Effective Teacher Language

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RUNNING HEAD: EFFECTIVE TEACHER LANGUAGE

The Effect of Teacher Language on Creating a Productive Learning Environ ent and !ha"ing the Identitie# of Chi$dren in the E$e entar% C$a##roo

Effective Teacher Language A'#tract

1

(% ca"#tone e##a% focu#e# on the i "ortance of effective teacher $anguage in the c$a##roo and it# affect on #ha"ing "o#itive #tudent identitie#) !"ecific $anguage* tone* attitude*

and 'ehavior that focu# on "o#itive$% re inding* redirecting* and reinforcing #tudent# are e##entia$ factor# that inf$uence the inte$$ectua$ and e otiona$ deve$o" ent of a chi$d) Fir#t* I +i$$ focu# on $earner# and $earning '% e,"$oring ho+ theorie# concerning the deve$o" ent of chi$dren corre#"ond +ith the $anguage teacher#- u#e in the c$a##roo ) Interaction# 'et+een chi$dren and adu$t# funda enta$$% #ha"e and o$d chi$dren-# identitie# a# $earner#) Po#itive* caring $anguage unit% create# a #afe and "roductive $earning

+hich #trengthen# individua$# and 'ui$d# a co

environ ent) !"ecifica$$% I focu# on the i "ortance of the teacher-# tone and 'ehavior +hich not on$% #erve a# a ode$ for a""ro"riate 'ehavior* 'ut a$#o e "ha#i.e# genuine intere#t and and in#truction* I ca$$ u"on

concern for the +e$$/'eing of each individua$) In curricu$u

re#earcher# +ho#e finding# e "ha#i.e the i "ortance of in#tructing chi$dren u#ing re inding* redirecting $anguage) Fina$$%* % "a"er focu#e# on a$ternative* authentic a##e## ent +hich oda$itie#) Through

a$$o+# #tudent# to "re#ent 0no+$edge through different $earning #t%$e# and

"o#itive feed'ac0 and o'#ervation teacher# #hou$d e "ha#i.e the "roce## of $earning rather than the fina$ outco e of a te#t)

< !he taught the dra#tic change one +ord cou$d The ne.e the i "ortance of $anguage unti$ I graduated fro #choo$) (% third grade teacher* (r#) (e##ec* har"ed on #"ecific +ord# and "hra#e# #he fe$t +ere i "erative in the hu an $anguage) 6hen a#0ed :Can I go to the 'athroo ."re## the #e$ve# free$%) In dia$ogue i# an e$e ent that continue# to eager e$e entar% #tudent* I found "arent#* "rai#e fro to % $ife* o$d and #ha"e the "er#on I +ant to 'e) A# a %oung* %#e$f con#tant$% #ee0ing ver'a$ a""rova$) 9ind +ord# fro "eer# +ere of e..$ed face# +ent a+a% and each of u# a$+a%# a#0ed* :(a% I "$ea#e go to the 'athroo ."$oited an a$ternative u#e of $anguage in the c$a##roo ) Con#tant$% de eaning the c$a##* "ointing out the fau$t# of individua$#* and #"ecifica$$% te$$ing e that I needed to #to" 'eing a :0no+/it/a$$< +a# a dai$% % occurrence) The 'u# ride ho e in fourth grade induced cr%ing and running into the ar # of other fee$ing $i0e a he$"$e## fai$ure at #choo$) It +a# at thi# o ent I rea$i.< After a +hi$e the "u.tre e i "ortance e$e entar% teacher#* and of cour#e co "$i ent# fro e) Ho+ever* I did not rea$i.Effective Teacher Language 8 Dia$ogue2connect# u# to each other and he$"# to aintain caring re$ation#hi"#) It a$#o "rovide# u# +ith the 0no+$edge of each other that for # a foundation for re#"on#e in caring) Caring 3acting a# a carer4 re5uire# 0no+$edge and #0i$$ a# +e$$ a# characteri#tic attitude#) 6e re#"ond o#t effective$% a# carer# +hen +e under#tand +hat the other need# and the hi#tor% of thi# need2Continuing dia$ogue 'ui$d# u" a #u'#tantia$ 0no+$edge of one another that #erve# to guide our re#"on#e# 3Nodding#* &771* ") 184) Language i# one of the o#t e##entia$ too$# 0no+n to an) It connect# u# to "eo"$e ha$f+a% around the +or$d* "roduce# count$e## different dia$ect#* and give# individua$# the o""ortunitie# to not on$% #ha"e the $ive# of other#* 'ut e.< #he +ou$d re#"ond +itting$%* :Can %ou.t %ear a0e) e the i "ortance of the +a% %ou #a% thing# and % fourth grade teacher* (r#) Lin#cott* e.ed the i "act $anguage can have on #ha"ing the identitie# of chi$dren and the i "ortance of carefu$$% crafting %our +ord#* e#"ecia$$% in the c$a##roo ) .

"erience# are va$ua'$e in diver#e c$a##roo #etting#) >ne teacher in "articu$ar +e$co ed e in* ade e to a ne+ #choo$ and ne+ to+n +ith e to e 'race % ne+ o"en ar #) !he too0 e fee$ #afe* and encouraged % a'i$it%) Thi# teacher +a# #urrounding# and gro+ to the 'e#t of % nurturer and e. onth#* unication I have e.Effective Teacher Language A# an a#"iring teacher* it i# +orth in each individua$ that enter# % de#ire to in#ti$$ 0no+$edge* va$ue#* and a #en#e of #e$f/ % c$a##) During % ti e at Pea'od%* "articu$ar teacher# e through in#"iring conver#ation# and A and #ituation# have infu#ed #i i$ar characteri#tic# in c$a##e#) The u#e of thought/"rovo0ing "ro=ect# and in#ightfu$ e.hi'it) Teacher# are nurturer# +ho#e the +e$$/'eing of chi$dren) Regard$e## of the age* it i# the re#"on#i'i$it% of a teacher to "$ant a #eed in each chi$d at the 'eginning of their educationa$ career#) 6ith ti e* $ove* and care the#e #eed# #hou$d 'egin to #"rout characteri#tic# of 0no+$edge* inte$$igence* confidence* and deter ination) It i# the teacher-# re#"on#i'i$it% to a0e #ure that the #eed# are a'$e to gro+ and unication) f$ouri#h in their #etting) The 'e#t +a% to en#ure the care of each #eed i# through co It i# the re$ation#hi" and co over the "a#t %ear that a$$o+# % o+n teaching "rofe##ion) >ver the "a#t #i.e in % "re#ence in t+o #"ecific c$a##roo # ha# great$% inf$uenced ore #"ecifica$$%* % thought# on % thought# a'out the ro$e and #"ecific dutie# of the teacher* teacher $anguage) Teacher $anguage refer# to the u#e of +ord#* "hra#e#* and tone to he$" #tudent# engage in active $earning and create "o#itive #e$f/identitie#) It incor"orate# a#"ect# of authenticit%* directne##* faith in chi$dren* action* and 'revit% 3Denton* 1??@4) In % fir#t "racticu "$ace ent* % teacher gra''ed her #tudent-# attention '% %e$$ing or +ith ca$$# ho e to "arent# or 'ehaviora$ #crea ing) !he fre5uent$% threatened the ."erienced 'et+een "rofe##or# and #tudent# e to for u$ate % o+n o"inion a'out the +ord# I +i$$ uti$i.e "$ifie# i##ion i# to deve$o" +hat I 'e$ieve a$$ teacher# #hou$d e.

