1. How is language used in different occupational contexts
Teaching

2. What are we looking at?
What forms does specialised occupational language take?
What are the purposes and effects of these uses of language?
How do various occupational groups communicate with the public?
Who are their customers/clients?

3. The '3Rs' The Power of our Words
Lexis, tone of voice, and pacing are the basis of teaching
When students are being challenged, it’s important for teachers to use the 3 aspects above effectively to support the child
A way for teacher to secure the power of their language is to pay attention to the "3 Rs"— reinforcing language, reminding language, and redirecting language

4. Reinforcing
It’s vital for teachers to see and name what students are doing well, and reinforce comments
Focus more on what students are doing well than on what they need to improve
Rather than saying "Good job!" or "Well done," tell students what they specifically did well so they know what to keep doing and build upon
e.g. Instead of: "Your spelling shows progress"
Say: "You remembered to change the ‘y’ to ‘i’ when adding ‘ed"
The detail in the second example provides the student with a clearer understanding of what they did well, and therefore the conversation has more meaning and purpose

5. Reinforcing cont.
Take the light off the teacher: de-emphasise personal approval/opinion Direct focus onto the student: emphasise what the student did
e.g. Instead of: "I’m so pleased with the way you added key details to that point "
Say: "You added key details, this helps your audience to be persuaded"
This causes students to focus less on pleasing the teacher and more on improving their skills

6. Children need reminders in school to keep their work and behaviour on track
Before using reminders, teachers must, however, address what the expectations of the children are and how to meet them, as they can only be reminded of what they already know
Prompt children to remember for themselves what they should be doing
e.g. Instead of: "Sit alone or next to someone you won’t be tempted to talk to. Put away things you don’t need. If your mind wanders, take a few deep breaths"
Say: "Think about what you can do to help yourself concentrate"
Reminding
This suggests to the student that, as a teacher, you have faith that they can do things on their own

7. Redirecting
When students are doing something they shouldn't or are struggling, redirect them with clear words
Be brief and use a neutral tone and neutral body language when giving a redirection
Be direct and specific
e.g. Instead of: "Alice, you need to focus harder"
Say: “Alice, put your iPad away and continue with the essay right now"
State redirection as a statement and not a question, as a question gives the appearance of choice, confusing the student
e.g. Instead of: "Josie, could you refocus on your maths paper?"
Try: "Josie, refocus on your maths paper"

8. POSITIVE LANGUAGE = POSITIVE BEHAVIOUR
Engages pupils
Conveys belief
Makes children see themselves as capable and responsible
Internalise positive identity
Reduces likelihood of struggles
Form of positive reinforcement

9. Teacher: Okay. Show me how it looks when you do that
Teacher: Remind me, how do we go down the stairs in our school in a safe way?
Boy 1: One step at a time?
Teacher: Okay. Show me how it looks when you do that
Boy 2: (Walks back up the stairs) and comes down with precise steps
Teacher: Exactly, and why is that important?
Boys: So we are safe
So we keep others safe
Teacher: (Nods in agreement) Think you can do that now and keep yourselves and everyone else safe? Boys: (They nod set off, one step at a time)
(The boys have good control)
Teacher: I like this. It works. (
Reminding language
Redirecting language
Reinforcing language
Reinforcing language

10. Communicating with the ‘public’
Teachers and schools don’t necessarily communicate with the public as often as other companies, say a corporate company, however are in constant communication with parents
More often than not, this is written, taking a different form and adapting different features compared to how a teacher would communicate with a child in school

11. Impersonal voice – instead of ‘I noticed one day that...’
Distancing from the situation = more formal
Latinate lexeme – more authoritative
Generic/ambiguous – be vague to not commit to anything and again, distance oneself