher has given the rules and Student B has used the hand signal to remind them, it is now time for you as the teacher to step in and begin enforcing your classroom management plan.

Thanks Nick!

I am able to stop the chatter in the following ways: 1. When modeling the lesson, if talk continues I will stop and tell them that now you’re on your own.

2. Advise them that the assignment is do at the end of the period…NO EXCEPTIONS!!

3. Copying is forbidden…If I catch Copying, the person copying and the person letting someone copy from them both will receive a zero(0).

4. I inform the class that if you got to to talk, you got time to finish the assignment.

5. I do not engage in a back and forth about why a student didn’t finish the assignment, especially if they continued to not be on task…( Of course there are exceptions )

Thank you for this strategy. I do have a talkative class and this I believe will assist me in teaching and them in learning with success.

You’re welcome, Cris.

What would be considered appropriate consequences?

Please check out the e-guides at right or the Rules & Consequences category of the archive, also in the sidebar at right.

I wish I had seen this back in September lol. But very helpful. Thank you.

It’s my pleasure, Linda.

I use two different signals. A chime. To quietly cam them down. A 133 eyes on me. Which I learned from my mentor who’s been teaching over 20 years.

Thank you for this! This has been my main struggle all year, and I’ve often felt that I needed to be more explicit in my modeling in this area, but I wasn’t sure how. Starting next year, I will definitely be modeling what silence sounds like and feels like to my high-schoolers and explaining its importance.

Thanks again!

You’re welcome, Rebecca!

What is a 133 eyes on me?

I think it was meant, “1-2-3, eyes on me.” The students respond “1-2, eyes on you.”

It is a teacher/student response system which draws student attention toward the teacher. The teacher says “1,2,3 eyes on me”. Then the students respond “1,2 Eyes on you”. After their response, they should be silently focused on the teacher for instructions, etc.

“Ok class, 1, 2, 3, eyes on me”

A very useful article, thanks a lot.

You’re welcome, Basem.

The principles in this article ring true for me. But I do think for especially inexperienced teachers, an explanation of what the enforcement looks like. You did say to stop, wait and not be upset with them. To restate the expectation. But what explicitly do you say or not say to that one student who starts it all over again. I have some ideas but I would like to hear what you say. Thank you.

Hi Valerie,

This topic has already been covered extensively and can be found in e-guides as well as the Rules & Consequences category of the archive.

Great article! I use the hand signal with my first graders and I find it very helpful. At the beginning of the year we learn the “quiet sign” (2 fingers up on one hand and a finger covering the lips on the other). When a neighbor begins talking, they know that they can give that neighbor the “quiet sign”. If the neighbor keeps talking I begin to enforce my behavior management plan and issue a consequence. You are right, Michael. Sometimes the kids don’t know what it means to be quiet and the visual reminder helps them to figure out when talking isn’t acceptable. It gives the kids control over their learning and I don’t look like the bad guy:-)

I will try and find the rules and consequences article because I have this same problem anytime I sub in a middle or high school. As a sub, anything I’ve tried does not work. The only thing that seems to work is if the main classroom teacher prepares the students the day before an absence. Basically telling the students that their will be consequences for bad behavior reported by the sub.

Dear Michael,

I am retiring this week! I came to the classroom at the age of 54 and after two other careers of Motherhood and Missionary. I got to teach for 10.5 years.

I want to tell you that I believe you and your writings have been an answer to my many prayers as I stepped into this profession as an older, inexperienced novice. The advice you give seems inspired from above to me. They are strategies that I believe God uses with his own children: strategies of mutual respect, accountability, encouragement, challenge to excel, discipline that develops self-control and love.

Please move this specific article to the top of the chart as a “Must-See” for teachers. This was the most difficult thing I wrestled with after I employed your tactics.

Thanks to all your good advice, I am ending my career on a Best Year Ever note.

God bless you, greatly, Michael, as you continue to pour your wisdom into teachers all around the globe. Thank you with all my heart.

Kathy Henton

Thank you for your beautiful sentiments and congratulations on a wonderful career! What a great way to finish. I’m honored that SCM made an impact on your teaching. Believe me I pray for guidance every step of the way and try never to take the responsibility lightly. Your comments will long help keep me focused on the singular mission of helping our fellow teachers, to the exclusion of anything and everything else.

May God bless you and the plans he has for you.

This is an excellent article and after dealing with a class this year who was overly chatty, I will be employing these strategies next year.

For those of you who teach at the high school level, what sort of hand gestures and calls/responses have you found effective? I have seen other teachers attempt to implement “123 eyes on me” or hand signals and students feel offended. They will complain that they don’t want to be treated like elementary school students. What would be more “grown up” and something students would buy into more?

Thanks in advance!

I recommend a simple “Can I have your attention please” for all grade levels. I don’t recommend a call response or student hand signals when the teacher asks for attention. I’ve written about this topic before but will revisit it soon.

Becoming a student of sound classroom management principles and techniques has helped me grow immensely as a middle school teacher. I’m a regular reader, I’ve purchased several of your books and even signed up for personal coaching a few years back. Thank you from the bottom of my heart for all of your help.

I have a question – in many of your articles, you describe that I can only control what goes on in my own classroom. I agree with this, but what if the noise from other classrooms and students misbehaving in the hallways negatively affects my teaching and students’ learning because it’s distracting and disruptive? I’m talking about loud, chaotic classrooms next door, students running and shouting in the hallways, slamming doors, etc. I have made lukewarm attempts to talk to administration and nearby teachers, but I’m hesitant to come across the wrong way or ruffle any feathers. If you have the time, thank you very much in advance for any of your thoughts on this issue, Michael.

Concerned Teacher

Hi Concerned Teacher,

You could say something, but I doubt it would have any long-term effect. However, you must do your best to not let it get on your nerves. Otherwise it will be a daily source of stress, which isn’t fair to you. If this is the case, I would consider a new school.

P.S. I teach in a school where poor classroom management is the norm. I believe that there is a hidden, subconscious deal between teachers, admin, and the students. Heavily defiant, aggressive, or violent behavior is almost nonexistent. Therefore, teachers and administration accept silly, talkative, disruptive classes or they believe that’s just how the students are. I have a philosophy that’s 100% the opposite – and I believe it’s cheating students out of their success to accept this kind of thinking. I’m trying to consider all my options, which boil down to the following: a) just accept it and try my best not to let the disruptions bug me b) try to talk more to admin and teachers c) apply to a new school

Thanks again,

Apologies as this is slightly off topic, but perhaps someone who knows could advise – I’m torn between buying the High School classroom management plan or Michael’s latest book “The Smart Classroom Management Way”. I really want to start planning for and tackling difficult behaviour before the end of the school year; I just wondered which will be more comprehensive or useful.

Can anyone advise me on the differences? (Of course, in the long run I may purchase both…) Thanks!

In the immediate term, it’s probably best to get the high school plan. The strategies in the book support the plan.

Thank you, that’s very helpful!

My whole 5th grade has already tuned out this year in Art. They came in like they left at the end of the year last year! With that said, these strategies go on deaf ears and I have done everything except line them up and have them practice coming in to and sitting in the class with the appropriate voice levels. I have one kid in one class that had the gall to tell me that my lessons are boring, which I told him it’s ok to think that and I appreciate his honesty but it’s not ok to say it. It is rather disrespectful and rude. I wish I could have him shadow me for an entire day! I think his attitude would change. I teach 8 classes a day, two of which are K and 1st. We split them into 25 minute classes. That’s a whole other can of worms This strategy you wrote about is great for my littler classes but what to do with a group of 5th graders where a few students ruin it for the rest. I’m walking that fine line of I need the quiet but I can’t call for support, I can’t send them to the office ( it sometimes gets to that point), I’m struggling for them to keep working because the want to talk and do anything but what they’re being asked is so strong. One class in particular is this way in class that I wonder if they get anything done! It is becoming a real issue and I am at the point that I am about to start give them an art form, movement or artist, show them their work and have them write about it/them and give a presentation. I have them for a week straight. It has been a real blessing and fortis class a real headache!

I use this technique in my classroom and it works. When my kids put the finger on their lips but without the shhh sound, their friend gets the hint and stops. The student A may try talking to student B again but as long as student B puts the finger to the mouth again, student A understands and realizes their friend isn’t going to be drawn into a conversation. If the student tries again AND THIS IS RARE, I step in. I say something like,” I’ve noticed Sarah has given you the silent finger twice.” “ She is trying to work/ listen.” “ Is there something I can help you with so we let her do her work?” Lots of times it’s things like…. I need a pencil, I wanted to use …What did the teacher mean…. So I easily intervene, repeat a part they didn’t get, go get a pencil for them to use…. Then the class moves on smoothly. My class gets to this point by me literally role playing both sides. I role play the student being bothered and what to do to handle it. And I roll play how the student getting the quiet finger should respond and think! “ oh I got the quiet finger, that means my friend is just trying to work. My friend is not mad at me but just wants me to stop bothering them. Then I pick a couple of students to model the same situation for the class. Students pay a lot more attention to their peers. I have found success using this management strategy for 25 years.

Why Student’s Talking During Class is Actually a Good Thing

Think all that side-talk happening in your classroom is interfering with learning? Maybe it is, maybe it is not. The student talking to the student next to them, and the student consumed by their social media app during your class are both seeking the same human need – social connection. One may get what they’re looking for. The other, probably not.

What happens when we feel connected to others, and what happens when we don’t all begins and ends in the brain. The solution to a challenging student might be sitting right next to them. Lean in … this will be amazing!

The Research

In our distant past, humans believed that “outside” tribe members were potential predators or thieves. But those within your clan depended on each other for survival. It hasn’t changed in thousands of years. Today, humans are social creatures that still depend on each other for survival. How this relates to the students in your classroom is our focus this month.

Here’s HOW important social connection is to your students. First, without it, the brain can generate pain. Second, it can generate losses in social, emotional, and cognitive skills. Finally, poor social connections can lead to inflammation and even cell death. Let’s look at each of those more closely:

“The pain is killing me.” The feelings of social pain and physical pain are strongly interconnected. First of all, they show almost identical mappings in the brain … which makes these next findings fascinating, and believable.

When someone is feeling social pain (usually prompted by exclusion, rejection, teasing, etc.) they actually experience physical pain. The antidote is therefore not surprising – physical connection (a hand on the shoulder, a hug, etc.) can heal the hurt of social pain. The reverse is also true: social connection (feeling like you belong, feeling accepted, respected, etc.) can help heal physical pain (Eisenberger, 2012). In fact, the pain-reliving drug Tylenol® that acts to reduce physical pain has been shown to also reduce the hurt feelings and pain from social exclusion (Dewall, 2010). There are even preliminary studies linking low social status to heart disease and depression (Shively, Musselman, & Willard, 2009).

“I’m losing my mind.” Social disconnection is studied by scientists in relation to feelings of exclusion, isolation, or rejection. All of these experiences increase the levels of cortisol in the brain (Stanley & Adolphs, 2013). Cortisol is your stress hormone and too much of it is very bad for your physical health as well as learning potential. In excess, it can lead to anxiety and depression.

“I can’t think.” It’s not just our emotions and body that take a hit from a lack of social connection – it’s our brain too! There is a correlation between students who feel they lack social status and a reduction of gray matter (Gianaros, et. al., 2007). If that is not enough to capture your interest, social isolation also diminishes the neurogenesis (production of new brain cells) in the hippocampus – a brain region central to learning and memory storage (Hueston, Cryan, & Nolan, 2017). So maybe, just maybe, that side conversation is keeping the neurogenesis factory in their hippocamps up and running at full speed during adolescents – the peak development phase for new cell production.

So, what is the upside of social connection?

Social Connection is often defined as the perception of belonging, acceptance, and respect from your peers (Mikami et al., 2017). When someone feels socially connected to another, oxytocin is released (Stanley & Adolphs, 2013). This is the same chemical released when a baby is physically close to a parent or loved one. The oxytocin creates a sense of social trust amongst the people, that then impacts their feelings of safety when together.

People with adequate social relationships (both in quantity and quality) live longer than those with little or poor social relationships (Holt-Lunstad & Smith, 2010). The significance of strong social relationships is equivalent to quitting smoking in relation to mortality rates. Yes – having solid friendships will keep you alive longer. In fact, poor social connection is more detrimental to your longevity than obesity. So, if you’re going to eat a donut … at least do it with a friend!

Before you run off and schedule some quality time with a friend, keep reading so you understand how VITAL this topic is for the students in your classroom.

Benefits of Social Connection in School: When a student is experiencing social connection, portions of their medial prefrontal cortex become activated and involved in the experience (Hutcherson, Seppala, & Gross, 2014). And that part of the brain is highly involved in learning/memory formation and retrieval (Euston, Gruber, & Mcnaughton, 2012). In simple terms, students learn better when they are socially connected.

Here is how it works: When students feel socially connected to the students in their class, it creates a culture of safety where students are willing to take learning risks (ask a classmate for help, admit they are struggling, etc.) (Mikami et al., 2017). The social connection breeds respect, which creates an environment where students feel safe to ask for help without fear of being shamed. These help-seeking habits are a hallmark of high-achieving students (Ryan & Shin, 2011), especially for secondary students where this learning skill is less common (Ryan & Shim, 2012).

Students who feel socially connected to their classmates are also more intrinsically motivated, have higher levels of cognitive attention (because they aren’t consumed with worry about whether their peers like them/will tease them), and ultimately demonstrate higher levels of achievement (Mikami et al., 2017).

Starting to sound like that chit-chat isn’t such a bad thing, huh? Of course, it isn’t appropriate during your direct instruction. But next time your students take a bit longer to redirect their attention from their group back to you … maybe take a moment to smile knowing that a lot of good is coming out of their social connection.

But what if your students have friends, but they are not in the same class? Well, they are reaping the health and social benefits, too. But to gain the learning benefits, the social connection must exist with peers within the classroom (Mikami et al., 2017).

Don’t worry – social connections within the classroom don’t have to mirror life-time BFFs. These social connections can be built, and it turns out YOU play a critical role in making it happen (Farmer, Lines, & Hamm, 2011). Consider the 50-50 ratio; at least HALF of time ensure students are working together. Here is how …

Practical Application 3 DOs and 2 DON’Ts to Foster Social Connection

“Socialize” the facts – connect your content to people and relationships.

Tie your historical facts to the people involved and their stories. Help them see how these historical experiences impacted real people at the time.

Personify your grammar rules (have students create skits about characters: comma, semicolon, colon, apostrophe, etc. as if they were real people that embody their role grammatically.)

Teaching your students to solve equations like 3x+5=17? Tell a story of the “3 and x who were dating but things weren’t working out so x is about to break up with 3. But it’s not cool to do that in front of other people so you have to get the 5 out of the way first before the x and 3 have the talk and “divide” their things so x can be alone.”

Promote the social aspects of school – Capitalize on the many opportunities within your class and school to help students create friendships.

Build systems in your own class that promote social connection: reading buddies, student spotlight, daily social traditions (Monday: share the highlight of your weekend with a neighbor; Thankful Thursday: share one thing you are feeling grateful for this week; Friday: share one thing you are looking forward to over the weekend; etc.)

Encourage your school to embrace traditions that build social connection: assemblies, class names/colors/teams that create a unified identity for each class.

Encourage students to participate in extracurricular activities offered at your school or within the community: sports, music, drama, robotics clubs, etc.

Students work together – There are very few professions where someone works in complete isolation. Begin to prepare students for their future by allowing them and teaching them how to work together. Cooperative Learning strategies are a great place to start (Gillies, 2016). Challenge yourself every day – is this something students can work with others on or is it REALLY important that they do it independently?

DO YOU DO SOCIAL SHAMING? Some of the social exclusion students feel is initiated by students. And, yes, there are even things good-intentioned teachers do that contribute to feelings of social exclusion and isolation. You play a role in eliminating both.

Student-led Social Shaming – Get serious about eliminating bullying (in class, on the playground, in the halls, and online) amongst your students. Keep at it until it is gone! Create a zero-tolerance policy in your classroom for any teasing, bullying, or other disrespectful behaviors. Here’s where to start.

Pay attention during transition times in class – are there students who aren’t socially connecting to others? Are there students in your class who eat lunch alone? These are red flags of a student who needs a friend.

Identify a student who you think they could connect with and give them a special project to do together to help spark a friendship. 5-10 minutes of them helping you organize supplies might be all it takes.

