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T In The Classroom | Blackpool Research School

S.L.A.N.T In The Classroom

 6th October 2017

Blackpool Research School

No matter how great and/or engaging one’s lesson is, if pupils aren’t alert, sitting
up, and actively listening, it isn’t effective learning. SLANT is an acronym used in
many classrooms that identi es appropriate classroom behaviour. SLANT is
effective because it identi es the ve key behaviours that will allow students to be
successful and absorb the most information. The acronym is:
S– Sit up

L– Listen

A- Answer questions

N– Never interrupt

T– Track the speaker

SLANT slickers for both exercise books and planners

After introducing SLANT expectations, students would then be asked to SLANT or

told that they should be SLANTing now, during lessons.

SLANT is a strategy developed in the book “Teach like a champion” – Doug

Lemovwhich we have begun to trial with our year 7 groups this year. As a teacher of
3 year 7 classes, which range in ability, my experiences with SLANT have varied.
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SLANT is ultimately about embedding behaviours which prime students for
listening. As with other behaviours we may try to embed in students, this is
especially effective once it has become routine.

For higher ability students, this has proven an especially effective technique. When
asked to SLANT; students sit up, stop talking and look at the speaker (which makes
it easy to spot those not complying!). I have found this useful in two main
scenarios. Either when students need to listen for an extended amount of time, or,
when students are listening to a short amount of important instructions.

For weaker students, the uptake has taken a while longer, but the more we SLANT
the more it becomes routine and the faster it happens. Whilst response times are
improving, weaker students also need reminding that we continue to SLANT once I
then begin talking.

Through continued use, I hope to thoroughly embed SLANT within my lessons to

ensure learning is always effective.

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