School plays a huge role in building students’ agency and identity. Some students interact with their teacher more than their parents, so teachers act as a huge influence on their lives. “When the language students hear helps them tell a story about themselves that is one of possibility and potential, students perform in ways that are consistent with that belief.” (Fisher, Frey & Pumpian, 2012) I loved this quote from the text and firmly believe that teachers have the ability to lift students up and tear them down depending on how they treat them and speak to them. By letting students know that we believe in them, we help to foster a belief within themselves. All people have a story that they identify with. The stories that students tell about themselves can be good or bad. As teachers, we have the ability to help a child see themself and their story as good, capable, and worthwhile. By not just complimenting students, but giving them genuine feedback and encouragement, teachers can help students to see their own gifts, talents, and potential. Schools and teachers can have the same impact on a student’s life in a negative way. By constantly reprimanding a student, questioning their actions and motives, and humiliating them in front of the class, a teacher can take away a child’s sense of self worth. This consequently will affect their engagement level, which in turn will have more negative impacts on their life.
Honestly, I try to be very cognizant of the words that come out of my mouth, especially when talking to children. I mentioned in another blog post that during my undergraduate studies I had a very negative experience during a classroom observation. I was observing a 4th grade classroom, and the male teacher became very frustrated by some of the students’ behavior and began to yell and the entire class for several minutes. On another occasion I walked by one of my colleagues’ classrooms and heard her screaming at her 6th grade students. On both occasions my first thought was “shame on them”, and then I felt almost embarrassed for them. This type of action was unproductive, ineffective, and inappropriate. I felt badly that they did not have the skills to better manage their classrooms. The 6th grade teacher no longer works at my school because this type of behavior was negatively affecting enrollment at the school. She had a reputation for “being mean and yelling all the time”. This year I have a class that has a lot more needs than I’ve had in the past. I’ve made a commitment to myself to try avoid using phrases like “they’re low”, or “they don’t know...”, or “they can’t...” because it is my job to lift them up! (Obviously I would never say something like that in front of the class, but even when I am talking to resources or asking other teachers for advice, I want to always try to phrase things more positively. For example “They are working on mastering….” or “They could use more support in this area”. If I am speaking and thinking positively, than they will pick up on that too. I also try to be very specific when highlighting things that students are doing well…. or on the other end, I try to be very specific when asking a student to “stop” doing something so that they understand why the action is not appropriate for the classroom. That way they are not feeling in trouble, and hopefully they are learning that their actions affect the rest of the class.
If I was the adminstrator at my school and I wanted to make choice words a focus among the staff I would start by modeling it! As leaders we have to always walk the talk, right? I would give teachers specific compliments to highlight the good work that they’re doing. I may do this in person, via e-mail, or even give teachers “shout outs” at our staff meetings. I may even start an “affirmations board” in the faculty room where teachers could lift each other up with kind words and compliments. I would also model this to teachers when working with students. For example, when spending time in the classroom I would encourage the hard work and effort that I observed, and I would touch base with specific students. I would also use purposeful language when redirecting students. That way teachers can see alternate ways to address their students. I think teachers always need gentle reminders, so it is a good idea to discuss choice words at faculty meetings throughout the year. Giving specific examples of stories like the ones we read in the text are very powerful. I would also give my teachers examples of sentence frames that are more productive than other common phrases used by teachers. We could even make posters of these phrases to hang in the staff room or for teachers to paste into their plan books. Additionally, I would spend time observing teachers in the classroom and, if necessary, I would have some of those courageous conversations that are necessary for teacher growth. I would talk to teachers about the language that they are using and give them suggestions, alternate options, and resources. It is critical that leaders explain the importance of choice words to teachers so that they understand why this is a focus of the school culture. Teachers need rationale for learning and change just like students do.
I work at a very small school, so every teacher has a voice. There are many opportunities to discuss topics that are important to individual teachers - you simply have to request that it be an agenda item for our next meeting. It is in this way that I was able to share our weekly leadership habits with my staff (which they really appreciated!). During the school year I will often email a great article that I read, put a copy of an inspirational quote in all of the teacher’s boxes, or write it on the whiteboard in our staff room. I really value the openness and communication at my school - I feel as though I really do have a voice. Like I mentioned before, I think all leaders need to start with modeling the behavior that they want to see in others. If I openly discuss my teaching practices and use of choice words, and model this in my classroom, in the halls, and on the playground, it will not go unnoticed (and will hopefully rub off on others).