Teacher-led Social Shaming – Unfortunately there are a lot of “old school” outdated, behavior management “strategies” that have been passed down from one teacher generation to another that evoke social shaming. If you have adopted any of these strategies that may have been passed down to you, I beg you to please stop!

Writing students names on the board; “behavior walls” with students’ names divided into categories of good/bad students; posting grades with student names; green/yellow/red boards for student behavior is “social shaming” (Goodman, 2017).

Some might get you the immediate result you are looking for in a compliant student, but the academic and long-term impact of these strategies can be catastrophic. All of these are counterproductive to your goal of creating a learning environment built on respect, acceptance, and belonging.

Mirror-Mirror (Just for YOU) Your social connections matter too! Your relationships with colleagues, friends, and family all impact your physical and emotional well-being.

Try this thought experiment to gauge your social health: Imagine you are moving this weekend and needed a little extra help. Who would you call? Great! Now imagine that person is out of town. Who would you call next? And what if they were not available? Who is next on your list? Are there a couple more people you’d be willing to call and ask for help? If listing more than a few people you could ask this level of help from is challenging, make it a goal to seek out and foster more friendships.

Now, is there someone who you would have called 5, 10, 20 years ago? But now they are off the list due to some unresolved riff? If so, it sounds like you know what your homework assignment is for the month. Resentment is destructive beyond your imagination – to your emotional health, relationships, physical health. Learning to forgive could be the most valuable skill for a person’s overall wellbeing. Pick up the phone. Not sure what to say? Start with that. “Hey – I’m not sure what to say right now. But I do know I want to move beyond the past and work to have a relationship again. Are you willing to try with me?”

Feeling connected to other people matters – make it a priority for you, and your students. Now, go pick up the phone and schedule a date with your partner or time with a friend.

Euston, D., Gruber, A., & Mcnaughton, B. (2012). The Role of Medial Prefrontal Cortex in Memory and Decision Making. Neuron, 76 (6), 1057-1070.

Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32 (5), 247–256.

Gianaros, P. J., Horenstein, J. A., Cohen, S., Matthews, K. A., Brown, S. M., Flory, J. D., . . . Hariri, A. R. (2007). Perigenual anterior cingulate morphology covaries with perceived social standing. Social Cognitive and Affective Neuroscience, 2 (3), 161-173.

Gillies, R. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41 (3), 39-54.

Goodman, J. F. (2017). The shame of shaming. Phi Delta Kappan, 99 (2), 26-31.

Holt-Lunstad, J., & Smith, T. (2010). Social Relationships and Mortality Risk: A Meta-analytic Review. SciVee .

Hueston, C. M., Cryan, J. F., & Nolan, Y. M. (2017). Adolescent social isolation stress unmasks the combined effects of adolescent exercise and adult inflammation on hippocampal neurogenesis and behavior. Neuroscience, 365 , 226-236.

Hutcherson, C. A., Seppala, E. M., & Gross, J. J. (2014). The neural correlates of social connection. Cognitive, Affective, & Behavioral Neuroscience, 15 (1), 1-14.

Mikami, A. Y., Ruzek, E. A., Hafen, C. A., Gregory, A., & Allen, J. P. (2017). Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School. Journal of Youth and Adolescence, 46 (11), 2341-2354.

Ryan, A. M., & Shim, S. S. (2012). Changes in help seeking from peers during early adolescence: Associations with changes in achievement and perceptions of teachers. Journal of Educational Psychology, 104 (4), 1122-1134.

Ryan, A. M., & Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. Learning and Instruction, 21 (2), 247-256.

Shively, C. A., Musselman, D. L., & Willard, S. L. (2009). Stress, depression, and coronary artery disease: Modeling comorbidity in female primates. Neuroscience & Biobehavioral Reviews, 33 (2), 133-144.

Stanley, D. A., & Adolphs, R. (2013). Toward a Neural Basis for Social Behavior. Neuron, 80 (3), 816-826.

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Why Do Students Talk During Class?

By: Author Dr. Patrick Capriola

Posted on Published: December 1, 2022

It’s one of the typical notes on report cards of students of all ages and grades: “ Johnny is a great student, he’s very clever, and he makes excellent grades. But he talks too much during class. ” It’s a classic classroom management issue, and there could be several causes of this problem.

There are several different reasons why students may be talking in class. Each child and situation is different, and what causes one student to speak during class may not be the same reason for another child. Therefore, examining each child and situation is essential to determine why the child is talking during class.

Here, we’ll explore many different causes of talking in class and look at ways to leverage students’ talking to promote a better classroom atmosphere.

Why Do Students Need to Talk in Class?

Sometimes it seems that students absolutely need to talk in the middle of class. Some young learners may start fidgeting or looking impatiently around before they resort to chatting away with their classmates. While this behavior may be annoying for the teacher, it’s a real need that students have.

In some cases, students talk through the lesson because they seek attention or validation from their peers or teachers. However, these cases are much less common than boredom, distraction, or a legitimate need to communicate with classmates.

There are several reasons students need to talk during class, and allowing them some structured time to speak and express themselves can be a boon to their learning. Let’s look at some of the reasons why talking and class discussion are crucial for building and maintaining a thriving learning environment.

Promote Academic Language Use

You probably spend plenty of time teaching relevant vocabulary, regardless of the topic, age, or grade level. Class discussions allow your students to use all the academic words you’re teaching them.

Plus, it also allows you to see which vocab words your students have mastered and which concepts still need some more instruction and/or practice. As a result, students can feel more comfortable using their academic lexicon in different contexts, but they must start somewhere!

Avoid Boredom and Wandering Minds

Even the most engaging educators face the struggle of teaching bored students. And the younger students are, the shorter their attention spans. You can use class discussions and short “chat breaks” to keep kids interested in their learning.

When students are asked to explain ideas to one another, they’re more likely to stay focused. And while students are much more likely to see their teacher as the source of knowledge, they look to their classmates for motivation and other social cues ( source ).

Undo the Effects of Pandemic Learning

The pandemic turned so much of the education system on its head. This had a massive impact on students and affected more than just the medium of instruction or class setup. The pandemic years also impacted how students learned to communicate with groups of their peers.

Moreover, social anxiety among students has spiked since the pandemic ( source ). Structured classroom discussions can give children and teens a comfortable and safe place to practice expressing themselves without fearing being wrong or facing harsh judgment.

Learning Lifelong Social Skills

Active listening and clear expression in a good classroom dialogue inherently promotes social skills students will use throughout their academic and professional careers. In addition, students with more developed social and interpersonal skills often exhibit higher academic achievement ( source ).

So, helping students build up their social skills – through structured class discussions and free-form chitchat with their classmates – can lead to higher overall success.

For more information about setting and attaining long-term goals, check out our article How to Set and Follow Through on Academic Goals: Examples for Success .

Managing Student Dialogue in Class

The key to effectively managing student dialogue in class is to keep your learning goals at the forefront. Therefore, you should always ask, “How does this discussion contribute to today’s learning goals?”

This will help you establish the relevance of each conversation, and it will help you focus on discussion questions and tasks that directly contribute to your learning goals.

If the answer is, “ This dialogue doesn’t really contribute to our learning goals ,” then you should deftly steer the conversation back to the relevant topic. But, of course, you have some flexibility: not every single word of every class period needs to be precisely on topic.

Before class, list basic on-topic questions as you plan your lessons. Then, when you sense that your students are getting antsy and itching to talk, raise one of these questions. That way, you can satisfy your students’ urge to discuss while keeping things on topic throughout the class.

Appropriate Expectations for Student Dialogue

To correctly manage beneficial student dialogue, it’s essential to have realistic expectations about what a class discussion can achieve.

In most cases, you won’t be able to totally replace lecture or teacher-centered instruction with class discussion, even though talking it through might seem like a more effective (and enjoyable!) way to teach.

Before you plan a class discussion, ask yourself these questions:

What do my students need to know before they can have an informed and productive conversation about the topic?
What do my students already know about the topic?
What (if any) points are my students struggling to understand about the topic?
What do I want them to learn, acquire, or master throughout our class discussion?

Then, once you have the answers to these questions, you’ll better understand what you expect or anticipate from the class discussion.

At that point, you’ll be able to make a sturdy plan for the class discussion: you’ll be better able to determine the time you’ll spend on the discussion, the questions you’ll ask the class, and the anticipated answer you’ll get from your students.

Sometimes, you’ll have to reign the kids in; they might get excited, carried away, or off-topic in their discussion. For those times, it’s great to have a couple of pivot points in mind to redirect the conversation back to the learning goals seamlessly.

It’s normal for discussions to fizzle out at points, too. Keeping a list of follow-up and review questions is a great way to get the conversation moving again.

Questions like, “ Could you paraphrase what your classmate just said? ” and “ How would you explain that topic to a child? ” are great ways to review the fundamentals of the day’s topic.

Benefits of Students Talking in Class

While many parents and teachers view students talking in class as disruptive behavior, there are several benefits to having students chat at specific points of the lesson. However, to see the benefit of speaking in class, students’ input should be carefully guided and adhere to classroom management rules.

The first significant benefit of students talking in class is that students learn from one another rather than just from the teacher or lesson materials. This instills in the students that they and their classmates are legitimate sources of knowledge.

When students see that they, too, have something to offer to the learning environment, they are more likely to stay on topic and promote the learning objectives of the whole class.

The next pro is that students can build rapport with their teachers and classmates. They can forge relationships and friendships that then serve as a huge motivating factor.

When students have a strong sense of rapport with their classmates and teacher, they are more likely to participate in lessons actively and show higher academic success rates ( source ).

Classroom Management and Discipline

Teaching isn’t just about the lessons or homework; classroom management is also a massive part of the education profession. Classroom management refers to the setting up and enforcement of classroom rules.

A big focus of classroom management is building and maintaining a classroom culture that optimizes learning for every student in the class.

“Classroom culture” is a broad umbrella that covers everything from the relationships between the teacher(s) and students, the expectations and consequences that students face in the classroom, to the overall feeling or “vibe” that people in the classroom feel.

Let’s explore some key aspects of the classroom culture and look at ways to promote a strong classroom culture that encourages beneficial behavior from every student.

Making Effective Rules

A foundational cornerstone of classroom management is the rules that students should follow while in the classroom. Not all rules are created equally, though: there are ways to make rules more explicit and easier to follow so that students can truly thrive in a well-managed classroom.

First of all, teachers should write rules with a positive message instead of a negative one. For example, rather than saying, “ Don’t talk while someone else is talking ,” it can be more effective to say, “ Please respect others when they speak by listening attentively .”

Even though these two sentences express the same desired behavior, it’s better for students to hear the rule explaining what they should do instead of what they shouldn’t do.

Another effective way to promote an excellent classroom culture is to involve the students in creating the rules. No matter what age or grade your students are, they already have some pre-existing ideas of what good behavior in the classroom looks like. You can elicit these expectations to establish some basic classroom ground rules.

Of course, most students won’t be able to come up with a complete list of classroom rules, and not every rule that they propose will apply to your classroom. That’s why it’s important to have a premade list of rules before you ask for the student’s input.

The crucial point here is that students feel listened to, acknowledged, and taken seriously. No matter the age or grade, this feeling of being heard and appreciated can contribute to an overall higher motivation level and better behavior in the classroom.

Consistency is Key

No matter what rules you lay out for your students, the key to effective classroom management is consistent application. This means you must constantly refer back to the classroom rules and expectations.

You should avoid making exceptions whenever possible, and you should highlight the consequences – both positive and negative – as you implement classroom management.

When kids understand the effects of their behavior, and when they know that the teacher will consistently enforce the consequences, they will be more likely to respond positively to classroom management techniques.

Basically, if kids can expect and predict the results of their good or bad behavior, they’re much more likely to act in a way that yields consistently positive results.

Vibe Check!

The overall “vibe” or atmosphere of the classroom can also contribute to the classroom culture. The classroom decor can greatly impact the overall culture: if the room is tidy and decorated with age- and grade-appropriate materials, this can create a better atmosphere.

Students will respond positively to this atmosphere and will be more likely to exhibit behavior that promotes the learning goals of the whole class.

You can also use music, lighting, and other strategies to create a peaceful atmosphere for learning. For example, try creating a playlist with your students’ favorite songs to help them relax during breaks; go for soft music or ambient noise during individual activities.

Another idea is to have class traditions, like a little chant for marking the day off the calendar or having a “reading buddy” for storytime.

This article was written for strategiesforparents.com .

Ensure the lighting is sufficient for clearly seeing the board and lesson materials. Check for any glare on the screen or board, and ask students if they can see everything easily. Rely on student feedback to adjust audio and visual settings as necessary.

Final Thoughts

There are many reasons why students talk in class. Sometimes, talking with other students is part of the lesson plan, and students can benefit from structured and intentional discussion in the classroom. In other cases, talking during class is disruptive.

Teachers often consider this disruptive discussion as destructive behavior or breaking the rules. In those cases, teachers should fairly and consistently enforce the classroom rules because when students can accurately expect and predict the consequences of their actions, they’re more likely to act in ways that lead to positive results.

Essay – examples & model answers | B2 First (FCE)

FCE Essay Examples: Topic (Environment)

Example exam task:.

In your English class you have been talking about the environment. Write an essay using all the notes and give reasons for your point of view.

Example Answer (Grade: 3)

Example answer:.

I think that my country has problems with pollution to the environment like all other countries. This problem is normal for Russia. We have big problems with transport because there are too much cars in our country. And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or their feet. I think it could be very good if we had a tradition like that.

So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it had different colours.

I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people don’t care about the world around them many people care only about themselves an that’s all.

So, the best idea is look around and try to do something good for our planet and for us and our children.

FCE, CAE, CPE

Practice, write & improve, examiners comments & grade:.


	3	All content is relevant to the task but the target reader is on the whole informed rather than fully informed as, the central question as to whether or not the problems can be solved has not really been addressed. The candidate discusses the environmental impact of transport and the cleanliness of rivers, and provides one suggested solution for the problem of transport (They don’t go anywhere by car one day a month). The writer’s opinion is clear in I think it could be very good if we had a tradition like that. No solutions are discussed for rivers and seas, and no third aspect of environmental damage is provided.
	3	The conventions of essay writing are used; there is an opening statement and a development of the subject matter, with a conclusion at the end. The register is suitably neutral for the most part, although the use of a colloquial yeah is not consistent with the rest of the essay. The essay is written for the most part in an objective way, but there is use of personal, subjective examples (Once I saw the river; I can’t make a sigh), which lessen the impact of the bigger problems. The target reader’s attention is held and straightforward ideas are communicated
	3	The text is generally well organised and coherent. It is separated into paragraphs and the punctuation is generally used effectively, although there are some long sentences (And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road). There is a variety of linking words (because; and; So; because of that) and some cohesive devices such as referencing pronouns, relative clauses and rhetorical questions to connect the ideas within the text.
	3	There is a range of everyday vocabulary used appropriately, and although there are errors, they do not impede communication (atmospeer; bycicle; sigh). There is a range of simple and some more complex grammatical forms: past and present verb forms are used with a good degree of control.

Example Answer (Grade: 3-4)

To begin with pollution and damage to the environment is the most serious and difficult problem for countries of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change their attitude to our planet.

First of all a huge damage to the environment brings a transport. People can’t imagine their living without cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save atmosphere from pollution.

In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents.

Apart from this I’m inclined to believe that every person can and must contribute to solving this important problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And it’s a task of each of us.


	4	All content is relevant to the task. However, the target reader is on the whole informed, rather than being fully informed. Both numbered points (transport; rivers and seas) are referred to with some discussion of the problems caused (harmful exhaust; factories which pour off their waste to ponds) and some limited mention of solutions. No tangible 3rd aspect of environmental damage is discussed. While the writer does conclude with a strong statement of opinion (every person can and must) the reader is not fully informed on the solutions proposed (Doing a little steps for protection our environment every day we will be able to save our Earth)
	3	The essay is written in a consistently neutral register and the format is appropriate for the communicative task, using more formal language to introduce the ideas within the text (To begin with; First of all; It’s a fact of common knowledge). There is a clear essay structure with an opening statement, topic paragraphs and a conclusion which sums up the writer’s point of view. Straightforward ideas are communicated to the target reader but when more complex ideas are attempted these are sometimes not as successful (Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents).
	3	The text is generally well organised and coherent, using a variety of linking words and cohesive devices, particularly to introduce the ideas throughout the text (To begin with; In addition to this; Needless to say; Apart from this). The essay is clearly organised into paragraphs, which each deal with one idea. Occasionally the followup examples are not as clearly connected as they could be. For example, they discuss how factories pollute pond water and then offer a solution which would help ocean residents
	3	There is a range of everyday vocabulary used appropriately with some attempt to use more sophisticated lexis (a global ecocatastrophe; atmosphere; common knowledge; factories and plants; inclined to believe; must contribute to solving). There is a range of simple and some more complex grammatical forms used, and although there are errors, these do not impede communication (a huge damage; People can’t imagine their living without cars; one of disadvantage; in not less danger situation).

