Teacher Language Guidelines: Creating Positive Learning Environments

By: Kyleigh Pharris, EC-SEAT Scholar, Seacoast Reads Coordinator

While participating in an online course at the University of New Hampshire, EDUCATION 703/803C Classroom Management: Creating Positive Learning Environments, I reflected upon the importance of teacher language in the early childhood classroom. Through this process of reflection I created a table outlining recommended guidelines for teacher language. Focusing on teacher language is important in the purpose of understanding how a teacher’s conveyed message can impact the management of the classroom. As Patenaude (2011) stated, “A teacher’s words affect the students who hear those words.” It is through language that teachers are able to create a welcoming atmosphere for children and families, establish a collaborative community, and engage children in learning encounters.

As an EC-SEAT scholar I wanted to share these guidelines for positive teacher language with early childhood professionals to illustrate the importance of how language can impact the classroom learning environment.

Recommended Guidelines for Teacher Language

Guidelines	Examples
1.           Direct Statements Through brief and direct statements teachers are able to effectively illustrate an expectation to children in a short amount of time.	Instead of saying: “I like how Kathy is sitting on the edge of the circle rug with her hands in her lap.” Try: “When you are finished cleaning up please sit on the edge of the circle rug with your hands in your lap.”
2.    Only Ask Questions When Children Have A Choice It is important for teachers to only ask questions when children actually have a choice in making a decision, not when it is a request from the teacher.	Instead of saying: “Could you put the green cap on the green marker?” Try: “You will need to put the green cap on the green maker when you clean up.”
3.    Providing Choices to Encourage Positive Behavior By providing children with choices teachers are spinning negative behavior into positive behavior because the child completes the requested task and has some control.	Instead of saying: “Wash your hands like I have asked.” Try: “Your job is to go wash your hands. You can do it by yourself or I could help you to do it.”
4.   State What You See When teachers state what they see, then children can feel pride for their own work and not the teachers response.	Instead of saying: “I like your painting of the rose!” or “Great Job!” Try: “I notice how you used the red paint to create the rose petals on top of your long green stem.”
5.    Label Positives to Encourage Positive Behavior When teachers highlight what they notice children doing positively, then the child remembers this instant and now has a positive memory of how to behave instead of a negative memory.	Instead of saying: “Sit down and eyes forward.” Try: “I can see everyone’s eyes this tells me you are ready for me to begin reading.” or “Today during read aloud your eyes were looking at me, this told me you were ready to hear my story.”

References

Denton, P. (2007). The power of our words: Teacher language that helps children learn. Turners Falls, MA: Northeast Foundation for Children.

Fisher, D., Frey, N., & Pumpian, I. (2012). How to create a culture of achievement in your school and classroom. Alexandria, VA: ASCD.

Reinforcing, Reminding, and Redirecting - Responsive Classroom. (2014). Retrieved March 11, 2016, from https://www.responsiveclassroom.org/reinforcing-reminding-and-redirecting/

Patenaude, S. (2011). A qualitative case study on the nature of teacher’ awareness of the impact of their words on students. Ann Arbor, MI: ProQuest LLC.

Kirylo, J. D. (2009). Issues in Education: The Power of Relationship and Behavior Management. Childhood Education, 86(1), 33-34.

Charney, R. (2002). Teaching children to care: Classroom management for ethical and academic growth, K-8. Greenfield, MA: Northeast Foundation for Children.

Crain, W. C. (2011). Theories of development: Concepts and applications. Sixth Edition. Englewood Cliffs, NJ: Prentice-Hall.

Kyleigh is an intern in a kindergarten classroom and coordinates Seacoast Reads on the UNH campus in Morrill Hall. Becoming a teacher has always been a strong passion for her, and now she feels even more prepared to teach children of varying abilities through the EC-SEAT program! In the future she hopes to use her Assistive Technology certification to assist young learners in their learning journey.