Teacher Language Implementation: Reinforcing Language i. Describe a classroom situation in which you could use reinforcing language. a.

A great situation to use reinforcing language in would be a classroom that is quietly working in groups on group projects. I think this is a great situation because you can compliment the class as group on working quietly, but could go around to individual groups and point out specific behaviors or traits that a group is portraying. ii. Write several reinforcing language statements that you could use in your Clinical Practice-Future teaching. a. Did you notice how quietly we all lined up at the door? Lets see if we can do that every day! b. I noticed that you are raising your hand more in group discussions, that really shows respect to your classmates. c. I see that you have become very confident in reading at level____. I think that it would be a good time to stretch our minds and try the next level up. d. I see lots of groups following directions, well begin when every group is ready. iii. What ideas do you have for reinforcing language in your teaching? a. I plan to implement reinforcing language into my everyday teacher talk. I feel that it can give children the boost they need when they are feeling down. I also feel that if it is specific and direct enough it will help children stay on task. I as a student loved having my teachers use reinforcing language because it gave me the assurance that I was doing what I was supposed to be doing right. I hope that I can give the same amount, if not more reinforcing language to my students that my teachers gave me. iv. Reflect in your journal if you have had the opportunity to use reinforcing language. (What went well? Why do you think it was successful? What was challenging and why? What might you do in the future?) a. I have had plenty of opportunities in my clinical to use reinforcing language. I find that giving directions to help children stay on task in a reinforcing way is something that comes easily to me. I can easily remind students by stating what I want to be done. For example, if I would like children to start packing their backpacks and some children refuse to I say something like this, I see many people that are following directions and getting ready. Ill know everyone is ready when their backpack is on their back. What I find hard is giving praise to children. I have no problem giving empty praise, but as teachers that is something we want to get out of the habit of doing. To help decrease my use of empty praise I will require that every

Power Of Our Words Journal Entry: 4

compliment I give must have something specific that I am pointing out. Teacher Language Implementation: Reminding Language i. Describe a classroom situation in which you could use reminding language. a. A good situation to use reminding language would be right after you gave the directions for an activity. You could use this phrase, How will I know when each table is ready to start the activity? I remember teachers using this language a lot when I was a student. ii. What expectations need to be in place before using reminding language in this situation. a. The first and most important expectation is that both parties (you as the teacher and the students) and not upset. The second expectation should be that you have given directions well and that you the children actually know how to show you that each table is ready. iii. Write several reminding language statements that you could use in your clinical practice-future teaching. a. Remind me, what are the rules for the playground? b. What do we do when we have a question? c. Show me what you are supposed to do when you have a question. d. Where can we look if we forget the instructions? iv. What ideas do you have for using reminding language in your teaching? a. When I am a teacher the biggest thing I will have to remember is to never use reminding language when I am frustrated or upset. Most of the time if you are upset or frustrated your students can tell. There is no need to add language to that. Unfortunately the times that you will want to use reminding language is when you are upset or frustrated. As a future teacher Ill have to use the 1,2,3 rule (slowly count to three). Ill also have to remember to never alter the tone of my voice. Keep it steady and consistent. v. Reflect in your journal if you have had the opportunity to use reminding language. (What went well? Why do you think it was successful? What was challenging and why? What might you do in the future?) a. I have had the opportunity to use reminding language, unfortunately I believe I did it wrong. When I used it I remember that I was upset and my voice showed it. The kids didnt take it seriously. Next time Ill have to remember to keep my calm, and remember to take a deep breath. Key Ideas of Chapter 7 i. Before a. Im very intrigued by this chapters title. I know in my clinical placement that children get off track all the time. I look forward to adding to my tricks to keep these kids on track! ii. During a. Points to remember when using redirecting language: 1) Be direct and specific. 2) Name the desired behavior. 3.) Keep it brief. 4.)

b.

c. d.

e. iii.

After a. Overall I thought this chapter was very helpful. I found that Im doing a lot of things wrong, but hey, that means I learned something and I have something to improve on! One of the biggest things that I need to work on is phrasing commands as question. For me phrasing things as a question seems nicer, more polite you might say. I need to remember that Im there to help children and do whats in their best interest. In this case their best interest is me getting them to do what they are supposed to be doing. The next thing I learned I need to work on is to not give directions until you have childrens full attention. I used to think that if I started giving directions, students would automatically listen. I was wrong. Im so happy that I got the opportunity to read this chapter. I feel like it will really help me now and in the future.

Phrase redirections as a statement not a question. 5.) Follow through after giving a redirection. I really like the statement from page 134, If Davids hands are waving wildly he is not likely to be in a state of mind to understand indirect communications This really was an aha moment for me. I do this a lot in my clinical when I try to get children to behave. If you point out the undesired behavior that a child is participating in, it may actually feel like an attack on the childs behavior. Do not give lengthy explanations, or instructions when you do not have the students attention fully. Use a command like FREEZE then give the instruction. Children are more apt follow directions if the only thing they are listening to is your voice. I am one of those teachers who phrases commands as questions. This is something I really need to work on!!!