ORIGINS NOTE: Angi Grimes developed greater teaching effectiveness by changing her language slowly and intentionally. She shares her process with us from her journal entries written in fall 2009. This is a healthy growth mindset at its best!

ENTRY:
Recognizing language habits
I recently became more aware of how my language-word choice, tone of voice, and body language-can affect student achievement. With this new awareness, I took inventory of my language habits and set a new course for myself. I want to use language to maximize student learning.

I've tried to meet students' needs by giving a lot of praise, such as "good job," "awesome," "excellent," and "I love it." I have exhausted myself dishing out those compliments all day long! The more compliments given, the more my students expect them, making it very difficult to give any type of constructive criticism.

ENTRY:
I tend to be too wordy. I sometimes ramble when I'm giving directions or teaching a lesson that doesn't seem to be going well. I talk even more when I get blank looks from my students. The more I talk, the more confused they look, and I lose their attention and focus. I sometimes wonder whether they're completely lost and confused, or bored because I've rambled on for so long.

Sometimes when my students behave in a way that is unacceptable, I lecture them: "Your behavior choices are having a negative impact on our community and learning...why are you making these poor decisions?" But their behavior doesn't change-clearly, lecturing doesn't work, and it creates a cold, uncomfortable feeling that lingers.

ENTRY:
Another aspect of language I've struggled with involves repeating what students say. I've tried not repeating their words, but it's such a battle to get them to speak in a loud, clear voice that I have often given in and repeated what they've said so everyone can hear. I have even reworded their comments so they would make better sense to the other students!

ENTRY:
I realize that I have been adding "OK?" or "all right?" after almost every set of directions because I need closure at the end of a lesson or set of directions. Experience tells me that when I say "OK?" the students nod their heads whether they understand or not. Since I've become aware of these habits, now I think through my directions in advance and how I will conclude them. I'd also like to incorporate other methods to check for understanding.

ENTRY:
I've noticed that I tend to be slightly sarcastic or to snap at my students when they flood me with questions that I've already answered, am going to answer, or am not ready to answer yet. I see two problems here. I need to find a quick response that isn't sarcastic and let the students know that their questions will be answered in due time. Also, there must be something missing in my directions and communication, or in my classroom management, if so many students are anxious about what to do or how to do it.

ENTRY:
Changing Teacher Language
I'm embarking on a campaign to change my teacher language. So far, it's been harder to change than other teaching practices. The way we talk, the words we choose, and our body language are so ingrained in who we are! Making positive changes in this area requires constant reflection and planning. The more I reflect on my words, and evaluate and observe myself, the more I want to change.

First, I'm trying to avoid giving generic compliments to students. I want to give specific feedback. I'm also trying to wean my students from needing my approval. Several want to show me everything. I realize now that they are looking for a compliment. Instead of a quick "I love it!" I give them specific feedback and ask them to clarify their questions. This seems to be working well. I'm noticing they are reflecting more on their own work and are identifying quality areas as well as areas they could improve. In short, my language is helping them think more.

ENTRY:
To reduce the amount of lecturing after students break rules, I'm doing more modeling of expected behavior and reviewing our agreements with the class. We've tried this with walking in the hallway, lining up, coming into the classroom, going to lockers, completing our end-of-the-day jobs, and packing up. Now, before each of these routines, I tell the students what we're going to do and get their input about what it takes to do the routine successfully.

ENTRY:
I've stopped being sarcastic toward my students, especially when I'm working with them about a behavior choice. I plan to continue this effort. Making this change has helped improve communication.

ENTRY:
To prevent myself from being wordy and rambling, I'm going to write out directions for two days for transitions and assignments. I believe writing out what I'm going to say-and then saying it-will help me as I make this transition. I will choose my words carefully so they are clear, concise, and stated positively. I'll also watch students' body language for signs I'm rambling. [Editor's note: We were impressed by Angi's solutions and inspired to identify a category of teacher language called Directing Language. Concise and precise directions translate quickly into better work and better behavior.]

ENTRY:
More work to be done
This week I began to make a conscious effort to listen and nod, but not repeat and paraphrase. I've also encouraged my students to address everyone when they speak, not just me. I've noticed that many students don't pay attention to what other students are saying, especially when the speaker has a soft voice or poor articulation or has a difficult time explaining her thinking. Our reading curriculum focuses on talking with partners to explain our thinking. I see some growth, but there are still some who almost never respond in a group and say very little to partners. I have explained the importance of speaking loudly and clearly, which is one way to project self-confidence and show respect for peers.

I will keep working on this for the rest of the school year.

Angi Grimes taught 5th graders at Glendale Elementary School in Savage MN.

This article first appeared in Origins: A Newsletter for Elementary Educators, Fall 2010