1. T EACHER L ANGUAGE

2. R EINFORCING L ANGUAGE Statements that identify and affirm students’ specific positive actions. Enormously powerful because it helps children recognize exactly what they're doing well and when they’re on the right track.

3. R EINFORCING L ANGUAGE CONT. When to Use- Coaching Performance- watch for children practicing the skills they’re working on & encourage them as they go Helping a Group Move Past a Stuck Point- Pointing out Individual Children’s Leading Edge Behaviors- leading edge is where a student has reached beyond herself. Ex. “I notice you’re remembering to raise your hand today. That helped our discussion include lots of different kids’ ideas.” Describing Learning Histories- comparing their current behavior to less skilled earlier behaviors. Ex. “Yesterday it took you 5 minutes to get read for library, and today it took only 3. What allowed you to be ready more quickly?”

4. R EINFORCING L ANGUAGE CONT. Effective Reinforcing Language- Name concrete, specific behaviors Use a warm & professional tone Emphasize description over personal approval Consider adding a question to extend student thinking Find positives to name in all students Avoid naming some individuals as examples for others

5. R EMINDING L ANGUAGE Children do the remembering themselves. Supports children in pausing and visualizing what to do before they take action. Helps children develop the feelings of autonomy and competence that lead to self-control and intrinsic motivation.

6. R EMINDING L ANGUAGE CONT. Effective Reminding Language- Start by establishing expectations clearly. Phrase a reminder as a question or a statement. Use a direct tone and neutral body language. Use reminders proactively or reactively. Use reminders when the child and you are both calm. Keep reminders brief. Watch for follow-through.

7. R EDIRECTING L ANGUAGE Redirections literally change children’s directions, mentally and usually physically as well. The skillful use of redirecting language allows us to provide the wise external control that keeps children on track when their self-control is failing them.

8. R EDIRECTING L ANGUAGE CONT. Effective Redirecting Language- Be direct and specific. Name the desired behavior. Keep it brief. Phrase redirections as a statement, not a question. Follow through after giving a redirection.

9. G OOD LANGUAGE OR B AD LANGUAGE ? “Good job!” “You made all the spaces in the grid even and used two contrasting colors. That makes this graph easy for readers to take in.” “Nice!”

10. G OOD LANGUAGE OR B AD LANGUAGE ? “Terrific meeting today!” “I noticed how hard you worked” “You remember to change the ‘y’ to ‘I’ when adding ‘ed.’”

11. G OOD LANGUAGE OR B AD LANGUAGE ? “Thank you for your thoughtful suggestions to the younger students.” “You made these all different sizes. Why did you do that?” “Let’s see which table can get their supplies together the fastest?”

12. G OOD LANGUAGE OR B AD LANGUAGE ? “What do the directions say to do now, Jeremy?” “Why don’t you figure out how you’ll clean up?” “Austin, you’re going to hurt someone flinging the stick like that! Didn’t we go over this? Were you listening?”

13. G OOD LANGUAGE OR B AD LANGUAGE ? “Sit in a place where you can be successful.” “Put those toys away.” “It sounds like somebody needs to work harder.”

14. G OOD LANGUAGE OR B AD LANGUAGE ? “Why aren’t you lined up yet?” “It’s time to listen.” “I suggest you put those back where they belong.”