ed "ractice# Love and Logic) Thi# e "ha#i.cited a'out $earning) The teacher +a# de#tro%ing their deve$o"ing identit% a# an inte$$igent* in5ui#itive e.a ine ho+ teacher# uti$i.e the#e factor# in the educationa$ fie$d and the effect the% have on a chi$d-# inte$$ectua$ and ."$orer) >n the other hand* the teacher in fro % fir#t #tudent teaching "$ace ent uti$i.ed the i "ortance of #"ecific $anguage in the c$a##roo +ith regard# to it# affect on #ha"ing #tudent#.Effective Teacher Language con#e5uence# #uch a# :#i$ent $unch)< Her co on "hra#e# inc$uded* :Bou 0no+ %ou are never G going to get an%+here in $ife if %ou act $i0e thatC< and :If %ou do not get 'ac0 in %our #eat in t+o #econd# I a going to ca$$ ho eC< It #ee ed the #tudent# +ere una+are of her e."ectation# and to fear and re#ent their "re#ence in on$% re#"onded +hen #crea ed at) Thi# c$ear$% cau#ed the the c$a##roo +hi$e #i u$taneou#$% he$"ing the create a "oor #e$f/i age) !tudent# fe$t inade5uate and he$"$e## in the c$a##roo ) The% +ere fearfu$ of u"#etting the teacher rather than e.ed #hared contro$* #hared thin0ing* 'a$ancing con#e5uence# aintaining #e$f/conce"t) The ru$e# inc$ude u#ing enforcea'$e 'oundarie#* +ith e "ath%* and "roviding choice# +ith $i it#* and a""$%ing con#e5uence# +ith e "ath% 3Fa%* D) E Fa%* C)* 1??14) (% teacher focu#ed on encouraging the chi$d through o"en/ended 5ue#tioning* "o#itive reinforce ent#* and creating a #afe environ ent +here #tudent# fe$t $i'erated to #"ea0 free$%) F% o'#erving the difference# 'et+een the u#e# of teacher $anguage in the contra#ting #etting#* I rea$i.identitie#) (% co "rehen#ive e##a% +i$$ addre## $earner# and $earning* the $earning environ ent* curricu$u and in#tructiona$ #trategie#* and a##e## ent in the content area of teacher $anguage in and direct action# of the teacher e$e entar% education) !"ecific $anguage* tone* attitude* and 'ehavior that focu# on "o#itive$% re inding* redirecting* and reinforcing #tudent# are e##entia$ factor# that effect the inte$$ectua$ and e otiona$ deve$o" ent of a chi$d) The "ur"o#e for thi# "a"er i# to e.

ten#ive re#earch* I +i$$ #ho+ the connection 'et+een #"ecific theorie# of effective teacher $anguage and $anguage and the i "$ication# it +i$$ have in % current under#tanding of teacher H % educationa$ "rofe##ion) Learner# and Learning Developmental Theory 6hen re#earching the i "act of teacher $anguage on $earner# and $earning* it i# e##entia$ to fir#t con#ider the deve$o" ent of %oung chi$dren +ith regard# to $anguage u#e) 6hat do +e 0no+ a'out the deve$o" ent and $earning of %oung chi$dren.Effective Teacher Language e otiona$ gro+th in the c$a##roo ) Through e.t# in +hich chi$dren e. Fecau#e a# teacher#* our $anguage +i$$ inevita'$% effect and #ha"e the t%"e of $earner each #tudent 'eco e#* it i# e##entia$ to under#tand ho+ their ind# +or0 and ho+ the% +i$$ re#"ond to the +or$d of education) According to !$avin ain idea#) Fir#t* +e under#tand 31??H4* V%got#0%-# theor% of $earning focu#e# on t+o inte$$ectua$ deve$o" ent in ter # of hi#torica$ and cu$tura$ conte.t# do chi$dren 'e#t re#"ond to infor ation."erience) !econd* deve$o" ent re$ie# on a #ign #%#te # that he$" chi$dren co #o$ve "ro'$e #) Incor"orated into a #ign #%#te unicate and i# a cu$ture-# $anguage and +riting #t%$e) In other# o""o#ition to Piaget* V%got#0% 'e$ieve# that cognitive deve$o" ent $in0# to in"ut fro and the #e$f/regu$ation of a chi$d i# de"endent on the co unicative interaction# 'et+een chi$d and adu$t 36ert#ch* 1??I4) Thi# theor% direct$% re$ate# to the idea that chi$dren deve$o" and gro+ through the interaction# the% have +ith other hu an 'eing# and #ociet% a# a +ho$e) 6hi$e interaction# +ith other# a'#o$ute$% inc$ude their "eer#* the interaction# +e +i$$ #"ecifica$$% focu# on in thi# "a"er are +ith teacher#) V%got#0%-# theor% #ugge#t# that a chi$d-# $earning "recede# deve$o" ent $earning re$ie# on interaction fro eaning that other# +hich a$$o+# for the tran#fer of 0no+$edge and gro+th . In +hat #ituation# and +ith +hat conte.

e infor ation +ith regard# to re$ation#hi"# 'ui$t a ong#t individua$# and interaction# +ith $anguage in #ociet%) Shaping Positive Attitudes 6hen #tudent# enter a c$a##roo on the fir#t da% of #choo$* it i# i "erative that teacher# under#tand the idea of ho+ chi$dren deve$o"* not on$% to get to 0no+ their #tudent#* 'ut to a##i#t each chi$d-# =ourne% to+ard# identif%ing the #e$ve# a# a $earner) Teacher# need to under#tand the +ord# the% u#e affect ho+ that chi$d change# and gro+# inte$$ectua$$% and e otiona$$%) Fir#t and fore o#t* $anguage in the c$a##roo their difference#) Teacher# i# a +a% to identif% each uni5ue individua$ and ce$e'rate u#t 0no+ their $earner# and 'ui$d re$ation#hi"# in order to en#ure teacher $anguage i# avai$a'$e for "ractice) Thu#* if a teacher doe# not 'ui$d a re#"ectfu$* tru#ting re$ation#hi" +ith each #tudent* the chi$d +i$$ have no concrete rea#on to $i#ten to the teacher) According to Dohn#ton 31??A4 $anguage i# not ere$% re"re#entationa$ 'ut it i# a$#o con#titutive eaning that it ha# the "o+er to actua$$% create rea$itie# and encourage uni5ue identitie#) La'e$ing a chi$d '% #a%ing :Bou are #o # art< i# e.one of "ro.Effective Teacher Language of the chi$d through a#tering #0i$$#) The four ain idea# inc$ude #e$f/regu$ation* "rivate @ #"eech* the .i#ting at an inte$$ectua$ #tate that a'$e to change* +hi$e the other offer# a co "$i ent geared to+ard# the affective "er#"ective) It i# the idea that teacher# u#e $anguage to 'ui$d "o#itive attitude# that ena'$e# chi$dren to #ucceed in the c$a##roo ) Focu#ing on direct and authentic $anguage that encourage# the chi$d to thin0 inde"endent$% and creative$% rather than #i "$% #earching for the correct an#+er 'ui$d# a #en#e of autono % and a "o#itive identit%) !ho+ing faith in chi$dren-# a'i$itie# and #trength# .tre e$% different fro #a%ing :Bou are #o a% not 'e thoughtfu$)< >ne $a'e$# the chi$d a# "er anent$% e.i a$ deve$o" entJ#caffo$ding* and coo"erative $earning 3!$avin* 1??H4) Un$i0e Piaget* there are no $eve$# to 'e :acco "$i#hed< or te#t# to "a##) Deve$o" ent and gro+th #o$e$% de"end on a chi$d-# a'i$it% to co "rehend and interna$i.

