Yes And . . .

Description
One-on-One Activity, Group Activity | 15 minutes

“Yes And…” originates in improv comedy. In this form of proactive listening, each person builds on the conversation partner's ideas. Everyone works together to avoid statements that end the conversation and instead looks for a sense of flow, possibility, and connection. At its most basic expression, “Yes And…” invites tutors and students to affirm and build on what they hear. Click here to download this page as a PDF. This activity can:

Introduce humor and a relaxed atmosphere into the learning environment.
Help students share their opinions and experiences related to math.
Create a shared vocabulary that helps facilitate a supportive group norm.

A spreadsheet with three columns of examples: one of how conversations end, another how they boomerang, and a third with examples of successfully using the "yes and" technique

Instructions

1. Introduce the idea of “Yes And...”

Emphasize that the goal of the exercise is not to make things up but for students to share how they really feel. Note: it's best to do this activity in small groups to lower any anxieties about improv or speaking in front of large groups.

2. Model the activity.

Ask for one or two volunteers to join you to have a “Yes And…” conversation. You can start with a simple prompt like “Math confuses me.” Carry on a conversation for about a minute so students get a sense of the flow before the begin.

3. Share a prompt.

The prompt can be anything from “sometimes I get overwhelmed with word problems because I don’t even know where to start” to “sometimes I find math interesting but sometimes it’s just so boring.” You can share this prompt verbally and/or write it on the board.

4. Ask groups of 2-4 students to continue the conversation.

Tell students they should continue the conversation within their groups, taking turns to add to the conversation using “Yes And...”.

Tips and Tricks

Group Adaptation. Remember that social pressure rises the larger the group and the fewer participants (i.e. three students performing the activity in front of a classroom of peers). Limit this pressure by breaking students into smaller groups and inviting all students to participate.

Online Adaptation. If you're using videoconferencing, consider making break-out rooms of 3-4 students each.

Responses that end the conversation. It's unfortunately easy for conversations to fall apart. Not listening, listening only to interject with our own ideas, and ignoring conversation partners are common. A specific problem is the “boomerang,” a response that repeats what was said, adds nothing new, and throws the responsibility for continuing back to the conversation partner. Remind students that this activity is about building on ideas not only listening.

Role modeling. This activity could be introduced to tutors as part of their training or orientation. Fostering a collaborative dynamic among tutors where they build off each other can trickle down to students as they serve as role models. For more, see Role Modeling.

Remember the intention not so much the logistics. The intention behind this activity is to build and highlight a sense of community, mutual support, and care. Use “Yes And…” to the extent that it helps facilitate those intentions. Allow flexibility for students to not to always start every sentence with “Yes And…” especially if it gets in the way of the flow of conversation.

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