Articles
A Way with Words
Say What?
I love technology just as much as the next person- nothing beats being able to find the perfect video clip that lays bare a concept you've been trying to explain to your students. Playing with PowerPoint is a great way for kids to try their hand at crafting text to reach a specific audience. On-line technology is an invaluable complement to our lessons. My school district has recently allowed us to access videos on YouTube. Yahoo!
However, when you strip everything away- all the tools, books, activities, games and manipulatives, you have what many teachers around the world only have- their words. Come to think of it, if you've been teaching for a few years, you've probably taught in some temporary 'primitive' situations as well (Black out? Computers down? Squashed in a trailer with few materials?) You survived and you might have enjoyed the challenge. You had to rely on one thing- your words. What we say, and how we say it, is worth paying attention to today because regardless of the resources we do or do not have, we can achieve amazing things by attending to the language we use with students.
Most of us know the basics- be respectful, be direct, be kind. We know to avoid shaming children, using their words against them, by asking them rhetorical questions that are intended to put them in their place. We know that we need to avoid asking only yes-no questions, to avoid calling predominantly on 'the usual suspects' (you know- the students you love to call on because they'll give you the right answer.)
We might be less aware, however, of how our comments, our praise and our criticism impact children in a remarkable ways. For example, how we refer to ourselves and to our students conveys a message about our attitudes and perceptions of identity. I know teachers who refer to their students as 'boys and girls', others who refer to their students as 'friends.' Some teachers refer to their pupils as the school mascots- eagles, bears, cougars, etc.
When I work with students on writing, I address them as writers. I do that because I want them to assume the identity of a writer, with all the confidence and authority that conveys. I want them to know that they are on the same pathway as adult writers; they are just earlier on the path, practicing the same skills. This helps children build a sense of a future self who is competent and successful. I know other teachers who refer to their students as mathematicians. They are building a sense of group identity- 'this is who we are and this is what we do. We are resourceful, successful math problem-solvers.'
How we refer to ourselves is telling, too. I know several teachers who refer to themselves in the third person- “You're going to make Ms. Larson very unhappy if you do that...”, “What did Mrs. Smith say? Mrs. Smith asked you to put your glue away right now.” This puts children in a slightly surreal position of trying to negotiate relationships with two people- the person who is talking, and the person to whom he or she is referring. Perhaps some teachers invest this 'other' self with more power? More authority? Regardless, referring to oneself in the third person creates a sense of distance and separation. It's worth asking if that distance is helpful in creating a warm and vibrant learning community.
Besides defining identity for ourselves and our students, we also tell them who is most important. We do that when we praise them- “You're making me so proud!”, “Your dad will be so pleased.”, or “Wow- I bet you feel good about yourself!” Do you see how the first sentence sets the teacher as the one to please, the second puts the parent in that role and the third ties it into the student's feelings about him or herself? Which one helps a child develop a sense of self-worth and capability?
When we praise or encourage students, we offer them a way of relating to their efforts and their future. Saying “Good job” is a vague pat on the head of approval. Saying, “Look at you go! You're really showing that you know how to clap out the syllables to help you write longer words, I know you want to be able to write more and use more grown up words in your stories too. Are you moving towards your goal?” is a way of specifically identifying the behavior the teacher wants to promote. It also connects the action with a goal the student has selected for him or herself.
In the scenario presented above, it's clear which comment is easier to make. I don't have to pay too much attention to a child's work or learning process to toss out a “Good job!” and move on. In contrast, however, giving thoughtful feedback takes some, well, thought! I need to know much more about the child- what her learning curve has been, what her goals are for herself, how she sees herself as a learner, in order to give meaningful encouragement. If I do it well, I further her motivation; I have inspired her to keep doing what she's doing or consider a change of course that might serve her better.
Consider engaging in a few experiments, so that you can get a sense of the power of your words. Spend a day just noticing how you use language to shape behavior and enhance learning. Don't try to change anything and don't make yourself wrong if you notice yourself tossing out “Good job!” or “Way to go!” Just be aware of your habits.
Next, challenge yourself to give feedback to three students in a way that promotes their sense of competence and self-confidence. Remove yourself or their parents as the 'pleasee' (as contrasted to pleaser), and substitute the student him or herself.
Finally, make it your goal to become familiar with your students' goals. What do they want for themselves? What kind of career do they want? What do they want to be really good at? When you tie your feedback to their progress towards their goals, you will help build intrinsic motivation. And that, my friends, is what we're after.
