Classroom Communication Network

Discourse Pattern

Teacher talk ratio 55%

Wait time before calling 3.0s

Question Type

Call Pattern

Live Readouts

Avg. engagement

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Actively engaged

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Voices heard this session

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How it works

Each of the 30 seats carries an engagement level E ∈ [0,1] that decays toward a low baseline between turns, following classic classroom-discourse research (the Initiation–Response–Evaluation cycle, and Mary Budd Rowe's wait-time studies):

dE/dt = -k(E - E_base)              k = 0.12 / s,  E_base = 0.12

Call interval  T = wait + 1.0 + 0.03 · talkRatio(%)
Boost          ΔE = boost_base(type) · clamp(wait/3, 0.4, 1.7)
Diffusion      E_j += spread(type) · (1 - d_ij/R(type)) · (E_i - E_j)

Teacher talk ratio — more lecture time means fewer two-way exchanges per minute, stretching the interval T between call events.
Wait time — longer pauses before calling on someone deepen the response and the engagement boost it produces (up to a cap), exactly as Rowe's wait-time research found.
Open-ended vs closed questions — open questions give a bigger boost and spread further to neighboring seats d_ij ≤ R (peer contagion of engagement); closed recall questions give a small, local bump.
Cold-call vs volunteers — cold-calling samples every seat uniformly, spreading engagement broadly; volunteers-only preferentially re-calls already-engaged seats (weighted by E²), so quiet seats stay quiet — a documented equity gap in classroom participation.

Teacher Engaged seat Disengaged seat

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