"$ain +hat the% have done* or +h% the% have added that detai$) Thi# o"en# a conver#ation that a$$o+# the #tudent to fee$ "roud of their +or0* +hich #ha"e# "o#itive attitude#* and a$$o+# the to ref$ect on their +or0 rather than #i "$% acce"t a co "$i ent 3(i$$er E Tove%* &77H4) A# teacher#* +e give either fi."$aining* :I noticed %ou are tr%ing $ot# of different co$or# and it $oo0# 'eautifu$)< In#tead of 'ui$ding the chi$d-# identit% through their de"endence on %our a""rova$* %ou are de on#trating ho+ %ou have noticed their #trength# and "er#i#tence in the c$a##roo ) Focu#ing on deve$o"ing a chi$d-# attitude through u#ing e.i#t# +hi$e a$$ea'$e "rai#e high$ight# the "o##i'i$it% of change and "rogre## in $earning 3VanDe6eghe* 1??84) In our $anguage a# a teacher* +e u#t e "ha#i.e and ac0no+$edge the thing# the% are doing +e$$) !"ecific o'#ervation# and co ent# #ho+ a chi$d that not on$% do +e have confidence in the a# a I "er#on* 'ut +e a$#o have confidence in their a'i$it% to thin0 and #o$ve "ro'$e # for the #e$ve# 3Denton* 1??H4) >nce again it i# nece##ar% to 'e #"ecific and direct +hen #ha"ing a chi$d-# attitude) In#tead of #a%ing :I $i0e the +a% %ou did that "icture< %ou give encouraging and o"en/ ended #u""ort e.Effective Teacher Language ean# ta0ing the ti e to recogni.ed "rai#e focu#e# on inte$$igence a# a trait that e.e a$$ea'$e "rai#e '% focu#ing on 'ui$ding a chi$d-# confidence through "o#itive feed'ac0) Rather than high$ighting fau$t# and di#tri'uting 'ad grade#* +hich #ugge#t# that the% have fai$ed 'ecau#e the% are du '* +e to continue "ro'$e u#t encourage a chi$d #o$ving +hich +i$$ 'ui$d their confidence in their o+n a'i$itie#) ."$icit $anguage a$$o+# u# a# teacher# to he$" the chi$d gro+ +ithout hindering their inde"endence) Intrinsic Motivation through Praise and Feedback 6hen di#tri'uting "rai#e and feed'ac0 it i# once again i "ortant to 'e c$ear and direct +ith %our +ord#) 6a%# to "rai#e a chi$d inc$ude #a%ing $e## and a#0ing #i "$% te$$ing a chi$d the% did a good =o'K a#0 the ore) Rather than to e.ed "rai#e or a$$ea'$e "rai#e) Fi.

"$ain# that the =o' of the teacher i# to u#e e.Effective Teacher Language Through "rai#e and feed'ac0 that encourage# intrin#ic 7 otivation* teacher $anguage he$"# create "o#itive attitude# and #ha"e identitie# of $earner# in the c$a##roo ) Ho+ #tudent# "erceive their teacher-# a'i$it% to co unicate effective$% i# a direct re"re#entation of #tudent#.intrin#ic otivation 3Noe$#* C$e ent* E Pe$$etier* &7774) (an% ti e#* #tudent# enter #choo$ intrin#ica$$% otivated 'ecau#e the% are e.e# "erfor ing for no other rea#on than to fee$ good a'out %our#e$f and the #ati#faction of co "$eting the action 3Noe$#* C$e ent* E Pe$$etier* &7774) Focu#ing the attention on the chi$d and acco "$i#hing the ta#0 #i "$% for their o+n "$ea#ure encourage# intrin#ic +ord# and engage# the otivation) Finding +a%# to intrigue the chi$dren +ith %our in $earning) In Dr) Hof+o$t-# !CED 81G?* +e di#cu##ed the i "ortance of the $earning c%c$e) The fir#t "ha#e* e."$oration) (ani"u$ating our +ord# in a "o#itive +a% re#u$t# in intriguing a chi$d-# curio#it%) :Let-# #ee ho+ an% co$or +ord# +e can find< or :Ho+ an% different c$oud #ha"e# can %ou #ee in the #0%.citing ta#0 rather than a de anding chore 3(ar#ha$$* &7I@4) Language otivate# the chi$d inherent$% and e "ha#i.citing* authentic* engaging $anguage to gra' the #tudent-# attention and #"ar0 their intere#t) De#cri'ing a di#a#trou# "ro'$e "o#ing a conundru the chi$dren in the environ ent that on$% the #tudent# can he$" #o$ve* or u#t inve#tigate he$"# create curio#it% +ithin the $earner) It i# ."$oration* e.< a$$o+# u# to #"ar0 a chi$d-# intere#t '% #i "$% changing our +ord#) In#tead of de anding that a chi$d +rite the na e# of a$$ the co$or# or identif% the na e# of c$oud# and #ha"e#* %ou are teaching +ith the u#e of "$a%fu$ ga e# that he$" the #ee $earning a# an en=o%a'$e and e.cited a'out $earning and curiou# a'out the +or$d the% $ive in) Ho+ever* a# ti e goe# '% thi# fee$ing #$o+$% di ini#he#) A# teacher#* the $anguage +e u#e in our c$a##roo # #hou$d incite the curio#it% of %oung chi$dren and create an inert "a##ion for e.

"$icit) It i# i "ortant to te$$ #tudent# e.Effective Teacher Language &? +ith carefu$$% "$anned +ord# that +e can he$" #ha"e the#e e##entia$ characteri#tic# in gro+ing $earner#) Li0e V%got#0%* I 'e$ieve chi$dren-# inte$$ectua$ and e otiona$ deve$o" ent i# de"endent on interaction# +ith "eer# and e#"ecia$$% adu$t#) In "ractice* I fee$ that it i# nece##ar% to recogni.identitie#) % o+n Li0e+i#e* the u#e of "rai#e and feed'ac0 i# a$#o critica$ a# a fir#t %ear teacher) In e.act$% +hat the% are doing +e$$ and a#0 the on their o+n +or0 #i u$taneou#$%) Recogni.e the i "ortance of %our ro$e a# not on$% a teacher* 'ut a$#o ode$) Ever%thing #aid in the c$a##roo #tudent#) A# I antici"ate i# going to #ha"e and entor* guide* and ro$e ind# of our % o$d the %oung % fir#t %ear in the c$a##roo * I under#tand the i "ortance of $anguage in #ha"ing "o#itive identitie# and encouraging $ife/$ong $earning) Feing incredi'$% o'#ervant and voca$ a'out each individua$ #tudent i# nece##ar%) Noticing that !a$$% "ut forth a $ot of effort on her art+or0 and a#0ing her to e. to 'eco e #cienti#t# re#"on#i'$e for di#covering 6a# it #to$en.achieve ent# +hi$e deterring the fro $oo0ing to %ou for a""rova$ i# the ain goa$) Fo#tering a #en#e of curio#it% and intrigue % $anguage to intrin#ica$$% otivate #tudent#) In#tead on a =ourne% a'out #choo$ i# another +a% I +i$$ craft of a#0ing chi$dren to read cha"ter five in their #cience 'oo0* I +ant to ta0e the through the #o$ar #%#te a#0ing the to "onder +hat cou$d have "o##i'$% ha""ened to P$uto.ing #tudent#.ce"tiona$ #tudent# i# ho+ +e he$" create #tudent#."$ain ho+ #he dre+ tho#e 'utterf$ie# to the c$a## encourage# a "o#itive #e$f/i age for her) It a$#o re$a%# % confidence in her a# a #tudent) and 'e$ieve the% have the "o+er Letting #tudent# 0no+ that %ou care a'out each one of the +ithin the to 'eco e e."erience* I a ore $i0e$% to te$$ #tudent# the% are a$+a%# doing a good =o' rather than 'eing to ref$ect e. A#0ing the the an#+er# to %#teriou# 5ue#tion# 0ee"# education en=o%a'$e a# the% gro+ o$der) . Did it di#a""ear.

