We all want our students to feel safe, collaborate well with
others, feel ownership for their learning, and be joyfully engaged
in their work. Nevertheless, many teachers end up using language
patterns that undermine these goals. Do any of these scenarios
sound familiar? We want students to take responsibility for their
learning, yet we use language that implies teacher ownership. We
want to build positive relationships with students, yet we use
sarcasm when we get frustrated. We want students to think learning
is fun, yet we sometimes make comments that suggest the opposite.
We want students to exhibit good behavior because it's the right
thing to do, yet we rely on threats and bribes, which implies
students don't naturally want to be good. What teachers say to
students-when they praise or discipline, give directions or ask
questions, and introduce concepts or share stories-affects student
learning and behavior. A slight change in intonation can also
dramatically change how language feels for students. In What We Say
and How We Say It Matter, Mike Anderson digs into the nuances of
language in the classroom. This book's many examples will help
teachers examine their language habits and intentionally improve
their classroom practice so their language matches and supports
their goals.
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