Appropriate Language
I believe the point made about positive language is absolutely correct. As a learner and as an instructor, I realize I am very sensitive to the language used by my supervisors or teachers. I can only imagine that my students are even more sensitive.
I agree, if done genuinely. Too much happy talk can sound insincere. Students don't want to be coddled. They want constructive criticism. It's all in the tone, language and delivery.
Being honest in our responses while maintaining positivity is important. It is great to see the effects of proper thought played out when something goes well but we can't gloss over mistakes and incorrect thinking or actions. Helping them to understand that mistakes are made and better in a learning environment than on the job helps to reinforce that the mistake won't happen again when it really counts.
Tamara, I really like this approach. Students often have questions, but are afraid they will look foolish to their classmates. But once a question is asked, it amazes me how it leads to great conversation and topic discussion.
Keep up the good work!
Jane Davis
ED107 Facilitator
I absolutely agree with this. I make a specific point when one of my students asks me if they can ask a stupid question to respond by saying "the only stupid question is the one that is not asked". Also, I frequently make a point of asking if there are any questions. If I don't get any, I will reiterate that there are no stupid questions. I teach a very hands on program. I point out that there is no mistake that they can make that will make me mad. Unless they had a question that they did not ask and then go ahead with an activity and that activity end up injuring one of our patients. The fact that I let them know that all questions are accepted and all mistakes are tolerated really helps.
Before I became a teacher, I was trying to make my language more positive just for myself. I have done so much reading and studying on that subject just for my own personal growth. I have carried over that practice to my teaching, but it is very hard not to say things like "should" when there are things they really "should" be doing. I will have to looked at my syllabus and see how much negative language is in there and work on it to be more positive ~ I think that is a very good first step.
At first it can seem weird and new-age to rephrase things positively. I felt that way myself until I took a special course in business writing back when I was a software tester years ago.
The problem was that when we testers wrote up our bug reports we often used words like 'broken' or 'failed' and said things like 'its that X34 module again' - that sort of thing.
In the business writing course we learned to say the same thing, but in a very neutral way. The word 'bug' sounded too negative so we always called them 'issues'. Things weren't 'broken' or 'failed' they were 'acting outside of specifications'.
We testers all thought this was a lot of nonsense, but we were convinced to try it, and within weeks the relations between testers and developers improved dramatically. Issues were being fixed at a rate many times what it been previously.
And all because we rephrased what we were saying to make it more neutral, or even positive. I've found this to be true of instructor-student communications as well.
I agree. It is always important to use encouraging words with students in order to allow them to experience a positive learning environment. This is the case even when the student has not put forth their best effort. The statement of truth should contain true but encouraging language. This is definitely not to say that we as instructors should coddle their excuses, but we should counsel them with encouraging language to let them know that they can suceed if they wish to. I always remind my students that the choices that they make are the ones that they will live with.
Yes, the language that you use has a huge effect on the learner's motivation and ability to learn. I try to use positive and encouraging words as I lecture and ask questions of the group.
Hi Norman!
I like the idea of being cognizant of generation-specific terms. In my opinion makes the instructor real and helps in the communication process.
Keep up the good work!
Jane Davis
ED106 Facilitator
Be clever and/or be humble. I like the challenge of being a step ahead of the students given my knowledge of the various subjects and my experience as an instructor. And, I truly have no problem admitting that I don't know everything. As a result of this module, I'm much more aware of HOW I say something rather than assuming that my adult students are more like me, thick-skinned and able to handle negative approaches. I like the challenge of being more cognizant and more creative in order to use more positive language especially in generational-specific terms.
Keeping a positive attitude and asking not telling is a must at all times
Hi Peggy!
I find that appropriate language means one thing to one generation and another thing to another generation. So - how do instructors handle this situation since they could have 3 or 4 different generations in the classroom and then the instructor is from yet another generation?
Keep up the good work!
Jane Davis
ED107 Facilitator
Positive language is always a good way to communicate. It will encourage them to do better instead of making them feel like they have failed and eventually give up.
That is a great idea. It sounds somehow familiar to me...like I've heard it somewhere before.
Must have been a teaching manual.
I tell my students that they come to school to learn and to make mistakes in a gentler more nurturing environment where it affects just a grade and not a permenant scar on a prefessionals reputation
I agree with using positive language, but I am not about to praise incorrect or negative behavior. To be a successful educator, we have to allow the students to make mistakes, and then let them know what they did wrong, and how to correct it. Learning to do something well involves doing it poorly first.
Bravo Paul!
I so despised the red pen "often" used on my work when in school. But when I became an educator myself, I understood and saw the value of the feedback that had been afforded me.
I really appreciate your approach in that it is better when mistakes are corrected in the school environment rather than the professional environment. Employers can often be very unforgiving!
Keep up the good work!
Jane Davis
Ed160 Facilitator
While a am also an advocate for being a positve force in the choice of words to my students; I am careful not to paint too rosy a picture when discussing their work in a critque. I will temper it with humor and stay light-hearted in my approach, but if something is wrong, I am not afraid to say it is wrong. I make sure they see what was done incorrectly and how to ammend it; I purposly make it "sting" so they do not do it again. But by that point these same students have heard me talk about things that I personally and professionally done wrong that I have shared with them so they can learn from my mistakes; this way they are unafraid to have light shined one their mistakes because it benefits not only them, but their fellow students.
I tell my students that they come to school to learn and to make mistakes in a gentler more nurturing environment where it affects just a grade and not a permenant scar on a prefessionals reputation. In short, I am not afraid to use that same red pen that was so skillfully used on my work; it made the struggle to get that "atta-Boy" from the instructor as a peer when it was warranted.
Yes, I've learned that it feels good to use positive language. I can smile when sharing positively and students respond in kind.
