Why We Should Never Tell Students What They Can Tell Us

A student-centered approach to deeper mathematical thinking

There is a deceptively simple idea in teaching that can fundamentally reshape classroom practice: never say anything a student can say. This principle comes from Steve Reinhart’s article Never Say Anything a Kid Can Say! (2000), and it challenges teachers to resist the urge to explain, clarify, or summarize when students themselves are capable of doing that intellectual work.

When we connect Reinhart’s insight with Robert Kaplinsky’s instructional reflection and Dan Finkel’s TEDx talk, Five Principles of Extraordinary Math Teaching, a coherent vision of student-centered learning emerges. In that vision, students are active sense-makers and communicators, and the teacher’s primary job is to design experiences that make student thinking visible.

Lead with a question

Dan Finkel argues that extraordinary math teaching begins with questions worth thinking about, not procedures to copy. Starting with a question invites curiosity and pushes students to interpret, test ideas, and make sense of what is happening before anyone explains it. If you want a clear reset button for a lesson, try replacing “Here’s how to do it” with “What do you notice, and what do you wonder?”

Finkel’s talk: https://www.youtube.com/watch?v=ytVneQUA5-c

Protect productive struggle

One reason “never say anything a student can say” is so powerful is that it protects productive struggle. The moment we rush to explain, we often remove the exact thinking students need to do in order to learn. Reinhart’s point is not to leave students unsupported; it is to avoid taking over their reasoning. Kaplinsky extends this idea with a practical teacher lens: if a student can answer their own question with a bit more time, a prompt, or a peer conversation, then our job is to create that pathway rather than supply the answer.

Kaplinsky’s reflection: https://robertkaplinsky.com/never-say-anything-a-kid-can-say/

Shift from answer key to facilitator

Finkel also pushes back on the idea that the teacher is the answer key. When students depend on us to verify every step, they stop evaluating their own reasoning. Reinhart describes a different classroom rhythm: students explain, justify, and revise ideas publicly, while the teacher listens, presses for clarity, and helps the class compare strategies. This shift changes what students think math is. It becomes less about getting the teacher’s approval and more about building a convincing argument.

Try one small move tomorrow

If this sounds inspiring but difficult, start with one repeatable move. The next time a student asks, “Is this right?” respond with one of these prompts: “How could you check?” “What would convince you?” “Can you explain your reasoning to your partner?” “What do you notice about your result?” These questions keep ownership with the student while still providing support.

Over time, these small moves accumulate into a classroom culture where students expect to think, speak, and make meaning. That is the promise behind Reinhart’s principle: not less teaching, but better teaching, because students are doing more of the learning work themselves.

References

Reinhart, S. C. (2000). Never say anything a kid can say! Mathematics Teaching in the Middle School, 5(8), 478–483.

Kaplinsky, R. (n.d.). Never say anything a kid can say. https://robertkaplinsky.com/never-say-anything-a-kid-can-say/

Finkel, D. (2016, February 17). Five principles of extraordinary math teaching [Video]. TEDxRainier. https://www.youtube.com/watch?v=ytVneQUA5-c

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