Model Answer (Grade: 5)

DEVELOPMENT VS ENVIRONMENT

If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.

If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.

Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions.

We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.

But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!


	5	All content is relevant to the task and the target reader is fully informed. Transport is discussed with suggestions of how using different forms of transport would help the environment (Investing on electrical transport would benefit the environment a lot). The candidate then evaluates the suggestion (It’s difficult to achieve this …). Water pollution is described and a solution is offered (A really strict law should be applied to fine these factories). The writer’s opinion is clear in the choice of modal should. A third aspect (waste reduction) is introduced in the final paragraph with a suggestion about how to achieve this (If, when possible, we bought larger packs of food …). The writer’s opinion is expressed clearly (We also can do a lot!).
	5	The conventions of the essay format are used effectively to hold the target reader’s attention. There is an introductory paragraph which outlines the issues in general terms, and the concluding paragraph sums up in more concrete terms, what we, the readers can do to help. The register is consistently appropriate and the subject matter is dealt with in an objective manner, for example Investing on electrical transport; If a country decided. Straightforward and complex ideas are communicated (It’s difficult to achieve this because petrol companies will fight against these actions).
	4	The essay is well organised and coherent, using a variety of cohesive devices. The paragraphs are introduced in a variety of ways, using grammatical structures rather than obvious linkers (If we surf the web; If a country decided; Investing on; We also have to; But what about). More could be done to link across the paragraphs, to make them less independent, but the overall effect is of a cohesive text.
	5	There is a wide range of vocabulary, including less common lexis used appropriately (environmental catastrophes; highly polluted; exotic food; highly toxic substances; minimizing their poisoning effects; change their policy). There is a range of simple and complex grammatical forms used with a good degree of control and flexibility to convey certain ideas succinctly. There are minimal errors which do not impede communication.

FCE Essay Examples: Topic (Fashion)

In your English class you have been talking about the fashion industry. Write an essay using all the notes and giving reasons for your point of view.

In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.

Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.

In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.

In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear.


	5	All content is relevant and the target reader is fully informed. The essay discusses the role of the fashion industry and expresses some negative aspects (nowadays, the appearance of the person is more important than the person itself) and also cost (the clothes’ price is extremely high). The candidate also expresses their own idea, suggesting that the fashion industry has a lot of influence on people (say to the society what to wear). The candidate concludes the essay with an opinion, which sums up the main points made.
	2	Some of the conventions of essay writing are used appropriately. The register and tone are consistently formal and there are some expressions which are appropriate for an essay (In today’s world; Some people claim; Furthermore; In my opinion). There is also an introduction and a conclusion. Although straightforward ideas are communicated, the target reader’s attention is not always held. For example, the final paragraph attempts to sum up the main points, but the ideas are not clearly expressed.
	2	The text is generally well organised and coherent. There is a clear structure to the text with an introduction, main body and conclusion. Paragraphs are used for the development of ideas. The text is connected using linking words and a limited number of cohesive devices, some of which are misused. More use of pronouns would limit the repetition of key phrases.
	2	There is a range of everyday, topic-specific vocabulary, which is used appropriately (creates new types of clothes; Some people claim; extremely high; is more important than). Simple grammatical forms are used with a good degree of control, although the use of verbs in the third person is not consistent. There are attempts to express ideas using a range of grammatical forms, passives and modals for example, but these are less successful (people, who can’t afford it, should not be in the society; the fashion industry guide the people to be in a good appearance; It’s something which was created to help people what to wear). Errors are noticeable but meaning can still be determined.

Example Answer (Grade: 4)

Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.

There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.

On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “oldfashioned” to buy and pay a large amount of money to keep “beautiful”.

In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance,because that is not important. We must wear whatever we like, want and feel confortable with.


	5	All content is relevant to the task and the target reader is fully informed. The candidate discusses the importance of appearance in terms of fashion (this industry design beautiful clothes and thanks to that …) and concludes that We shouldn’t judge people for its appearance. The negative aspect of the price of clothes is mentioned and an opinion given on how this affects people’s choice (forcing people … to buy and pay a large amount of money to keep “beautiful”). A third aspect states how choice for consumers is limited due to the fashion industry’s control over design and the market (the fashion industry in some people opinion, controls the market of clothes)
	3	The conventions of essay writing are used appropriately. There is an introduction, topic paragraph and a conclusion. The register is appropriate for the task, using generally neutral language to discuss both positive and negative aspects of the question. Straightforward ideas are communicated, using some appropriate language (in order to; According to them; the industry can increase) to introduce the ideas, and to hold the target reader’s attention.
	4	The essay is well organised and coherent. There is a clear overall structure and the ideas are linked across sentences and paragraphs using referencing, substitution and paraphrasing to avoid repetition. There are a variety of appropriate linking words and cohesive devices (many people who; According to them; this industry; thanks to that; On the other hand; In addition; In my opinion).
	3	A range of everyday, topic-specific vocabulary is used appropriately (to satisfy some people needs; good for society; controls the market; forcing people) but some errors do occur with less common lexis and expressions (on today’s fashion). A range of simple and some complex grammatical forms is used with a good degree of control (can increase the price of clothes, forcing people who don’t want to be). There are some repeated errors with prepositions and third person verbs, but these do not impede communication.

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.


	5	All content is relevant to the task and the target reader is fully informed. The candidate presents a balanced argument, discussing their own idea first that the fashion industry is important as it provides jobs and income for a huge number of people. The essay then discusses the negative aspect of the fashion industry in relation to appearance (the fashion industry is seen as one which segregates people; people place too much importance on appearance). Finally, the high cost of fashion is mentioned in relation to the price of clothes and it is suggested that money could be better spent on social issues rather than on fashion.
	5	The conventions of essay writing are used effectively to hold the target reader’s attention. The register and tone are consistently appropriate and there is a range of suitable expressions which introduce both positive and negative aspects of the question, which are balanced throughout the essay. Straightforward and more complex ideas are communicated, making links between the importance of fashion in consumers’ lives and how the fashion industry affects people, communities and wider society (the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world; it values a minority of people in detriment to the majority).
	5	The essay is well organised and coherent. There is a clear overall structure and the ideas are linked effectively across paragraphs and sentences through the use of paraphrasing, substitution, ellipsis and referencing (In this context; It hires; such profitable business is also believed; Nevertheless, for those who; sadly true; such situation; not only are). Organisational patterns are used to generally good effect, for example links are made between fashion and industry, fashion and finance and fashion and society throughout the text, making clear connections between the separate aspects.
	5	There is a range of vocabulary, including less common lexis which is used appropriately in most cases (is characterised by; at a blink of an eye; paramount role; undeniably; the culture of a people; enhancing; neither impressed nor motivated; segregates; isolating; in detriment to). A range of simple and complex grammatical forms is used with control and flexibility to express more complex ideas. Although there are some errors, these mainly occur when more ambitious language is attempted and do not impede communication.

FCE Essay Examples: Topic (Languages)

In your English class, you have been talking about learning languages. Now your English teacher has asked you to write an essay for homework.

Write an essay using the notes and giving reasons for your point of view.

“There are more reasons to learn a foreign language than to pass a test”

Everything around us revolves around language(s), it is the most important thing in our lives. Society would just not function without it. They are It is our future and I would personaly love to learn as many as I possibly can.

Not everything in life is done because it is necessary. Learning a new language can be a lot of fun. Many people only do it as a hoby, or their knowledge is something that brings them pride and pleasure.

Secondly, we have people who do it simply to challenge themselves. Truly I believe that having a great outcome that stems from your hard work and dedication to learn something new is a wonderful way to challenge prove your ability to yourself and others. Then there is travelling. It is very important to be able to understand and have a conversation with someone abroad, unless you would like to get lost or worse.

To conclude, I think that learning a new language is an amazing thing no matter why you do it. It is always better to do things out of enjoyment, but even if you do it for a test, that knowledge will always be useful.


	5	All of the content is relevant to the task. The candidate has discussed pleasure, personal challenge and travel as different motivations for learning a language, so the target reader is fully informed.
	5	The conventions of the essay genre have been used effectively to hold the target reader’s attention. Straightforward and complex ideas have been communicated:
	4	The text is well organised and coherent, using a variety of linking words and cohesive devices:
	4	A range of vocabulary, including less common lexis, is used appropriately: A range of simple and some complex grammatical forms has been used with control and some fexibility: The errors do not impede communication: …

Learning a a foreign languages is very important nowadays. English, in particular, is essential because it allows is spoken all over the world. That’s the reason why we start studying it from the age of six years old. Going abroad and being able to speak to native people is very satisfying and that’s why I want to improve my knowledge about foreign languages.

I decided to take this exam to know how high my level of English is, but also because I need this certification to go abroad next summer. I really want to come back to Cornwall, an amazing region in the South-West of England. I’ve been there twice with my family, but now I want to go alone. Only being there to England I can really improve my English comprehension and speaking skills.

Fortunately I can will have some English lessons which taught in English at university and I can’t wait for it because it will be an interesting challenge for me. Studying foreign languages is essential to live and to travel. It isn’t simple and I surely have to challenge myself everyday, but the result is so satisfying that we I can’t do without it.


	3	There is some minor irrelevance here, since the focus of the discussion seems to be the candidate’s personal experience and motivation, and the points about learning for pleasure and personal challenge are only incidentally addressed. The target reader is on the whole informed.
	4	The conventions of the essay genre have been used to hold the target reader’s attention. Straightforward and some complex ideas have been communicated:
	3	The text is generally well organised and coherent, using a variety of linking words and cohesive devices:
	4	A range of vocabulary, including less common lexis, has been used appropriately: A range of simple and complex grammatical forms has been used with a good degree of control: The errors do not impede communication:

FCE Essay Example: Topic (History)

In your English class you have been talking about learning history at school. Now, your English teacher has asked you to write an essay.

Write an essay using all the notes and giving reasons for your point of view.

A very common topic that is being discussed nowadays is wether schools should teach subjects that some may consider useless later in life. A clear example is history, since it is quite difficult to learn and does not help us in day-to-day activities.

However, many people do not realize the importance of it or that it affects our lives today. For example, our political system would not be this way if it weren’t for the Ancient Greeks, numerous politicians and wars who helped shape democracy and our constitution. Yet it is still thought that it’s useless.

In addition, it is very important that we never forget about our past since we must know where we were standing years ago. Moreover, there are some things, such as World War II, that we have to remember to prevent them from happening again. We should also know where we we were standing a century ago: our origins, our identity. The more you learn about your ethnicity, the better.

All in all, I think that it is extremely important to learn about one’s own country’s history. Anyone who gets the chance to do this should not waste it, since they are very fortunate to have this opportunity


	5	All content is relevant to the task and the target reader is fully informed. The first two points have been discussed together in detail and a third point, about origins and identity, has been included.
	5	The conventions of essay writing have been used effectively to discuss the issues in an informed manner. Straightforward and some more complex ideas, for example the point about the Ancient Greeks and the closing statement, are communicated using an engaging tone which is suitable for a wide audience and which holds the reader’s attention throughout.
	5	The text is well organised and coherent and makes effective use of a variety of cohesive devices to skilfully connect ideas both within and across sentences and paragraphs. Some organisational patterns are used to good effect, for example the parallel short statements ending the third and fourth paragraphs.
	5	There is a range of vocabulary, including less common lexis (numerous politicians; shape democracy and our constitution; our origins, our identity; your ethnicity) used appropriately. There is a range of simple and complex grammatical forms used with control and flexibility. Errors, mainly related to less common lexis, are minimal.

What is your level of English?

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School Stuff
Class Distractions

How to Avoid Talking in Class

Last Updated: July 2, 2024 Approved

This article was co-authored by Katie Styzek and by wikiHow staff writer, Madeleine Criglow . Katie Styzek is a Professional School Counselor for Chicago Public Schools. Katie earned a BS in Elementary Education with a Concentration in Mathematics from the University of Illinois at Urbana-Champaign. She served as a middle school mathematics, science, and social studies teacher for three years prior to becoming a counselor. She holds a Master of Education (M.Ed.) in School Counseling from DePaul University and an MA in Educational Leadership from Northeastern Illinois University. Katie holds an Illinois School Counselor Endorsement License (Type 73 Service Personnel), an Illinois Principal License (formerly Type 75), and an Illinois Elementary Education Teaching License (Type 03, K – 9). She is also Nationally Board Certified in School Counseling from the National Board for Professional Teaching Standards. There are 9 references cited in this article, which can be found at the bottom of the page. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, 82% of readers who voted found the article helpful, earning it our reader-approved status. This article has been viewed 139,816 times.

Sometimes it's so hard to stay quiet in class. When you think of something truly hilarious, it almost feels painful to wait until the bell rings to share it. It's perfectly normal to want to talk, but it can also make it difficult for you (and your classmates) to focus. Try out these methods to help you keep side conversations or random remarks to a minimum! You'll have plenty of time to talk after school.

Move to the front of the class.

Talking in class seems less fun when you’re right in front of the teacher.

If the spots at the front are taken, look for a quiet student and sit by them. Chances are they won’t start a conversation with you like your best friend might!

Try to be like the quiet students.

Think of the quiet students as your role models.

For example, maybe this student sits quietly and takes notes. Follow their lead and get your own notebook!
Another student might participate a lot in class but always makes sure to raise their hand first. Try that out, too.

Think before you speak.

Before you open your mouth, ask yourself “Is this something that can wait?”

If it’s at all disruptive, like "This subject is boring, is class almost over?" don’t say that out loud.
Another good trick is to raise your hand. While waiting to be called on, think about what you want to say. If it's not related to the subject your teacher is discussing, put your hand down and remain quiet.
Always raise your hand when you have a question about class. Not talking during class doesn't mean your questions about the lesson should go unanswered.

Keep a notebook at your desk.

Take notes to stay focused on the lesson.

Classroom notes should take priority, but if you think of a joke you want to tell your friend, write that down, too. That way you can remember it after class and share it with your friend!
You can also use your notebook to write down anything you want to talk about after class. For example, instead of talking to your friend during a lesson, write down, "Remember to tell Jimmy that my mom said it was okay for them to stay the night this weekend."

Put your phone away.

Texting what you have to say instead of talking isn't a good option.

You should also avoid passing notes during class, A.K.A. texting the old-fashioned way.

Avoid responding to classmates.

Sometimes it’s not you doing all the talking!

While you're in the hallway before class, try taking your talkative classmates aside and say something like “I’m not going to talk during class anymore, so can we talk at lunch instead?”
Try not to be impolite if your friends talk to you during class. Always be kind and ask them nicely not to pester you while you focus.
Yelling "SHH!" across the room is no better than talking.

Ask your friends for help.

There is no shame in asking someone to help you stop talking.

Ask a friend that doesn’t usually talk in class. Try something like, “Hey Sam, I’m trying to do a better job at not talking in class. Next time I try to talk to you, can you tap a pencil on your desk as a cue for me to stop?”

Ask your teacher for help.

They may be upset when you talk, but they can also give you great advice.

After class, tell your teacher something like "I'm trying really hard to stop talking during your class, but I'm still struggling with it. Could you please help me?"

Use a visual aid like a sticky note.

Write something on it to remind yourself not to talk!

Try writing something like “I can talk when class is over” or “silence is golden.”

Set realistic goals for yourself.

You may not be able to change your habits overnight.

Don’t get discouraged if you struggle to keep quiet.

Let’s say you accidentally blurt out a joke in class. Instead of beating yourself up, tell yourself something like, “I just made a mistake and that’s okay. Now I just have to be quiet for the rest of class to make up for it!”

Reward yourself for succeeding.

Tell yourself that if you're quiet, you get to watch your favorite movie!

Talk to your parents about a reward system that you both agree on. Maybe your mom can take you out for ice cream at the end of the week if you promise to be quiet and focused in class!

