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"I don't know."
It is one of the most common responses I hear in session.
But sometimes "I don't know" doesn't mean the student has no idea. They might know more than they realise, they just don't know how to access it or communicate it yet.
One reason I feel is most prominent in making a student freeze. The fear of being wrong. If a student of mine has previously struggled with a subject, they become hesitant to answer because they expect to make a mistake. "I don't know" can often feel safer than taking a risk and being incorrect.
Cognitive overload is another major factor. A student might understand an individual concept, but when they are asked to retrieve several pieces of information at once, they may struggle. Under pressure, their minds can temporarily "go blank", even though the knowledge is stored in their memories.
The way we as tutors ask questions also makes a huge difference. Asking, "What's the answer?" can feel like a test. Instead, breaking down the question into smaller steps can help students recognise what they already know. For example, rather than expecting a student to immediately solve a difficult maths problem, ask, "What information has the question given you?" or "What is the first thing we could work out?"
Wait time is also another surprisingly powerful tool. Students often need a few seconds to process a question and formulate a response. Jumping in too quickly can unintentionally teach them that they are expected to answer immediately.
Most importantly, students need to know that uncertainty is normal. A classroom or tutoring environment is a place where students should be able to think aloud, ask questions and create space for genuine learning.
So, next time a student says, "I don't know," try responding with, "That's okay, let's work out what you do know."
Often that's where the learning really begins.