Ne$#on 31??14 focu#e# on the i "ortance of creating a #afe environ ent +here the teacher i# a nurturer and #tudent# co$$a'orate +ith teacher# on deci#ion#) Thi# #afe environ ent in#"ire# #tudent-# e.a "$e* if +e #a%* :Bou are a$$ going to get a$ong< in a ore than the actua$ atter/of/fact 0ind of voice* it defeat# the "ur"o#e of e#ta'$i#hing friend#hi" in the c$a##roo ) Chi$dren are "articu$ar$% re#"on#ive to the different tone# of our voice #o it i# i "erative to the o'=ective our +ord# are tr%ing to conve% 3Denton* 1??H4) atch the tone of our voice to . Are there #"ecific +a%# to en#ure that the creation of a c$a##roo +e fo#ter #tudent# $earning.Effective Teacher Language && Learning Environ ent Tone and Attitude A# "art of 'ui$ding the ca#e for #ho+ing ho+ teacher $anguage* tone* attitude* and 'ehavior high$ight the i "ortance of the $earning environ ent in the c$a##roo * I +i$$ ca$$ u"on Dane Ne$#on* Di Fa%* and Char$e# Fa%) In +hat +a%# doe# teacher $anguage #"ecifica$$% effect environ ent and co unit%."ectation#) The #"ecific tone of voice $et# our #tudent# 0no+ ho+ +e are fee$ing even +ord#) For e.cite ent of $ife and $earning rather than induce fear of hu i$iation and fai$ure) Foth tone and attitude are e##entia$ co "onent# +hen creating a #afe and +e$co ing environ ent for %our #tudent#) Ne$ Nodding# 3&7714 'e$ieve# that individua$ #trength# #hou$d 'e cu$tivated in an environ ent of caring* not one of co "etition) !"ecific idea# are caring for the #e$f* for the inner circ$e* for #tranger# and di#tant other#* for the hu an/ ade +or$d* and for the +or$d of idea#) Her i##ion i# to #ho+ that education created through caring* "o#itive attitude# "roduce# a ore effective $earning environ ent) (ode$ing a +ar * caring tone #ho+# %our #tudent# the acce"ta'$e +a% to ta$0 to one another in the c$a##roo ) 6hi$e there i# o#t certain$% a ti e for a ore #tern voice* it i# i "ortant at the 'eginning of the %ear to #et goa$# and e.

e# the i "ortance of #etting $i it# +ith enforcea'$e #tate ent# +ithin the $earning environ ent and 5uic0 and ea#% "reventative intervention# that he$" #tudent# o+n and #o$ve their "ro'$e #) Thi# i# i "erative +hen creating an environ ent +here #tudent# +i$$ interact and gro+ throughout the %ear) The 5uic0e#t +a% to $o#e "o+er +ith %our #tudent# i# '% te$$ing the +hat to do and acting a# the authoritative* a$$/0no+ing "o+er in the c$a##roo ) 6ith enforcea'$e #tate ent# #uch a# :I a##ign fu$$ credit to #tudent# +ho co "$ete their "a"er#< and :I +i$$ 'egin #"ea0ing +hen % c$a## i# 5uiet< #et $i it# that #tudent# can fo$$o+ and give e."$icit direction# rather than vague #tate ent# 3Fa%* D) E Fa%* C)* 1??14) In#tead of creating a fearfu$ environ ent 'a#ed on de and# and unattaina'$e ru$e#* %ou are "$acing #tudent# in "o#ition of "o+er '% a$$o+ing the to a0e deci#ion# that affect action# and ro$e# in the c$a##) Thi# once again create# a $earning environ ent of e5ua$it% and re#"ect +hich fo#ter# the deve$o" ent of autono % and #e$f/efficac% in chi$dren through a #en#e of 'e$onging 3Deci E F$a#te* &77G4) Behavior in the Community After %ou have decided a# a teacher the +a%# %ou +i$$ de$iver %our +ord#* it i# i "ortant to under#tand ho+ to u#e the#e +ord# to create a #afe and +e$co ing co unit% +ithin %our c$a##roo ) !"ecific "hra#e# u#ed to addre## #tudent# can dra#tica$$% change the +a% the% interact +ith one another) Teacher# #hou$d initiate conver#ation* in a "o#itive and caring tone* that invite# chi$dren to 0no+ each other-# na e#* ta0e turn#* coo"erate* +or0 together* #o$ve conf$ict#* and a$+a%# u#e "o$ite and re#"ectfu$ $anguage 3Charne%* 1??14) >nce again* ode$ing the#e interaction# 'et+een teacher and #tudent +i$$ a$$o+ #tudent# to $earn and 'egin active$% engaging in #i i$ar interaction# a ong each other) .Effective Teacher Language &1 !i i$ar to Ne$#on-# "hi$o#o"h%* Di and Char$e# Fa% 31??14 have created their o+n "hi$o#o"h% +hich e "ha#i.

one of "ro.i a$ deve$o" ent*< +hich i# achieved through a "o#itive #e$f/i age and confidence in the $earner 3Denton* 1??H4) Identitie# #uch a# e.Effective Teacher Language &8 !etting e."ectation#* it i# i "erative a# the teacher to fo$$o+ #"ecific guide$ine#) >ne e##entia$ a#"ect i# #a% +hat %ou ean and ean +hat %ou #a% 3Denton* 1??H4) Feing direct* fo$$o+ing ediac% of %our re#"on#e are e$e ent# that re$a% to %our eaningfu$) If an e."ectation# and re#"ect 'ui$t a ong#t the co fo$$o+ing through +ith con#e5uentia$ action# increa#e# the va$idit% of our +ord# and re#"on#e e$icited fro #tudent#) unit% in the c$a##roo * $anguage a$#o unit%) 6hen chi$dren fee$ #afe and In addition to creating an effective $earning co +or0# to deve$o" each individua$-# identit% +ithin the co co forta'$e in their $earning environ ent* and +ith one another* the% can reach their fu$$ "otentia$) V%got#0% define# thi# a# +or0ing in their :."$orer* re#earcher* and a##i#tant are #"ecific ro$e# u#ed for #ha"ing chi$dren-# "artici"ation in the co unit%) Giving a chi$d re#"on#i'i$it% and ho$ding the re#"on#i'$e for their action# deve$o" thi# #en#e of autono % and "ur"o#e in the c$a##roo #ince identit% tie# to 'oth uni5uene## and affi$iation 3Gee* &77H4) U#ing "hra#e# $i0e :6hat a ta$ented %oung arti#t ."ectation# at the 'eginning of the %ear i# e##entia$ +hen creating a $earning co unit% and #ha"ing the 'ehavior# of %our #tudent#) 6hi$e each co unit% +i$$ e#ta'$i#h their o+n e."ectation #et for the %ear i# to $ine u" u#t a$+a%# fo$$o+ through +ith %our action#) !u.% through +ith action#* and the i chi$dren %our +ord# are re$ia'$e and 5uiet$% or %ou u#t #it 'ac0 do+n* %ou $ine# u" noi#i$%* %ou a#0 her to #it 'ac0 do+n) If #he doe# not re#"ond* and %ou =u#t $eave it a$one* then #tudent# +i$$ 'egin to o'#erve %our :f$i"/f$o""ing< 'ehavior 3Frad%* Forton* Porter* E 6ood* 1??84) Thi# cau#e# $anguage to $o#e eaning* hence di ini#hing the effectivene## of unit%) U#ing direct $anguage and %our e.

