Yes. But... vs. Yes! And... - Center for Inspired Teaching

The following activity is part of a series we created to support students, teachers, and caregivers, during this unprecedented time. If you try this activity with your student(s), we’d love to see what you do. Share your journey via the #Inspired2Learn hashtag on your preferred social platform.

Created by: Jenna Fournel and Aleta Margolis
Discipline: A useful activity across all disciplines, particularly as a precursor to collaborative learning.
Age level: Elementary through High School
Time: 20-30 minutes
Materials: None

One of the core tenets of improvisational acting is to approach every scenario you’re in with a “Yes! And…” attitude. This means you take whatever you are given from your partners and you build on it rather than block the evolution of the scene. It turns out this works quite well as an approach to life off the stage too. As teachers, embracing an improvisational mindset can help us think creatively about problems, and building this kind of thinking in our students can do the same for them.

What to Do:

Invite your students to stand and do a few stretches to get limber. Then ask them to show with their whole bodies, how they feel in the following situations (or situations like these).

When you’ve shared a plan with someone and they think it’s fantastic and want to do just what you’ve described.
When you’ve shared a plan with someone and they tell you they think it’s a bad idea.
When you’ve shared something that’s important to you, and the person you’re speaking to ignores you or just doesn’t care.
When you share an idea with someone, they reject it, but then later you hear them sharing that same idea as if it were their own.
When you make something for someone and they absolutely love it.
When you make something for someone and they do not like it at all.

Have students return to their seats and explain:

“Think about how you felt when your ideas and creations were welcomed and appreciated. Think about how you felt when they were not. I need a volunteer to help me with the next part of this activity.”

The volunteer comes to the front of the room and you explain:

“[Name] and I are going to have a conversation about having class outside for an hour. [Name] has a goal, to get me to take the class outside for an hour. Watch and listen to what I say in response to their invitations. [Name], no matter what I say, keep striving to achieve your goal – to convince me to have class outside.”

Your task as the teacher is to say “Yes, but…” in response to whatever the student offers as they try to convince you to go outside for an hour. Here is an example of what the dialogue might sound like:

Student: Hey [teacher], can we have class outside?
Teacher: Yes, but that’s not the way we usually do class.
Student: Could we try? It would be so nice to be outside in the fresh air.
Teacher: Yes, but there are so many bugs right now.
Student: How about if we bring bug spray. Could we stay longer if we have bug spray?
Teacher: Yes, but it smells so bad, we’d smell like that all day long.
Student: Oh! I have some bug spray that doesn’t smell bad at all. Could we stay out longer if we use that bug spray?
Teacher: Yes, but then it’s going to get so hot. I don’t want everyone to get too hot.
Student: What if we gather under the trees where it’s shady? Could we stay out longer if we stay in shade?
Teacher: Yes, but the ground is pretty muddy over there. I wouldn’t want everyone to get their shoes dirty.
Student: What if we all wear boots, could we stay out longer if we wear boots in the mud?

Keep the scene going for about 3 minutes. Then ask the class:

What did you notice about this discussion?
Students may say: It never really went anywhere. You (the teacher) kept coming up with excuses that made it so nothing really happened.
How did [Student] work to accomplish their goal?
Students may say: They kept trying to find a way around the excuses. They were looking for ways to change your mind.
What did I do in response?
Students may say: You were saying yes, but you really meant no. It was like a fake yes.
How did it appear that made them feel?
What did it feel like to watch this conversation?
Students may say: Frustrating! It reminded me of when I am trying to convince my parents to do something but they don’t want me to do it. – I wish they’d just tell me no, instead of saying yes when they don’t mean it.

Invite another volunteer to come to the front of the room. Then explain:

“[Name] and I are going to have a conversation about having class outside for an hour. [Name] has a goal, to get me to take the class outside for an hour. Watch and listen to what I say in response to their invitations.”

Now your task as the teacher is to say “Yes! And…” in response to whatever the student offers as they try to convince you to go outside for an hour. Your responses build on the student’s ideas and keep the scene growing. Explain in a side note to the student that once the scene gets rolling, they respond to whatever you say with “Yes! And…” as well:

Student: Hey [teacher], can we have class outside?
Teacher: Yes! And let’s bring out some blankets so we can sit on the ground and not get wet after last night’s rain.
Student: Yes! And let’s sit on the blankets to do independent reading!
Teacher: Yes! And let’s bring pillows from home so when we find those comfy spots we can lie down if we want to and not hurt our heads.
Student: Yes! And maybe we could bring snacks from home too so we can stay out longer and have something to eat if we get hungry.
Teacher: Yes! And while we’re at it maybe we can have our group discussion out there too, if we gather in a circle on those rocks under the trees.
Student: Yes! And that way we can all see each other for the discussion instead of having to be in rows like we are because of COVID in the classroom.
Teacher: Yes! And this is making me think we could even do some writing outside if we charged our computers up well while we’re in here.
Student: Yes! And I bet we’ll be more inspired writing under the blue sky.
Teacher: Yes! And even if it’s raining, I wonder if we could meet under that tent they put up last month.
Student: Yes! And then we could do this every day, rain or shine!

Keep the scene going for about 3 minutes. Then ask the class:

What did you notice about this discussion?
Students may say: It went a lot faster – a lot happened. Both people seemed more energetic. There was no “Yes, but…”
How did [Student] work to accomplish their goal?
Students may say: They didn’t have to work as hard because you were always saying Yes! And… They got to their goal right away and kept making it better.
What did I do in response?
Students may say: This time you didn’t block their ideas. You kept making the idea bigger and better.
How did it appear that made them feel?
What did it feel like to watch this conversation?

Invite students to find a partner and practice with the “Yes! And…” approach in a discussion with a goal like:

You are trying to start a band.
You want to go on a picnic.
You are planning a surprise party for a friend.
You would like to adopt a puppy.

Have students play with their scene for about 3 minutes and then call the group back together. Ask them:

Did anyone have a discussion they’d like to share?
How did this activity feel?
What was difficult?
What surprised you?
What lessons might we learn from an activity like this that will help us work together in this class? (Consider taking notes that students can see for this last question, these can serve as a helpful reference in collaborative situations throughout the year.)

Notice, you don’t have students play, “Yes, but.” You demonstrate it as a contrast to “Yes! And…” which students play in order to develop listening and collaborative learning skills.

Extension:

Once you’ve introduced your students to the idea that “Yes! And…” can be a foundational part of your classroom culture, the doors open to all sorts of other possibilities. Consider this activity from our Instigator of Thought challenges.

Inspired Teaching Connection

Any time you have students improvising, you’re engaging all 4 I’s: Intellect, Inquiry, Imagination, and Integrity. But this activity can serve as a strong foundation for building Mutual Respect in your classroom as well. A Yes! And… approach means the ideas and inputs of everyone involved are valued since moving a scene, or learning experience forward requires a trusting relationship. That trusting relationship benefits both the teacher and student. As teachers we create detailed lesson plans with clear instructional goals that guide learning. Embracing a Yes! And… appraoch when students offer questions, concerns, and ideas, means we have more to work with in order to help meet our instructional goals.

See our instructional model here.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.