Turn ‘I don’t get it’ into ‘Can you show me?’
Kids often say “I don’t get it” when they feel stuck, embarrassed, or rushed. As teachers, we can turn that moment into a powerful learning step by guiding them to ask, “Can you show me?” That small shift changes the story from “I’m stuck” to “I’m curious” and gives students a clear, respectful way to ask for help. It also models the idea that learning is a team sport: everyone needs a little showing sometimes, and that’s okay.
Start by making it safe to be confused. When a student whispers, “I don’t get it,” try responding with calm, curious language: “Thanks for telling me. Can you show me what part is tricky?” That invites them to point to the exact problem instead of retreating in silence. Normalize confusion aloud: “I get stuck on hard problems too—want to show me where you’re stuck?” When teachers model vulnerability, students learn that confusion isn’t failure; it’s the doorway to understanding.
Give kids simple phrases they can use when they need help. Teach them short, useful lines they can say to you or to a classmate so asking for a demonstration becomes routine and comfortable: - “Can you show me where you started?” “Could you show me one more time?” “Can you show me how you figured that out?” “I tried this—can you show me what’s different?” “Can you show me one step I missed?” “Can you show me how you knew that?”
Encourage specific showing. Asking “Can you show me?” works best when paired with a signpost: point to the line in a math problem, read the sentence that’s confusing, or show the drawing that doesn’t look right. Teach students to say what they tried and then ask for one small demonstration: “I tried steps 1–3. Can you show me step 4?” That gives the helper a clear place to start and helps the learner notice one change at a time.
Use peer demonstrations to build confidence. Pairing students for quick “show me” exchanges helps both kids—the student who explains gains deeper understanding, and the student who watches gets a friendly, less intimidating demonstration. Make it part of classroom routine: a quick partner check before raising a hand reduces anxiety and builds cooperative skills.
Finally, celebrate the change in language and behavior. Praise the attempt to ask for a demonstration and the act of showing someone else. Try comments like, “I loved how you asked for a show—that helped everyone learn,” or “Thanks for showing your thinking. That made the problem clearer.” Over time, “Can you show me?” becomes a habit that turns frustration into connection and discovery, and it helps kids grow into curious, resilient learners.