Cultivating Effortful Thinking With the Warm Demander Approach

In many classrooms, participation is limited to the same few confident students. But at Cedaredge Elementary School in Cedaredge, Colorado, third-grade teacher Elisa Galvan works hard to ensure that every student has the opportunity to share their thinking. Galvan’s classroom culture reflects what educators call the warm demander approach—a balance of strong relationships and high expectations. Students know they are supported, but they also know they will be asked to participate, explain their thought process, and take ownership of their learning.

“I’m known for holding kids accountable and pushing them,” Galvan says. “I’m going to push you all year, every day, at your level—and they know that. And then I’m there to support them.”

During a lesson on the human body, Galvan invites students to share their ideas in different ways. Sometimes she calls on students who eagerly raise their hands. Other times, she invites quieter students into the conversation through thoughtful cold calling. Because expectations have been clearly established, students understand that being called on isn’t about catching them off guard—it’s an opportunity to contribute and grow.

Meg Lee from Learning Science Partners says this structure helps ensure every student engages in effortful thinking. “We want every student to be thinking effortfully,” Lee says. “And that requires a safe and nurturing environment and a high degree of accountability.”

One important part of that process is wait time. Rather than stepping in when students hesitate, Galvan allows silence to linger so students can process and connect ideas. “The brain needs time to make connections,” Lee explains. “Sometimes that uncomfortable silence is actually students thinking deeply.”

By creating a learning community where thinking is visible—and mistakes are seen as part of learning—Galvan can see how students are making sense of new ideas and guide them forward. In a classroom culture built on warmth, trust, and accountability, every student is expected—and supported—to think deeply.

Edutopia has many resources for those wanting to learn more about the warm demander approach—start with Sarah Gonser’s article, “4 Characteristics of Outstanding ‘Warm Demander’ Teachers.” Drill down into cold calling and wait time specifically with Timothy Montalvo’s piece, “How Teachers Can Make Sure Their Cold Calling Is Warm and Collaborative,” or learn about the research from Youki Terada’s article, “Does Cold Calling Work? Here’s What the Research Says.”

This video is part of our How Learning Happens series, which explores teaching practices grounded in the science of learning and human development.