The 90/10 Rule of Engagement: Why Students Need to Do Most of the Talking

There’s an uncomfortable truth in a lot of classrooms: the person doing most of the talking is also the person doing most of the learning.

And too often, that person is the teacher.

It’s not intentional. We’re explaining, modeling, clarifying, guiding. We want students to get it, so we fill the silence. We rephrase their answers. We walk them through step by step.

But here’s the problem: every time we step in too soon, we rob students of the struggle that leads to real understanding. When we talk 90% of the time, we’re thinking, processing, and making connections. They’re just . . . listening.

That’s why the 90/10 Rule of Engagement is such a game-changer. The goal? Students should be doing at least 90% of the talking, thinking, and problem-solving, while teachers guide with only 10% direct input. It’s a shift toward a more student-led classroom—without losing structure or control.

Let’s talk about why this works and how to make it happen.

Why Talking = Learning

Neuroscience backs this up: when students actively generate ideas, explain their thinking, and wrestle with concepts, their brains form stronger connections. They aren’t just passively absorbing information—they’re building it.

Cognitive science calls this the production effect: people remember things better when they produce them themselves. In a 2010 study published in Journal of Experimental Psychology, researchers found that people who spoke words aloud remembered them far better than those who simply read them silently. The act of speaking—the effort of forming thoughts into words—locked the information into memory.

It’s the same in the classroom. When students explain, question, debate, and argue, they aren’t just engaging—they’re solidifying their understanding.

But here’s the catch: Most classrooms flip the ratio. Teachers talk 80-90% of the time. Students get a few minutes here and there to answer questions, but they’re not actively constructing knowledge.

So how do we change that?

What a 90/10 Classroom Looks Like

1. Students Ask the Questions, Not Just Answer Them

In most classrooms, teachers do the heavy lifting when it comes to questioning. We ask, they answer. We probe, they clarify.  Flip it. Give students ownership.

Instead of starting a discussion with What do you think the theme of this story is?, start with:

"What’s a question about this text that’s worth discussing?" It forces students to think critically and take charge of their own learning.

In history, instead of What caused the Great Depression?, ask: "What’s the most misunderstood part of the Great Depression?"

The goal is to get them wondering, not just responding.

2. Make Silence Uncomfortable (for Them, Not You) 

Here’s a classroom secret: teachers hate silence way more than students do. That’s why we jump in too fast. A student hesitates, and we can’t help ourselves: Let me just clarify that for you.

That struggle—that pause where they’re reaching for the answer—is where real thinking happens.

Try this:

—Ask a question.

—Wait.

—Wait longer than feels comfortable.

—When a student finally answers, don’t immediately evaluate or respond. Instead, ask: "Does anyone want to add to that?"

—Keep the focus on them.

At first, they’ll resist. They’re used to teachers rescuing them. But if you hold the silence, they’ll fill it.

3. Use "Conversational Scaffolding"

Some teachers worry that if they step back, students will flounder. And it’s true—if you just throw them into a discussion with no structure, it can fall apart. That’s where conversational scaffolding comes in.

A few strategies that keep things structured without taking over:

—The Pass-Off – After one student answers, say: "Who can build on that idea?" or "Who disagrees?" 

—The Turn & Talk – Before a whole-class discussion, have students explain their thoughts to a partner first. It gets more voices in the room. 

—The Sentence Starter Trick – If students struggle with discussion, post a few starters on the board:

—“One thing I noticed is . . .”

—“I see it differently because . . .”

—“Can you explain what you meant by . . .?”

These small shifts keep the focus on student thinking without letting discussions die.

4. Move From “I Do, We Do, You Do” to “You Do, We Discuss”

The traditional instructional model goes like this:

1. The teacher explains (I do).

2. The class practices together (We do).

3. The students try it on their own (You do).

It seems logical, but it’s often too passive. Students sit through explanations before they get to do anything.

Try flipping it:

1. You do – Give students a challenge before explaining. Let them wrestle with it.

2. We discuss – Bring their ideas together. Compare strategies.

3. I clarify – Fill in the gaps only after they’ve engaged with the material.

This works in every subject.

—Math: Instead of showing how to solve an equation, give them a set of numbers and ask: What do you notice? What do you wonder? 

—Science: Instead of explaining a concept first, set up an experiment and ask: What do you predict will happen? Why? 

—ELA: Instead of defining literary devices, have students find patterns in a text first: What do you notice about the way the author uses repetition?

When students go first, they need the content—so when you finally explain, they’re ready for it.

But What About the Students Who Never Talk?

There will always be students who are reluctant to speak. But they don’t have to say something to be actively engaged.

Try these low-risk ways to get everyone thinking out loud:

—“Write, then share" – Before discussing, have students write a response first. Even quiet students have something ready.

—“Small group first" – Many students won’t speak in front of the whole class, but they’ll talk in a small group. 

—“Anonymous contributions" – Use sticky notes or digital tools (like Padlet) where students post ideas before discussion.

The goal isn’t to force every student to speak in every discussion—it’s to make sure every student is actively thinking. 

How to Start Tomorrow

You don’t have to overhaul everything overnight. Try one small shift:

1. Track your talk time. Record yourself teaching and check: Are students talking 90% of the time? Or is it mostly you?

2. Use a discussion trick. Tomorrow, try "The Pass-Off" or "Turn & Talk." See what happens. 

3. Flip the order. Start with student thinking before giving direct instruction.

It’s a small change, but it makes a huge difference.

Final Thoughts: Let Them Do the Thinking

Teaching isn’t about delivering information—it’s about creating conditions where students build their own understanding. The less we talk, the more they learn.

So next time you find yourself explaining a concept for the third time, stop. Hand it back to them. And let them do the talking.