Research For Better Teaching, Inc.

Research For Better Teaching, Inc. Founded in 1979 by Jonathon Saphier, Ed.D., Research for Better Teaching (RBT) is a professional dev

Where does the time actually go during a lesson?We may know how long a class period lasts. But how much of that time is ...
09/23/2026

Where does the time actually go during a lesson?

We may know how long a class period lasts. But how much of that time is spent on student thinking and learning—and how much disappears into transitions, materials, logistics, waiting, or interruptions?

Try tracking one class period.

Not to judge how you use your time, but to notice it.

You may discover that reclaiming even one or two minutes creates a meaningful new opportunity for learning.

Explore the idea in our latest newsletter:
https://conta.cc/4cvLnzK

09/22/2026

Attention and momentum don’t happen by chance. They’re designed.

A clear start. Time to think and process. Smooth transitions. Purposeful movement. Small instructional moves like these can make a big difference in keeping students engaged and learning moving forward.

In our latest Skillful Teacher newsletter, we explore practical ways to design lessons that protect attention, reduce lost time, and keep students thinking.

Read Designing Lessons That Keep Students Thinking and explore strategies you can try right away:

https://www.rbteach.com/pages/70 -745

Every minute matters—but not because we need to squeeze more into the school day.The real question is how much of our av...
09/21/2026

Every minute matters—but not because we need to squeeze more into the school day.

The real question is how much of our available time becomes meaningful learning time for students.

Small delays, transitions, repeated directions, and logistical tasks can quietly chip away at those opportunities. Being intentional about time helps us create more space for students to think, discuss, practice, apply, and receive feedback.

Our latest newsletter looks at how small shifts in the way we use time can create more opportunities for learning.

Read Time: Making Every Minute Count:
https://conta.cc/4cvLnzK

Small instructional moves can make a significant difference.A clear attention signal.A purposeful opening.A brief opport...
09/14/2026

Small instructional moves can make a significant difference.

A clear attention signal.
A purposeful opening.
A brief opportunity to process.
A smooth transition.
A well-timed check for understanding.

When teachers intentionally gain and sustain attention while maintaining lesson momentum, students have more opportunities to think, participate, and grow.

Teach intentionally. Keep learning moving.

Read the full RBT newsletter:

https://www.rbteach.com/pages/70 -745

09/14/2026

Attention is not something teachers gain once at the beginning of a lesson. It must be intentionally sustained.

Purposeful openings, active processing, smooth transitions, and frequent opportunities to think can help students stay engaged while keeping learning moving.

Explore six practical instructional moves for strengthening attention and momentum in the latest RBT newsletter:

https://www.rbteach.com/pages/70 -745

After approximately ten minutes of input, give students at least two minutes to process their learning.They might talk, ...
09/11/2026

After approximately ten minutes of input, give students at least two minutes to process their learning.

They might talk, write, summarize, sketch, solve a problem, compare ideas, or ask a question.

These brief pauses are not interruptions to instruction. They are part of instruction—helping students maintain attention, consolidate new learning, and prepare for what comes next.

Learn more about the 10:2 guideline and other ways to keep students actively engaged:

https://www.rbteach.com/pages/70 -745

Where does your lesson lose momentum?Sometimes it happens during a lengthy transition. Sometimes students are waiting fo...
09/10/2026

Where does your lesson lose momentum?

Sometimes it happens during a lengthy transition. Sometimes students are waiting for materials, technology, or the next direction. These small pauses can quickly become lost learning time.

Planning transitions in advance, giving clear directions before movement begins, and preparing materials ahead of time can help lessons flow smoothly.

Less downtime means more time for thinking and learning.

Read more:

https://www.rbteach.com/pages/70 -745

Learning sticks when students think—not simply when they listen.Throughout a lesson, create regular opportunities for st...
09/09/2026

Learning sticks when students think—not simply when they listen.

Throughout a lesson, create regular opportunities for students to:

Turn and talk
Write or sketch their thinking
Respond to a question
Solve a problem
Check their understanding
Build on someone else’s ideas

Active processing helps sustain attention while making student thinking more visible.

Find more strategies in the latest RBT newsletter:

https://www.rbteach.com/pages/70 -745

A strong lesson begins with purposeful attention.A consistent attention signal, a relevant or surprising opener, and a c...
09/08/2026

A strong lesson begins with purposeful attention.

A consistent attention signal, a relevant or surprising opener, and a clearly stated objective help students become ready to listen, think, and engage.

How do your students know that learning is about to begin?

Read “Keeping Minds Engaged and Learning Moving” for practical strategies teachers can use to gain, sustain, and refocus attention:

https://www.rbteach.com/pages/70 -745

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