ten#ive i# a$#o a "riorit%) I +ant % action#) Creating a #afe and $oving co % #tudent# to get a$ong and +or0 +e$$ +ith one another) % interaction# ode$ing through $anguage and 'ehavior +i$$ ho"efu$$% tran#fer fro +ith each #tudent to their interaction# +ith one another) I tru$% 'e$ieve #tudent# e.Effective Teacher Language &A %ou are< and :I 'et %ou-re "roud of %our#e$f< high$ight# the ro$e each chi$d i# a##u ing +hi$e #i u$taneou#$% a$$o+ing the to ref$ect on their o+n +or0 3Dohn#ton* 1??A4) o#t i "ortant =o'# a# a e a'out "o#itive Creating a #afe and hea$th% $earning environ ent i# one of the fir#t %ear teacher) Throughout % ti e at Pea'od%* teacher# have in#tructed +a%# to #et u" the c$a##roo * create a co unit%* and #et an enriching tone for the re#t of the % fir#t %ear) Teacher $anguage i# the 0e% in the e5uation of creating thi# t%"e of c$a##roo ) In %ear* I +i$$ en#ure % tone con#i#tent$% atche# the "ur"o#e of % +ord#) 6hi$e I have a$+a%# +anted to 'e the #+eet* nice* teacher* I under#tand that there i# a ti e and a "$ace to 'e fir ) At the 'eginning of the %ear it i# i "erative to conve% a #en#e of $ove and re#"ect to %our #tudent#) It i# a$#o i "ortant to $et each chi$d 0no+ %ou are there to nurture and care for the to teach and educate) Finding a 'a$ance i# difficu$t* 'ut attaina'$e through carefu$$% crafting %our +ord#) Fro da% one I +i$$ a$+a%# ean +hat I #a%) (a0ing #ure % #tudent# tru#t and 'e$ieve that +hen I unit% in a# +e$$ a# #a% #o ething I +i$$ fo$$o+ through +ith % c$a##roo E.ce$ acade ica$$% +hen the% fee$ co forta'$e e otiona$$%) En#uring I re$a% thi# #en#e of tru#t and co fort through % $anguage i# an i "ortant goa$ a# a fir#t %ear teacher) Curricu$u The Three !s Behavioral "##ect In % o"inion* an idea$ c$a##roo focu#e# on di#cover% $earning +here #tudent# are at the and In#tructiona$ !trategie# center and the curricu$u revo$ve# around their #"ecific intere#t#) A con#tructivi#t a""roach .

e# teacher a""rova$ +hich actua$$% decrea#e# intrin#ic otivation in the $ong run 3Deci E F$a#te* &77G4) In#tead* u#ing reinforcing $anguage focu#e# on #"ecific 'ehavior# that the chi$d recogni."ectation# +hich fo#ter $earning) (an% ti e#* teacher# +i$$ "oint out #trength# and fau$t# +ithout thin0ing a'out the re"ercu##ion#) 6ith e."$icit* and authentic in order for #tudent# to under#tand +hat the% have done) Effective reinforcing 'ehavior focu#e# on high$ighting a chi$d-# #trength# and creating "o#itive #e$f/identitie#) (an% ti e# +hen a chi$d doe# #o ething good +e #i "$% #a%* :Good Do'C< and ove on) Ho+ever* thi# i# ineffective 'ecau#e it doe# not te$$ the chi$d +hat the% have done +e$$* 'ut #i "$% e "ha#i."ectation#* the $anguage u#t 'e direct* e.ed to enforce the#e 5ue#tion# can dra#tica$$% change the re#"on#e e$icited fro #tudent#) E."erience# and 5ue#tion# a'out their environ ent 3Gute0* 1??A4) Ho+ do +e 0no+ +hat #tudent# are intere#ted in. Ho+ can +e en#ure that the 5ue#tion# +e a#0 are ena'$ing authentic re#"on#e#. A# "art of 'ui$ding the ca#e for #ho+ing ho+ 5ue#tioning* 'oth acade ic and 'ehaviora$* affect# curricu$u and teaching #trategie#* I +i$$ ca$$ u"on Denton 31??@4) He di#cu##e# the i "ortance of three e##entia$ 5ue#tioning techni5ue#K re inding* reinforcing* and redirecting) The #"ecific $anguage uti$i.i#t in dai$% routine#* di#cover% $earning* and #"ecia$ event# in the c$a##roo ) A# teacher#* +e u#t en#ure that our #tudent# c$ear$% under#tand our e.Effective Teacher Language &G center# around the idea that curricu$u #hou$d co e fro +hat #tudent# are intere#ted in fro their direct e."ectation# e.e# and can continue to "eru#e) It i# a +a% to coach chi$dren on 0e% 'ehavior#* focu# on "articu$ar acade ic #trength#* and +ar a0e chi$dren ore a+are of their action# 3Denton* 1??@4) U#ing a and "rofe##iona$ tone +hi$e e "$o%ing 0e% "hra#e# #uch a# :I noticed< and :I #ee< co 'ined +ith #"ecific de#cri"tion# of the action# +i$$ a$$o+ #tudent# to fee$ "roud of the #e$ve# .

Ho+ do +e re ind +ithout re"eating our#e$ve# nu erou# ti e# and $o#ing credi'i$it% of our $anguage. Re inding $anguage i# o#t effective +hen given 'efore #tudent# have the o""ortunit% to co "$ete a ta#0 i "ro"er$% or veer off/ta#0) Rather than te$$ing the #tudent +hat the% #hou$d 'e doing* u#ing "ro "t# and c$ue# for the to re e 'er and rete$$ conve%# a teacher-# faith in the #tudent to a0e the right deci#ion on their o+n 3Denton* 1??@4) Fefore activitie#* it i# i "erative to focu# on re inding $anguage #o the teacher doe# not have to interru"t and 'adger #tudent# throughout the $e##on) Thi# a$$o+# for the chi$d to ta0e re#"on#i'i$it% for hi# or her action# and ta0e "reventative ea#ure# on hi# or her o+n +ithout +aiting for the teacher to correct hi ) A#0ing a chi$d :6hat #hou$d %ou 'e doing< or :6hat 0ind of voice# and faith in the chi$dren to #e$f/i age) Another a#"ect of re inding $anguage focu#e# on activating "rior 0no+$edge 3Dohn#ton* 1??H4) He$"ing chi$dren re e 'er "reviou# #che a# in order to he$" "revent #i i$ar "ro'$e # in ne+ one# i# incredi'$% effective) It o"en# u" the "o##i'i$it% for ne+ connection# and "revent# reoccurring #ituation#) For e.Effective Teacher Language &H and their a'i$it% to achieve in the c$a##roo rather than #ee0ing a""rova$ fro the teacher* +hich once again e "ha#i.e# "o#itive identitie# and #e$f/efficac%) 6hi$e reinforcing $anguage high$ight# the good 'ehavior of #tudent#* ho+ can +e continue to he$" #tudent# re e 'er c$a##roo e.a "$e* if a chi$d i# a'out to 'egin difficu$t inde"endent +or0 %ou can #a% :Thin0 a'out ho+ %ou focu#ed $a#t ti e +e did thi#)< Giving chi$dren the o""ortunit% to a0e inde"endent connection# once again 'ui$d# their #e$f/e#tee and he$"# the ho$d anner# #hou$d +e u#e< #ho+# the teacher-# a0e the right deci#ion +hich deve$o"# #tudent#.autono % and "o#itive the #e$ve# re#"on#i'$e for their action# rather than re$%ing on the teacher for the an#+er) ."ectation#.

3eva$uation4 ena'$e# .ono % #erve# a# a guide +hen deve$o"ing the inte$$ectua$ #0i$$# of chi$dren) (oving fro #i "$e 30no+$edge4 to co "$e."ectation# 3Charne%* 1??14) an% For e.Effective Teacher Language &@ Fina$$%* it i# inevita'$e that chi$dren +i$$ veer off ta#0 and di#regard the ru$e# and e."ectation#.Ta."ectation i# for Caro$ to not run do+n the #tair# and he doe#* teacher# +ou$d re#"ond* :Caro$* don-t run in the ha$$# %ou-re in trou'$e< or :That-# again#t the ru$e* do not do it again)< Thi# high$ight# the 'ad 'ehavior* and conde n# Caro$ for her action#) In#tead* redirecting a$$o+# for "roactive $anguage to he$" identif% the e."ectation#) In % "racticu "$ace ent* I o'#erved %e$$ing* #crea ing* and threat# +hen +a# di ini#hed and identitie# 'ro0en 'ecau#e the teacher chi$dren +ere off ta#0) Their e#tee ade the fee$ inade5uate and fai$ure# in the c$a##roo ) 6hat do +e do +hen a chi$d 'rea0# eet our e. Redirecting $anguage i# an effective and "o#itive a$ternative +hen addre##ing #tudent-# i#ta0e#) In the ca#e of % "racticu teacher* #he cau#ed the #tudent# to fee$ u"#et for their action# and encouraged #e$f/he$"$e##ne##) In#tead* teacher# need to 'e "roactive in he$"ing chi$dren "ractice a""ro"riate 'ehavior# for eeting e. Ho+ do +e re#"ond +ithout 'rea0ing their one of the ru$e# or doe# not #"irit#."ectation and ho$d chi$dren re#"on#i'$e for their action#) U#ing a fir 'ut #ti$$ caring tone i# e##entia$ +hen redirecting) Teacher# #hou$d never a#0 or give the chi$d the o"tion of doing a ta#0 #uch a# :Cou$d %ou #it do+n no+< or :P$ea#e #to" ta$0ing)< Direct* authentic* fir 'ut ca$ #tate ent# a$$o+ the chi$d to under#tand %ou are addre##ing the "ro'$e * 'ut a$#o #ti$$ care a'out their +e$$/ 'eing 3Denton* 1??@4) In#tead a #i "$e* :Do not run* +a$0< addre##e# the "ro'$e and redirect# the chi$d to the a""ro"riate 'ehavior) Thi# he$"# encourage #tudent# to deve$o" a de#ire to do the right thing +ithout fear of "uni#h ent) $pen%ended Academic &uestioning According to !$avin 31??H4* F$oo #.a "$e* if an e.

