WHPS Teacher Language
Reinforcing, Reminding & Redirecting
In our school, we follow an intentional, positive, and consistent structure in how we speak with children. What we say and how we say it permeates every aspect of teaching and learning. Language conveys our faith in children’s good intentions, and our tone and choice of words convey that we believe in them and their ability to succeed. These language structures can be adapted and helpful at home.
Reinforcing Language
Children build on their strengths, not their weaknesses. Reinforcing involves noticing and naming what children are doing well and highlighting children’s skills, positive efforts and attitudes, and quality work.
Effective Reinforcing Language
Name concrete and specific behaviors. Rather than saying a global “Good job!” or “Nice work,” tell children what they specifically did well so they know what to keep doing and build upon.
Instead of: “Your spelling shows progress.”
Try: “You remembered to change the ‘y’ to ‘i’ when adding ‘ed.’ “
De-emphasize your personal approval. Emphasize what the child did. Otherwise, children learn to focus more on pleasing you than on improving their skills.
Instead of: “I’m so pleased with the way you added key details to your main point.”
Try: “You added key details to your main point. That helps your audience understand and be persuaded.”
Reminding Language
Just as we all need reminders to stay organized in our everyday lives, children need reminders in school to keep their work and behavior on track. By using reminding language before children start a possibly challenging task or right when they start to go off track, we can help them stay on task, organized, responsible, and safe.
Before using reminders, we ensure that we have taught and modeled the expectations, as children can only be reminded of what they already know. Reminders are most effective when both the child and teacher/adult feel calm. That’s why it’s so important to give reminders early before children’s behavior has gone on long enough for frustration to build.
Keys to Effective Reminding Language
Prompt children to remember for themselves what they should be doing. This shows faith in their competence and builds their autonomy.
Instead of: “Sit alone or next to someone you won’t be tempted to talk to. Put away everything you don’t need. If your mind wanders, take a few deep breaths and tell your mind to come back to your reading.”
Try: “Think about what you can do to help yourself concentrate.”
Use neutral tone and body language. Giving a reminder as a matter-of-fact piece of guidance shows respect for the child. It also helps her focus on what she needs to do rather than on what we think of her.
Instead of: “What did we say is the next step in making these kinds of graphs?” said with a singsong voice, arms crossed, and rolling eyes. (Even if meant to be humorous, implies the child isn’t very smart.)
Try: “What did we say is the next step in making these kinds of graphs?” said with a matter-of-fact voice, neutral body position, and a neutral gaze. (Implies child can remember and directs his attention to doing so.)
Economy of words! Children tend to tune out of long strings of words.
Instead of: “I’m hearing people starting to sound disrespectful when they disagree. Everyone, remember to say, ‘I hear your point, but I have a different idea,’ or ask a clarifying question about how we learned. If we interrupt and say things like, ‘No, that’s not true,’ or ‘You’re wrong,’ we’ll shut down the discussion.
Try: “What did we learn about disagreeing honestly and respectfully?”
Watch for follow-through. After giving a reminder, take a moment to see if the child acts. If we don’t do this, children may learn that we don’t mean what we say.
Instead of: Giving a reminder and then turning away immediately to tend to something else
Try: Watching and then acknowledging the child’s action with a nod or a smile. No words are needed.
Redirecting Language
A third-grade class is working on an art project. Macy waves her scissors in the air, the point coming perilously close to a tablemate’s face. Down the hall, a class of fifth graders is doing some science experiments when a small group starts playing games with the materials, games that quickly have the children laughing and scuttling about, the science experiment completely forgotten.
When children are doing something harmful to themselves or others, are too far into a mistake to correct themselves, or are too emotional to think reasonably about what they’re supposed to be doing, teachers/adults need to redirect them with clear words. Skillfully used, redirecting language lets teachers provide wise external control to keep children safe and productive when their self-control is failing them.
As with reminding language, it’s important to be brief and to use a neutral tone and neutral body language when giving a redirection. Here are other essentials to keep in mind.
Keys to Effective Redirecting Language
Be direct and specific. When children are far enough into a mistake to need a redirection, they need to hear exactly what you want them to do differently.
Instead of: “Casey, you need to work harder.”
Try: “Casey, put your watch away and continue with your assignment right now.”
Say what to do instead of what not to do. Saying what not to do may sound like a complaint or an attack on a child’s character, and many children may miss what we want them to do. Naming the desired behavior is clear and respectful of children.
Instead of: “Class, stop wasting everyone’s time.”
Try: “Freeze. Everyone return to your seat with your folder. Then we’ll start.”
State a redirection as a statement, not a question. A question gives the illusion of choice and can confuse children. It’s more respectful to calmly give a statement that tells children exactly what we want them to do.
Instead of: “Anna, could you refocus on your math?”
Try: “Anna, refocus on your math.”
Follow up with action if necessary. Watch to see if the child follows your redirection. If not, give a clearer redirection or take action that helps her return to positive behavior.
Instead of: Redirecting Anna and then turning away immediately to tend to something else
Try: Directing Anna to move to a seat close to you (if sitting near classmates seemed to be pulling her off task).
WHPS Positive Teacher Language is adapted from The Center for Responsive Schools & Teaching Children to Care by Ruth Charney.