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<blockquote data-quote="Tutara" data-source="post: 8691741" data-attributes="member: 7035460">Ironically, this is itself a good answer - understanding that it varies from session to session is a good mindset to be in. I don't think there is a single 'correct' ratio, but rather I wanted to get a feel what ratios might be depending on game an preference.I think I would find this exhausting! I have definitely noticed, in my experience, that DMs (and they are DMs, because it only ever seems to happen in D&amp;D for me) talk far more than in other systems. From how you describe your players, it might be that you end up doing the heavy lifting more as GM? My players tend to be excellent at RP and taking the initiative in gameplay so I sometimes feel redundant outside of acting as a facilitator (good redundant - it means I can enjoy myself rather than having to chivvy everything along).I very much remember reading a comment of yours relating to this, because it was definitely something that got me thinking about this! I believe you mentioned that the 30/70 split correlates to the teacher/pupil classroom ratio, which is relevant to me professionally. I too have begun to farm out some of the narrative responsibilities to my players - often in system, but also in more GM led systems too. I have found it works really well at maintaining player interest and giving them a hook into the setting. I quite like meta-currency improvisation and player-led twists, though, but I know some GMs can't stand them so your mileage may indeed vary.Thank you for the interesting replies.</blockquote>

[QUOTE="Tutara, post: 8691741, member: 7035460"] Ironically, this is itself a good answer - understanding that it varies from session to session is a good mindset to be in. I don't think there is a single 'correct' ratio, but rather I wanted to get a feel what ratios might be depending on game an preference. I think I would find this exhausting! I have definitely noticed, in my experience, that DMs (and they are DMs, because it only ever seems to happen in D&D for me) talk far more than in other systems. From how you describe your players, it might be that you end up doing the heavy lifting more as GM? My players tend to be excellent at RP and taking the initiative in gameplay so I sometimes feel redundant outside of acting as a facilitator (good redundant - it means I can enjoy myself rather than having to chivvy everything along). I very much remember reading a comment of yours relating to this, because it was definitely something that got me thinking about this! I believe you mentioned that the 30/70 split correlates to the teacher/pupil classroom ratio, which is relevant to me professionally. I too have begun to farm out some of the narrative responsibilities to my players - often in system, but also in more GM led systems too. I have found it works really well at maintaining player interest and giving them a hook into the setting. I quite like meta-currency improvisation and player-led twists, though, but I know some GMs can't stand them so your mileage may indeed vary. Thank you for the interesting replies. [/QUOTE]

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