THINK/Wait Time

Using wait time...

- Allows students to process their behavior
- Gives students the time to formulate responses
- Supports accessible participation

Implementation

Overview

Wait time is typically used for academic processing but can be used for behavioral processing as well.
The adult poses a question and allows for silence.
The adult does not immediately clarify, prompt, or provide the answer to a student.
Wait time may include physically walking away and returning back to the student later.
Wait time allows for processing of events and emotions before giving a response.
Wait time may be provided after a directive is given by the adult such as put your materials away.
- Wait time in this sense allows for removal of attention and prevention of a power struggle.
- Positive praise is then provided immediately following compliance with the directive no matter the wait time provided.

Core Components

- Behaviors are not ignored but student is given time to correct
- Responses are formulated through the wait time
- Answers or responses should not be given to students

Proactive Implementation

- Proactively implementing think/wait time looks like utilizing and vocalizing what you are doing instead of immediately jumping to fill the void of silence. Having students understand why you are waiting and the purpose sets up the normalizing of this behavior.

Responsive Implementation

- Responsively implementing think/wait time may result from students needing time to process responses or the same students being the only responses. Think/wait time builds in a scaffold to allow for all students to answer.

Connection

If the need is connection then students may utilize wait/think time with each other. This can be practiced to allow for stronger collaboration.

Skills Training

If the need is skill building then students may receive additional scaffolds on top of think/wait time for specific skills.

Awareness

If the need is awareness then students may be signaled that the supervising teaching is providing wait/think time and this awareness to the purpose.

Emotional Regulation

If the need is regulation then think/wait time allows a student to process their own emotions. The student may take time to respond.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.