Teacher Language Caring Enough to Say it Right 1

The Power of Language Effective Language: Builds students up Models respect and kindness Models caring social interactions Encourages Supports students in their learning

CONTINUOUS encouragement just as a plant needs water.” “Each child needs CONTINUOUS encouragement just as a plant needs water.” Rudolph Dreikurs, Grunwald, Pepper 1998

Discussion of Reading: The Power of Language Don’t use praise to manipulate…Be direct! Say what you mean…and mean what you say! Mary has finished and cleared her desk… Pay attention to small things…address misbehavior right away! Don’t allow a student to stay off-task for large chunks of time.

Discussion of Reading: The Power of Language Keep it simple & clear… Avoid blah, blah blah, blah blah…. Be firm when needed…and always consistent! Don’t give commands as questions. Use statements. Don’t beat around the bush with kids Expect the best!

Summary: Effective Teacher Language Clear, simple, direct Genuine and respectful Gives specific positive feedback rather than general praise Focuses on the child’s action or behavior rather than generalizing about the child's whole person Descriptive enough to help kids understand Avoids qualitative or personal judgment Shows faith in child’s abilities and potential

Summary: Teacher Language pg. 100-102 Avoid at all cost: Sarcasm Praise Verbosity Blaming Naming individuals Manipulation Guilt/Shame Voiceovers Please/Thank you Describing non- occurring behaviors

6 Types of Teacher Language Use Expert Jigsaw (4 Groups of 6) to cover material in Tab 5: Complete Advanced Organizer - pg 105 1. Directing p. 90-91 2. Reinforcing p. 92-94 3. Reminding p. 94 4. Redirecting p. 95-97 5. Reflecting p. 98-99 6. Nonverbal p. 103-104

Reinforcing Language Purpose: Name student’s strengths We build on our strengths not our weaknesses

Importance of Reinforcing Language Identifies students positive behaviors/actions Affirms students positive behaviors/actions Helps us and our students to give as much attention to achievement as we give to the need for improvement.

Characteristics of Reinforcing Language Names concrete and specific behaviors Points out approximations toward mastery May be followed by a question to extend student thinking Applies to all students Emphasizes description over personal approval Reflects important goals and values

Pitfalls: Reinforcing Repeating a students answer Using “Thank You” inappropriately Naming individuals as examples

Reminding Language We use reminders for ourselves everyday to help us remember what to do. “Help me remember…..” “Remind me to……” “Don’t forget to…. “I’d better make a list so I won’t forget…” “Let’s see – s, pb, oj, b, l…

Reminding Language Purpose: Help students remember what to do.

Value of Reminding Language Offers valuable support to students Prompts students to do the remembering for themselves Alerts students to the need to remember established expectations Helps students develop feelings of autonomy and competence Leads to self-control Leads to intrinsic motivation

Characteristics of Reminding Language Based on clearly established expectations May be a question or statement May be proactive or reactive Used when a student begins to veer off course Used when the teacher and child feel calm Briefly stated Maintains the belief that students can and will do well

Pitfalls: Reminding Sarcasm or Teasing Thanking or Praising students Not Watching for Follow-Through Pre-suppositions

Redirecting Language Purpose: Guide a student who is not currently able to guide his or her own behaviors wisely Redirections are statements or commands that are clear, non-negotiable, and respectful of children.

Value of Redirecting Language Redirecting Language provides a way to firmly and clearly help a student when: They are doing something dangerous to themselves or others They are too emotional at the time to think reasonably about what they’re supposed to be doing They are too deep into their misbehavior to correct themselves

Characteristics of Redirecting Language Specific and direct Names the desired behavior Brief Sets firm limits Makes a statement instead of asking a question

Pitfalls: Redirecting Focusing on negative Behavior Shhhh! Lecturing, Judging, Rhetorical Questions Threats Please and Thank You For Me Sir, Miss, Ma’am

To Sum it Up... Directing Language Concise & precise Specific

To Sum it Up... Reinforcing Use when you notice appropriate behavior Be specific and name the action observed

Pitfalls: Reinforcing Repeating a student’s answer Using “Thank You” inappropriately Naming individuals as examples

To Sum it Up... Reminding Use before and during an activity, transitions, or independent work Use when students begin to act out

Pitfalls: Reminding Sarcasm or Teasing Thanking or Praising students Not Watching for Follow- Through Presuppositions/ Preaching “What would you be doing right now if you had listened to directions, Johnny?”

To Sum it Up... Redirecting Use when a student continues to misbehave Helps a student stop and change behavior

Pitfalls: Redirecting Focusing on negative Behavior Shhhh! Lecturing, Judging, Rhetorical Questions Threats Please and Thank You For Me Sir, Miss, Ma’am

To Sum it Up... Reflecting Language End of activity or procedure To improve process for next time Open-ended questions

I Messages “I think/feel __________ when ________” No one is told what to do so there can’t be an argument! Gives the message that the other person is capable of deciding what to do and is willing to be cooperative.

Activity 1: Teacher Language Practice Scenarios (Appendix Section 7 – p. 152-157) Individual: (p 152-157) Select 2-3 scenarios from each language category and write out your response Group: Share your Teacher Language response to each scenario with your table group

Activity 2: Teacher Language to Introduce Students to DD Practices This activity will help you think through how to introduce various aspects of Developmental Designs practices to your students. Individual: Read p 150-151 noting the recommended language and approach used when introducing different practices. Individual: Think about YOUR specific students in your classroom and the reactions you anticipate from your students. How might you adapt this suggested language to fit the needs of your students? Group: Discuss your thoughts about the process and language you will use to introduce your students to DD Practices.