re#"on#e#) E 'edded 5ue#tion# are another for of o"en/ended 5ue#tion# that offer# e. thought#) Uti$i.ing higher order thing #0i$$# to #%nthe#i.tua$$% and enhance cognitive deve$o" ent) >"en/ended 5ue#tioning i# a for of teacher $anguage that tran#fer# acade ic re#"on#i'i$it% fro the teacher to the #tudent 'ui$ding on #i "$e o'=ective# to ore co "$e.e the i "ortance of 5ue#tioning 'oth 'ehaviora$ and % "hi$o#o"h% of teaching eant never rai#ing acade ic in#truction in the c$a##roo ) Fefore attending Vander'i$t* focu#ed on teacher# a# a$+a%# #+eet* caring* and 0ind to their #tudent#) That .e and eva$uate infor ation 3!$avin* 1??H4) The re#"on#e# fro chi$dren guide further in#truction and #hou$d ove the conver#ation for+ard) According to 6a$ #$e% E A$$ington 31??H4 teacher# u#e their 0no+$edge of $iterac% deve$o" ent to decide +here to go ne.one of "ro.i a$ deve$o" ent and 0no+ing ho+ 5uic0$% to on #tudent#. 5ue#tioning i# re$iant for #trugg$ing reader# +ho need "ractice in thin0ing their +a% through +hi$e reading 3Fordha * 1??H4) E 'edded 5ue#tioning he$"# 'ridge the ga" 'et+een the #trategie# the% can u#e to deve$o" 5ue#tion# a# +e$$ a# he$" encourage #e$f/ onitoring #0i$$#) It i# the teacher-# =o' to guide #tudent# under#tanding +ith 5ue#tion# de#igned to he$" the thin0 ore effective$% 3Fordha * 1??H4) !erving a# a guide he$"# deve$o" #e$f/efficac% and a #en#e of urgenc% +ithin each individua$ #tudent that he$"# 'ui$d confidence a# a reader and a $earner) In % o+n e.t* +hen to intervene and +hen not to* and ho+ to and e."erience I rea$i.Effective Teacher Language &I chi$dren to "roce## thought# conte.tra #u""ort ove fro #i "$e to co "$e."$ain #trategie# in +a%# that chi$dren can ode$ a0e their o+n inference#) The "ur"o#e of o"en/ended 5ue#tion# i# to a##i#t %our chi$dren +ith deve$o"ing their o+n co "rehen#ion #trategie# and 'eco ing inde"endent thin0er#) 6or0ing +ithin the .ing effective o"en/ ended 5ue#tion# a$$o+# the teacher to a##i#t the chi$d in deve$o"ing and uti$i.

ed "hra#e# #uch a# :6hat i# the e +hat %ou need to 'e doing right no+)< o#t nurturing +o an I have ever changed after +ith "rofe##or# and c$a##roo a""ro"riate 'ehavior +hen co$oring< and :!ho+ (% fir#t grade entor teacher +a# one of the 0inde#t* et* %et uti$i."erience in EDUC 87G1 and #econd #tudent teaching "$ace ent) I* a$ong teacher# fre5uent$% uti$i.ed effective* direct* $anguage +ith a caring tone and authentic direction) Her #tudent# $oved her dear$%* 'ut a$#o $i#tened the fir#t ti e) If the% +ere off/ta#0* #he +ou$d "air a $ogica$ con#e5uence #uch a# oving 'ac0 to their de#0 fro the car"et +ith the "hra#e* :I- #orr%* %our action# have cau#ed %ou to $o#e that "rivi$ege)< I $earned that ho$ding chi$dren re#"on#i'$e for their action# not on$% he$"ed the gro+ and deve$o" #ocia$$% and acade ica$$%* % c$a##roo * I 'ut a$#o increa#ed "roductive in#tructiona$ ti e and decrea#ed interru"tion#) In +i$$ #et c$ear e.c$u#ion of a +ord can a0e a +or$d of difference) (o#t i "ortant$%* I +ant % #tudent# to 0no+ that I care* 'ut at the #a e ti e re#"ect e a# their teacher) (% e.e reinforcing* re inding* and redirecting 5ue#tioning "aired +ith o"en/ended 5ue#tion# +hich encourage creativit% and #e$f/ efficac% a ong#t #tudent#) A$though difficu$t* it i# i "erative to focu# on the "hra#e# +e u#e and the +ord# +e choo#e to #"ea0 to our #tudent#) A# #ho+n a'ove* the tone of our voice or e."ectation# at the 'eginning of the %ear and uti$i."ectation# +i$$ 'e c$ear and I e "o+er a #tudent-# inde"endence and deve$o" ent of autono % and "o#itive i age of a #ucce##fu$ $ife/$ong $earner) .Effective Teacher Language &7 their voice* a$+a%# a#0ing "o$ite$%* never "uni#hing a chi$d or uch of a0ing the fee$ 'ad) 6hi$e % % "hi$o#o"h% #ti$$ ho$d# #trong* I found that the +a% I +a# actua$$% "utting "hi$o#o"h% in "ractice +a# ineffective) (an% ti e# I +ou$d a#0 chi$dren to #it 5uiet$% and threaten to ta0e ti e off fro $i0e rece## 'ut never actua$$% fo$$o+ through for fear the% +ou$d not e) I +a# a$#o con#tant$% a#0ing chi$dren to do thing# re"eated$%) (% $anguage dra#tica$$% % e.

"$ore and de on#trate their #0i$$# and #trength# in accordance +ith their de#ired $earning #t%$e) Teacher# guide #tudent# in their deci#ion# 'ut a$#o need to e.ed nu 'er that atche# a grade) Teacher $anguage "$a%# a eaningfu$ activitie# that 0e% ro$e in thi# "ractice 'ecau#e it ena'$e# #tudent# to engage in de on#trate their achieve ent# +ithout the #tre## of a0ing a certain "ercentage or grade) .a "$e# of a$ternative a##e## ent inc$ude re#"on#e =ourna$#* grou" "ro=ect#* and de'ate#) Each of the#e for ative a##e## ent# a$$o+# for the teacher to "artici"ate in in a conver#ationa$ for eaningfu$ di#cour#e +ith the #tudent# either +ith the re#"on#e =ourna$# or "o#itive feed'ac0 +ith a "ro=ect) The#e active conver#ation# a$$o+ the teacher to guide #tudent# in the right +a% in#tead of #i "$% 'randing each individua$ +ith a fi.ing infor ation for the te#t) In#tead* teacher# #hou$d focu# on +a%# to encourage #tudent# to $earn for their o+n 'enefit rather than achieving a #"ecific #core) Teacher $anguage i# a 0e% e$e ent +hen differentiating te#ting.Effective Teacher Language 1? A##e## ent Alternative Assessments In an idea$ +or$d* a##e## ent #hou$d 'e "art of the =ourne%* not the de#tination) !ad$%* there i# an incredi'$e e "ha#i# "$aced on high/#ta0e# te#ting that ha# ca#ed the curricu$u 'eco e the te#t 3Lind5ui#t* 1??14) Thi# force# teacher# to and to+ard# ove a+a% fro to di#cover% $earning e ori.a 3Lind5ui#t* 1??14) A fe+ e. 6ith high/#ta0e# te#ting* the teacher need not #a% an%thing 'ecau#e the% are #i "$% di#tri'uting te#t# and +i#hing #tudent# good $uc0) Ho+ever* +ith a$ternative te#ting and "erfor ance 'a#ed a##e## ent#* teacher# have the o""ortunit% to a$$o+ #tudent# to e."$ain that not ever% chi$d fit# into a #ing$e o$d) A$ternative te#ting i# an arra% of different +a%# #tudent# can de on#trate their 0no+$edge +ithout ta0ing a u$ti"$e/choice e.

