ABSTRACT
One of the problems many student teachers have is that they are prone to talk too much. To some extent this reflects the influence of the traditional view of the teacher as the dispenser of information. However, even when a student is convinced that he should be less oracular, it is not always easy for him to get a realistic picture of the extent to which he is involving the children in classroom discourse. It is even more difficult for him to appreciate the nature of their involvement.
