Classroom+Language


 * Denton, Paula. “The Power of Our Words.” //Educational Leadership//. Sep2008, Vol. 66 Issue 1, p28-31. //Academic Search Premier//. 7 February 2010. **

In "The Power of Our Words", Paula Denton spells out how vital the language of teachers really is. Educators have the power to influence every aspect of classroom interactions and learning. “Teacher language- what we say to students and how we say it- is one of our most powerful teaching tools. It permeates every aspect of teaching. We cannot teach a lesson, welcome student into the room, or handle a classroom conflict without using words. Our language can lift students to their highest potential or tear them down. It can help build positive relationships or encourage discord and distrust. It shapes how students think and act and, ultimately, how they learn.”

Using clear words to state what you want to see happen from students, versus using indirect language to point out or praise the efforts of a select few. We need to use language that tells students what they should be doing in order to help them develop self-discipline, self-control, and internal motivation. We want to build and establish trust and ensure an environment of respect. Denton also warns of the damaging effects of sarcasm which breeds embarrassment and will diminish trust. **2. Convey Faith in Students' Abilities and Intentions** Using RC positive guidelines, teachers need to convey faith in students' desire and ability to do well. If we have faith in our students, they will be more likely to live up to our expectations. We should communicate a belief that students want to — and know how to — listen, cooperate, and do good work. This increases the chance that students will see themselves as respectful listeners, cooperative people, and competent workers, and behave accordingly. **3. Focus on Actions, Not Abstractions** Because elementary-age children tend to be concrete thinkers, teachers can communicate most successfully with them by detailing specific actions that will lead to a positive environment. For example, rather than saying, "Be respectful," it's more helpful to state, "When someone is speaking during a discussion, the rest of us will listen carefully and wait until the speaker is finished before raising our hands to add a comment." **4. Keep It Brief** Simply stating expectations and asking short simple questions allows students to think about and to remind themselves of positive behaviors. If you have taught and led students in practicing desired behaviors, they will be more apt to respond to simple reminders than lengthy discourses. **5. Know When to Be Silent** The skillful use of silence can be just as powerful as the skillful use of words. When teachers use silence, we open a space for students to think, rehearse what to say, and sometimes gather the courage to speak at all. We can see the benefit of silence if, after asking a question, we pause before taking responses from students. Researchers have found that when teachers wait three to five seconds, more students respond, and those responses show higher-level thinking.
 * Responsive Classroom Guiding Principles for Positive Language **
 * 1. Be Direct.** Use a kind, straightforward tone to convey expectations and desired behavior.

Paula Denton is the Director of Program Development and Delivery for Northeast Foundation for Children, developer of the Responsive Classroom approach. She authored a book in the same name, __The Power of Our Words: Teacher Language that Helps Children Learn__ (Northeast Foundation for Children, 2007).