Teaching Like an Improv Artist: The Power of “Yes, and…” in the Classroom

Some of the best teaching moments aren’t planned. They just arise—in the energy of the moment, or in the unexpected question or offbeat answer. Sometimes they arise because of a wild tangent that somehow turns into the lesson students remember all year.

Not long ago, I was teaching 6th grade social studies. We were deep in discussion about the daily life of the ancient Egyptians when a student suddenly asked, “Wait… did they have pets? Like, could someone just have a pet crocodile?”

I opened my mouth to steer the class back to the lesson, but before I could, another student chimed in: “If I lived back then, I’d totally ride a hippo to school.” Uproarious laughter ensued.

At that point, the class was fully off the rails. Suddenly, everyone had an opinion on the logistics of ancient pets:

• “Would pharaohs have royal cat armies?”

• “Could you train a monkey to do your chores?”

• “Did someone ever just. . . keep a tiny pyramid for their pet snake?”

Realizing I’d lost them, I decide to roll with it. “Alright, let’s make this historical. If you could have any ancient Egyptian pet, what would it be, and why?”

Students started frantically researching, flipping through books and tablets. Suddenly, they were discovering real facts—like how Egyptians actually did keep exotic pets, how baboons were trained, and how crocodiles were sometimes mummified as offerings to the gods.

Before I knew it, our wild tangent had morphed into an actual research-based lesson. And for the rest of the year, whenever Egypt came up, at least one student would say, “Remember when we learned about pet hippos?”

The secret to making space for those teachable moments? It’s not just flexibility—it’s embracing the mindset of improv artists, particularly their golden rule: “Yes, and. . .”

What Is “Yes, and…”?

In improvisational theater, actors build off one another's ideas by responding with “Yes, and…” rather than shutting ideas down. This principle keeps the momentum going. It fosters creativity and ensures collaboration. Instead of negating a teammate’s contribution, actors add to it, making the scene richer and more dynamic.

Now, imagine what happens when teachers apply this same principle in the classroom.

Why “Yes, and…” Works in Education

Traditional teaching can sometimes feel rigid—a structured lesson plan, a set curriculum, and the pressure of assessments. But learning is at its best when it’s dynamic and engaging. That’s where “Yes, and…” comes in. It:

—Encourages Student Voice:  When students feel heard and their contributions are valued, they engage more deeply in learning.

—Boosts Creativity & Critical Thinking: A classroom that embraces “Yes, and…” is one where students feel free to think divergently and build on ideas.

—Creates a Safe Learning Environment:  Students learn best when they aren’t afraid of being wrong. “Yes, and…” nurtures a growth mindset and reduces fear of failure.

—Models Adaptability & Problem-Solving: Life is unscripted; learning how to pivot, adjust, and build on new information is an essential life skill.

Practical Ways to Use “Yes, and…” in the Classroom

1. Responding to Student Contributions

Instead of shutting down an answer that isn’t quite right, build on it:

—Student: "I think Shakespeare wrote Romeo and Juliet because he wanted to make a movie.”

—Teacher: "Yes, and while movies didn’t exist then, he was writing for a form of entertainment that was just as popular in his time—theater!"

This small shift validates student thinking while gently guiding them toward accuracy.

2.  Collaborative Storytelling & Writing

Use “Yes, and…” to create group stories. Start with a sentence and have each student add to it. This builds engagement, reinforces narrative structure, and boosts creativity.

Once, when our lesson was disrupted by an unexpected fire drill, I decided to postpone what I had planned. With 25 minutes of class left, I used this as a sponge activity. I was surprised at the level of participation.

I decided to make it a whole-class activity so I could model the process. We started with a serious historical setting—the year was 1776, and a young messenger was racing through the streets of Philadelphia, carrying an urgent letter to the Continental Congress. The fate of the revolution hung in the balance!

Then, someone added: “But just as he turned the corner, his horse sneezed and vanished into thin air.”

From there, things spiraled. Another student chimed in: “The messenger stumbled, landing in a pile of hay…which was actually a nest of baby dragons.”

What started out as serious historical narrative slowly morphed into a fun fantasy. What struck me most was how naturally this simple activity reinforced key storytelling skills—sequencing, cause and effect, and character development—while also building a sense of shared ownership.

From that day on, students would beg to do an “I say. You say” story (their invented name for the activity). “Yes, and…” became a regular tool in my classroom, not just as a backup plan, but as a powerful strategy for unlocking creativity and collaboration.

3. Classroom Discussions & Debates

Rather than dismissing an opposing viewpoint, challenge students to build on one another’s ideas:

—Student 1: "I think the American Revolution was inevitable."

—Student 2: “Yes, and maybe it could have happened even earlier if taxation had been worse."

—Student 3: “Yes, and it also depended on alliances with other nations."

Now, instead of a static debate, you have a rich, layered discussion.

4. Problem-Solving & STEM Activities

In science and math, mistakes can lead to breakthroughs. When a student suggests an incorrect approach, respond with, "Yes, and what would happen if we tried it another way?” (Note: When you say “yes, and…” you are not saying the answer is correct, you are simply acknowledging the response. If you prefer, you can say, “Thank you, and…”)

5. Behavior Management & Classroom Culture

I had not initially considered using “Yes, and…” for classroom management. Early in the year we had created a set of “Classroom Expectations” together, and for the most part students abided by them. But one rainy day my class arrived from P.E. bursting with energy and extremely chatty. (I believe there was also a full moon.)

Instead of saying, “Stop talking,” I unintentionally said, “My you are very talkative today! Yes (big smile), and let’s bring that energy (clap, clap) into our discussion.” To my amazement the entire class was instantaneously silent and sat looking at me expectantly. Suffice to say, “Yes, and…” went immediately into my classroom management toolkit.

Real-Life Example: A Lesson in Momentum

A middle school colleague once started a lesson on the Industrial Revolution when a student blurted, "So basically, factories were just like Minecraft farms?" Instead of dismissing it, she responded, "Yes, and just like in Minecraft, industrialization was all about efficiency. Let’s explore how machines changed labor like Redstone automates farming."

That lesson became one of the most engaging of the year because it connected with what the students cared about.

The “Yes, and…” Mindset for Teachers

Adopting “Yes, and…” isn’t just about engaging students—it’s about making teaching more joyful. Lessons feel less like rigid performances and more like meaningful exchanges. When you  model curiosity, playfulness, and openness, students respond in kind.

So, the next time you feel a lesson taking an unexpected turn, lean into it. Say, “Yes, and…” and see where the learning goes.