Resources › For Educators Wait Time in Education Giving students a chance to think before responding can boost learning Share Flipboard Email Print Waiting 3-5 seconds for students to respond to a question in class will increase the quality and length of student responses. skynesher/GETTY Images For Educators Teaching Tips & Strategies An Introduction to Teaching Policies & Discipline Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Melissa Kelly Education Expert M.Ed., Curriculum and Instruction, University of Florida B.A., History, University of Florida Melissa Kelly, M.Ed., is a secondary school teacher, instructional designer, and the author of "The Everything New Teacher Book: A Survival Guide for the First Year and Beyond." our editorial process Melissa Kelly Updated April 04, 2020 Wait time, in educational terms, is the time that a teacher waits before calling on a student in class or for an individual student to respond. For example, a teacher presenting a lesson on presidential terms of office, may ask, "How many years can a person serve as president?" The amount of time that a teacher gives students to think of the answer and raise their hands is called wait time, and research published in the early 1970s and mid-1990s is still used to show that it is a critical instructional tool. Doubling Wait Time The term was coined by education researcher Mary Budd Rowe in her journal article, "Wait-time and Rewards as Instructional Variables, Their Influence in Language, Logic, and Fate Control." She noted that on average, teachers paused only one-and-a-half seconds after asking a question; some waited only a tenth of a second. When that time was extended to three seconds, there were positive changes to students' and teachers' behaviors and attitudes. She explained that wait time gave students a chance to take risks. "Exploration and inquiry require students to put together ideas in new ways, to try out new thoughts, to take risks. For that they not only need time but they need a sense of being safe" Her report detailed several of the changes that came about when students were provided wait time: The length and correctness of student responses increased.The number of no answers or "I don't know" responses by students decreased.The number of students who volunteered answers greatly increased.Academic achievement test scores tended to increase. Wait Time Is Think Time Rowe's study focused on elementary science teachers using data recorded over five years. She noted a change in teacher characteristics and flexibility in their own responses when they allowed three to five seconds, or even longer, before calling on a student. In addition, the variety of questions asked in class became varied. Rowe concluded that wait time influenced teacher expectations, and their rating of students they may have considered "slow" changed. She suggested that more work should be done "concerning direct training of students to take time both to frame replies and to hear other students." In the 1990s, Robert Stahl, a professor in the division of curriculum and instruction at Arizona State University, followed up on Rowe's research. His study, "Using 'Think-time' Behaviors to Promote Students' Information Processing, Learning, and On-task Participation: An Instructional Model," explained that wait time was more than a simple pause in instruction. He determined that the three seconds of wait time offered in questioning and answering was an opportunity for intellectual exercise. Stahl found that during this uninterrupted silence, "both the teacher and all students can both complete appropriate information processing tasks, feelings, oral responses, and actions." He explained that wait time should be renamed as "think-time" because: "Think-time names the primary academic purpose and activity of this period of silence—to allow students and the teacher to complete on-task thinking." Stahl also determined that there were eight categories of uninterrupted periods of silence that comprised wait time. These categories described the wait time immediately following a teacher's question to a dramatic pause a teacher may use to emphasize an important idea or concept. Resistance to Wait Time Despite this research, teachers often do not practice wait time in the classroom. One reason may be that they are uncomfortable with silence after asking a question. This pause may not feel natural. Taking three to five seconds, however, before calling on a student is not a lot of time. For teachers who may feel pressured to cover content or want to get through a unit, that uninterrupted silence can feel unnaturally long, especially if that pause is not a classroom norm. Another reason that teachers may feel uncomfortable with uninterrupted silence could be a lack of practice. Veteran teachers may already set their own pace for instruction, something that would need to be adjusted, while teachers entering the profession may not have had the opportunity to try wait time in a classroom environment. Implementing an effective wait time takes practice. To better practice wait time, some teachers implement a policy of only selecting students who raise a hand. This can be hard to enforce, especially if other teachers in the school are not requiring students to so so. If a teacher is consistent and reinforces the importance of hand-raising in response to a question, students will eventually learn. Of course, teachers should realize that it is much harder to make students raise their hands if they have not been required to do so from the first day of school. Other teachers may use student lists, frozen pop sticks, or cards with student names to ensure that every student is called upon or that one student does not dominate the responses. Adjusting Wait Times Teachers also need to be aware of student expectations when implementing wait time. Students who are in competitive, upper-level courses and who may be used to quick-fire questions and answers might not initially find a benefit from wait time. In these cases, teachers would have to use their expertise and varying the amounts of time before calling on students to see if it does make a difference to either the number of students involved or the quality of the answers. Like any other instructional strategy, a teacher may need to play with wait time to see what works best for students. While wait time may be an uncomfortable strategy for teachers and students at first, it does get easier with practice. Teachers will notice a better quality and/or an increase in the length of responses as students have the time to think of their answer before raising their hands. Student-to-student interactions may also increase as they become better able to formulate their answers. That pause of a few seconds—whether it's called wait time or think time—can make a dramatic improvement in learning. Sources Rowe, Mary Budd. “Wait-Time and Rewards as Instructional Variables: Their Influence on Language, Logic, and Fate Control.” ERIC, 31 Mar. 1972, eric.ed.gov/?id=ED061103.Stahl, Robert J. "Using "Think-time" Behaviors to Promote Students' Information Processing, Learning, and On-task Participation: An Instructional Model." ERIC, Mar. 1994, eric.ed.gov/?id=ED370885. View Article Sources Rowe, Mary Budd. WAIT-TIME AND REWARDS AS INSTRUCTIONAL VARIABLES, THEIR INFLUENCE IN LANGUAGE, LOGIC, AND FATE CONTROL. Paper presented at the National Association for Research in Science Teaching, Chicago, IL, 1972. ED 061 103.