ed te#ting '% teaching for the te#t* not to the te#t 3Lind5ui#t* 1??&4) Positive Attitudes #or Testing An e##entia$ co "onent of a##e## ent corre$ated +ith teacher $anguage i# the +a% +e #ha"e #tudent#.ing choice and freedo rather than a #"ecific correct an#+er i# an e##entia$ criterion) !ho+ing chi$dren that the% can e. 6hat if I can I not ta0e te#t#.fee$ing# and identitie# a'out te#t/ta0ing) A te#t.Effective Teacher Language 1& >ngoing* for ative a##e## ent a$$o+# the teacher to individua$i."re## their 0no+$edge in different +a%# +ithout fear of fai$ure 'ui$d# their confidence and di ini#he# their fear of te#ting) Teacher# #hou$d a$#o 'e o'#erving and co enting a# a for of a##e## ent) Continuou# 5ue#tioning and o'#ervation a$$o+# for eva$uation of #tudent# "rogre## on a dai$% 'a#i# +hich he$"# teacher# odif% their in#truction 3Reiche$* &77A4) Fecau#e it i# u#t find +a%# to encourage our inevita'$e that high/#ta0e# te#ting i# current$% here to #ta%* +e #tudent# to $earn for the $ove of $earning* and de on#trate their 0no+$edge in their o+n +a%#) Thi# he$"# u# "re"are 0id# for #tandardi.e future $e##on# 'a#ed on current #tudent under#tanding and "rogre## 3(ue$$er* 1??&4) A##e## ent #hou$d guide in#truction* not #erve a# a cu u$ative te#t at the end of the "eriod for a fina$ grade) In % "racticu e. 6i$$ I 'e a'$e to "a## thi# on$% "$ague our #tudent# and it i# our to encourage =o'# to di ini#h the#e thought# and 'ui$d "o#itive attitude# in the c$a##roo . The#e 5ue#tion# co I # art."erience* the teacher +ou$d con#tant$% 'ar0* :If %ou % "ro'$e < or :Bou-re never going to #ucceed don-t #tud%* %ou-re going to fai$* and that-# not in the +or$d if %ou don-t "a## %our fina$ te#t#)< The#e #tate ent# +ere not on$% de eaning 'ut incredi'$% di#couraging for the chi$dren) Chi$dren 'egan to fear te#t#* +hich #hou$d not 'e the ca#e) In#tead* teacher# #hou$d focu# on "re#enting and ode$ing a##e## ent a# a continuou# =ourne% u#ing #"ecific "hra#e# and "o#itive reinforce ent) E "ha#i.

ed a##e## ent a$$o+# chi$dren to choo#e +a%# to "re#ent their 0no+$edge in oda$itie# that he$" the #ucceed) It i# i "erative to focu# on the #trength# of chi$dren rather than their +ea0ne##e#) In#tead of :Bou need to +or0 harder on #tud%ing %our #"e$$ing +ord# 'ecau#e %ou did "oor$% on %our te#t#< +e #hou$d focu# on the "o#itive# $i0e :Great =o' re e 'ering to "ut the vo+e$# together) Let-# focu# on thi# #0i$$ ne.t +ee0)< In#tead of cha#ti#ing the for their $ac0 of achieve ent on a te#t* %ou #hou$d high$ight their achieve ent +hich decrea#e# the fear and $oathing of te#t#) In % o+n c$a##roo * I +i$$ do % 'e#t to en#ure that #tudent# do not fee$ an."$icit #tate ent# and con#tant encourage ent can create "o#itive fee$ing# to+ard# a##e## ent) Identif%ing #tudent# a# :good thin0er#*< :in5ui#itive $earner#*< and :hard +or0er#< 'ui$d# their confidence in the c$a##roo 3Denton* 1??@4) Do+n"$a%ing the inten#it% of high/#ta0e# te#t# and in#tead focu#ing on for ative* individua$i.iet% to+ard# te#t#) A# an e$e entar% #tudent* I +a# con#tant$% nervou# a'out +ee0$% te#t# 'ecau#e I 0ne+ the% affected +ord# and % overa$$ grade) Hour# of #tud%ing and focu#ing on #i "$% e to #$o+$% forget e ori.Effective Teacher Language 11 authentic $earning and a $ife/$ong "a##ion for education) In#ti$$ing a #en#e of deter ination in our #tudent# through e.ing % o+n ath fact# cau#ed % true $ove of $earning) (% ho"e for #tudent# i# to #ee a##e## ent a# a continuou# =ourne% +e e 'ar0 on together) Progre##ive "ro=ect# 'a#ed on individua$# intere#t#* con#tant o'#ervation and feed'ac0* and "o#itive reinforce ent +i$$ drive % in#truction) Rather than in#ti$$ing fear a'out high/#ta0e# te#ting at the end of the %ear* I +i$$ tr% to create an environ ent +here #tudent# have "o#itive identitie# a# $earner# #eeing a##e## ent a# a +a% to :#ho+ off< +hat the% have $earned) !!ED 81G?* taught e the i "ortance of a0ing $earning eaningfu$ '% connecting a##e## ent to authentic #ituation#) !ho+ing chi$dren the connection 'et+een +hat the% $earn and ho+ the% can uti$i.e the #0i$$# in the rea$ +or$d give# infor ation a "ur"o#e and #tudent# a .

ed the "ur"o#e of a teacher i# to nurturer hi# or her #tudent# in a $oving environ ent '% re5uiring the $earning co utua$ re#"ect and ad iration for each other and unit%) Effective teacher $anguage i# +hat "ri ari$% e#ta'$i#he# and ce ent# thi# re$ation#hi") Conve%ing faith in %our #tudent-# a'i$it% to 'eco e 'ri$$iant* inde"endent* $ife/ $ong $earner# i# the o#t i "ortant ru$e in the c$a##roo ) % Ca"#tone* I con#i#tent$% thought and ref$ected a'out % c$a##roo +ith regard# to $earner* $earning % "re#ence in the % In the "roce## of co "$eting o+n i "$ication# of teacher $anguage in environ ent* curricu$u * and a##e## ent) I rea$i.Effective Teacher Language 18 rea#on to $i#ten and co "rehend) (% guide$ine# for a##e## ent +i$$ focu# on o'#erving* "roviding #"ecific feed'ac0* and and find +a%# to he$" #ucceed and a0ing $earning eaningfu$ and authentic) I +i$$ a$+a%# tr% anner that he$"# the % #tudent# de on#trate their 0no+$edge in a a0e connection# to the rea$ +or$d) Through individua$it% and "ur"o#e* +e can di ini#h the negative #tereot%"e te#ting ha# ac5uired and get 'ac0 to the i "ortant factor* $ove of $earning for the chi$d) Conce"tua$ Under#tanding# that +i$$ I "act Thin0ing a'out % Practice % e.iet% i# #$o+$% di ini#hingK e#ta'$i#hing a hea$th% and a""ro"riate 'oundar% 'et+een friend and teacher) A# a #tudent %#e$f* I a con#tant$% a+are of % teacher# 'ehavior* ge#ture#* tone* facia$ feature#* and of cour#e $anguage) At Pea'od%* I fina$$% rea$i.e that % ever%da% interaction# +ith % #tudent# .hi$arating) V%got#0%-# theor% c$ai # that #ocia$ interaction# 'et+een chi$d and adu$t are the foundation for educationa$* e otiona$* and #ocia$ deve$o" ent) For thi# rea#on* I rea$i."erience at Pea'od% over the "a#t %ear evo0e# fee$ing# of an% of the#e e otion# +i$$ % fear of ad iration* re#"ect* acco "$i#h ent* curio#it%* and fear) 6hi$e continue through % fir#t %ear of teaching* one an.e ho+ i "ortant c$a##roo +i$$ 'e* +hich i# terrif%ing* 'ut a$#o e.

