from Terry Hayek
While I often talk about “scale” as one of the main challenges in education– and they have too i was wondering about the curriculumAlso, a more subversive concept that is constantly at play throughout education is tone.
As an “English” teacher, I have always explained tone to students as a type of “attitude” that can be expressed in a variety of implicit and explicit ways, from words (spoken and unspoken) and body language to tone of voice, timing and irony and any other modality used to convey ideas.
How students see themselves matters
Tone affects how students see themselves and their role in the learning process. In fact, the student’s own ongoing internal dialogue and thoughts about themselves and their self-identity as learners is not just a “factor” in learning, but one of the most important factors.
Imagine that you are getting ready to go on stage to dance in front of an audience. Consider the possible scenarios:
Scenario 1: You can’t dance and you know you can’t dance
Scenario 2: You can’t dance, but you believe you can
Scenario 3: You can dance, but you believe you can’t
Scenario 4: You can dance and you know you can dance
How many of these scenarios are likely to result in a “good” dance performance? In addition to being honest with yourself, the internal “self-talk” and your own perception it also matters to yourself. Without the right tone during the ‘learning interactions described above, everything looks – and often functions – quite wrong.
Example of tone when interacting with a student
Our underlying assumptions (about everything) greatly influence tone and are clearly seen in our choice of expression and language during our interactions with students.
Think about the difference between saying “Tyler, what answer did you have for #3?” and “What are some possible answers for #3 that might make sense?” Suddenly it’s not about “Tyler” and what “has ” as a response. Nor does it feel put in place. He may not yet feel empowered to respond freely and may have no idea how to respond. But the tone in the latter is quite different, moving from a question of accuracy to a question of possibility.
Part of this has to do with the use of a growth mindset with students so they are more likely to do it themselves. But while tone is usually a cause, as we said above, it can also be an effect; that is, the tone of the classroom is created by – in part – the tone and underlying implications of the language used in it. With that in mind, below are some words and phrases that can greatly affect the tone of learning in your classroom.
To have the desired effect (ie, setting a tone in the learning process where students feel supported, empowered, secure, and absolutely integral to their own success), context, of course, matters. How this works or not varies greatly on everything from the age of the students to your own personality and teaching style, etc. The collection below is only meant to introduce you, as a teacher, to the possibility of a language that empowers learners.
Also, keep in mind that these words are not necessarily “good” or “bad.” The point is that tone matters and is very adjustable through words and phrases, and some of those words and phrases appear below.
Tone in teaching and interacting with students: 20 words that change how students think
maybe
It was one of the most helpful words I use as a teacher. By disarming the question of assertive students and only asking students to guess, “might” can set a tone of accessibility for many questions.
Consider the difference:
“Why does so much literature depend on symbolism for effect?”
“What literature can depend on symbolism for effect?”
In the latter, you’re not asking for an answer, you’re asking for a hunch.
need
“I need…” or “You need…” can convey a kind of sympathy and helpfulness, but is often used instead to make a specific statement or even accusation “You should be…” or “I need to…” In general, necessity 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.
Obviously, this does not mean that using the word “need” is bad. Like any word, its semantic effect varies depending on the application. The point here is to be as intentional (not necessarily as “careful”) as possible—using language by design to encourage student growth.
We
If you move from “you” to “we,” the burden, opportunity, and work of learning also shifts from the sole to “all of us.”
i
By talking about yourself – or encouraging students to talk about themselves and their role in the learning process – students are better able to see those roles while hearing others discuss how they see their own role, performance, concerns, goals, habits , preferences, etc. For example, telling a teacher, “For me, being on time gives me extra time to organize and settle into a new environment,” can help students see how the teacher reflects on himself, his choices, and preferences.
In short, the word “I” personalizes thinking – for better or for worse.
You
The word “you” immediately centers the student and his role, responsibility, etc. It is not ambiguous or vague, it sets a tone of specificity and accountability.
