Transcript [pdf]

SHOW NOTES

Key Takeaways

• Too many directions and corrections can overwhelm students. When students hear constant instructions, it can trigger stress, reduce engagement, and shut down learning.
  
• Even well-meaning corrections can feel like shame. Just like adults, students experience a physiological response when being corrected.
• There’s a better way. A simple communication formula— statement + open-ended question + pause— helps reduce power struggles, build independence, and promote self-regulation.
• Fewer words, more thinking. This approach helps students stay in their prefrontal cortex, making it easier for them to learn, reflect, and make decisions.
• It supports inclusion, too. Students with disabilities often receive more corrections than their peers, which can be dehumanizing and counterproductive. This method supports more equitable interactions.

Episode Download/Handout

This free handout gives you a simple, game-changing formula for communicating with students using a statement, an open-ended question, and a pause. You’ll get 150 practical examples organized by age group (early childhood, middle grades, and high school) and context— including social skills, transitions, conflicts, and academics. Plus, it’s packed with strategies to reduce stress and build student independence, emotional regulation, and voice. Get the download at inclusiveschooling.com/download44.

Practical Tips

1. Start with a Declarative Statement, Not a Command

• • Instead of: “Line up now!” 
  • Try: “We’re heading to music soon. What’s our first step?”

2. Follow It with an Open-Ended Question

• • Ask questions that invite students to problem-solve and think critically:
    “What might we need to do before we transition?” or “How can we make this work for everyone?”

3. Then…Pause

• • Silence is part of the strategy. Give students time to process, reflect, and respond— especially important for those with slower processing or anxiety.
    

4. Replace Constant Corrections with Collaborative Dialogue

• • Observe first, then inquire: “I noticed your group is setting up. What role would you like to take?” 
  • This encourages autonomy and reduces shame-based interactions.

Additional Resources

3 Must-Try Strategies for Reducing Directions and Corrections in Early Childhood Classrooms: This handout outlines supportive techniques to foster children’s self-regulation and independence. It emphasizes using open-ended questions, encouraging emotional intelligence, and modeling reflective listening to replace excessive commands and corrections. By engaging children’s critical thinking and emotional awareness, these strategies create more empathetic, empowering learning environments. The guide offers practical examples for educators seeking to promote autonomy and deeper social-emotional learning in early childhood settings.

Recognizing and Reducing Stressors: Tools for Teachers and Administrators: This podcast explores how hidden stressors in biological, emotional, cognitive, and social domains impact both students and educators. It emphasizes the power of strategies like offering choices, providing visual supports, and adjusting demands to alleviate overwhelm and foster regulation. The accompanying handout, “Top 10 Ways to Reduce Stressors,” provides a practical checklist for creating more inclusive, empathetic learning environments. By raising awareness and proactively minimizing stressors, educators can enhance both student learning and their own well-being.