Expert Q&A

↑ https://news.wisc.edu/top-ways-to-stay-focused-in-class/
↑ Katie Styzek. Professional School Counselor. Expert Interview. 28 October 2020.
↑ https://www.psychologytoday.com/us/blog/peaceful-parents-happy-kids/201506/8-steps-help-your-child-develop-self-control
↑ https://news.rutgers.edu/cellphone-distraction-classroom-can-lead-lower-grades-rutgers-study-finds/20180723#.XNpXjo4zZPY
↑ https://undergraduate.northeastern.edu/peer-tutoring/resources/students/classroom-etiquette/
↑ https://kidshealth.org/en/teens/help-obstacles.html
↑ https://www.psychologytoday.com/us/blog/get-psyched/201207/learning-through-visuals
↑ https://www.pbs.org/parents/thrive/how-to-help-your-child-set-and-reach-goals
↑ https://www.psychologytoday.com/us/blog/family-affair/200809/rewards-are-better-punishment-here-s-why

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Roll an Essay Check: Gaming in the Classroom

“I think my character is … a cat.”

“Yeah, but, like … a talking cat.”

“Why a talking cat?”

“Well, so he can learn all the secrets of the town. Everyone just sees him as a cat. But he’s a key witness in the murder. The sheriff is gonna need his help to solve it.”

“Has he seen the ghost?”

“Oh, of course. He knows everything that goes on in town. Everything.”

Everyone shuffles nervously as I call for volunteers. No one will quite look at me. There’s a stiff deck of cards in my palm, adorned with strange, whimsical images of bull skulls; swords caught in a tangle of thread. I’ve explained the game, and how to play it. Looking over it was the only homework for our class today. Finally, a hand. They pull a card. Scrunch their nose. Maybe there’s a little hum as they ponder.

This is how the games in my class tend to start out. Hesitation, nerves, a general air of awkward solidarity that their new composition teacher is making them do something so off-the-book. One brave soul finally caves and agrees to participate, then another. It’s usually about ten minutes, sometimes less, before there’s the Wait, wait, wait! What about’s and the I think it would make sense to tie these together-isms that make games like this tick. The new ideas, the collaboration. The synergy that overtakes a class of formerly disparate students when they’re engaged in an act of mutual play and exploration.

“I think she’s the daughter of the former knight.” “Oh, wait, so does she, like, think he did it?” “No, she knows he’s innocent. She knows he was a good man.” “I wonder if she knows the mad scientist, then. Like, he’s the one who brought the princess back to life, so, like—” “Yeah, no, it makes sense if they were working together. What about—”

The games in my classroom come in two categories: the ones we play together, and the ones my students play on their own for homework. I like to imagine what they go back to the dorms and tell their roommates about my class. Yeah, I have to pick a game to play to write my essay about. Yeah, I can be a trucker or a witch. Or, I don’t know, maybe I’ll be the lighthouse keeper in space. [1] Many of the games we play are not well-known, little gems I found buried on the “for free” pages of Itch.io or on niche listicles. Some of them are known enough in indie tabletop spaces, with their successful Kickstarters and shiny, full color spreads. They may as well be the same to my students, who frequently come to me saying, “Like in Stranger Things ?” and know little else about the big, wide world of tabletop roleplay.

For those who, like my students, have seen a Dungeons & Dragons book in the bookstore on display one time and have never thought to touch one themselves, a tabletop game has some key differences from your probably-more-familiar video game. First, all of the rules of the game are contained in text. There may be art, or fancily-designed tables, but a tabletop game takes place in the imagination, not on your computer screen. Some of them (many of them) have you roll dice to determine the path of the story or accomplish your goals. Others may have you draw cards, or flip a coin. You might control a single character, with their own personality, backstory, and skills. Or you may oversee a whole community and explore how it changes over the course of a year. Tabletops get stranger, of course: maybe you play as a dying language [2] , maybe you play as an evolving myth [3] , maybe the players collectively play as a single fish with a knife [4] (yes, I’m serious. I, Luka Brave, the author, do not endorse finding and playing this on school property. Don’t do it).

In the examples above, somewhat fictionalized from actual in-class games, we play a game called The Family Tree (achillobators 2023), collaboratively deciding a time period, genre, and then several generations of characters who fit together into the world we’ve created. In a reflective discussion board after the game, they’re asked questions like: Do you think this story fit into the genre we agreed on at the beginning of class? What is something you think is happening behind-the-scenes in this story? What’s something bigger that’s happening in this world? Sometimes the answers back are, no, the mad scientist and vampire didn’t quite fit with the Arthurian setting we agreed on. Or, I think the murder in this Wild West town is just a distraction from the war. Students are asked to think critically about the boundaries of the story: What fit into it, what didn’t? What do we expect from our genres? What tropes are we building off of when we make characters like this? We could read a short story or two to do the same things, I suppose. But we would miss out on the opportunity to collaborate, explore, and flex our creative muscles.

“In the discussion board, it was suggested the monument is in a very cold kingdom. The snow and the cold would add to the tone we’re trying to hit with this.” “Yeah, I think the statue is in the middle of the kingdom. Like in the town square, with benches around it.” “What do we want people to feel when they’re sitting around this monument?” “I think, like … grateful. The soldiers this statue represents made such a big sacrifice to keep this kingdom safe.”

There is growing evidence for the benefits of tabletop roleplay. Tabletop roleplaying games, or TTRPGs, can expand and strengthen your social circle (Meriläinen 2012; Daniau 2016; Orr et al. 2020; Kilmer et al. 2023). Mikko Meriläinen’s 2012 survey found that 87% of people who identified as roleplayers found important relationships through roleplaying, and around 70% said that playing roleplaying games with friends was a big part of their social lives (56). Roleplaying can help develop players’ empathy, especially when playing characters that differ from themselves (59). One participant in the survey said, “I’ve taught myself to relate to other people by attempting to see life from different points of view. I think it’s because of this that I’m not completely obnoxious today” (61). In my own classroom, students bring characters that differ from themselves to the circle of desks right off the bat, completely without my prompting. Some of these may verge on the silly side, like talking cats, shunned vampires, or old lady ghosts. Others—serious and loyal knights, gruff old ranchers, cunning former spies—may explore popular tropes my students have encountered in other media and draw from in our stories with a spark of sudden inspiration. In one case study, a TTRPG player named Aidan said, “You can play so many different types of people in those games. Like, in one game I’m a female character who is a warrior and in another game I’m a small little gnome wizard” (Orr et al. 2020, p. 78). Though it is less nerve-wracking for many to start off playing a character who is more similar to them, over time, the vast majority of tabletop players will explore characters who differ from themselves physically, mentally, morally, and in core personality traits (Meriläinen 2012, p. 59)

Now, you may ask, what is the benefit of exploring other personalities, experiences, lives, in a composition classroom? You’re meant to be writing with your own voice, ain’t ya?

“Oop, I rolled a five, which means … you! Rose, it’s your second cousin—” “Oh, no.” “-uh, I need a name. A snobby old man name.” “Reginald!” “Reginald! Rose, it’s your second cousin Reginald who crashes the award ceremony y’all have been working so hard on.”

“[TTRPGs are a] hands-on, self-insert approach to story structure—how to get your point across”.

Sierra Phipps is a professional game master—the person who guides the world and progression of a multiplayer tabletop game. You can find her at the Stillwater Public Library, guiding groups of teens through “Strength of Thousands”, a Pathfinder adventure path where the teen players pretend to be students at a magical university.

The reason Phipps likes this adventure in particular is that it gets the teen players away from what she calls “video game logic”—that they can just kill everything in their path or overcome every obstacle through violence. The university students, player characters of the teens in the Adventurer’s Academy library program, are rewarded mechanically by the game for learning about rare forms of magic, figuring out ways to help their community, and even telling good stories. Lethal force, unless the students are in extreme peril, is banned at the university.

Phipps takes a sip of their coffee, waving with their free hand. “It’s really, really cool to see,” they say, as we sit in the crowded downtown coffee shop. She’s describing how quickly her players, despite having never played tabletop roleplaying games before, go from trying to hack-and-slash their way through problems to instead thinking outside-the-box and showing rapid development of critical thinking skills. Phipps, who has been a game master since 2016, largely running Pathfinder 1st and 2nd edition, Dungeons & Dragons 3rd edition and 5th edition, and smaller, independent games, said that even her very creative adult players at her home games struggled at first telling a collaborative story like the ones demanded from a tabletop. They thought that fostering those skills from a younger age would be really beneficial.

Phipps found roleplaying online during the pandemic invaluable for keeping hold of her social circle, and said they can see a big difference between the teens that gamed collaboratively online through the early Covid years and those who didn’t. “The ability to still feel connected to people who you didn’t get to see in person anymore […] the ability to still have that to ground you during all that stuff [was] really important.”

When I asked Phipps if they saw roleplaying games being helpful for composition classrooms, their answer was immediate and impassioned. “It’s access to a way to fundamentally understand by relating those concepts to yourself.”

“Who do we think the audience of our monument is?” “I think … I think this is in the future. Like, the empire didn’t build this.” “Yeah, I agree. This is after the fall.” “So, maybe this is some of the territories that came after them?” “Yeah, like … with the technologies we introduced and everything … it seems like this is a way to remember the tragedy, but from long afterwards. Like, they don’t want people to forget what happened to all those people.”

In an essay discussing TTRPGs and their great potential for fostering more civic-minded players, Susan Haarman says TTRPGs are “autotelic narrative experiences” (2022, p. 57)—that they have “the experience of playing, not the outcome, as the goal of play” (62). Tabletop game rulebooks, she says, focus around “cooperation, compromise, intentional direct action, consensus building, and imagination as explicit goals and outcomes” (56-57). In the essay, she explores a concept called “dramatic rehearsal”, first conceptualized by 20th century American scholar John Dewey. Dramatic rehearsal is the process of taking a problem and acting out a possible road for tackling it all the way until its conclusion—not only wondering the immediate ramifications, but trying to get into other mindsets and points of view to understand the broader impacts and implications of a course of action.

Tabletop games are particularly adept at this, Haarman argues. And it’s true that many studies support the idea that tabletop games foster creative problem-solving abilities and collaborative creativity (Meriläinen 2012; Daniau 2016; Dyson et al. 2016; Orr et al. 2020; Kilmer et al. 2023). Phipps stressed that this was something they saw consistently in their teen players—a rapid development of creative problem-solving skills and out-of-the-box thinking. In their 2020 essay, Felix Rose Kawitzky says that tabletop games “can present fluid conceptions of audience, character, self and world, creating space for exploratory performative exchanges”, going on to say that this murky space between what the player brings to the table, what the character wants to do, and the intersection of the real world and the game word, allows the processes that prepare people in the world—the exploration and rehearsal—to exist “at their own pace, and for their own sake” (134). This exploration of other points of view allows players—and potentially students who share these experiences in their classrooms as well—to decouple their usual methods of problem-solving from their one, singular life experience. By practicing different methods of approaching problems, players unlearn bias and think more creatively.

As Haarman says,

Role-play within games allows a person to intentionally take on a different role or traits, and, as a result, become more aware of the ways in which they unconsciously do so in normal life. Players cultivate a differing theory of mind and may intentionally try to think as though they were someone else. This both expands a player’s imagination and builds skills around critical problem solving, as they may become more aware of their own bias in thinking or gaps in knowledge. (61)

“Okay, so the doors swing open and you see the deputy—his name is … Brock—you see Brock the deputy come in he’s this young guy, like a young kid, maybe—he’s like 38 years old, like young.” “Oh my god.” “So this deputy walks in and says, ‘Okay, ladies, so I heard about some problems goin’ on here. Anyone wanna tell me what’s goin’ on?’” “I pick him up.” “You- You pick up Brock the deputy?” “Oh, yeah, and I’m just gonna start throwing things at him.” “Okay, so, Betty, you’ve picked up Brock because you’re the buffest old lady ever and don’t need to roll for that, and you- you’re just huckin’ shit, like, just huckin’ whatever you can find at him. Brock is screaming—”

During our talk, Phipps said that the teens who had played TTRPGs before—often being raised on them by parents who were similarly into the hobby—came to the table ready with a character with a big personality and their own unique voice. Those who hadn’t played were more unsure. Their characters were not quite developed, and when they spoke in-character, it was with their own, usual speaking voice. Over my own seven years of tabletop roleplay experience, I’ve played nearly 30 characters across many game systems, from wizard babies to Tennessee park rangers, from shy boar-girls to nonbinary cowboys, from young Shakespearian actresses to praying mantis alien cult leaders. None of that is including, of course, the dozens of lives I’ve inhabited in my non-player characters (or NPCs), which flesh out the world of the games I run for my own players. A werewolf’s wife. A white hat assassin. A rich zombie dandy. A god who would really prefer to be a mortal child, thank you very much.

For my students’ first major project, I ask them, as per the curriculum of Oklahoma State University’s Composition I classes, to write a personal narrative essay. Something where they are the expert on the subject—their own experience and thoughts.

But with a twist.

As a tutor in the writing center, I’ve seen a lot of personal essays come in from a range of prompts. I’ve read about family vacations, first cattle shows, the first time reading a really impactful book. These are all well and good; I don’t intend to talk down on these kinds of personal narrative assignments. Reaching back into a student’s own past, finding something that speaks to them, finding why it speaks to others—this is an important set of skills, and it makes sense to me why this is the project we start with at OSU. But, harkening back to the words of Haarman and Kawitzky, and the experiences of Sierra Phipps, before my students are allowed to reach back into the safety and comfort of their own experiences, first, they need to step out of them.

“Well, at first, I pulled that card, and I was like … okay, so I look out the window and I see some kind of animal. Maybe there’s a forest there? But then I remembered—this is in space! So, I had my guy look out and see space deer! They’re like normal deer, but they have, like, galaxies and stuff on them. They live in the space forest.”

Playing The Family Tree is often my students’ first experience with a TTRPG—a guided, collaborative in-class play session where only a few volunteers have to participate, but often the rest of the class will gain courage and pitch in their own ideas on where to guide the story and what characters we can weave into the web. Their second experience is for their personal narrative project.

Their assignment for the personal narrative is to play, and then reflect on the experience of, a solo-journaling game. That’s right—some TTRPGs can be played by yourself, too! In a solo-journaling game, the sole player will sit down with the rulebook, some method of record keeping like a pen and paper or voice recorder, and the game’s chosen method of guiding the story, referred to as an oracle. In Long Haul 1983 (Cain 2021), players use dice and playing cards to tell their story as they try to survive a cross-country road trip directly after the apocalypse. In Last Tea Shop (Spring Villager 2022), players roll dice to brew tea and share stories with the recently deceased before they continue on their journey to the afterlife.

Solo TTRPGs cover an exquisite breadth of genres, tones, and gameplay experiences. Some—like Long Haul 1983—play up the suspense and lean into the potential horror. Others, like Last Tea Shop, offer a quiet and meditative experience. Out of the big, wide world of solo TTRPGs, I select five [5] for my students to choose from (wouldn’t want to overwhelm them right off the bat!) when they sit down to plan for their personal narrative project. I offer to them a secondary choice: you’re free to play these games as a fictionalized version of yourself, but you can play as any character that you think fits in the narrative of the game.

The responses to this choice vary. Plenty of students play as themselves. Others play as family members, or people the game makes them think of. Others still inhabit entirely new characters, with names, backstories, families—professional athletes, hard-working single fathers, magical talking cats, weathered explorers, former soldiers, kindly and wise shopkeepers. For many students, this is their first time developing a fictional character: one who they understand, can guide the dialogue of, can think their thoughts. It’s often the most resistant students to this exercise that form the most meaningful experiences from it; those that rigidly resist the nontraditional assignment find themselves moved and grateful for even a brief glimpse into another life, another mind.

In our discussion, Sierra Phipps said that often in their teens, tabletop roleplay brings an “appreciation for other people’s opinions in a way that doesn’t feel like criticism”. During the game Snow (Sampetto 2022), one phase of the game is “Another Perspective”, where your character, whom you are guiding through thinking about a difficult challenge, takes the perspective of someone else in their life who might have something interesting to say about the trouble that’s on their mind. It’s a double-layer effect—first, you put yourself in the mind of a character. Then, that character puts themself in the mind of someone even more removed, even more fictional. However, this is often the stage of play that stands out the most to the students who play it. They start to see the benefits of this game not only to their assignment, but their broader lives as well. The next stage of play, “Gratitude”, seems to come all-the-easier for it. In their essays, my students reflect, I really didn’t think I would get much out of this, but I didn’t even realize I felt better about this real problem I was having until the game was done. Tabletop games can be powerful forces of creative collaboration, but they also house an incredible engine for deep thought and reflection. Phipps remarked that after months of roleplaying with other teens at the library, her players were more open-minded, open to critical discussions, and had a deeper ability to understand concepts past just their surface level.

