January 15, 2026

Seven Common Teacher Phrases That Can Undermine Learning

Teaching involves lots of talking. We introduce new concepts and skills, provide guidance and support, offer feedback and direction—all of which require verbal cues and interactions. It is also true that what we say, the words we choose, and the timing of our communication matter.

Unfortunately, over time, our speech can fall into patterns that feel natural, but we may give little thought to the messages they carry. They may be phrases and statements that we heard from our teachers, or they may just seem useful in the moment. Nevertheless, what we say can have a greater impact than we realize. Let’s examine seven common teacher statements that can shut down engagement and undermine learning.

We don’t have time for questions.

We might be reluctant to interrupt a planned lesson or the flow of an ongoing explanation. However, questions are indicators of curiosity, confusion, and interest in learning. Ignoring or refusing questions risks stifling curiosity, deepening confusion, and fostering disengagement. Whenever practical, we need to take questions as they surface. If the answer to a question can wait, we might invite the student to hold the question and promise to address it at the conclusion of the current activity. Or we might signal that an opportunity for questions is coming soon and ask students to jot down their questions so they are captured and can be addressed.

I just explained this.

This statement may be correct, but if students were not listening, couldn’t hear us, or the explanation was not clear to them, they won’t be able to use our explanation to move their learning forward. Rather than pointing out that an explanation has been given, we might focus on what students did not hear or understand. Checking for understanding is likely to be more supportive of learning than focusing on what students should have heard and understood.

You need to try harder.

The amount of effort a student is giving may be inadequate to support development of the intended learning. However, effort is only one contributor to learning success. Focusing on effort alone can leave students feeling unable to succeed and with nowhere to turn. Good strategy, deep reflection, sense making, and effective use of resources also are crucial to learning growth. Balancing effort with other contributing elements can give students multiple places to find success.

This should be easy.

The fact is that what may seem easy to us or even for some other students may not be easy for all students. Declaring that a learning task should be easy risks discouraging or undermining the confidence of students for whom the new concept or skill requires struggle. The implication of the statement is that if the learning task is not easy, it is the students’ fault, or that the student is not a good learner.

You should already know this.

It may be true that we have already taught students what they need to know to be successful with a current learning challenge. However, our teaching is not the same as student learning and recall. Our verbal observation of what may be obvious suggests that the problem lies with the student, when the cause may be shared or at least more complicated. Rather than lamenting what students do not know or do not recall, our time will be better spent, and students will be better served by refreshing, reviewing, or reteaching what students need to know to be successful.

You are so smart.

On the surface, praising a student’s intelligence may seem like a good confidence builder. Yet, the statement implies that the student was successful because of his or her intelligence alone. Unfortunately, intelligence by itself can only take learning so far. Without good strategies and effective effort, students can encounter challenges for which their intelligence alone is no match. Consequently, students may give up, believing they are not smart enough to go any further. Alternatively, they may avoid learning challenges that risk revealing that they are not as intelligent as we assume.

Just follow these steps.

Following dictated steps might lead to a correct answer, but it does not necessarily lead to learning. Not knowing why or understanding the relationship between actions and outcomes can leave students dependent on remembering the steps to take, not why the steps are important or how they lead to a correct answer. Further, this admonition suggests that there is a single way of solving a problem or finding an answer, while in most situations multiple paths can lead to success.

We have much to say to students and they have much to learn from us. It is worth the effort to examine the common phrases we use and the exhortations we depend on to urge students to learn. We need to lift students up and focus their attention on where it will make the greatest difference. Consequently, we need to choose our words carefully.