Best Practice

Wait a second? Let’s think about giving students time to think

Quality First Teaching Pedagogy In the classroom
Research suggests that the average wait time we afford students after asking a question is just one second – when it should be as long as 15. Jon Tait looks at how teachers can ensure sufficient wait time after asking a question
Image: Adobe Stock

One of the more worrying pieces of research into how we teach and ask questions in our classrooms suggests that on average, teachers give students less than one second to think before asking them to answer a question (Rowe, 1986).

Just stop and think about that for, erm, a second (or a bit longer). We give students less than one second to give us their best answer.

Imagine going to a job interview where somebody asks you a tough question and then expects your best answer to roll off your tongue less than a second after they have finished their enquiry?

Why does this happen? Well, unfortunately too many teachers are still using the very traditional and basic questioning strategy of a hands-up approach. It happens in the blink of an eye and goes something like this.

  • Teacher asks a question.
  • A student immediately thrusts their hand in the air.
  • The teacher immediately picks this student to answer the question.

This very common scenario (played out in so many classrooms every single day) means that there is not enough time for students to process the information, consider their response, and formulate a thoughtful answer – let alone all the other students who did not put their hands up or were not selected to answer if they did.

And even if teachers have transitioned to the very effective “cold-calling” method of questioning (see Tait, 2023; Tremble 2024), there is still a burning desire deep down inside us to want to receive an answer from a student as soon as we have selected them to answer the question.

 

So what is ‘wait time’ and why is it important?

Very simply, wait time is the pause between asking a question and expecting an answer. Countless studies on classroom questioning and wait time over the past 50 years have consistently demonstrated that when a teacher increases the wait time that they give their students up to even just three seconds, that students provide better answers, and teachers report a more positive classroom atmosphere.

When students are given sufficient time to think, they are able to reflect on the question, make connections to prior knowledge, and come up with a far more thoughtful and detailed response. This promotes deeper thinking for all students in the classroom (not just the enthusiastic ones) which is essential for student learning and retention.

Short wait times deny students the chance to explore ideas, connect concepts, and deepen their understanding.

Another reason why wait time is important is that it allows students to feel more comfortable and confident in their responses. Longer wait time also encourages students to take risks.

When students are asked to answer a question immediately, they may feel pressure to respond quickly, even if they are not sure of the answer. This can lead to a guessing game in which students are praised for guessing the right answer after trying multiple answers and eventually coming up with the right one – but crucially, without any real thought process behind their range of answers.

When teachers give students more time to think, they are able to feel more confident in their responses, which leads to more thoughtful engagement and participation in class. 

Adopting a silent pause to enable students to think deeply also signals that the question is significant and worthy of reflection. As a result, students generate more thoughtful and well-considered answers. Teachers find that once they have provided students with a few seconds of wait time, they normally receive:

  • Higher quality answers.
  • Longer and more detailed answers.
  • Answers that are articulated in a better fashion.

 

So how much wait time should we give (and how)?

Research shows that as a rule of thumb three to five seconds is recommended for closed questions and up to 15 seconds for open-ended questions (Rowe, 1986; Tobin, 1987).

One study focusing on retrieval practice in the classroom (De Jonge et al, 2012) suggests that one second is too short, but 16 seconds is too long. This study said that for recall of facts/prior learning, four seconds of think time led to “less proportional forgetting”.

And how do you deliver this? Follow this easy-to-remember three-step process to ensure you are using wait time effectively:

  1. Ask a question and then pause to give students time to think. This only needs to be a few seconds but could be extended based on the complexity of your question or the age/stage of the students.
  2. Encourage students to think during your pause by saying something like: “Take a moment to think about your answer.” Or: “Consider what you know about this topic before I ask someone for a response.”
  3. While students are thinking, decide who you are going to select to answer the question. Call on them and ask them to share their answer clearly to both you and the group.

Of course, trying to provide some silent wait time before a student responds can sometimes feel a little awkward and we often feel the urge to “fill” those moments of silence with our own voice. Resist this! Silence during thinking is productive time. It allows students to process information, consider alternatives, and construct meaningful responses.

Here are three practical strategies to help you with those potentially awkward moments:

  1. Count silently: As you ask a question, count silently to three/four/five to ensure you allow your students the sufficient amount of time to think.
  2. Embrace the pause: When students hesitate, resist the urge to fill the silence. Give them room to think. Remember, a few seconds of quiet can lead to significantly better and deeper thinking.
  3. Model patience: Demonstrate the value of wait time. Explain its purpose to students and encourage them to use it when discussing ideas with their peers. Not every answer has to be immediate.

 

Not just for students, teachers need wait time too

The research into the use of wait time in classrooms is not only exclusive to students. It also highlights the importance of teachers giving themselves sufficient wait time between receiving an answer from a student and then deciding how to respond (Rowe, 1986).

When teachers allow themselves a brief pause after a student responds, they create valuable space for thinking time. This has the following benefits:

  • It enables teachers to process the student’s answer, evaluate its accuracy, and decide on the most constructive way to proceed.
  • It allows the teacher to adjust their follow-up questions based on the student’s initial answer. This flexibility allows for deeper exploration of concepts and encourages more meaningful interactions.
  • It can further encourage student participation. Students feel more confident sharing their thoughts when they know the teacher is actively listening and considering their responses.
  • Rushing to respond immediately after a student answers can create anxiety for both the teacher and the student. By taking a breath and allowing a brief pause, teachers alleviate this pressure and create a more relaxed learning environment.
  • Demonstrating and role-modelling patience through wait time teaches students the value of thoughtful consideration and respectful dialogue. 

Unfortunately, the trap that so many teachers fall into is to respond immediately (after hearing an answer) before they have even considered the quality, relevance, or depth of the answer.

This can lead to teachers rephrasing what the student has actually said (and making the answer sound way better than it was), or worse still, making a snap decision to do something (e.g. move on, accept the answer etc) without even giving themselves a couple of seconds of thinking time.

 

Final thoughts

As human beings (both adults and children) we need time (even if it’s just a few seconds) to process information, think about the most appropriate response, and then commit this to our lips.

By not affording ourselves or others this thinking time, we are at risk of providing poor knee-jerk responses and answers without the necessary time and thought to contribute in the best possible ways. Incorporating wait time into your teaching practice takes patience and practice, but the benefits to learning are well worth the effort.

 

Further information & resources