“Alright, what do y’all want to do?”

Dr. Bengt Nijre, a Swedish disability scholar, did extensive work on the concept of self-determination. While he was mostly focused on the disabled population of 1960s and 70s Sweden, his work still remains important and broadly-applicable today. Modern disability scholars still uphold his values—normalization, autonomy, and respect. These are things all of us need, disabled and abled alike. And, his research on self-determination can be just as easily brought into discussions about college classrooms.

Nijre, in his research, identified some key features of self-determination to include “making choices”, “self-management”, and “self-knowledge” (Ward 2005, p. 108). Expanding on this framework, Mithaug et al. developed the Adaptability Instructional Model to teach students with disabilities how to regulate themselves and their own behavior. This model included, “(a) teaching students to identify and set goals, (b) engaging in independent performance through self-monitoring, (c) evaluating their performance in terms of an existing standard, and (d) learning from their mistakes and adjusting their goals” (109). To me, this sounds like something that can be perfectly mapped onto gameplay in the classroom. Both Nijre and Mithaug et al.’s work goes back to the concept of self-efficacy—the ability to face challenges, feel confident in facing them, put hard work in, fail a few times, and then accomplish your goal. And, according to Dr. Jane McGonigal, director of Game Research and Development at the Institute for the Future—games are perfect self-efficacy-building machines. According to her own research, and the research of leading neuroscientists like Dr. Judy Willis, when we play a game—setting goals, taking on increasingly difficult challenges, failing until we succeed, and then immediately moving on to the next slightly harder task—the self-efficacy that this builds in us is “hardwired into the brain” (2015, p. 89, emphasis removed). This means that, even outside of gaming, gamers are more likely to put hard work into challenges they’re faced with in the real world (pp. 86-87).

A lot is asked of our little first-year composition classrooms. But is this—for our students to be self-determined people, to be able to make choices for themselves and follow through on them, to not only be able to take on challenges, but be eager to do so, and confident they can eventually succeed—not an important goal? Composition, on paper (get it?), is about writing. But, more than that, the students who leave our comp classes should feel determined that college is something they’re prepared for, even when it gets tricky. They won’t roll a critical success every time, but they know that if they fail a particular challenge, they can get back up and try again.

“Aw, man, well, thanks for playin’, y’all. I thought that was a lot of fun. Now, let’s go over to our worksheet …”

Finding ways to play gets ever-more important as you get older, more distant from the days of mud potions and playground wars. It’s a vital ingredient in living a good and fulfilling life. But it’s also a powerful tool of development, expression, and inner strength. As developmental psychologist Dr. Karyn Purvis said, “Play disarms fear, builds connectedness, and teaches social skills and competencies for life” (Parris & Hernandez 2020). The students who game together in my classroom are not just classmates—but a party. Collaborators and allies.

Through tabletop roleplay, I was able to learn new skills, make new friends, and process my experiences in order to grow as a person. I’m far from the only one. Games are reflection-prompting, empathy-evolving, self-efficacy-building engines that can bring people together creatively, sparking unique ways of thinking and developing more paths to solve challenges, all in collaboration and joy. College is tough—and that’s not a bad thing. But by bringing games into the classroom, we can make that challenge all the more engaging, and give students new ways to learn and grow. Sometimes writing that final paper can feel as tough as fighting a dragon. Why can’t they be one and the same?

Works Cited

Achillobators. The Family Tree. itch.io, 31 Jan. 2023, https://achillobators.itch.io/the-family-tree, Accessed 4 Feb. 2023.

Cain, Sean P. Long Haul 1983. itch.io, 22 Mar. 2021, https://spc.itch.io/longhaul1983, Accessed 19 Aug. 2023.

Daniau, S. “The Transformative Potential of Role-Playing Games—: From Play Skills to Human Skills.” Simulation and Gaming, vol. 47, no. 4, Aug. 2016, pp. 423-444–444. EBSCOhost, https://doi.org/10.1177/1046878116650765.

Dyson, Scott Benjamin, et al. “The Effect of Tabletop Role-Playing Games on the Creative Potential and Emotional Creativity of Taiwanese College Students.” Thinking Skills and Creativity, vol. 19, Mar. 2016, pp. 88–96. EBSCOhost, https://doi.org/10.1016/j.tsc.2015.10.004.

Haarman, Susan. “Dungeons & Dragons & Dewey: The Potential for Dramatic Rehearsal and Civic Outcomes in Tabletop Role-Playing Games.” Philosophical Studies in Education, vol. 53, Jan. 2022, pp. 56–70. ERIC, https://eric.ed.gov/?id=EJ1366548.

Kawitzky, Felix Rose. “Magic Circles: Tabletop Role-Playing Games as Queer Utopian Method.” Performance Research, vol. 25, no. 8, Dec. 2020, pp. 129–36. EBSCOhost, https://doi.org/10.1080/13528165.2020.1930786.

Kilmer, Elizabeth D., et al. Therapeutically Applied Role-Playing Games: The Game to Grow Method. Routledge, Taylor & Francis Group, 2023.

McGonigal, Jane. SuperBetter: A Revolutionary Approach to Getting Stronger, Happier, Braver, and More Resilient*. Penguin Press, 2015.

Meriläinen, Mikko. “The self-perceived effects of the role-playing hobby on personal development – a survey report.” International Journal of Role-Playing, no. 3, 28 Dec. 2012, pp. 49-68, https://doi.org/10.33063/ijrp.vi3.224.

Orr, Matthew, et al. “A Qualitative Exploration of the Perceived Social Benefits of Playing Tabletop Role-playing Games.” International Journal of Role-Playing, no. 10, 9 Nov. 2020, pp. 70-83, https://doi.org/10.33063/ijrp.vi10.277.

Parris, Sheri and Christian Hernandez. “The Benefits of Play in Cognitive Development.” Karyn Purvis Institute of Childhood Development, Texas Christian University, Accessed 20 Apr. 2024.

Sampetto. Snow, a meditative TTRPG. itch.io, 4 Oct. 2022, https://sampetto.itch.io/snow, Accessed 30 Nov. 2022.

Spring Villager. Last Tea Shop Complete. itch.io, 17 July 2022, https://springvillager.itch.io/last-tea-shop-complete, Accessed 15 Aug. 2023.

Ward, Michael J. “An Historical Perspective of Self-Determination in Special Education: Accomplishments and Challenges.” Research and Practice for Persons with Severe Disabilities, vol. 30, no. 3, 2005, pp. 108–12, https://doi.org/10.2511/rpsd.30.3.108.

This resource is no cost at https://open.library.okstate.edu/goodthingstoread/

The games referenced here, in order, are Long Haul 1983 by Sean Patrick Cain, Hedgewitch by Shouting Crow Games, and The Lighthouse at the Edge of the Universe by Lost Ways Club. ↵
The game is Dialect by Thorny Games. Thorny Games has made several games about language, and in Dialect, you build a community, and a language for that community to use, and then explore how that language is lost and dies over time. ↵
There are multiple games that fit this bill, but the one that comes to my mind is Apotheosis by Gordie Murphy, where you design a culture with a unique history, and then explore how its main legend evolves over time as the culture does. ↵
Yes, I promise this is a real game. It is satirical, and was based on a Tweet making fun of indie TTRPGs. It’s called Spin the Fishblade by Marshall Bradshaw, and the players all collectively control one fish, who has a knife, by … spinning a knife around. Again, not allowed to play on campus. You did not hear about this game from me. If anybody asks, this was something you already knew about. All students who read this essay must come pre-installed with knowledge of Spin the Fishblade for my own legal comfort. Thank you. ↵
The games I assign as options for the personal narrative essay are Hedgewitch by Shouting Crow Games, Last Tea Shop by Spring Villager, The Lighthouse at the Edge of the Universe by Lost Ways Club, Long Haul 1983 by Sean Patrick Cain, and Snow by Sampetto. In previous semesters, I have assigned Yourself by Kaden Ramstack. ↵

Apology Letter To Teacher For Talking In Class: Free & Customizable

In this article, I’ll guide you through the process of writing an effective apology letter to your teacher, share personal insights, and provide customizable templates to get you started.

Key Takeaways Purpose : Understand why writing an apology letter is important and how it demonstrates responsibility and respect. Structure : Learn the essential components of an apology letter, including a respectful greeting, sincere apology, acknowledgment of the impact, commitment to change, and a polite closing. Tone : Maintain a respectful and sincere tone throughout the letter. Personal Touch : Incorporate personal experiences and insights to enhance the authenticity of your apology. Template : Use the provided template as a starting point to craft your apology letter. Action Steps : Follow the step-by-step guide to create a well-structured apology letter.

Step-by-Step Guide to Writing an Apology Letter

Step 1: reflect on your actions.

Before you start writing, take a moment to reflect on why talking in class was disruptive. Understand the consequences of your actions not just on your learning, but also on your classmates and teacher.

Step 2: Start with a Respectful Greeting

Address your teacher formally and respectfully. For example, “Dear Mr. Smith,” sets the right tone for your apology.

Step 3: Express Your Sincerity

Clearly and sincerely apologize for your behavior. Be specific about what you’re apologizing for to demonstrate that you understand the issue.

Step 4: Acknowledge the Impact

Acknowledge how your actions may have affected the class and your teacher. This shows empathy and understanding.

Step 5: Commit to Change

Articulate how you plan to change your behavior to avoid repeating the same mistake. This demonstrates responsibility and growth.

Step 6: Offer to Make Amends

If there’s a way to make amends, offer to do so. It could be as simple as promising to participate positively in class going forward.

Step 7: Close Politely

End your letter with a polite closing, such as “Sincerely,” followed by your name.

Template for an Apology Letter to a Teacher

Dear [Teacher’s Name],

I am writing to sincerely apologize for my behavior in class on [date]. I recognize that my talking during the lesson was disruptive and disrespectful to both you and my classmates.

I understand that my actions prevented others from learning and undermined your efforts to create a productive and respectful learning environment. I am truly sorry for the inconvenience and frustration I caused.

To ensure this does not happen again, I commit to actively participating in class in a respectful and attentive manner. I will also [any additional steps you plan to take].

Thank you for your dedication to our education and for your understanding. I appreciate the opportunity to learn from my mistakes and improve my behavior.

Sincerely, [Your Name]

Personal Tips from Experience

Be Genuine : Your apology should come from the heart. Teachers can tell when an apology is insincere.
Keep It Short and to the Point : Your letter should be concise while still covering all necessary points.
Follow Up : If appropriate, follow up with your teacher in person to show your commitment to improving your behavior.

Writing an apology letter to your teacher for talking in class is an important step in taking responsibility for your actions and showing respect for your educational environment. By following these steps and using the provided template, you can compose a thoughtful and effective apology.

I’d love to hear your thoughts and experiences with writing apology letters or any additional tips you might have. Please share your comments below.

Frequently Asked Questions (FAQs)

Q: how can i express sincere regret in my apology letter to my teacher for talking in class.

Answer : In my letter, I detailed the specific moment I disrupted the class and emphasized how I now understand the importance of a focused learning environment, promising to uphold it going forward.

Q: What should I include in my apology letter to make it feel heartfelt and genuine?

Answer : I shared a personal reflection on how my actions affected not just the class but my own learning, showing my teacher that I truly grasped the gravity of my behavior.

Q: How can I assure my teacher that I won’t repeat the same mistake after talking in class?

Answer : I outlined specific steps I plan to take to avoid future disruptions, like sitting closer to the front and participating more actively, to demonstrate my commitment to change.

Q: Is it appropriate to ask for forgiveness in my apology letter to my teacher for talking during the lesson?

Answer : I humbly requested forgiveness, acknowledging my respect for the teacher’s efforts and the learning environment, which I believe shows my sincerity and desire to mend our relationship.

Q: How can I convey my understanding of the consequences of my actions in the apology letter?

Answer : I acknowledged the ripple effect of my talking, such as distracting peers and undermining the teacher’s authority, showing my deepened awareness and responsibility.

Q: What tone should I adopt in my apology letter to convey my regret for talking in class effectively?

Answer : I opted for a respectful and reflective tone, avoiding excuses and focusing on my understanding of the disruption I caused, which I think communicates my genuine remorse.

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Essay On My Classroom – 10 Lines, Short and Long Essay For Class 1, 2 and 3 Kids

Key Points To Note: Essay On ‘My Classroom’ For Lower Primary Classes

10 lines on ‘my classroom’ for kids, a paragraph on ‘my classroom’ for children, essay on ‘my classroom’ in 200 words for kids, long essay on ‘my classroom’ in english for kids, what will your child learn from this essay.

A classroom is a space with which everyone can relate. It is a place for kids to learn, explore, and meet new friends. It is the first place where the kid goes and becomes social. Writing an essay on my classroom in English will allow kids to explore their inner emotional connections with their classroom. It will also enhance their observational skills, allowing them to see and scrutinise the details of the space where they spend the most creative time of the day. It will be a fun writing activity and a learning one too.

All kids know about their classroom, but when it comes to writing a description of a classroom, the real challenges surface—given below is a template that will end your doubts regarding how to write an essay on this topic:

The essay should have a proper introduction that talks about the physical dimensions of a classroom.
Later, you can explain its relevance and emotional significance in a kid’s life.
Kids should explain what they think of a classroom.
The conclusion should summarise the whole write-up.

Writing about any topic needs a clear understanding of the same. Kids in small classes might find it difficult to write in long sentences. Therefore, teachers and parents ask them to craft short sentences. Here are a few lines for an essay on my classroom for classes 1 & 2.

I saw my classroom for the first time when I went to kindergarten school.
It is a space designed for kids as old as me to learn together.
My classroom has many tables and chairs for all students to sit and study together.
My class has one big blackboard and one big whiteboard, which the teacher uses to explain a concept or draw something for us.
Our class also has an activity board, which all the students decorate turn-wise.
My classroom is well-ventilated as has two big windows.
My classroom also has beautiful yellow colour on the walls and white ceilings.
There is an open almirah in my class, where kids keep all the essentials like water bottles, bags, etc.
There are two dustbins in my class to throw waste.
There is a cupboard near the teacher’s table where our teacher keeps things necessary to conduct a lesson, like chalk, dusters, napkins, etc.

Many kids understand a topic but get puzzled when it comes to writing. Therefore, teachers first give a small paragraph to write on an easy subject like ‘my classroom’. Writing a short paragraph allows kids to explore their inner thoughts on the subject:

Everyone loves their school and classroom, and I am no exception. There are many reasons why I adore my classroom; one of them is that it is very spacious and big. It has 15 desks, one big almirah for keeping kids’ essentials, and two boards – a whiteboard and a blackboard. It also has a projector, which our teacher uses to show us stories and movies. My classroom has two windows facing the playground. I love seeing outside during a free period; it makes me feel relaxed. We also have a craft board where every kid needs to add something from their imagination.

As kids progress in class, they need to write progressive and longer sentences on various topics. Topics like my classroom challenge kids’ creative thinking and boost their sentence construction ability:

My classroom is one such space where I spend maximum time learning and exploring new topics and concepts. It is where 30 students like me from different walks of life sit together and learn together. My classroom is hi-tech and equipped to tackle any emergency with a fire alarm, fire extinguisher, etc. We also have a projector and whiteboard as our teacher explains most concepts with videos and graphics. Besides having a big shelf for kids’ essentials, my classroom has a small section with many books we can read during our free period. I can only take some books home after my teacher’s permission for a day or two. The best part about my classroom is it has lively interiors that can attract anyone. One can see different types of charts, quotations of notable personalities, and drawings done by students like me on my classroom walls, making it more attractive. We don’t have ceiling fans in our classroom as we have a centralised AC in the entire school. My classroom is impressive in every sense, as it showcases a part of me in every corner.

An essay on my classroom is a good way to promote critical thinking and observational skills via writing. Below is an essay for class 3 on essay my classroom for your reference.

