Our words, pacing and tone of voice are some of the most powerful tools we use, when teaching children. Communication permeates our entire day, from welcoming a student into the classroom, to learning and handling daily classroom situations. Children are affected by our words. With positive teacher language, students will be able to interpret and understand the message being communicated by the teacher. This impacts how they think, act, learn and helps to mold their sense of self.
One way for teachers to harness the power of their language is to pay attention to the "3 Rs"—reinforcing language, reminding language, and redirecting language—that are part of the Responsive Classroom approach to teacher language. When using positive language, it's important to be brief and to use a neutral tone and neutral body language. Here are other essentials to keep in mind. (Responsive Classroom Newsletter: Winter 2014).
Reinforcing Language
Reinforcing language builds on children’s strengths. When using this language, teachers see and name what students are doing well. For example, a teacher might say, “I notice many students remembering to push in their chairs before they line up”.
Home Connection:
“I notice you are remembering to put away your toys before coming to dinner.”
Reminding Language
Reminding language prepares children for success before they begin and activity or to keep them behaving appropriately during an activity. For example, when preparing to do a project in the classroom, a teacher might ask, “What will you do to be ready for math?”
Home Connection:
“What will you do to make sure your homework is completed before bedtime?”
Redirecting Language
Redirecting language gives a clear command, when children have gone off track. When using this language, it’s important to state the desired behavior versus saying what NOT to do. For example, a teacher might say, “Use walking feet in the hallway.” as opposed to, “Don’t run.”
Home Connection:
Instead of saying, “Could you please pick up your toys? Thank you.” try “Pick your toys up now.”
For more information on Positive Language, visit the Responsive Classroom website at
http://www.responsiveclassroom.org/article/reinforcing-reminding-and-redirecting
One way for teachers to harness the power of their language is to pay attention to the "3 Rs"—reinforcing language, reminding language, and redirecting language—that are part of the Responsive Classroom approach to teacher language. When using positive language, it's important to be brief and to use a neutral tone and neutral body language. Here are other essentials to keep in mind. (Responsive Classroom Newsletter: Winter 2014).
Reinforcing Language
Reinforcing language builds on children’s strengths. When using this language, teachers see and name what students are doing well. For example, a teacher might say, “I notice many students remembering to push in their chairs before they line up”.
Home Connection:
“I notice you are remembering to put away your toys before coming to dinner.”
Reminding Language
Reminding language prepares children for success before they begin and activity or to keep them behaving appropriately during an activity. For example, when preparing to do a project in the classroom, a teacher might ask, “What will you do to be ready for math?”
Home Connection:
“What will you do to make sure your homework is completed before bedtime?”
Redirecting Language
Redirecting language gives a clear command, when children have gone off track. When using this language, it’s important to state the desired behavior versus saying what NOT to do. For example, a teacher might say, “Use walking feet in the hallway.” as opposed to, “Don’t run.”
Home Connection:
Instead of saying, “Could you please pick up your toys? Thank you.” try “Pick your toys up now.”
For more information on Positive Language, visit the Responsive Classroom website at
http://www.responsiveclassroom.org/article/reinforcing-reminding-and-redirecting