Teacher language is what we say to a student and how we say it. Positive teacher language should encourage a student’s effort and future efforts. Below are some guidelines for teacher language.
CONVEY FAITH IN STUDENT ABILITIES
When our teacher language uses words and tones that display faith in student intentions, we show students that we believe in them. Using positive words and encouraging students to meet expectations allows students an opportunity to fulfill those expectations, or even surpass them.
BE HONEST AND DIRECT
The use of compassionate and straightforward language allows students to build trust in their teachers and fosters an environment of growth. Students who are spoken to directly and honestly are more likely to feel respected and safe, while also receiving the support they need to be successful both academically and behaviorally.
AVOID USING DON’T
Many times we teachers are quick to emphasize to students what they’re not supposed to do or say to others in class. A positive spin on this is to replace don’t statements with more positive ones. For instance, instead of saying, “Don’t use pens in my class,” you could say, “For practicing math problems, we’ll only be using pencils, in case we make a mistake.” Students will be more likely to bring pencils to class because they’re made aware of the expectation and reasoning, opposed to solely being told what not to bring.
FOCUS ON ACTION
Because children tend to be concrete thinkers, it can be effective to name specific actions rather than abstract terms. For example, rather than telling children to “be respectful,” it’s usually more helpful to tell them exactly what to do: “When someone is speaking during a discussion, it’s time to listen. That means keep your eyes on the speaker and avoid interrupting.”
KEEP IT BRIEF
It’s difficult for kids to follow long strings of words. “When you go to the assembly today, be sure to remember what we said about listening politely, because last time some kids had an issue with not listening and playing on their cellphones, and we’ve talked about this before.”
By the time we finish talking, many of the students are thinking about other things. Few have followed the entire explanation.
Children understand more when we speak less. “Who can tell us one way to be respectful during an assembly?” The children now have an opportunity to remind themselves of the positive behaviors. If the expectations for recess have been adequately taught and practiced, children will be able to make good use of such a reminder.
Source: www.edutopia.org
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