Writing on the topic of my classroom is like writing about the most special space of your school. This is the place where learning and exploration go hand in hand and add a new dimension to our life. Here, we make many memories that stay with us even after school. My classroom is a very advanced, well-planned room that can accommodate around 30 students comfortably. My classroom has a unique feature: a soft board under every child’s name. All students get a chance to decorate that board weekly, and to do that, we need to come up with fresh ideas every week. The best idea gets a small prize and appreciation from the teacher. I have a whiteboard and a blackboard in my class, which my teacher uses as per the demand of the topic. I like the projector in my class; for crucial topics, our teachers use videos and graphical representation for better understanding. My seat is near a glass window, which I like the most as it has a stunning garden view.

My school believes in a no-baggage policy; therefore, all our books are in a big almirah in our classroom. Thanks to that, my bag remains light. My classroom is where we do lots of creative work and participate in competitions to boost our confidence. My teacher says this is our second home, and we should keep it clean; therefore, students take turns cleaning the classroom every day. We have two dustbins to make sure no wrapper or dry waste remains on the floor. After Covid, my classroom has a hand sanitiser bootle installed at the entry door, and no student can come without sanitising their hands. My classroom is hi-tech and equipped to tackle any emergency as it has a fire alarm, fire extinguisher, smoke detector, etc.

Your child will learn to give words to their thoughts and write a better composition on my classroom. Their writing skills get refined, and they learn new words that enrich their vocabulary.

1. Why Is The Classroom Important?

The classroom provides a favourable learning atmosphere for kids as it keeps away all distractions.

2. What Are Some Important Things In A Classroom?

Essential things in the classroom include chalk, duster, whiteboard, blackboard, windows for ventilation, lights, fans, and most importantly, books.

There is no time like school time, and there is nothing like a classroom. Writing an essay on a versatile topic like my classroom is fun and enriching. So, find expressions to your thoughts in this blog and craft a fantastic “my classroom” composition.

How to Write An Essay on My Teacher for Class 1, 2 and 3 Kids Essay On My School Library for Classes 1 to 3 Children Essay on My Favorite Subject for Lower Primary Class Kids

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A essay on why shouldn't i talk in class?

Talking during class distracts other and shows no respect towards the teacher. A class is about 40 minutes long, when one student talks the teacher has to stop teaching and punish the student. This takes time from the lesson. Because the student was talking now everyone has to wait and they will not be learning. Therefore, it doesn't affect the one who was talking but also everyone else in the class.

When someone starts talking they don't understand what they are causing themselves. Students that talk usually get points off. Their grades drop, also they are likely to fail most tests and quizzes. They won't understand the homework or may not know they even had homework. In addition, they may not have all their notes so won't be able to study for tests. Furthermore, they might get dentition which will lower their chances in going to the college they want, also can get a call home to their parents. Students that talk should understand that the teacher is only trying to help them and wants them to pass the class.

Students that talk are disrespecting teachers and other student that may want to learn. Teachers have all ready finish school and want their students to finish as well. Teachers have gone to college to learn how to teach a class. They should have respect and attention from all students. When a student talks it shows the teacher that they don't care about the lesson, for that reason the teacher may not listen to the student when they need something. Additionally, the teachers may not have enough time to finish teaching the rest of the class because of the punishment of the student talking. The rest of the class has gone to school to learn something that day and may not because of the consequences of the one student that was talking.

In conclusion, I will like to say that students shouldn't talk in class because it is shows that they think they are more important than others. In the end it doesn't only hurt them but others too. Another reason why students shouldn't talk in class is because the whole class may have to write an essay on "why I shouldn't talk during class".

Claire Denham ∙

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From the Diary of Anne Frank Extra Questions and Answers Class 10 English

From the Diary of Anne Frank Class 10 Extra Questions & Answers are available here. Class 10 English From the Diary of Anne Frank extra questions and answers are prepared by our expert teachers. All these questions are divided into two or three sections. They are short type questions answers, long type question answers and extract based questions. Learning these questions will help you to score excellent marks in the board exams.

From the Diary of Anne Frank Extra Questions and Answers

Very short answer questions.

1. What prompted Anne to maintain a diary? Answer: Anne maintained a diary because he had no friends.

2. Who became Anne’s friend and the what was the friend’s name? Answer: Anne’s diary became her friend and her name was Kitty.

3. For whom was Anne’s “a birthday present” and why? Answer: She was a birthday present for her sister because she went to Holland later.

4. When did she make her first entry in her diary? Answer: She made her first entry in her diary on 20th June 1942.

5. Which subject did Anne find difficult? Answer: Anne found Mathematics difficult.

6. Why was Mr Keesing annoyed with Anne? Answer: He was annoyed with Anne because she talked in the class.

7. What was a strange experience for Anne? Answer: Writing in a diary was a strange experience for Anne.

8. How old was Anne? Answer: She was thirteen years old.

9. According to Anne What has more patience than people? Answer: According to Anne paper has more patience than people.

10. What was the name of Anne’s sister? Answer: Her name was Margot.

11. What was the name of Anne’s maths teacher? Answer: His name was Mr Keesing.

12. What was the topic of the first essay? Mr Keesing asked Anne to write? Answer: ‘A Chatterbox.’

13. What was the name of the essay on which Anne had to write the second time? Answer: ‘An Incorrigible Chatterbox.’

14. Who helped Anne to write the essay in poetry? Answer: Anne’s friend Sanne.

15. What was the title of the third essay? Answer: ‘Quack. Quack. Quack. said Mistress Chatterbox.’

16. What was the name of Anne’s mother? Answer: Her mother’s name was Edith Hollander Frank.

17. Who was Mrs. Kuperus? Answer: She was as the headmistress of Anne’s school in both standards.

18. Where did Anne’s family migrate from Germany too? Answer: Her family migrated from Germany to Holland.

19. Who was Kitty? Answer: It was the name went to her diary by Anne.

Short Answer Type Questions

1. What does Anne write in her first essay?

Answer: In her first essay, titled ‘A Chatterbox’, Anne wanted to come up with convincing arguments to prove the necessity of talking. She wrote three pages and argued that talking was a student’s trait and she would do her best to keep it under control.

2. Mr. Keesing is a kind, but strict teacher. Explain.

Answer: Mr. Keesing is a kind but strict teacher. He was annoyed with Anne as she was a very talkative girl. He warned her several times but she didn’t change. So, he punished her by giving an essay to write.

3. How did Sanne help Anne Frank in writing the third essay?

Answer: Senile was Anne’s close friend, and good at poetry. She helped Anne write the third essay in verse. It turned out to be a good poem, and even the teacher, Mr. Keesing, took it in the right way.

4. Why did Anne prefer confiding in her diary? Or Why does Anne want to keep a diary? Why does she feel she can trust a diary more than the people?

Answer: Anne did not have a true friend to whom she could confide, hence she started writing a diary. Moreover, she knew that paper had more patience than people and her secrets would be safe in a diary. She could trust a diary more than people.

5. How does Anne feel about her father, grandmother, Mrs. Kuperus and Mr. Keesing?

Answer: Her father was the most adorable father, she loved him very much. She also loved her grandmother and often thought of her with reverence after her death. She was deeply attached to her teacher, Mrs. Kuperus and was in tears when she left her. Anne did not have a good impression of Mr. Keesing, her maths teacher and often called him ‘old fogey’.

6. ‘Paper has more patience than people.’ Do you agree/disagree? Give reason.

Answer: I do agree with the above statement. People sometimes get bored, tired or have no mood or time to listen to you. They can get irritated, grudge or complaint about forcing them to listen to you but paper never grudges. It definitely has more patience than people.

7. How did Anne want her diary to be different?

Answer: Anne did not want to jot down the facts in her diary, the way most people do. She wanted the diary to be her friend. She called it a kitty. She wrote about her feelings and experiences in it. It was a mature work, reflecting deep insight.

8. Explain ‘teachers are the most unpredictable creatures’.

Answer: Anne and her classmates thought that teachers were the most unpredictable creatures’ as nobody would know what there was in their minds and what their next step would be.

9. Why did Anne think that she was alone? Give reasons.

Answer: Anne had losing parents and an elder sister she had lost aunts and a good home She had a member of blends also Rut there was no one in whom she could confide So she thought that she was alone.

10. How do you know that Anne was close to her grandmother?

Answer: Anne lived with her grandmother for some months when her parents went to Holland. She loved her deeply. When her grandmother died, Anne felt sad. She often thought about her. So she was close to her grandmother.

11. Why was Anne in tears when she left the Montessori School?

Answer: When Anne was in the sixth form in the Montessori School, her teacher was Mrs. Kuperus, the headmistress. Anne loved her teacher deeply. She also showed affection to Anne. So when Anne left the Montessori school, she was in tears.

12. Why was the entire class quaking in its boots?

Answer: The time for declaring the annual results were coming closer. Soon a meeting would be held. The teachers would decide whom to pass and whom to retain in the same class. That is why the whole class was quaking in its boots.

13. Why does Anne feel that writing in a diary is really a strange experience?

Answer: It must be remembered that Anne Frank was just a thirteen-year-old girl. She was in hiding and cut off from the larger world. She was hesitant that no one would be interested in the musings of a young girl. She had never written anything before. So, it was naturally a strange experience for her.

14. What motivated Anne Frank to write in a diary? Or Why did a thirteen-year-old girl start writing a diary? Did her suffocation lead her to it?

Answer: It should not be forgotten that Anne was living in hiding. She couldn’t have normal dealings with the people outside. She could talk about ‘ordinary things’ with her family and friends. She couldn’t talk highly personal and intimate issues with them. She didn’t have any real friends. She felt utterly lonely and depressed. Writing in a diary could get all kinds of things off her chest.

15. Give a brief life-sketch of Anne Frank.

Answer: Anne was born on 12 June 1929. She lived in Frankfurt until she was four. Her father emigrated to Holland in 1933. Her mother went with him to Holland in September. Anne and her elder sister, Margot, were sent to Aachen to stay with their grandmother. Margot, went to Holland in December and Anne followed in February. She started right away at the Montessori nursery school. She stayed there until she was six, where she started in the first form. His grandmother died in January 1942, when she was thirteen.

16. Why does Anne say: “Paper has more patience than people”?

Answer: Anne doesn’t seem to have much faith in the people around her. She was living in hiding and couldn’t trust people so easily. Moreover, people do react. Sometimes people react rather negative, unpleasant, vulgar and violent manners. Paper is an impersonal and non-reactive object. Whatever you write on it, it receives it without giving any such reactions.

17. Why doesn’t Anne want to jot down facts as most people do in a diary? Why does she call it her friend ‘Kitty’?

Answer: For Anne Frank, a diary writing is a highly personal and intimate experience. He is not like other diary writers who load it with facts and non-personal matters. She wants to compensate her loss of having no ‘true friends’ with opening out of her heart in the pages of her diary. She wants the diary to be her true friend and calls it `Kitty’.

18. Why does Anne think it prudent and wise to provide a brief sketch of her life?

Answer: Anne Frank calls her diary ‘Friend Kitty’. She addresses all her writings to Kitty. For readers, it would be rather difficult to understand ‘the word’ of her stories to Kitty. So, instead of plunging ‘right in’, she thinks it wise to provide a brief sketch of her life. Though she dislikes doing so.

19. Why did Anne Frank feel suffocated?

Answer: Anne Frank was a very sensitive girl. She was cut off from the mainstream of life, her friends and her people. She was living in a hiding to escape being arrested by the Nazi agents in Holland. Moreover, even with so-called friends, she could not share her intimate and personal feelings and problems. She felt suffocated. She was left with no alternative than opening out her heart through the pages of her diary. ‘Kitty’ her diary became her most intimate friend

20. Give a brief description of Anne Frank’s family.

Answer: Anne confesses that she has ‘lovely parents’. Her father Otto Frank is ‘the most adorable father’ she has ever seen. Her elder sister Margot was born in Frankfurt in Germany in 1926. Her mother Edith was 25 when she married her father. She and her elder sister stayed with their grandmother before they were sent to live with their parents in Amsterdam.

21. Anne Frank had a great attachment with her grandmother. Justify your answer.

Answer: There is no doubt that Anne Frank had a great attachment with her grandmother. When her parents migrated to Holland, she along with her elder sister Virago were sent to live with her grandmother in Aachen. The grandmother died in January 1942. She thought of her quite often and still loved her.

22. Why was the entire class quaking in its boots?

Answer: It is true that the whole class was shaking with fear. The teachers were to decide about the fate of the students. They were to decide who would go up in the next class or not. Half of the class was making bets. The verdict of the teachers could go either way. They were quite unpredictable creatures on earth.

23. Why did Anne Frank says that teachers are the most unpredictable creatures on earth?

Answer: Anne Frank felt that nothing could be predicted about the mood of the teachers. They were the most ‘unpredictable creatures on earth’. It depended on their choice who would go up in the next class. Only they could decide who would be kept back. Half the class was making bets.

24. How was Anne getting along with her teachers? Why was Mr. Keesing annoyed with her?

Answer: No doubt, Anne Frank was getting along well with all her nine teachers— seven men and two women. Mr. Keesing was an old-fashioned man who taught them math. He was annoyed with her for a long time. The reason was simple. He didn’t like Anne as she talked so much in the class.

25. Why did Mr. Keesing assign Anne to write an essay entitled ‘A Chatterbox’?

Answer: There was only one teacher with whom Anne was not getting along well. He was Mr. Keesing. The maths teacher was annoyed with her because she talked too much in the class. After several warnings, he gave her extra homework like a sort of punishment. She was assigned to write an essay on the topic, ‘A Chatterbox’.

26. How did Anne justify her habit of talking in her first essay on ‘A Chatterbox’?

Answer: Anne Frank wrote three pages on the topic, ‘A Chatterbox’. In the essay, she justified her habit of talking. She argued that talking was a student’s trait. She would never be able to cure herself of the habit. Her mother talked as much as she did, if not more. She would do her best to keep it under control. However, it was very difficult to control her inherited trait.

27. What were the second and third essays assigned to Anne Frank as punishment?

Answer: Mr. Keesing had a good laugh at Anne’s arguments in the first essay on ‘A Chatterbox’. He assigned her a second essay on ‘An Incorrigible Chatterbox’. She did write on the subject. Mr. Keesing was not satisfied. He said, “Anne Frank, as punishment for talking in class, write an essay entitled — ‘Quack, Quack, Quack’, said Mistress Chatterbox’.

28. How did she write the last essay “Quack, Quack, Quack, said Mistress Chatterbox”?

Answer: The third essay assigned to Anne Frank was also related to ‘Chatterboxes’. She had lost her originality on the subject. Her friend Sanne was good at poetry. She offered to help Anne in writing the essay in verse. The poem was about a mother duck and a father swan with three ducklings. The poor ducklings were bitten to death by the father because they quacked too much.

29. How did Mr. Keesing take Anne’s third essay in verse? How did he react? Do you find a change in him?

Answer: Mr. Keesing took Anne’s joke the right way. He got the message Anne wanted to give to him by narrating the death of three ducklings. He read the poem to the class, adding his own comments. Since then, she had been allowed to talk and hadn’t been assigned any extra homework as he was transformed man now.

Long Answer Type Questions

1. “Paper has more patience than people.” Elucidate.

Answer: Anne Frank felt lonely in the world. She had loving parents, an elder sister and a number of friends. But she was not intimate with anyone. She could talk to them about common everyday matters. But she could not express her inner feelings to them. She wanted a patient listener with a sympathetic heart. But she found that people had no patience to listen to her. She could not relieve the feelings of her heart to anyone. Anne wanted to lighten the burden of ideas in her heart. So she decided to maintain a diary. A diary is not a human being. It has a lot more patience than man. One can express one’s thoughts freely. The diary does not get bored. It is a true friend. It never rejects the offer of friendship. That is why Anne Frank says that paper has more patience than people.

2. Give a brief sketch of Anne’s life.

Answer: Anne Frank was a young Jewish girl. She lived with her parents in Germany. But Hitler’s Nazi party was against the Jews. The Nazis were killing the Jews or forcing them to work in the concentration camps. The Frank family fled from Germany in 1933 and took shelters in the Netherlands. But in 1940, Germany attacked the Netherlands and captured it. Now the Nazis started arresting the Jews and sending them to the concentration camps. The Frank family went into hiding. They lived secretly in the upper floors of their business premises. They hid there for 25 months. Their non-Jewish friends gave them food.

