Filler Words and Hedge Words: When “Um” and “I Think” Affect How You’re Heard

You’re in a meeting. You have something thoughtful to say. You begin speaking.

“Um, I just think maybe we could kind of look at…”

And just like that, your idea may land softer than you intended. Not because it lacks value, but because it may not sound as clear or certain as you mean it to.

At the same time, removing every “um” or “I think” can make speech feel overly polished, even unnatural. That tension is important.

Filler words and hedge words are not simply habits to fix—they are functional features of natural speech. They allow us to think, connect, and respond in real time. The goal is not elimination, but awareness and intentional use. These patterns are part of how speech is planned and executed in real time, reflecting the coordination between language, cognition, and motor speech systems.

For more on understanding how your voice affects perception, see Your Voice Isn’t Failing You, It’s Protecting You.

What’s Happening When We Use Them

Filler words like “um,” “uh,” or “like” often appear when your brain is:

• Searching for language

• Organizing a thought

• Holding your place while continuing to speak

Hedge words such as “I think,” “maybe,” or “kind of” shape how a message is delivered. They can soften ideas, keep conversations collaborative, and reduce the risk of sounding overly direct.

Both types are functional, helping communication stay flexible and responsive. They are not random habits.

When They Actually Help

A small number of fillers can make speech sound natural and less rehearsed. They signal thinking in real time and can even help listeners track complex ideas.

Hedge words are also useful. In collaborative settings, they can:

• Make space for others

• Reduce friction

• Encourage open discussion

Speech that is completely free of disfluency can sometimes feel distant. A small amount of variation often sounds more human.

For strategies on real-world communication, see Unlocking Communication Mastery.

When They Begin to Shift the Message

Frequent or automatic use of fillers and hedges can affect how your message is received.

Compare:

• “I think we should maybe delay the launch.”

• “We should delay the launch.”

Same idea, different impact.

In high-stakes moments—like sharing recommendations or leading a discussion—overuse can unintentionally signal uncertainty and reduce clarity.

Once you begin to notice these patterns, the next step is not to eliminate them, but to start working with them more intentionally.

Step 1: Build Awareness

Change starts with noticing patterns.

Ask yourself:

• Where do fillers show up most?

• Do hedges cluster at sentence beginnings?

• Do these patterns increase under pressure?

Exercise:

1. Record yourself answering a question for one minute.

2. Listen once, noting every filler and hedge.

3. Reflect on patterns rather than judging yourself.

This aligns with principles in A Meta Mindset to Transform Your Communication.

Step 2: Replace Fillers With Pauses

Pauses can do what fillers often do—give your brain time—while sounding more confident and organized.

Instead of:

• “Um, I think we should…”

Try:

• “(pause) We should…”

In practice, this can be explored in simple ways:

• Allow a full second before responding

• Pause between ideas instead of filling the space

• Notice that what feels long to you often sounds completely natural to listeners

Step 3: Upgrade Sentence Starters

Many hedges appear at the start of sentences. Adjusting these improves clarity.

Instead of:

• I think, I guess, Maybe we could

Try:

• I recommend…

• One option is…

• From my perspective…

This does not remove collaboration or politeness—it aligns phrasing with your intention.

Step 4: Keep Hedging When It Serves You

Hedges are not inherently bad. They are useful when:

• Giving sensitive feedback

• Collaborating

• Softening disagreement

Example:

• “I think we may want to revisit this approach” is appropriate in team settings.

Key difference: intentional use versus automatic habit.

Step 5: Adjust Your Speech Rate

Faster speech often increases fillers.

Slightly slowing down allows for:

• Clearer phrasing

• Fewer filler words

• Less cognitive load

  
  

Many people also notice that as pacing shifts, there is a corresponding change in physical effort. The voice may feel more stable, breathing more available, and speech less forced.

No need to speak unnaturally slowly—small adjustments make a big difference.

Step 6: Practice in Real Contexts

Change occurs through real-world application.

Professional practice:

• Answer common meeting questions aloud

• Explain work in 30 seconds clearly

• Rehearse transitions: “To summarize…,” “The key point is…”

  
  

Social practice:

• Tell a short story without “like”

• Pause before responding

• Finish sentences cleanly

This transfer process is explored in From Practice to Performance.

Step 7: Reset Strategically

Everyone uses fillers. The difference is how you respond.

Pause. Reset. Continue.

Example:

• “Um, I just think… (pause) We should focus on the main priority first.”

This builds credibility rather than detracting from it.

Final Thoughts

Filler and hedge words are functional features of speech. Over time, aim to:

• Use them naturally

• Reduce them in high-impact moments

• Replace them with pauses when helpful

• Keep hedging when it supports connection
  

Communication then becomes less about control and more about alignment between intention and delivery. It becomes more about the connection between what you want to say, how your voice carries it, and how it is received.

If you're located in Ontario and would like to improve in this area, try a Free Online Meet-and-Greet or book an Intake Appointment today.

References

• Clark, H. H., & Fox Tree, J. E. (2002). Using uh and um in spontaneous speaking. Cognition, 84(1), 73–111.

• Fraundorf, S. H., Watson, D. G., & Benjamin, A. S. (2010). Effects of filled pauses on recall. Journal of Memory and Language, 62(2), 201–222.

• Behrman, A. (2018). Speech and Voice Science (2nd ed.). Plural Publishing.

• Verdolini Abbott, K., & Lessac, A. (2016). Lessac-Madsen Resonant Voice Therapy. Plural Publishing.

• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

• Munro, M. J., & Derwing, T. M. (2010). Intelligibility, accentedness, and comprehensibility revisited. Language Learning, 60(S1), 310–331.