Written by Terry Huyck
I often talk about ‘scale’ as one of the key challenges in education, and I’ve also wondered about curriculum, but there’s a more disruptive concept at play throughout education all the time, and that’s tone. .
As an “English” teacher, I always tell my students that tone is defined in a variety of implicit and explicit ways, from words (said and unsaid) and body language to tone of voice, timing, and sarcasm. I have explained that it is a kind of “attitude” that can be expressed as . , and other modalities used to communicate ideas.
How students see themselves is important
Tone affects how students view themselves and their role in the learning process. In fact, students’ own ongoing internal dialogue and thoughts about themselves and their self-identity as learners is not just an “ingredient” in learning, but one of the most important elements.
Imagine you are preparing to go on stage to dance in front of some kind of audience. Consider possible scenarios.
Scenario 1: I can’t dance and I know I can’t dance.
Scenario 2: I can’t dance, but I believe I can dance.
Scenario 3: I can dance, but I believe I can’t.
Scenario 4: You can dance and know you can dance.
How many of these scenarios are likely to result in a “good” dance performance?In addition to being honest with yourself, your inner “self-talk” and perception of yourself is also important is. Without the right tone during the above learning interactions, everything feels wrong and often everything works wrong.
Examples of tone when interacting with students
Our underlying beliefs (about everything) have a huge impact on our tone and are evident in our phrasing and language choices when interacting with students.
Think about the difference between saying, “Tyler, what answer did you get for #3?” and “What could be a reasonable response to #3?” Suddenly, it wasn’t a question of “Tyler” and what he “has” as an answer. He also doesn’t feel at home in the place. You may not feel empowered to answer freely yet and may have no idea how to respond. However, the tone of the latter argument is completely different, moving from a question of accuracy to a question of possibility.
Part of this includes using a growth mindset with students to increase their potential for self-growth. But as mentioned above, while tone is generally a cause, it can also be an effect. In other words, the atmosphere of a classroom is partly shaped by the tone of the language used within it and its underlying meanings. With that in mind, here are some words and phrases that can have a big impact on the learning atmosphere in your classroom.
Context is of course important in order to achieve the desired effect (i.e., establishing a tone for the learning process in which students feel supported, empowered, safe, and absolutely essential to their success). is. How this works or doesn’t really depends on everything from the age of your students to your own personality and teaching style. The collection below is solely intended to introduce you to the potential of language to empower your learners as a teacher.
Additionally, note that these words do not necessarily mean “good” or “bad.” The point is, tone matters and can be greatly adjusted by words and phrases. Some of those words and phrases are listed below.
Tone in your teaching and student interactions: 20 words that will change the way your students think.
maybe
This is one of the most helpful words I use as a teacher. By eliminating obvious questions from students and asking them only to guess, the word “may” can create a friendly atmosphere for many questions.
Let’s consider the difference.
“Why does so much literature rely on symbolism for effect?”
“What does literature depend on symbolism for effect?”
In the latter case, you are not looking for an answer, but a hunch.
need
“I need…” or “You need…” can express a kind of sympathy or helpfulness, but more often than not, instead “You need to…” or ” I need you to…” is used to make a specific declaration or even an accusation. “Necessary” is an urgent word that, when overused or used inaccurately, can create a negative atmosphere that de-centers actual learning and exploration in favor of procedure and compliance. .
Of course, this doesn’t mean that using the word “necessary” is bad. Like any other word, its semantic effect varies widely depending on its use. The point here is to be as intentional as possible (not necessarily “carefully”) and use language intentionally to facilitate student growth.
we
As we move from “you” to “we,” we also shift the burden, possibility, and commitment of learning from the singular to “all of us.”
myself
Talking about themselves, or encouraging students to talk about themselves and their role in the learning process, helps students better understand their role, while also helping others understand their role, performance, anxieties, and goals. You can also hear them discuss how they view their habits, preferences, and more. For example, if a teacher says, “For me, being punctual gives me more time to organize my feelings and get used to my new environment,” students feel that the teacher is helping them understand themselves, their choices, and their preferences. Helps you look back.