Anne had started writing her diary before going into hiding. In August 1944, the Germans came to know of their hiding. They were arrested and sent to Germany. Anne, her sister, Margot, and her mother soon died in a concentration camp. Her father survived and published part of Anne’s diary. In this diary, Anne gives a moving and tragic account of the difficulties faced by her family and the other Jews. The part of the diary reproduced in this chapter is about the days when Anne was a schoolgirl and she, and her family had not yet moved to the secret quarters.

3. (i) Why did Mr Keesing punish her? (ii) What was the punishment? (iii) How did Anne finally stop Mr Keesing from punishing her?

Answer: Anne Frank was in the habit of talking in the class. Mr Keesing was her Maths teacher. He was annoyed with Anne as she talked much in the class. He gave her several warnings but it had no effect. One day, he punished her by giving her extra homework. He asked her to write an essay on the subject “A Chatterbox’. Anne wrote the essay, giving very amusing arguments in it. Mr Keesing liked the essay. But Anne again talked in the class. So he gave the task of writing another essay. This time, the subject was, An Incorrigible Chatterbox.’ After that. for two lessons, Anne did not get any punishment.

But during the third lesson. Mr Keesing saw Anne talking again He was very annoyed. He asked her to write another essay. The subject of this essay was, “Quack. Quack. Quack. Said Mistress Chatterbox.” The whole class laughed. Mr Keesing was trying to play a joke on Anne. But she wrote the essay in an amusing way. Mr Keesing liked the essay and did not punish Anne after that.

4. How do you assess Anne’s character? You can choose appropriate words from the following box and write a paragraph. Responsible; caring and loving; humorous; talkative; sensible; patient; mature for her age; lonely; accurate in her judgement; childish; intelligent?

Answer: Anne was a girl of thirteen years. She was very intelligent. She had a sharp brain. She was different from the other girls of her age. She could think clearly and deeply. She had deep thoughts and ideas that she wanted to share with someone. But she found that her friends were not able to understand her completely. Their mental level as not equal to that of Anne. They could talk to Anne about the ordinary everyday matter only.

She had loving parents, an elder sister and loving aunts also. But she could not share her deep thoughts with anyone. So she decided to make her diary to her friend. She wrote down her inner thoughts and feelings in a diary. Anne had an argumentative mind. She argued in her first essay that parental trans arc inherited by children. She had a good sense of humour. Her Maths teacher. Mr Keesing tried to play a joke on her. But she wrote the essay in verse in such a way that the Joke was turned on him.

5. Why did Anne Frank maintain a diary?

Answer: Anne decided to keep a diary, as she had no “true” friend. She figured paper had more patience than humans did. She felt that there was no one with whom she could share her thoughts and feelings. She had caring parents, a sixteen-year-old sister, and about thirty people she could call her friends. She could not talk about anything except ordinary everyday matters. She could have a good time with them. However, she did not have any true friends. She did not confide in any of her friends. She knew the situation would never change so she decided to keep a diary.

6. What does Anne say about her parents, elder sister and her stay in the Montessori School?

Answer: Anne calls her father very adorable. When her parents were married, her father was thirty-six and the mother was twenty-five. Margot was Anne’s elder sister. She was born in Frankfurt in 1926. Three years later, Anne was born. She lived in Frankfurt until she was four. Her father migrated to Holland in 1933. Her mother, Edith Hollander Frank, went with him. Anne and her sister Margot were sent to Aachen to stay with their grandmother.

Margot went to Holland in December and Anne went three months later. Anne started studying at the Montessori School. She stayed there until she was six at which time she was in the first form. When was in the sixth form, her teacher was Mrs Kuperus. the headmistress. Both loved each other. When she left school, both Anne and her teacher were in tears.

7. Anne had loving parents and a number of friends. Even then she thought that she was alone. Why?

Answer: Anne Frank was a thirteen-year-old girl. She had loving parents and an elder sister. She had loving aunts and lived in a good home. She had about thirty friends also. Even then she felt that she was alone in the world. She had no intimate person. She had no true friend with whom she could share her feelings. She could not confide in anyone. She had a number of thoughts that she wanted to express to someone.

But she could not get close to anyone. She could have a good time with them. She could talk to them about ordinary everyday matters of life. But there was no one with whom she could share the deepest thoughts of his heart. Thus she felt lonely in the world. She wanted a true friend so she decided to make the diary her friend.

8. Why was the whole class shaking in its boots? How does Anne Frank describe the behaviour of her classmates?

Answer: The time of the declaration of the annual results was. coming closer. The teachers were going to hold their annual meeting. In that meeting, they were going to decide which of the students would be promoted to the next class and which of them would be kept back in the same class. As a result, the students were nervous because of the worries of their future. Half the class was making bets.

Anne and her friend G.N. laughed heartily like their classmates, C.N. and Jacques had staked their entire holiday savings on their bet. They were all the time speculating who would pass and who would not. Anne was angry with many of them. But they would not calm down. There were many dummies in Anne’s class. She felt that at least half of them should not be promoted to the next class. But she also felt that teachers are the most unpredictable persons on earth.

9. Describe the three essays written by Anne Frank.

Answer: Anne Frank was in the habit of talking in the class. Her Maths teacher, Mr Keesing was annoyed with her. One day, Mr Keesing gave her extra homework as a punishment. He asked her to write an essay on the subject, ‘A Chatterbox’. She gave amusing arguments in her essay. She wrote that it was a trait of a student to talk. Moreover, she could not cure herself of this habit as her mother also talked as much as she did. It was an inherited trait. Mr Keesing liked the essay. But Anne talked again for the class. So he asked her to write another essay on the topic, ‘An Incorrigible Chatterbox.’ Now for two lessons, she did not get any punishment. But she talked again. This time, Mr Keesing asked her to write an essay on the topic, ‘Quack, Quack, Quack, Said Mistress Chatterbox.’ Anne wrote this essay in verse form. She wrote about a mother duck and father swan. They had three ducklings. But the father killed the ducklings because they quacked too much. Mr Keesing liked the essay greatly. He read it out to the class. He read it to other classes also. After that, he stopped punishing Anne.

Anne Frank was a young girl who lived during World War II and was known for her diary, which chronicled her life during the Nazi occupation of the Netherlands. In addition to her diary, Anne Frank also wrote several essays, which provide insight into her thoughts and feelings during this difficult time. Here are three of her essays:

1. My Ideas on Ghosts

In this essay, Anne Frank explores her beliefs about ghosts and the afterlife. She begins by describing her own experiences with ghosts, including a dream in which she saw her deceased grandmother. Anne then goes on to discuss different theories about ghosts, including the idea that they are the spirits of dead people and the idea that they are simply figments of our imagination. Ultimately, Anne concludes that she cannot say for sure whether ghosts exist or not, but that she believes in the power of the human spirit to live on after death.

2. A Letter to a Friend

In this essay, Anne Frank writes a letter to a friend, in which she shares her thoughts and feelings about the war and the occupation of the Netherlands. She describes the fear and uncertainty that she and her family feel, and expresses her frustration with the restrictions placed on them by the Nazis. Anne also talks about her hopes for the future, and her belief that the war will eventually end and that she will be able to live a normal life again.

3. The Importance of Reading and Writing

In this essay, Anne Frank reflects on the importance of reading and writing in her life. She describes how reading and writing have provided her with an escape from the difficult realities of the war, and have allowed her to express her thoughts and feelings in a way that she cannot do in other ways. Anne also talks about her love of books, and how they have opened up new worlds and ideas to her. Finally, she encourages others to read and write, and to never take the power of words for granted.

Overall, these essays provide a glimpse into the mind of a young girl trying to make sense of the world around her in the midst of war and turmoil. They show her curiosity, her intellect, and her hope for the future.

10. Anne believed that paper has more patience than people. She could confide more in her diary than in people. Why did she feel so? Was she free from bias and stereotypes? Explain in 100-120 words the values we need to imbibe from the diary as a friend.

Answer: Anne was a sensible and intelligent girl. She believed that paper has more patience than people as it can confine secrets and shared confidence better than people. Anne didn’t have a true friend hence she shared her thoughts and feelings with her diary. She felt people may not be interested in what you have to say. They also may not be there when you need them. However, paper can never show disinterest and is free from bias and stereotypes. It can’t talk and hence can keep your secrets. She felt paper was more dependable than people and hence treated her diary as her friend.

11. Mr Keesing punished Anne by giving her an essay to write. Did he lack empathy and compassion? Was it not in his attitude to respect differences among the students? What values would you like to inbuilt in him and why? Write in 100-120 words .

Answer: Mr Keesing was annoyed with Anne as she was a very talkative girl. He warned her several times, but when she didn’t change, he punished her by giving an essay to write. I think he lacked empathy and compassion. As a teacher, he should be more patient and considerate and should have understood Anne’s condition. He lacked the qualities of a good teacher. A good teacher understands that all students are not the same, and there are different ways to teach different students. But Anne was able to change his attitude through her essays. She taught him that talking was a student’s trait and that it was the teacher’s responsibility to change it.

12. Anne wanted to write convincing arguments to prove the necessity of talking. What does this tell you about her? Did she possess a sense of freedom? Explain the values she possessed to justify herself in 100-120 words.

Answer: Mr Keesing punished Anne by giving her an essay to write on the topic, ‘A Chatterbox’. Anne, in her essay, argued that talking was a students’ trait. The only thing that she could do was to try to control. But that would not be very effective. Her mother talked as much and hence nothing could be done about an inherited trait. Then in her next essay, which she wrote in verse, she expressed her quality of talking through a story. In the poem, a father swan bites his three ducklings to death as he could not bear their excessive quacking. This changed Mr Keesing’s attitude and he never punished her after that. This shows that besides being talkative, Anne was an intelligent, and sensible girl and had a good sense of humour.

13. Anne justified her being a chatterbox in her essay. Do you agree that she has the courage to defy the injustice? What values do you learn from Anne’s character through this? Write in 100-120 words.

Answer: Anne was a 13-year old intelligent and sensible girl. She was very talkative and hence her maths teacher punished her and asked her to write an essay on ‘A Chatterbox’. She expressed her ‘talking’ as a students’ trait. She defied the injustice through her three essays on the same topic. She said that she could do nothing with her inherited trait. Finally, she wrote her third essay in verse. It was about three ducklings bitten to death by their father swan because they quacked too much. This changed Mr Keesing and he never punished her after that. This showed the power of the pen to express her feelings and the sense of injustice done to her, without annoying others.

14. What made Anne Frank write a diary? Did she think that people would be interested in her writings? Why did she feel that paper has more patience than people?

Answer: Ant Anne Frank was a highly sensitive girl. She was a thirteen-year-old girl. She didn’t find herself very comfortable in the society she was growing up. It should be remembered that she and her family were made to live in hiding to escape arrests. They were Jews. Those were horrible times. Nazis had let loose untold atrocities on the Jews. Living in such unpleasant circumstances, the young girl could not confide in the people around her.

She couldn’t share her personal and intimate issues with her so-called friends. She needed to get all kinds of things off her heart. She realised that `paper has more patience than people’. She wanted the diary to be her friend. She called this friend ‘Kitty’. She knows it clearly that people would not be interested in the musings of a thirteen-year-old girl.

15. On the one hand, Anne Frank says that she is not all alone in the world. On the other hand, she says that she seems ‘to have everything, except my one true friend’. Why can’t she confide in and come closer to her friends?

Answer: Anne Frank seems to be a split personality. On the surface, there are about thirty people she can call her friends. She doesn’t seem to be alone in the world. She has loving parents and a sixteen-year-old elder sister. She has loving aunts and a family. She has the ‘most adorable father’. However, she feels very lonely. She can’t talk about but ordinary things with them. Personal and intimate issues can’t be shared with them. She can’t confide or repose complete trust in them. She has reasons to believe that `paper has more patience than people’. Therefore, she wants her diary to be her only true friend. She can power out her heart and express her most intimate emotions through her writings in her diary.

16. Give a brief character-sketch of Anne Frank highlighting the contradictions and conflicts she faced in her short life.

Answer: Anne Frank was a very sensitive, sharp and mature girl of thirteen. Actually, unpleasant circumstances she was living in, made her mature and wise beyond her years. Being a Jew, she was constantly hounded by the Nazis. She was living in terrible times. Born in Germany, she and her family had to migrate to Amsterdam to escape persecution. They were forced to live in hiding when the Nazis occupied Holland.

No doubt, she had a family, relatives, and friends. But she was an introvert. She felt utterly lonely and couldn’t confide in others. She needed a true friend before whom she could open out her heart and share her innermost feelings. She found that true friend in ‘Kitty’, her diary. She was very emotional. She loved her grandmother very much. She was in tears as she said a heartbreaking farewell to the headmistress, Mrs Kuperus. She was `a Chatterbox’ and annoyed her maths teacher, Mr Keesing as she talked too much in the class. He punished her by giving extra homework to write essays on this subject. But her joke pleased him very much.

17. Give a brief character sketch of Mr Keesing highlighting the transformation that comes to him in the end.

Answer: Mr Keesing was an old fashioned teacher of maths in Anne Frank’s school. He was rather strict with his students and didn’t allow much talking in class. He was annoyed with Anne as she talked too much in the class. Being irritated, he gave several warnings to her. Ultimately, he assigned her to write an essay on ‘A Chatterbox’. Anne wrote the essay justifying that talking is a student’s trait. She inherited this trait from her mother. Mr Keesing was not amused. He assigned her two more essays. They were: ‘An Incorrigible Chatterbox’ and ‘Quack, Quack, Quack, said Mistress Chatterbox’. Anne wrote the story of three ducklings who were beaten to death by their cruel father because they quacked too much. The essay gave the right message to Mr Keesing. By chance, the joke fell on him. He was a transformed man now. He allowed Anne talking and never assigned her any extra homework again.

18. Why was the whole class ‘quaking in its boots’? Why were teachers the most unpredictable creatures on earth?

Answer: It was the day of destiny for students. The reason was quite simple. In the forthcoming meeting, the teachers were going to decide who would move up in the next class. They were to decide who would be kept back in the same class. The entire class was ‘quaking in its boots’. Half the class was making bets. Two silly boys C.N. and Jacques had staked their entire’ holiday savings on their bets. One would encourage the other. “No, I’m not.” Anne felt that there were so many dummies or worthless students in the class. She felt that a quarter of the class should be kept back. Anne also felt that teachers were the most unpredictable creatures on earth. They work according to their whims. Naturally, the girls and boys were worried. They waited for the verdict with their fingers crossed.

19. How did Anne turn the table on Mr Keesing who tried to make a joke on her by asking her to write the third essay or the ridiculous subject: ‘Quack, Quack, Quack, said Mistress Chatterbox’? Or How did Anne Frank outsmart her maths teacher, Mr Keesing by giving the right message in her third essay to him?

Answer: In her first essay, Anne justified her habit of talking. She claimed that talking is a student’s trait. However, Mr Keesing was not amused by her arguments. He decided to punish her for talking in the class. He assigned her to write her third essay on rather a ridiculous subject: `Quack, Quack, Quack, said Mistress Chatterbox’. She class roared. Mt Keesing was trying to play a joke on her with this `ridiculous subject’. But Anne decided to pay him in the same coin.

Anne was lucky that a friend of hers, Sanne, was good at poetry. She helped her to write the essay in verse. The essay was about a mother duck and a father swan. They had three ducklings. The baby ducklings were beaten to death by the father because they quacked too much. Luckily, Mr Keesing took the joke in the right way. The message was very clear. He read the poem to the class, adding his own comments. He was a transformed man now. He allowed Anne to talk and never troubled her by assigning any extra homework.

20. Do you agree that Anne Frank was far more intelligent, mature and witty than her age? Give a reasoned answer.

Answer: There is no doubt that Anne Frank was mature and intelligent beyond her age. Just imagine a girl of thirteen writing a diary! She knew that not many people would be interested in her musings. Being a very sensitive girl, she was aware of the difference between a real friend and the so-called crowd of friends. Her diary didn’t describe facts and figures. But she opened out her suppressed self. Being an intelligent girl, she knew that paper has more patience than people. She couldn’t confide in everybody and anybody. Only ‘Kitty’, her diary was her true friend.

The highly emotional Anne could be witty and practical too. She knew how to defeat people in their own games. The argument she gave in favour of talking in her first essay spoke volumes of her practical wit. Mr Keesing who wanted to play a joke on Anne by giving her to write on a ridiculous subject was paid in the same coin. Luckily, Mr Keesing understood the message in the right way. Her writing transformed him. He allowed her to talk and stopped troubling her by assigning any extra work.

