Course instructors often rely on student participation to increase interaction and learning in the classroom. However, while verbalizing thoughts can help students learn, students in this study felt that frequency of contributions was often rewarded over quality. They called this "verbal diarrhea" and explained how prominent it was in their university learning experiences. In this Active Learning Classroom (ALC) study, students noticed "verbal diarrhea" was significantly reduced, making their learning more authentic. This paper presents "prescriptions" for verbal diarrhea; these may be useful for instructors using both ALCs and traditional teaching and learning spaces.