let's all say/do that technique

WORD CHOICE

Just by looking at the word choice, the pedagogy behind the technique is clear. Pay attention to the exact words “let’s all say that” or “let’s all do that.” This word choice is not random.

The phrase is an invitation.

  • "Let's" implies that this is not an order. It's a gentle invitation.
  • Most classroom directions are imperatives that leave little room for students' agency, like "Repeat after me," "Do that," or "Now you!"

The phrase includes the educator in the instruction.

  • You could say the phrase: “Let’s all do that [together].” The interactivity of this phrase lies in the idea that you are working WITH your students.
  • Using another phrase like "Now you do that!" doesn't build the same team spirit.

The phrase has an expectation of success.

  • The phrase is encouraging: "Let's all do that [because we can]."
  • Another phrase like "Can you do that?" sounds like a test.

Of course, you aren’t bound to these exact words every time. At the end of that day, if you feel like these specific words absolutely won’t work for you, that’s okay. But before you change them, think carefully about what makes them successful.

To see some variations of "let's all say that," watch how Laura introduces the song "Oh I Feel So Good." Use these variations sparingly.

when to use it?
All. The. Time.

"Let's all say that" is a powerful tool for moments when you need your class to be actively listening, understanding, and retaining. It’s great for moments when you would normally be the only one talking: giving activity instructions, reading a book, teaching lesson content, giving classroom management directions.

  • Notice: Both videos use "let’s all say that," but in very different situations. Karim uses it to tell a story; Antonia uses it for classroom management.

In almost every video you'll see our Actor-Teachers using "let's all say that."

things to notice

Pay attention to the different ways that Karim and Antonia facilitate the same technique.

  • Why? All interactive strategies are most effective when you do them in a way that is comfortable for you.

Antonia says “let’s all say that” slower than Karim does. Notice how she includes an invitational arm gesture the first couple of times she says “ let’s all say that.”

  • Why? Antonia is modeling a way to introduce the phrase to a class.

Karim says "let's all say that" much faster.

  • Why? He’s modeling how quickly you can say the phrase when a class is comfortable with it.

At the end of Antonia’s clip, you see the students repeat a gesture without even being told “let’s all do that.” When Antonia makes her hands into mouse ears, the class knows that they should repeat her without any verbal instruction.

  • Why? You’ll notice this happen more as your students get used to “let’s all say that.” Sometimes students will start to repeat a phrase that you never even meant to be repeated. This is a sign that you are so engaging they want to join in!

Interactive drama strategies ask students to engage physically, emotionally, and intellectually with lesson content. Total body engagement dramatically improves understanding and retention.

Along with the Sound and Gesture Technique, and the Question and Incorporation Technique, "Let's all say that" is a fundamental tool for changing any part of a lesson into an engaging, interactive practice.

WHY IT WORKS

ENGAGEMENT
Because early learners are still developing listening skills, they tend to be more focused when they can be active. This can be a challenge when you need to give instructions, read a book, or teach lesson content. "Let's all say that" is so effective because it turns those passive listening moments into active response opportunities.

KINESTHETIC LEARNING
Because "let's all say that" makes students engage physically and vocally, it activates kinesthetic learning. Not only does it help with understanding, kinesthetic learning powerfully supports retention. For many students, matching actions with words helps them internalize the concepts.

MORE FUN = MORE ENGAGEMENT
"Let’s all say that" is fun! Young students love to be expressive and dramatic. Look how much fun the adults are having in Karim’s video when he says “the wild wild woods!”

SOCIAL-EMOTIONAL LEARNING
Every time you ask students to repeat an expressive phrase, like “Good morning world!!” you are modeling emotions that they can add to their social-emotional toolkit.

the fundamentals

A QUICK WORD OF COMFORT
You are about to read a lot of nuanced instruction for a meager four-word phrase. We are breaking it down so specifically to help you see the intentionality behind every choice. However, when you’re comfortable with this technique, these instructions will become subconscious reflexes.

DO IT TOGETHER
It’s key to always repeat the chosen phrase/gesture with your students. Remember, you’re saying “let’s all do that” not “you do that.”

  • Why? Show the class that you are as engaged as you expect them to be.

WORD AND GESTURE
Notice that the phrases Karim and Antonia choose to repeat have both words and gestures happening at the same time.

  • Why? Gestures help students understand and internalize words. Also, matching words with gestures clearly indicates which phrase should be repeated.

CLEARLY INDICATE THE PHRASE
When using "let’s all say that," it’s important to be clear about which phrase you want the class to repeat.

  • Why? An unspecific instruction is confusing and can be counterproductive to the engagement you’re aiming for.

One way to clearly indicate the phrase is to use words and gestures at the same time. When Karim says “in a place that is far, far away,” he only gestures when he says “far, far away.”

  • Why? That gesture makes it clear which phrase to repeat, and the group doesn’t have any trouble following the instruction.
  • Tip: Be careful of making a gesture after you say a phrase. If the phrase and gesture don’t happen at the same time, it can be unclear if the class should repeat the phrase, the gesture, both at the same time, or one after the other.

Another way to clearly indicate which phrase to repeat is to use rhythm. Notice how Karim says “it is now time for a… story... let's all say that!”

  • Why? By leaving a pause before and after the word "story," he’s indicating that this is where the phrase begins.

RHYTHM
Rhythm is integral to this technique. As we discussed, rhythm is a key way to indicate where a repeatable phrase starts. 

  • Notice: Antonia says “A Visitor For Beeaaar… let’s all say that!” She let’s “bear” take a little longer than the other words, which gives the students a rhythmic warning that the phrase is about to end.
  • Why? Without a rhythmic warning, the instruction might blend into the phrase, catch the students off guard, and confuse the class.

However, it’s important to note that it’s possible to pause for too long. If Antonia said “A visitor for bear… [pause… pause… pause]… let’s all say that!”she might lose the focus of the class.

  • Tip: The rhythm of this phrase is nuanced and takes practice. It’s okay if it doesn’t make sense now. Keep watching our videos to see the rhythmic choices our Actor-Teachers make. With plenty of practice, you'll feel out what works.

HOW OFTEN?
How often should you use “let’s all say that?” It depends on the teacher, the class, and the moment. Sometimes it’s enough to use “let’s all say that” once when you’re giving instructions. Sometimes, like Karim does, you can use it every four words. 

  • Tip: Most educators' first impulse is to use it less frequently than more. So, while you're starting out, challenge yourself to use it as much as possible.

HIGHLIGHT THE IMPORTANT PHRASE
Which phrases really need “let’s all say that?" The important ones.

  • Notice: When Antonia gives directions she says “on the rug in a perfect circle.” She only asks the students to repeat “a perfect circle.”
  • Why? She does this because going to the rug isn’t as important or as difficult as making a perfect circle.