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In this lesson and many of the previous lessons, it has been clearly shown that Teacher Talk Time (TTT) should be at a minimum. Thus, each lesson I construct should be structured around minimizing my talk time and maximizing the Student Talk Time (STT), whether that be the time spent talking to me or other students. This lesson outlines very clearly how the different classroom arrangements can allow for varying levels of STT and what the pros and cons of those levels can be. Clearly, each type of arrangement has its own benefits, like individual work is better for progress monitoring as opposed to group-work which is better for student sense of belonging. It is important that I utilize each type of arrangement in my lessons for a rounded classroom experience. This unit also outlined very helpful tips that I would not have otherwise thought about. For example, it is a brilliant idea to have a student write on the board for me to cut down on time spent facing away from the class. It also aids in the sense of belonging and can be fun for the students, especially those who sometimes like having attention on them. There were also some suggestions on how to deal with problem behavior (like changing the seating arrangement) that I will keep in mind if my classroom happens to have problem behavior.
