As I have conversations with the teachers, one of the most common topics involves communication: verbal responses to the teacher, student to student discussion, collaborative group work and classroom discussion. Teachers often have expressed their desire for students to communicate better in class so it should come as no surprise that communication is also often addressed in teacher evaluation documents.

Communication has been at the forefront of all the instructional coaching training that I have had. In fact, Jim Knight (Instructional Coaching, A Partnership Approach to Improving Instruction, 2007) says, “The art of communication involves finding ways to get around interference that stands in the way of the transparent sharing of ideas.” If this is true of teachers, it is certainly true of students who bring with them all kinds of “interference” in their lives: personal backgrounds, home situations, emotions, speaking fears and countless others.

If we are to reach the goal of establishing practices that encourage all students to communicate effectively with teachers and peers, we must teach students how to communicate effectively. If students are to overcome the “interferences” in their lives that prevent good communication, they must develop confidence in their ability to communicate effectively.

In teaching students to talk, teachers must employ intentional strategies that are designed not only for students to gain content knowledge but also to develop communication skills. Communication is taught from small to large. What does this statement mean? We must first teach one-on-one communication skills that are then expanded to small groups, followed by large groups and ultimately by effective communication by all students in a whole class setting.

Not sure where to begin? Ask a question but instead of soliciting an immediate response, pause and give students time to compose an answer without anyone speaking (20-30 seconds should work). Then, instead of asking for a response, ask students to respond to their “partner” to the right or left for a minute. The non-speaking partner should then be allowed time to respond by adding to or further discussing what was said. Finally after this process is complete, students are called on randomly to share ideas with the whole class. Students will quickly learn the process of composing thoughts, sharing without interruption and responding appropriately.

The same process is applied to small groups of four or five and then even larger groups until it no longer becomes necessary to time discussions, define who is talking or prompt switching of speakers. This process becomes more natural and comfortable for students and the “interferences” are broken down…