PBS teachers are specifically developed in awareness of and ability to adapt their own discourse in the classroom to support their students in saying or writing what they want to say/write. They use strategies and techniques which allow students to elaborate on their meanings, which do not cut them off or restrict them to short turns, and which encourage genuine negotiation of meaning. The effective use of questioning is one important aspect of this, as well as awareness of the uses and pitfalls of common classroom patterns such as the IRF (initiation/response/feedback/exchange). PBS teachers are also aware of instructional options which will allow them to provide an appropriate balance between content-focused and form-focused feedback in classroom interaction.
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