Might<\/strong><\/p>\nThis one was one of the most useful words I use as a teacher. By disarming the question of outright students and only asking students to surmise, \u2018might\u2019 can create a tone of accessibility for many questions.<\/p>\n
Consider the difference:<\/p>\n
\u201cWhy does so much literature depend on symbolism for effect?\u201d<\/p>\n
\u201cWhat might literature depend on symbolism for effect?\u201d<\/p>\n
In the latter, you\u2019re not asking for an answer, you\u2019re asking for a hunch.<\/p>\n
Need<\/strong><\/p>\n\u201cI need\u2026\u201d or \u201cYou need\u2026\u201d can express a kind of sympathy and utility, but often are used instead to make a specific declaration or even accusation \u201cYou need to be\u2026\u201d or \u201cI need you to\u2026\u201d Overall, need is an urgent word that, if overused or imprecisely applied, can create a negative tone that decenters actual learning and inquiry in favor of procedure and compliance.<\/p>\n
Obviously, that doesn\u2019t mean that using the word \u2018need\u2019 is bad. Like any word, its semantic effect varies wildly depending on application. The point here is to be as intentional (not necessarily as \u2018careful\u2019) as possible\u2013to use language by design to promote student growth.<\/p>\n
We<\/strong><\/p>\nIf you shift from \u2018you\u2019 to \u2018we,\u2019 the burden and possibility and work of learning also shift, from singular to \u2018all of us.\u2019<\/p>\n
Me<\/strong><\/p>\nBy talking about yourself\u2013or encouraging students to talk about themselves and their role in the learning process\u2013students are better to see those roles while also hearing others discuss how they see their own role, performance, anxieties, goals, habits, preferences, etc. For example, a teacher saying \u201cFor me, being on time gives me extra time to organize myself and settle in to new environments\u201d can help students see the teacher reflecting on themselves, their choices, and their preferences.<\/p>\n
In short, the word \u2018me\u2019 personalizes thinking\u2013for better or for worse.<\/p>\n
You<\/strong><\/p>\nThe word \u2018you\u2019 immediately centers the student and their role, responsibility, etc. It is not ambiguous or unclear, it creates a tone of specificity and accountability.<\/p>\n
Pronouns<\/strong><\/p>\n\u2018What if we\u2026\u2019 vs \u2018What if you\u2026\u2019 vs \u2018What if (no pronoun)\u2026\u2019?<\/p>\n
Whether you use a singular or personal pronoun\u2013or personal or indefinite pronoun\u2013affects tone. Even choosing to use no pronoun at all matters.<\/p>\n
Consider a situation where you\u2019re discussing an upcoming unit and say \u201cWe are going to learn how the environment is impacted by\u2026\u201d Saying, \u201cYou are going to learn how the environment is impacted by\u2026\u201d is a bit different\u2013more immediate. If you choose no personal pronoun at all by saying, \u201cHow the environment is impacted by\u2026is going to be learned,\u201d it sounds funny and likely wouldn\u2019t be used that way, but it\u2019s clear how pronouns affect tone.<\/p>\n
Why<\/strong><\/p>\nWhy is a great probing, clarifying, and critical thinking question useful in almost any assessment or line of questioning. Why asks the students to consider macro ideas like purpose and function\u2013not just \u201cWhen was immigration\u2026\u201d but \u201cWhy was immigration\u2026\u201d<\/p>\n
Even prefacing the word \u2018Why\u2019 with the word \u2018But\u2019 creates a slightly more playful tone. \u201cBut why?\u201d is a bit more playful than the blank \u201cWhy?\u201d If you want that playfulness depends on the desired effect of the question.<\/p>\n
The tone established by the word \u2018Why\u2019 is one of inquiry and understanding and also makes room for much of the subjectivity inherent in knowledge. \u2018When\u2019 is, more or less, objective; \u2018Why\u2019 is, more or less, subjective.<\/p>\n