Pronouns
“What if we…” vs. “What if you…” vs. “What if (no pronoun)…”?
Whether you use a singular or personal pronoun—or a personal or indefinite pronoun—affects tone. Even choosing not to use pronouns at all matters.
Think of a situation where you are discussing an upcoming unit and you say “We will learn how the environment is affected by…” Saying “You will learn how the environment is affected by…” is a bit different – more immediate . If you don’t choose a personal pronoun at all, saying “How the environment is affected by . . . will be learned,” it sounds funny and probably won’t be used that way, but it’s clear how pronouns affect tone.
why
Why a great research, clarification, and critical thinking question is useful in almost any assessment or line of questioning. Why gets students to consider macro ideas like purpose and function – not just “When was immigration…” but “Why immigration…”
Even preceding the word “Why” with the word “But” creates a slightly more playful tone. “But why?” is a bit more playful than a blank “Why?” Whether you want that playfulness depends on the desired effect of the question.
The tone established by the word “Why” is one of inquiry and understanding, and it also makes room for much of the subjectivity inherent in knowledge. “When” is more or less objective; “Why” is more or less subjective.
reason and Effect
Using the words “cause” and “effect” can impose objectivity and analysis on an otherwise emotionally charged situation. If a student is anxious, overconfident, or confused, focusing on the cause and effect of a context makes it easier to remove the emotion and see what is happening and why. Therefore, “cause” and “effect” can create a tone that leads to clinical (and sometimes “cold”) analysis.
An example? “The project being six days behind was partly caused by . . .”
Also, “The effect of keeping up with your reading log was…”
Both emphasizing process while creating an analytical tone can be useful in helping students develop an understanding of process and procedure.
love
Discussion of “love” and affections does not always have a place in academic learning. They are also overused (“I love your writing!”) and thus emptied of meaning. But if students can talk about what they genuinely love, the classroom becomes, at worst, a warmer place.
Think
Going from “I know” to “I think” is similar to going from “Why…?” to “Why maybe…?”
He does not ask students to “know” but rather simply to “think,” “Why i think could this have happened?”
As with many other words on this list, it makes learning – and any answers, for example – more accessible.
If
“If…then…” can help students see conditionals—cause and effect, for example. You might say, “If you get help and work hard, then you’ll have a better chance of doing well on this course,” or “If you accept the best of others, then you’ll have a better chance of making friends. “
‘If you had to guess, what would you say?’
“What’s your hunch?”
possible
What is it possible in this class? What is it possible with gifts like yours? What is it possible with your project?
“What’s Possible” gets students to imagine, dream, and think ahead—ideally with hope and positive assumptions. It is different from “What are…” and “What will…” and other more specific phrases that get students to i know instead of speculating or wondering.
maybe can also work together with possible to great effect: “What is possible…” maybe works to help the student wonder: “What maybe happen if…”
An extreme example of this? “It’s me I’m not sure but if I should have guessed maybe say that…”
Although precarious, this approach provides something of a rope or ladder for a student willing to try instead of confidence or security. Model this throughout the year, and you just might find that students use it too—thus coming to see knowledge as inherently uncertain.
tomorrow
As with all words on this list, the tone established by the word “tomorrow” depends largely on the time and context—and even the tone of voice used to vocalize the word. Ideally, the word “tomorrow” is used to frame today’s learning and tomorrow’s opportunity. It requires students to consider what might happen and what their role might be in it, not to mention the more distant “tomorrow” of the future.
no
That’s pretty obvious. If you want a definite and unequivocal tone, use the word “no” firmly. There are times when boundaries need to be set and clarity is needed. This isn’t “bad” – just be aware that tone is established with your whole language and use it as consciously as possible.
Other common words that contribute significantly to learning tone: Improve, But, Because, Need, Hello, Good, Bad, Always, Never, Stop, Interesting, Maybe, I wonder…, Next time, Problem, Help, I believe.
Teaching Tone: 20 Words That Change Students’ Thinking
