A follow-up study was conducted, using a sample of 10 teachers from two of five school districts that participated in an original project on wait time and classroom interaction. A workshop was conducted focusing on the elements of classroom discussions. In this workshop, transcripts containing short wait times were contrasted with ones with longer wait times. After attending the workshop, teachers were provided with an electronic device which indicated successful pausing (according to a 3 second criterion) following questions and answers. Each participant made a recording of one class discussion every week for 4 weeks. Recordings were analyzed by researchers for wait times and levels of questioning, and suggestions were offered to the teachers. Results showed a strong correspondence between increases in wait times and percentage of student talk, between wait times and higher cognitive level questions, and between length of wait time and length of relevant student discussion contributions. (Authors/JM)