Cause<\/strong> and Effect<\/strong><\/p>\nUsing the words \u2019cause\u2019 and \u2018effect\u2019 can impose objectivity and analysis on a situation that\u2019s otherwise emotionally charged. If a student is anxious or overly-confident or confused, by focusing on the cause and effect of a context, it\u2019s easier to remove the emotion and see what\u2019s going on and why. In that why, \u2019cause\u2019 and \u2018effect\u2019 can create a tone that leads to clinical (and sometimes \u2018cold\u2019) analysis.<\/p>\n
An example? \u201cThe project running six days behind schedules was, in part, caused by\u2026\u201d<\/p>\n
Also, \u201cThe effect of your keeping up with your reading journal was\u2026\u201d<\/p>\n
Both emphasize process, while creating an analytical tone, can be useful in helping students develop an understanding of process and procedure.<\/p>\n
Love<\/strong><\/p>\nDiscussing \u2018love\u2019 and affections don\u2019t always have a place in academic learning. They\u2019re also overused (\u201cI love your writing!\u201d) and so become emptied of meaning. But if students are able to talk about what they genuinely love, the classroom, at worst, becomes a warmer place.<\/p>\n
Think<\/strong><\/p>\nThe shift from \u2018know\u2019 to \u2018think\u2019 is similar to the shift from \u2018Why did\u2026?\u201d to \u201cwhy might\u2026?\u201d<\/p>\n
It doesn\u2019t ask students to \u2018know\u2019 but rather to simply \u2018think\u2019: \u201cWhy do you think<\/em> that might have happened?\u201d<\/p>\nAs with many other words on this list, it makes the learning\u2013and any answers, for example\u2013feel more accessible.<\/p>\n
If<\/strong><\/p>\n\u2018If\u2026then\u2026\u2019 phrasing can help students see the conditional circumstances\u2013cause and effect, for example. You might say, \u201cIf you ask for help and work hard, then you\u2019ll have a greater chance of doing well during this course,\u201d or \u201cIf you assume the best in others, then you\u2019ll have a better chance of making friends.\u201d<\/p>\n
\u2018If you had to guess, what would you say?\u2019<\/p>\n
\u2018What\u2019s your hunch?\u2019<\/p>\n
Possible<\/strong><\/p>\nWhat\u2019s possible<\/em> in this class? What\u2019s possible<\/em> with gifts like yours? What\u2019s possible<\/em> with your project?<\/p>\n\u2018What\u2019s possible\u2019 asks students to imagine and dream and think forward\u2013ideally with hope and positive presuppositions. It\u2019s different than \u2018What are\u2026\u2019 and \u2018What will\u2026\u2019 and other more concrete phrasing that asks students to know<\/em> rather than speculate or wonder.<\/p>\nMight<\/em> can also work together with possible<\/em> to great effect: \u201cWhat\u2019s possible\u2026\u201d might<\/em> works to help the student wonder: \u201cWhat might<\/em> happen if\u2026\u201d<\/p>\nAn extreme example of this? \u201cI\u2019m not sure<\/em> but if<\/em> I had to guess I might<\/em> say that\u2026\u201d<\/p>\nThough uncertain, this approach provides a kind of rope or ladder to a student willing to try in lieu of confidence or certainty. Model this throughout the year and you just might find students using it as well\u2013thus coming to see knowledge as inherently uncertain.<\/p>\n
Tomorrow<\/strong><\/p>\nAs with all of the words on this list, the tone established by the word \u2018tomorrow\u2019 depends greatly on timing and context\u2013and even the tone of voice used to vocalize the word. Ideally, the word \u2018tomorrow\u2019 is used to frame today\u2019s learning and tomorrow\u2019s possibility. It asks students to consider what may come and what their role may be in that, not to mention the further-off \u2018tomorrow\u2019 of the future.<\/p>\n
No<\/strong><\/p>\nThis one\u2019s pretty obvious. If you want a certain and unambiguous tone, use the word \u2018no\u2019 firmly. There are times where boundaries need to be set and clarity is necessary. This isn\u2019t \u2018bad\u2019\u2013just be aware that a tone is being established with all of your language and use it as mindfully as possible.<\/p>\n
Other common words that contribute greatly to tone in learning: Improvement, But, Because, Need, Hello, Good, Bad, Always, Never, Stop, Interesting, Maybe, I wonder\u2026, Next time, Trouble, Help, Believe.<\/p>\n
Tone In Teaching: 20 Words That Change How Students Think<\/em><\/p>\n<\/div>\n[ad_2]
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