In other words, the word “I” personalizes thinking, for better or for worse.
you
The word “you” immediately centers the student and their roles, responsibilities, etc. It creates an atmosphere of specificity and accountability, rather than vague or unclear.
pronoun
“If we…” vs. “If you…” vs. “If (no pronoun)…”?
Whether you use singular or personal pronouns, or personal or indefinite pronouns, will affect your tone. Even choosing not to use pronouns at all is important.
Consider a situation where you are discussing the next unit. Saying “We learn how the environment is affected by…” is slightly different and more direct than saying “We learn how the environment is affected by…” is. . If you say “it will learn how the environment is affected by…” and choose no personal pronouns at all, that sounds interesting and probably wouldn’t be used that way, but it does explain how pronouns affect tone. The impact is clear.
why
Why are good probing, clarifying, and critical thinking questions useful for almost any assessment or set of questions? Why asks students to consider macro ideas such as purpose and function. It’s not just “When do immigrants…” and “Why do immigrants…”.
Simply placing the word “but” before the word “why” creates a slightly more playful vibe. “But why?” is a little more playful than a blank “why?” Whether you need to be playful depends on the desired effect of your question.
The tone established by the word “why” is one of inquiry and understanding, and also allows room for much of the subjectivity inherent in knowledge. “When” is more or less objective. “Why” is more or less subjective.
cause and effect
Using the words “cause” and “effect” imposes objectivity and analysis on an emotionally charged situation. If a student is feeling anxious, overconfident, or confused, focusing on the cause and effect of the situation helps them remove their emotions and understand what is happening and why. It becomes easier to do. As such, “cause” and “effect” can create tendencies that lead to clinical (and sometimes “cold”) analysis.
for example? “The project is running six days behind schedule, in part…”
Also, “The effects of keeping a reading diary…”
Both emphasize process and help students understand processes and procedures while creating an analytical atmosphere.
love
Discussions about “love” and affection do not necessarily play an important role in academia. They are also so overused (“I love your writing!”) that they become meaningless. But if students can talk about what they really like, the classroom becomes a warm place, even in the worst case scenario.
think
The change from “knowing” to “thinking” is similar to the change from “why did you do…?” “Why…maybe?”
Instead of asking students to “know,” they are simply asked to “think.” “Why do you think that happened?”
Like many other words on this list, it makes learning, answers, etc. easier to understand.
if
The expression “If…then…” helps students understand conditional situations, such as cause and effect. You might say, “If you ask for help and work hard, you’re more likely to do well in this course,” or “If you bring out the best in others, you’re more likely to succeed.” . friend. “
“If you had to guess, what would you say?”
“What is your hunch?”
Possible
What can you do with this class? What can you do with a gift like yours? What can you do with your project?
“What’s Possible” asks students to imagine, dream, and think positively, ideally with hope and positive assumptions. This is similar to “What is…” or “What would…” or other more specific expressions that ask students to know rather than guess or wonder. it’s different.
It can also have a great effect when combined with “possible things”. “What is possible…” may help students think, “What would happen if…?”
Is this an extreme example? “I’m not sure, but if I had to guess, I might say…”
Although uncertain, this approach provides a kind of rope or ladder for students willing to try instead of confidence or certainty. If you model this throughout the year, you’ll see your students using it as well, and you’ll begin to see knowledge as inherently uncertain.
tomorrow
Like all words on this list, the tone established by the word “tomorrow” depends heavily on timing and context, as well as the tone of voice in which you say the word. Ideally, the word “tomorrow” is used to frame today’s learning and tomorrow’s possibilities. It asks students to think not only about “tomorrow” far into the future, but also what will happen and what their role will be in it.
no
This is pretty obvious. If you want a clear and unambiguous tone, use the word “no” firmly. Boundaries may need to be set and made clear. This is not a “bad thing”. Just be aware of the tone established throughout your language and use it as carefully as possible.
Other common words that greatly contribute to learning tone: improve, but because, need, hello, good, bad, always, never, stop, interesting, maybe, how about…, next time, trouble, help. I believe it.
Tone in education: 20 words that will change the way your students think.
