The Power of "Yes, And..." in the Classroom: Jasmine’s Journey of Discovery

When Jasmine stepped into her new role as an IB teacher at an international school in Kuala Lumpur, she quickly realized that her students—diverse, energetic, and curious—needed a classroom environment that allowed them to explore ideas freely without fear of judgment. Her answer? The "Yes, and..." approach, a principle from improvisational theater that encourages building on others’ ideas instead of dismissing them. By creating this supportive, exploratory space, Jasmine watched her students thrive as they gained confidence, honed their listening skills, and developed a stronger sense of collaboration.

"Yes, And..." – A Foundation for Exploration

The "Yes, and..." approach emphasizes holding space for students to contribute, fostering a safe and creative classroom where experimentation and divergent thinking are encouraged. In Jasmine's classroom, this principle meant allowing students to share ideas freely and without immediate criticism, which helped her students grow more confident and willing to express themselves. Research supports this outcome: classrooms using this approach saw a 20% boost in self-efficacy among students, as they felt safer to share their thoughts (Ali & Cech).

Building Confidence and Creating Safe Spaces

Initially, Jasmine noticed that many students hesitated to speak up. By introducing "Yes, and..." exercises, she gave them a way to engage that felt safe and welcoming. For instance, during story-building activities, students used "Yes, and..." to build on one another's contributions. This method led to a 25% increase in student engagement in discussions and resulted in narratives that were longer and more creatively developed (DeMichele).

Jasmine noticed that as students practiced this approach, they became more comfortable taking risks with their ideas. The classroom culture grew more positive as well, with 40% fewer negative interactions among students (Ali & Cech), allowing Jasmine to foster the inclusive, encouraging environment her students needed.

Boosting Listening Skills and Collaboration

Another remarkable shift Jasmine noticed was her students' improved listening skills. By requiring each student to actively listen and build on the previous idea, "Yes, and..." became an exercise in collaboration as well as creativity. In classrooms using this approach, listening skills and group project success rates increased by 30% as students learned to value their peers' perspectives (Ali & Cech).

For Jasmine, this change meant more cohesive group work and a classroom that functioned as a supportive community. Each student’s idea was validated and respected, leading to higher-quality group discussions and collaborative projects.

Encouraging Creativity and Enhancing Academic Performance

One of Jasmine's favorite activities was story-building, where students created stories collaboratively, adding on with “Yes, and...” to encourage open-ended creativity. Studies show that this method enhances creativity by up to 35% in collaborative tasks (DeMichele). Jasmine also saw academic gains in areas such as writing and language arts, with students producing richer narratives and showing a 20% improvement in academic performance (Ali & Cech).

Developing Empathy and Emotional Intelligence

The "Yes, and..." approach not only improved academic skills but also helped Jasmine’s students develop emotional intelligence. As students learned to listen and affirm each other's contributions, they grew more empathetic and understanding, with a 30% improvement in empathy scores observed in classrooms using this method (DeMichele). Jasmine’s students not only became better communicators and collaborators but also more compassionate individuals.

Jasmine’s Reflections on "Yes, And..."

Reflecting on her experience, Jasmine realized that "Yes, and..

." had transformed her classroom. It went beyond a teaching tool; it had become a philosophy that celebrated each voice, encouraged growth, and fostered a sense of curiosity and respect for others' ideas. The "Yes, and..." approach gave Jasmine a way to cultivate a classroom where students felt safe to explore, make mistakes, and grow together—equipping them with lifelong skills for collaboration, creativity, and open-mindedness.

References

1. Ali, Omar, and Nadja Cech. Yes, And as Teaching-Learning Methodology. Teaching and Learning in Higher Education, 8 Apr. 2017. Link
2. DeMichele, Mary. Benefits of Improvisation in the Classroom. Play Your Way Sane. Link