By Nicole Kornelson, speech language therapist, Port Alberni

It’s not a coincidence that “no” and “uh-oh!” are some of the first words a child learns. As adults, we have many rules and ideas about what’s right and wrong. We’re also used to guiding children through this type of language and corrective learning. It’s easy to get trapped in habits without realizing what those patterns create.

Often, when adults ask questions to younger learners, we don’t provide the language we expect them to use in their responses. As a speech language therapist, I’ve learned that children will tell us far more about their strengths and abilities when we use statements to have a conversation, rather than focusing on an expected reply to a question. People are surprised when I don’t ask about what’s right in front of a student or use a standardized assessment, but instead head straight into something less tangible like, “Oh I love cats too, my cat’s name is…”. In giving statements, students aren’t limited to one correct response. The focus is shared conversation, rather than providing answers for one-way communication.

Students often start our first session together with, “I can’t say that sound” or, “It’s too hard.” I teach them it isn’t about saying the sound, it’s about playing with the idea of it. It’s not about getting something right but about trying to see it, hear it, and think about it. We all need safe spaces where we can explore and try things, and this is why saying yes to someone’s efforts matters more than their answer. We need to ensure students efforts will be met with a yes, regardless of their ability to be right.

In improv, wrong doesn’t exist. The most important rule in improv is you can’t say no to the ideas given by others. You say, “Yes, and... ”. You build on ideas shared by peers, and there are no correct or incorrect ways to do so. Improv also avoids questions. The more questions you ask in improv scenes, the trickier and stickier it is to hold a conversation and build a world where characters can safely interact. No one wants an interrogation—it’s stressful. Fewer questions allow for rich vocabulary to be spoken and learned. This safe, positive, turn-taking pattern creates an opportunity for students to speak up without worrying that their contribution won’t come out as intended, will be incorrect, or will not be received well. Improv is a recipe for positive communication experiences.

Students giggle and sit up a little bit taller when they realize our conversation doesn’t involve a correct answer; instead, it’s about sharing ideas and exploring them together. We don’t stop and start over when something goes wrong in improv. We dive in and embrace the imperfect surprises; it’s healthier and more entertaining this way.

Here are two improv activities that can be used to teach language and communication skills in the classroom:

One-word story, suitable for Grades 3 and up
For this activity, you need a Word document projected on a screen so students can follow along. Feel free to use any familiar story structure symbols too. Each student takes a turn saying one word at a time. Their word must build off the word spoken by the previous student. The teacher types each word on the document as the class builds the story. You can’t delete what is said. Type as quickly as students speak, errors included. You can encourage quicker turn-taking by setting a timer. The funny will come out under pressure. Afterward, discuss what was funny or difficult and why, rather than what went “wrong.”

“Yes, let’s!”, suitable for Kindergarten and up
This game is great for students who need movement during transitions. Everyone gets their own space to stand and act out what is said. Students practise listening, taking turns, agreeing with one another, and following along with new action verbs or sequences. Anyone can start. All that’s said is “Let’s ______!” Everyone else then says, “Yes, lets!”.  That activity is then mimed out by everyone until a different suggestion is randomly shouted out. Students aren’t typically picked or called on, which gives space to play and act out what’s said, while building confidence to offer ideas when students feel ready. “Let’s brush our teeth!” might lead to a classroom of wishy-washy noises or squeaks. “Let’s bake a cake!” might involve seeing students stir invisible bowls or crack non-existent eggs. Coach as needed when new language and concepts come up.