T is for Turntaking

If you turn on Greek TV during a talk show or interview, you will note that Greeks do interrupt each other quite frequently and freely.

But they are not the only ones – watch this video….

Surprised? No wonder so many people consider Trump to be the epitomy of a bully!

The following video shows how mother tongue teachers may teach this feature of good communication skills.

Teachers can use it to drive home this business of waiting for the signal to take one’s turn politely as the rules of politeness dictate.

It’s actually easier to start with children – adults can process this information more efficiently but old habits die hard!!!!

And yet, this is the cause of many misunderstandings in international business communications, in the academic world, in many social situations.

Deals have been lost, jobs not offered because people who interrupt are considered to be extremely rude and, often, undesirable in social or professional situations.

The English speaking world has different norms than other cultures and it may be important to you for professional communications or interacting in an academic environment to be able to pick up those cues. .

Some ideas

Teaching proper turn-taking in conversations is crucial for effective communication, especially in the English-speaking world where specific norms and cues are prevalent. Here are some suitable techniques:

1. Explicit Instruction and Explanation:

Define Turn-Taking: Clearly explain what turn-taking is and why it’s important (e.g., showing respect, ensuring everyone gets a chance to speak, making conversations flow smoothly).
Cultural Nuances: Discuss how turn-taking might differ across cultures and highlight the expectations in English-speaking contexts (e.g., avoiding long silences, subtle cues for interruption/holding the floor).
Verbal Cues: Teach common verbal fillers and phrases used to hold a turn (“um,” “uh,” “well,” “let me think”), signal a desire to speak (“Excuse me,” “May I add?”), interrupt politely (“Sorry to interrupt, but…”), or give up a turn (“What do you think?”).
Non-Verbal Cues: Explain the role of eye contact, body language (leaning in, gesturing), and intonation (dropping pitch/volume to signal finishing) in turn-taking.

2. Modeling and Demonstration:

Teacher Modeling: The teacher can explicitly model good turn-taking by having conversations with a colleague or a strong student, highlighting the verbal and non-verbal cues.
Video Modeling: Show some short video clips of natural conversations and have students identify good and bad turn-taking examples. This allows for objective analysis.
Role-Playing Skits: Have students perform skits demonstrating both appropriate and inappropriate turn-taking behaviors, then discuss and refine.

3. Structured Activities and Games:

“Turn-Taking Tennis”: Students “hit” a conversational “ball” back and forth, only speaking when it’s their turn. This visually reinforces the concept.
Talking Stick/Object: Use a physical object (e.g., a “talking stick” or a soft ball) that only the person holding it can speak. This is especially helpful for younger learners or those who struggle with impulse control.
Board Games/Card Games: Many traditional games inherently require turn-taking (e.g., Candy Land, Snakes and Ladders, Uno). These provide a fun, low-pressure environment for practice.
Collaborative Tasks: Activities like building a block tower together, problem solving activities, or progressive storytelling (e.g. story dominoes) naturally encourage turn-taking and sharing.
“Pass It On!”: In a circle, students pass an object and each makes a comment about it, taking care not to copy what others have said, promoting listening and unique contributions.
Timed Discussions: Set a timer for individual turns, as in a debate or in small group discussions to ensure equitable participation.
Conversation Cards/Prompts: Provide cards with questions or topics to guide conversations, ensuring each student has a specific prompt for their turn.

4. Feedback and Reflection:

Self-Correction: Encourage students to self-monitor their turn-taking during activities.
Peer Feedback: Teach students to provide constructive feedback to their peers on turn-taking.
Teacher Feedback: Provide specific and timely feedback, highlighting both successes and areas for improvement.
Video Recording and Analysis: Record student conversations and have them watch themselves to identify their own turn-taking patterns.
Reflection Questions: After activities, facilitate discussions using questions like: “Why is turn-taking important?” “How did it feel when you had to wait for your turn?” “What strategies did you use to be a good listener?”

By combining these techniques, educators can create a supportive and engaging environment that helps learners develop strong turn-taking skills, leading to more effective and enjoyable conversations in English.

Featured image from https://canva.com/