e effective teacher $anguage* I +i$$ he$" guide and tran#for chi$dren into autono ou#* "a##ionate $earner#) F% fo$$o+ing % heart and deve$o"ing % "a##ion for educating chi$dren* % "ur"o#e in % $ife i# fina$$% c$ear) I +i$$ 'e an educator and nurturer +ho#e chi$dren) The 0no+$edge I have gained in the "a#t t+e$ve "erce"tion of the ro$e of a teacher* 'ut ha# a$$o+ed i##ion i# to gro+ the +e$$/'eing of % onth# ha# not on$% changed e to deve$o" into the teacher I have a$+a%# ."ectation# co 'ined +ith $ogica$ con#e5uence#) Through deter ination and de#ire to con#i#tent$% uti$i.ing each chi$d a# an individua$ e to he$" create and #ha"e their "o#itive identitie#) Each chi$d #hou$d 'e +or0ing to+ard# #e$f/efficac% and a de#ire to $earn for the "ur"o#e of 0no+$edge) Choo#ing % +ord# #trategica$$% i# a$#o a ta#0 I have #tudied and "racticed during %#e$f 0no+n a# the :nice< teacher +ith "o$ite three and % ti e at Pea'od%) At the 'eginning* I found $anguage) I +ou$d a$+a%# a#0 #tudent# "o$ite$% to #to" ta$0ing and +ou$d re ind the four ti e# +ithout ever rai#ing "rai#ed % voice or "o#ing an% con#e5uence#) I a$#o continuou#$% % chi$dren +ith :good =o'< and :%ou are #o # art< 'ecau#e I thought thi# +a# % ti e #"ent in re$evant and engaging cour#e# and e a# a #tudent to gro+ and $earn fro interaction# 'eneficia$ to their #e$f/e#tee ) Ho+ever* fir#thand e."erience in the fie$d ha# a$$o+ed +ith 0no+$edgea'$e adu$t#) Under#tanding the i "ortance of direct* #"ecific* encouraging $anguage "aired +ith effective teacher 5ue#tioning u#ing the three R-# 3reinforcing* re inding* redirecting4 ha# "o#itive$% inf$uenced % 'ehavior a# a teacher) For % future c$a##roo * I under#tand the i "ortance of creating a #afe environ ent +ith nurturing +ord#* 'ut a$#o #etting c$ear and e."$icit e.Effective Teacher Language 1A +i$$ "er#ona$$% affect the +a% the% gro+) Carefu$$% crafting % 'ehavior* $anguage* and %#e$f i# to a$+a%# 'e interaction# i# e##entia$) The funda enta$ guide$ine# I have #et for genuine and caring +hen interacting +ith +ith uni5ue #trength# +i$$ a$#o ena'$e % #tudent#) E "ha#i.

Effective Teacher Language 1G ad ired and revered) I +i$$ #trive to interacting +ith a0e % +ord# eaningfu$* genuine* and caring +hen fi$$ed +ith $ove and re#"ect % #tudent#) (% "ur"o#e i# to create a c$a##roo +here $anguage and co $earner#) unication i# the 0e% to creating "o#itive identitie# and $ife/$ong .

Effective Teacher Language 1H Reference# Frad%* 9)* Forton* ()* Porter* D)* E 6ood* C) 31??84) Ru$e# in !choo$) Turner# Fa$$#* (A: Northea#t Foundation for Chi$dren* Inc) Charne%* R) 31??14) Teaching Chi$dren to Care) Turner# Fa$$#* (A: Northea#t Foundation for Chi$dren* Inc) Deci* E)* E F$a#te* R) 3&77G4) 6h% 6e Do 6hat 6e Do: Under#tanding !e$f/(otivation) Ne+ Bor0: Penguin Foo0#) Denton* P) 31??@4) The Po+er of >ur 6ord#: Teacher Language That He$"# Chi$dren Learn) Turner# Fa$$#* (A: Northea#t Foundation for Chi$dren) Fa%* D) E Fa%* C) 31??14) Nine E##entia$ !0i$$# for the Love and Logic C$a##roo : Lo+ !tre## !trategie# for High$% !ucce##fu$ Educator#) Go$den* C>: The Love and Logic Pre## Inc) Fordha * N)6) 31??H4) Crafting 5ue#tion# that addre## co "rehen#ion #trategie# in content reading) 'ournal o# Adolescent ( Adult )iteracy* A73G4* 87?/87@) Gee* D)P) 3&77H4) !ocia$ Lingui#tic# and Literacie#: ideo$og% in Di#cour#e#) London: Fa$ er Pre##) Gute0* G)L) 31??A4) Phi$o#o"hica$ and Ideo$ogica$ Voice in Education) Fo#ton* (A: Pear#on Education* Inc) Dohn#ton* P) 31??A4) Choice 6ord#: Ho+ out Language Affect# Chi$dren-# Learning) Port$and* (E: !tenhou#e Pu'$i#her#) Lind5ui#t* T) 31??14) !eeing the 6ho$e through !ocia$ !tudie#* 1nd edition) Port# outh* Ne+ Ha "#hire: Heine an) (ar#ha$$* H)H) 3&7I@4) (otivationa$ !trategie# of Three Fifth/Grade Teacher#) The "lementary School 'ournal* II314* &8A/&G?) .

trin#ic (otivation) The Modern )anguage 'ournal* I83i4* 18/8A) Reiche$* A)G) 3&77A4) Perfor ance A##e## ent: Five Practica$ A""roache#) Science and Children* 81314* 1&/1G !$avin* R)E) 31??H4) Educationa$ P#%cho$og%: Theor% and Practice) Fo#ton* (A: Pear#on Education* Inc) VanDe6eghe* R) 31??84) Re#earch (atter#: !tudent#L Vie+# of Inte$$igence* Teacher#L Prai#e* and Achieve ent) The "nglish 'ournal* 78314* @?/@A) 6a$ #$e%* !)A)* E A$$ington* R)L) 3&77G4) No Muic0 Fi.: Rethin0ing Literac% Progra # in A ericaL# E$e entar% !choo$#) Language and Literac% !erie#) Ne+ Bor0 Cit%* NB: Teacher# Co$$ege Pre##) 6ert#ch* D) 31??I4) Fro !ocia$ Interaction to Higher P#cho$ogica$ Proce##: A C$arification and A""$ication of V%got#0%-# Theor%) +uman Development* G&3&4* HH/@7) .Effective Teacher Language 1@ (i$$er* E)* E Trove%* R) 3&77H4) (otivation* Achieve ent* and Te#ting) Ca 'ridge* (A: Harvard Co$$ege) (ue$$er* P)N) 31??&4) Lifer#: Learning fro Heine ann) Ne$#on* D) 31??14) Po#itive Di#ci"$ine in the C$a##roo ) Ne+ Bor0: Rando Hou#e Inc) At/Ri#0 Ado$e#cent Reader#) Port# outh* NH: Nodding#* N) 3&7714) The Cha$$enge to Care in !choo$#: An A$ternative A""roach to Education) Ne+ Bor0* NB: Teacher# Co$$ege Pre##) Noe$#* 9)A)* C$e ent* R)* E Pe$$etier* L)G) 3&7774) Perce"tion# of Teacher#.Intrin#ic and E.Co unicative !t%$e and !tudent#.