In my commitment to using choice words I promise that I will:
Honestly, I try to be very cognizant of the words that come out of my mouth, especially when talking to children. I mentioned in another blog post that during my undergraduate studies I had a very negative experience during a classroom observation. I was observing a 4th grade classroom, and the male teacher became very frustrated by some of the students’ behavior and began to yell and the entire class for several minutes. On another occasion I walked by one of my colleagues’ classrooms and heard her screaming at her 6th grade students. On both occasions my first thought was “shame on them”, and then I felt almost embarrassed for them. This type of action was unproductive, ineffective, and inappropriate. I felt badly that they did not have the skills to better manage their classrooms. The 6th grade teacher no longer works at my school because this type of behavior was negatively affecting enrollment at the school. She had a reputation for “being mean and yelling all the time”. This year I have a class that has a lot more needs than I’ve had in the past. I’ve made a commitment to myself to try avoid using phrases like “they’re low”, or “they don’t know...”, or “they can’t...” because it is my job to lift them up! (Obviously I would never say something like that in front of the class, but even when I am talking to resources or asking other teachers for advice, I want to always try to phrase things more positively. For example “They are working on mastering….” or “They could use more support in this area”. If I am speaking and thinking positively, than they will pick up on that too. I also try to be very specific when highlighting things that students are doing well…. or on the other end, I try to be very specific when asking a student to “stop” doing something so that they understand why the action is not appropriate for the classroom. That way they are not feeling in trouble, and hopefully they are learning that their actions affect the rest of the class.
If I was the adminstrator at my school and I wanted to make choice words a focus among the staff I would start by modeling it! As leaders we have to always walk the talk, right? I would give teachers specific compliments to highlight the good work that they’re doing. I may do this in person, via e-mail, or even give teachers “shout outs” at our staff meetings. I may even start an “affirmations board” in the faculty room where teachers could lift each other up with kind words and compliments. I would also model this to teachers when working with students. For example, when spending time in the classroom I would encourage the hard work and effort that I observed, and I would touch base with specific students. I would also use purposeful language when redirecting students. That way teachers can see alternate ways to address their students. I think teachers always need gentle reminders, so it is a good idea to discuss choice words at faculty meetings throughout the year. Giving specific examples of stories like the ones we read in the text are very powerful. I would also give my teachers examples of sentence frames that are more productive than other common phrases used by teachers. We could even make posters of these phrases to hang in the staff room or for teachers to paste into their plan books. Additionally, I would spend time observing teachers in the classroom and, if necessary, I would have some of those courageous conversations that are necessary for teacher growth. I would talk to teachers about the language that they are using and give them suggestions, alternate options, and resources. It is critical that leaders explain the importance of choice words to teachers so that they understand why this is a focus of the school culture. Teachers need rationale for learning and change just like students do.
I work at a very small school, so every teacher has a voice. There are many opportunities to discuss topics that are important to individual teachers - you simply have to request that it be an agenda item for our next meeting. It is in this way that I was able to share our weekly leadership habits with my staff (which they really appreciated!). During the school year I will often email a great article that I read, put a copy of an inspirational quote in all of the teacher’s boxes, or write it on the whiteboard in our staff room. I really value the openness and communication at my school - I feel as though I really do have a voice. Like I mentioned before, I think all leaders need to start with modeling the behavior that they want to see in others. If I openly discuss my teaching practices and use of choice words, and model this in my classroom, in the halls, and on the playground, it will not go unnoticed (and will hopefully rub off on others).
In my commitment to using choice words I promise that I will:
- Slow down and think about my words before speaking to students.
- Spend more time listening to students rather than just talking at them.
- When redirecting or disciplining a student, I will be specific in the actions that I’m observing and make that information clear to the student. I will help the student to understand that they have a choice, that they can control the situation, and that we all want them to be here and to participate.
- Put a list of sentence frames in my plan book to remind me of positive choice words that are an alternative less effective or harmful words.