Please enable JavaScript.
Coggle requires JavaScript to display documents.
The Power of Our Word - Coggle Diagram
The Power of Our Word
General Guidelines for Teacher Language
Be direct and genuine
Give directions clearly and directly
Use statements rather than questions
Choose an Appropriate Tone of Voice
Be Careful of Sarcasm Slipping In
Mean What We Say: Following Through
on O u r Words
Avoid Overgeneralizations
Be Aware of the Signals Your Body Sends
Convey faith in children's abilities and intentions
Take Time to Notice the Positives
Avoid Baby Talk
Be Aware of Language Patterns That Treat
Boys and Girls Differently
Focus on action
Connect Abstract Terms With Concrete Behaviors
Describe Behavior, Not Character or Attitude
Keep the Wording Nonjudgmental
Keep it brief
Leave Out the Warnings
Know when to be silent
Provide Wait Time
Listen to What Students Have to Say
Refrain From Repeating Directions
Resist the Temptation to Use Voice-Overs
Reminding Language: Helping Students Remember expectations
Guidelines for Effective Reminding Language
Start by establishing expectations clearly
Phrase a reminder as a question or a statement.
Use a direct tone and neutral body language
Use reminders proactively or reactively.
Use reminders when the child and you are both calm.
Keep reminders brief.
Watch for follow-through.
Students who needed Repeated Reminder
Take Time to Observe the Child
Look for a Solution
Adjust Classroom Routines
Schedule a Time to Talk With the Child
Use Logical Consequences
When teachers get angry
Pay Attention to Small Things
Use a Brief Phrase to Stop the Action
Use Time-Out
Get Help From Another Teacher
Apologize if Necessary
Reminding Language in Action
Before independent work
During independent work
Before transitions
During transitions
Before activities
During activities
Before whole-group lessons and meetings
During whole-group lessons and meetings
Reinforcing Language: Seeing Children and Naming their Strength
When to use reinforcing language
Coaching Performance
Helping a Group Move Past a Stuck Point
Pointing Out Individual Children's
Leading-Edge Behaviors
Describing Learning Histories
Effective Reinforcing Language
Name concrete, specific behaviors.
Use a warm and professional tone.
Emphasize description over personal approval.
Consider adding a question to extend student thinking
Find positives to name in all students.
Avoid naming individuals as examples for others.
Reinforcing in Action
During group activities
During transitions
During independent work time
In one-on-one conversations
Introduction: Why Our Words Matter
Our Words are Our Most Powerful Tool
Pervasive: Language permeates every aspect of teaching, from managing conflict to giving instruction.
Subtle Messaging: Our words, tone, and pace convey a message that is more important than the content itself.
Effective Language: Implies learning is a mutually desirable goal and that students possess intrinsic motivation (e.g., "I see that everyone is ready for math.").
Ineffective Language: Implies learning is unpleasant "work" that must be done, creating a sense of external control (e.g., "Social time is over. We have to get to work.").
Skillful Teacher Language Supports Three Goal
Gaining Academic Skills: Shapes insight by naming specific strengths ("juicy adjectives") rather than offering empty praise ("Good job!").
Developing Self-Control: Fosters a sense of autonomy and competence by prompting students to use their own resources ("What should you be doing right now?").
Building Community: Cultivates trust and belonging through language that models respect and empathy ("Can you help me understand what happened from your point of view?").
Envisioning
Language as a Spyglass
How and When to Use Envisioning
Setting a Positive Tone: Introduce new efforts (e.g., a school year, a writing period) by giving students an appealing identity (e.g., "Good morning, scientists!").
Engaging in Problem-Solving: Use envisioning language to refocus students on the larger, shared goal when they are stuck in squabbles (e.g., asking how to make the activity "fun for everybody").
Tips for Formulating Engaging Visions
Name Positive Identities: Label children as capable (e.g., "good thinkers who are ready to learn"), avoiding negative comparisons.
Use Concrete Images/Words: Translate abstract terms ("responsible") into vivid actions or metaphors ("explorers of Plimoth," "climbing the mountain").
Let Children Fill in Details: Ask questions after stating the vision to involve them as co-creators and increase motivation (e.g., "What do careful listeners do?").
Listening: Understanding Message in the Word
How to Listen: Technical Strategies
Pausing
Wait three to five seconds
Give a simple acknowledgment
Paraphrasing
Use your own words
Avoid using "I"
Keep it brief
Use an approachable voice
Follow paraphrasing with an open-ended question
Pausing and Paraphrasing in Action
During Indedepent work time
During Individual Problem-Solving
During Group Problem-Solving
Redirecting Language: Giving Clear Instructions When Children Have Gone Off Track
Effective Redirecting language
Be direct and specific.
Name the desired behavior.
Keep it brief.
Phrase redirections as a statement, not a question
Follow through after giving a redirection.
Redirecting Language in Action
Group lessons or activities
Independent work sessions
Transitions
Open-Ended Questions: Stretching Children's academic and social learning
Tips for effective use of Open-Ended questions
Use words such as "might" "may, "could," or "possibly."
Use words such as "some people" and "some kids."
Specifically encourage multiple responses.
Refer to concrete experiences
Choose words that cue thinking processes.
Respond directly if students give jokey or edgy answers.