1. Teacher Language
Caring Enough to
Say it Right 1

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

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

4. 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.

5. 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!

6. 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

7. 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

8. 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
2. Reinforcing p
3. Reminding
p. 94
4. Redirecting p
5. Reflecting p
6. Nonverbal p

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

10. 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.

11. 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

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

13. 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…

14. Reminding Language
Purpose:
Help students remember what to do.

15. 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

16. 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

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

18. 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.

19. 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

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

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

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

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

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

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

26. 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?”

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

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

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

30. 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.

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

32. 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 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.