Extract Based Questions

Read the following extracts carefully and answer the questions that follow:

Question 1: All I think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other. In any case, that’s just how things are, and unfortunately they’re not liable to change. This is why I’ve started the diary.

a) What are Anne’s views on friends? b) What is her fault? c) Explain ‘unfortunately they’re not liable to change’. d) What is the problem which the speaker has with her friends?

Answer: (a) Anne could only think of having a good time with friends, nothing more.

(b) Her fault was that they did not confide in each other, and hence, weren’t very close.

(d) She feels that her friends do not confide in her, and nor does she reveal her secrets to them.

Question 2: ‘Paper has more patience than people.’ I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where I was, brooding: Yes, paper does have more patience and since I’m not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference.

a) Why did Anne think that ‘paper has more patience than people’? b) Why did Anne feel depressed? c) When would Anne allow one to read her diary? d) Why did Anne think she could confide more in her diary than in people?

Answer: (a) She thought so because paper is much better than people in sharing thoughts, keeping secrets and it never shows disinterest.

(b) Anne felt depressed because she did not have a true friend.

(d) She was never so close to people as to pour her heart out to them. She could do so only in her diary because she considered the diary to be her true friend.

Question 3: However, during the third lesson he’d finally had enough. “Anne Frank, as punishment for talking in class, write an essay entitled— ‘Quack, Quack, Quack, said Mistress Chatterbox’.”

The class roared. I had to laugh too, though I’d nearly exhausted my ingenuity on the topic of chatterboxes. It was time to come up with something else, something original. My friend, Sanne, who’s good at poetry, offered to help me write the essay from the beginning to end in verse and I jumped for joy. Mr Keesing was trying to play a joke on me with this ridiculous subjects, but I’d make sure the joke was on him.

a) Who is ‘he’? What did ‘he’ had enough? b) How was this essay different from the one written earlier? c) Why was Anne punished? d) Why did the whole class roar with laughter?

Answer: (a) He is Mr Keesing, Anne’s maths teacher. He was tired of Anne’s talking habit.

(b) This essay was written in verse.

(d) This was because the topic of the essay given to Anne as punishment was absurd and funny.

Question 4: Our entire class is quaking in its boots. The reason, of course, is the forthcoming meeting in which the teachers decide who’ll be kept back. Half the class is making bets.

a) What does ‘quacking in its boots’ imply? b) Why was the entire class quacking in its boots? c) What were they betting for? d) What opinion did Anne have about her classmates?

Answer: (a) ‘Quacking in its boots’ implies shaking with fear and nervousness.

(b) There was going to be a meeting of all the teachers to decide whom to promote to the next form and whom to detain in the same class.

(d) She thought that girls were better in studies than the boys and most of them were dummies.

Question 5: I wrote the three pages Mr Keesing had assigned me and was satisfied. I argued that talking is a student’s trait and that I would try to keep it under control, but I would never be able to cure myself of the habit since my mother talked as much as I did if not more, and that there’s not much you can do about inherited traits.

a) Which fact shows that the narrator was intelligent? b) Which trait of students did she mention in her essay? c) Why did she say that she could never be able to cure herself of the habit of talking? d) How did Anne justify her being a chatterbox in her essay?

Answer: (a) Anne came out with convincing arguments in support of her habit of talking.

(b) Anne mentioned the trait of talking in her essay.

(d) She argued that talking was a student’s trait. Moreover, she had inherited it from her mother.

Self- Assessment Test

Short Answer Questions

1. Why does Anne want to keep a diary? 2. Why, according to Anne, is writing a diary really a strange experience? 3. Why did Anne prefer confiding in her diary? 4. What was the impact of Anne’s first essay on Mr Keesing? 5. What information does Anne give about her family?

Long Answer Questions

1. Describe the three essays written by Anne Frank.

2. Why was the whole class shaking in their boots? How does Anne Frank describe the behaviour of her classmates?

3. Anne wanted to write convincing arguments to prove the necessity of talking. What does this tell you about her? Did she possess a sense of freedom? Explain

What Kind of Conversations Do Teens Want to Have?

The common stereotype of teenagers in TV shows and movies is the sullen teen who doesn’t want to talk to anyone—least of all their parents. It’s the teenage boy who, when you ask how his day was, mumbles, “Fine.” Or the teenage girl who, after a simple request to set the table, storms off to her room complaining about how you’re always telling her what to do. With this in mind, we might feel like the adolescent years are bound to be filled with awkward or even brooding silence between us and our teens.

But three new studies suggest that teens thrive when they are motivated to talk to others, including family—and they’re also very sensitive to the response they receive in return.

Niobe Way, a developmental psychologist at NYU who coauthored one of these studies, believes that teens fostering this connection with others, and being listened to when they are willing to share, will go a long way toward addressing the soaring rates of depression, anxiety, and other socially driven challenges among young people.

Socially curious teens are happier

Curiosity about other people, or “interpersonal curiosity,” involves a willingness and desire to reach out to others and get to know about their inner and outer experiences.

In one study , a group of researchers surveyed almost 400 seventh graders in New York City from diverse backgrounds about their interpersonal curiosity, as well as their relationships and well-being.

The first key finding from the study was that interpersonal curiosity comes in a few different forms for teens. The researchers asked these teens what questions they’d like to ask their friends, family, and teachers, and most of their questions fell into one of four categories: 

Curiosity about me: These are questions about the person who is asking, often to understand or explore the self. For example, “What do you honestly think about me?”
Curiosity about you: These questions are about the person being asked, in an attempt to understand that person: “What is your biggest fear?”
Curiosity about our relationship: These are questions about the relationship between the teen and the person being asked, often exploring the connection between the two: “What is your favorite memory of us together?”
Curiosity about your relationships: These questions are about the other relationships of the person being asked, usually to understand the bond between that person and others: “Do you actually hate your brother?”

Overall, teens who were higher in each of these four types of curiosity tended to be more empathic, engage in more active listening, and have better-quality friendships. In particular, those high in “curiosity about you”—which might be a key quality in teens willing to reach out to peers—were most likely to report being empathic and active listeners. 

Interpersonal curiosity could serve as a catalyst for teens to reach out to others and foster the connections that are so important to them during this time of life.

Silence can be golden, but listening is divine

While curiosity might motivate teens to reach out to peers, another study shows what happens when they are not able to connect.

Researchers interviewed a group of six Canadian teens regularly over three years. Through these interviewers, the researchers looked at how teens felt at times when they were talking and listening to others, as well as when they were silent or quiet in the company of friends and family.

In general, all of these teens felt happy when they were talking and listening. As one teenage boy put it, “When I am talking, I can give my side of the story, I can really have people understand what I am trying to say.” Another girl shared that when listening, “If it is one of my friends, then I would feel like I’m helping them…so I kind of feel the same as I feel when I am talking.”

How did teens feel when they were silent around others? Those results were a bit more mixed. Some of the teens felt OK being silent, such as a girl who shared, “I feel good, it makes me understand other people’s points of view and how they feel . . . instead of just knowing what I think myself.” Others felt like they were missing out on connection, such as a girl who shared that she felt “like I should be better [at] speaking with them, in conversation.”

What was more consistent was that when these teens felt they weren’t being listened to, their well-being plummeted. One teen reported feeling “kind of unwanted.” This suggests how important it is that we give teens our attention when they are sharing with us.

How we respond to teens matters

Similarly, a third study also suggested that teens are sensitive to the response they get when they reach out to connect, with friends in particular.

Researchers examined how two friends responded to each other while having a 15-minute conversation in the lab about a problem each one was experiencing.

The researchers found that teens who received positive and engaged responses when sharing about their problem, such as asking questions or saying something supportive, experienced lower depressive symptoms nine months later. Conversely, those who received negative or disengaged responses, such as changing the subject or minimizing the problem, had a heightened risk for depressive symptoms nine months later.

Interestingly, the strongest benefits seemed to come for friends who matched each other’s level of positive responses, especially among girls. So if one girl shared a lot of positive responses while her friend only shared a few, this left that pair worse off than two friends who both shared only a few positive responses. This suggests that teens get the most from reaching out when their friend responds in kind.

The only situation when this was not true was when both friends said little to nothing. As much as it is important for teens to feel met where they are, if neither person is willing to take a step toward vulnerability, then they both lose out.

Clearly, the way others respond in these situations can have a big impact on how the sharer feels afterward. Imagine opening up to a friend or family member about a difficult situation, only to have that person hijack the conversation and focus on themselves. For teens, who are wired to care deeply about their relationships, this can be devastating.

Social support is critical during the teen years as young people encounter new and complex challenges. These challenges are part of the reason why mental health challenges such as depression often start during adolescence and young adulthood . So the responses teens get from peers and parents when they reach out are very meaningful.

Taken together, these studies highlight that teens who are willing to reach out—displaying curiosity and engaging with others who are receptive to them—are more likely to foster the connections that can help them feel at their best. As Niobe Way encourages, “I want people to activate their five-year-old sense of wonder about other people, as that is the solution to their and our crisis of connection.”

About the Author

James McConchie

James McConchie, Ph.D. , is an applied researcher whose work lies at the intersection between positive relationships, emerging adulthood, and career development. He lives in San Diego, California, with his wife and three growing boys.

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“Why are you talking during my class?”
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COMMENTS

When Students Won't Stop Talking
Step 3: Teach the consequences. "Walk them through the exact steps that would happen if they turn and talk to a neighbor, for example," Linsin says. "The exact steps a misbehaving student would take from your initial warning to contacting parents or whatever your consequences look like.".
The Importance Of Talk On The Classroom
Better Essays. 1923 Words. 8 Pages. Open Document. Importance of talk in the classroom. Interactions between teachers and students in regards to teacher talk is one of the most important learning tools used in the classroom. Talk moves are tools for building an environment that serves a range of productive interactional, social and intellectual ...
The Importance Of Talk In The Classroom
The use of talk in the classroom can help students become a functioning member of society, as they will be able to form relationships with others, starting with peers and teachers (Department for Education, 2013). This implies that the role of effective talk can provide children with a variety of opportunities that will help them achieve more ...
PDF Discipline Essays
Pre-written Essay: Talking without permission Unwarranted talking in class is a selfish act for many reasons. If it is a time of instruction, talking is a disruption to others and a distraction to the teacher. When I talk, I rob my classmates of the opportunity to receive instruction unhindered. Unauthorized talking is disrespectful to the teacher
Talking in Class
Talk supports thinking, and that means it supports learning." Teaching oracy means putting more intention behind how you guide and organize your students' talk. When they gather for group work or discussions, give them talking guidelines, roles, and tools. For example, sentence stems are starting phrases that help them complete their thinking ...
The Writing Center
Spend 15 minutes writing before class, just to warm up and break through anxiety. Taking the Exam. Before the exam begins, budget your time: If your allotted time is 75 minutes, then prepare to spend 15 minutes planning, 50 minutes writing, and 10 minutes reviewing. Keep track of time as you write, and stick to your plan.
How to Empower Every Student to Talk in Class—and Why It Matters
Plan 2-3 "discourse moves" to engage all students in the discourse; encourage students to talk to each other rather than the teacher. These moves might include things like wait time, a quiet pause while students synthesize their thoughts and prepare to speak; batch call, where a teacher calls on two or three students to talk one after the ...
9 Strategies for Encouraging More Students to Talk in Class
4. Nonverbal agreement or disagreement: I have my students use the American Sign Language signs for "yes" and "no" in whole class discussion to show their agreement or disagreement with the speaker. This keeps students engaged, gives the speaker immediate feedback on their ideas, and gives all students a nonverbal voice. 5.
How To Fix A Talkative Class
If there is any variation, then be ready to approach and enforce. Be Strong. If your class does get away from you, and everyone is talking while you're trying to teach or they're trying to work, then stop the lesson in its tracks. Wait for silence, go back to the previous transition, and state your expectations again.
Talking In Class: Remembering What Is Important About Classroom Talk
The writers offer some principles for the kind of talk that helps build learning communities, engagement, a sense of agency, social relations, self-regulation and even moral development. References Anderson, C. ( 2000 ).
Why Student's Talking During Class is Actually a Good Thing
Student-led Social Shaming - Get serious about eliminating bullying (in class, on the playground, in the halls, and online) amongst your students. Keep at it until it is gone! Create a zero-tolerance policy in your classroom for any teasing, bullying, or other disrespectful behaviors. Here's where to start.
The Writing Center
The style and tone of your reflective essay should match the purpose of the overall assignment. This is a personal essay meant to showcase what you learned from the text, event, or experience that you are writing about. You can use the pronouns "I," "me," and "mine.". Describe the text, event, or experience fully, using plenty of ...
How to write an essay?
It is always an essay written for your teacher, and the start of the question wording is always the same: In your English class you have been talking about [topic]. Now, your English teacher has asked you to write an essay. Write your essay using all the notes and giving reasons for your point of view.
My Classroom Essay
100 Words Essay On My Classroom. A classroom is a learning place where we learn academic and social skills. The classroom plays an essential role in the overall development of an individual. The school teachings help us develop into good human beings both for educational and social purposes. My classroom is situated opposite the principal's room.
Why Do Students Talk During Class?
Sometimes, talking with other students is part of the lesson plan, and students can benefit from structured and intentional discussion in the classroom. In other cases, talking during class is disruptive. Teachers often consider this disruptive discussion as destructive behavior or breaking the rules.
How to engage students in the classroom (essay)
iStock/Kevin Smart. One of the cardinal rules of teaching is to know thy audience. This is particularly important given that the generation gap between ourselves and our students inevitably grows over time. To paraphrase the deeply profound line from Richard Linklater's 1993 film Dazed and Confused: you get older … they stay the same age.
Essay
In your English class you have been talking about the fashion industry. Write an essay using all the notes and giving reasons for your point of view. Some people say the fashion industry has a bad effect on people's lives. Do you agree? Write about: 1. whether people's appearance is important. 2. the price of clothes. 3 ...
12 Ways to Avoid Talking in Class
Using your phone in class distracts you from the lesson. It also disrupts the whole class if the teacher has to stop and ask you to put your phone away. Leave your phone tucked away in a safe place like your pocket or locker. [5] You should also avoid passing notes during class, A.K.A. texting the old-fashioned way. 6.
Why we should not talk during class? Free Essay Example
Hire Dr. Christen. Students should never ignore a teacher's directions during class because we are at school to learn and the people who are going to help us learn are the teachers. Another reason why it is disrespectful to talk during class is that there are some students in class that are trying to learn and by talking, we are interrupting ...
Roll an Essay Check: Gaming in the Classroom
The games in my classroom come in two categories: the ones we play together, and the ones my students play on their own for homework. I like to imagine what they go back to the dorms and tell their roommates about my class. Yeah, I have to pick a game to play to write my essay about. Yeah, I can be a trucker or a witch.
Apology Letter To Teacher For Talking In Class: Free & Customizable
Template for an Apology Letter to a Teacher. Dear [Teacher's Name], I am writing to sincerely apologize for my behavior in class on [date]. I recognize that my talking during the lesson was disruptive and disrespectful to both you and my classmates. I understand that my actions prevented others from learning and undermined your efforts to ...
Essay On My Classroom in English for Classes 1,2,3 Students: 10 Lines
An essay on my classroom is a good way to promote critical thinking and observational skills via writing. Below is an essay for class 3 on essay my classroom for your reference. Writing on the topic of my classroom is like writing about the most special space of your school. This is the place where learning and exploration go hand in hand and ...
A essay on why shouldn't i talk in class?
Another reason why students shouldn't talk in class is because the whole class may have to write an essay on "why I shouldn't talk during class". Talking during class distracts other and shows no ...
From the Diary of Anne Frank Extra Questions and Answers Class 10 English
Answer: In her first essay, Anne justified her habit of talking. She claimed that talking is a student's trait. However, Mr Keesing was not amused by her arguments. He decided to punish her for talking in the class. He assigned her to write her third essay on rather a ridiculous subject: `Quack, Quack, Quack, said Mistress Chatterbox'.
What Kind of Conversations Do Teens Want to Have?
As one teenage boy put it, "When I am talking, I can give my side of the story, I can really have people understand what I am trying to say." Another girl shared that when listening, "If it is one of my friends, then I would feel like I'm helping them…so I kind of feel the same as I feel when I am talking."