Hey, Reader,

I like to start the year by setting expectations, and I imagine that you do too. As I am building routines and procedures, I also want to communicate that this is a classroom of thinkers.

Here’s one of my favorite ways to get students to push their thinking a little further.

A student answers a question during a math discussion.

“I think the answer is 3/4 because…”

Or during a discussion about a text:

“I think the character was angry because she felt left out.”

If I want that student to go deeper, I don’t immediately ask another question.

I simply say:

“Say more about that.”

And then I pause.

I look at the student.

And I wait.

That’s it.

Why does this work?

First, it tells students:

I’m interested in what you think.

I’m not looking for the one correct answer so I can move on to the next student.

I’m genuinely interested in their thinking.

That changes the conversation.

But there’s another reason I love this strategy.

It gives me information.

Sometimes a student gives an answer that sounds right, but when I ask them to say more, I discover that their reasoning isn’t quite what I thought.

Maybe they have a misconception.

Maybe they made a lucky guess.

Maybe they actually understand the concept much more deeply than their first answer showed.

I won’t know unless I give them an opportunity to explain.

And here’s the important part…

Don’t rescue them from the silence.

This is where the pause matters.

It is so tempting to keep the discussion moving, to keep the pace flowing, to jump in and rescue the student.

We rephrase the question.

We give a hint.

We call on someone else.

We say, “Does that make sense?”

Resist that temptation. Start the year building the expectation that you value students' thinking and you expect them to dive deeply.

Simply respond:

“Say more about that.”

Then wait.

Give the student time to think.

You’re communicating:

“I really want to hear what you’re thinking.”

And usually, the best thinking comes after those first few seconds of silence.

Try This Tomorrow

During your next math talk, reading discussion, or class conversation, listen for an answer that could go a little deeper.

Instead of immediately moving on, try:

Then stop talking.

Look at the student.

Wait.

Listen.

You may discover that those four little words do more than get students to elaborate.

They might help you discover what your students are actually thinking.

And that’s where some of the best teaching begins.

Happy Teaching!

Susan

P.S. Want to learn more? Check out this blog post that dives into this strategy even more deeply.

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