We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar?
©2019 ASCD §
"1129999257"
- We want students to take responsibility for their learning, yet we use language that implies teacher ownership.
- We want to build positive relationships with students, yet we use sarcasm when we get frustrated.
- We want students to think learning is fun, yet we sometimes make comments that suggest the opposite.
- We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good.
©2019 ASCD §
What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior
We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar?
©2019 ASCD §
- We want students to take responsibility for their learning, yet we use language that implies teacher ownership.
- We want to build positive relationships with students, yet we use sarcasm when we get frustrated.
- We want students to think learning is fun, yet we sometimes make comments that suggest the opposite.
- We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good.
©2019 ASCD §
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What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior
What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior
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Product Details
BN ID: | 2940192685488 |
---|---|
Publisher: | Dreamscape Media |
Publication date: | 05/08/2024 |
Edition description: | Unabridged |
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