Key points:
As educators, we know that small movements make a big difference, but personally, I had not thought of the impact of a single word. Having well led more than a thousand observations of kindergarten teachers to the 12th year in the past 15 years, I noticed that there has been a comment that I gave more than any other – and that implies an apparently minor change of word.
Several times in any class period, teachers call on students to contribute to the lesson of the day. Sometimes they call for cold students, while other times they will ask students to share what they learned after having had the chance to read the assigned equipment or discuss it with their group classmates. When they do this, the vast majority of teachers I observed start by saying: “Tell me …”, as in “Tell me why we should ward off the verb in this way” or “Tell me what the author means by that” or even, “tell me what you think of what your classmate said”.
When I observe this, the comments I give are simple: I ask them to replace “me” with “us”: “Tell us”.
This change in a word points out to students that their contributions count not only for the teacher's approval, but for everyone's collective learning in the room. To say “Tell us”, instead of “Tell Me”, validates the role of each student as an apprentices and knowledge donor.
It is incredibly difficult for most teachers to modify their language in this way. Observation after observation, I hear the echo of “Tell Me” from the corridor to the corridor, from class to class. I believe that this habit is deeply rooted in traditional class structures where teachers are considered to be controllers rather than class facilitators. I incorporated this particular linguistic change in my work with other educators at Relaying Graduate School of Education.
I gave the comments to a teacher who was shocked by the number of times she said “Tell me”, when she watched the video. During our next meeting, she told me that she had focused on change and could already feel a palpable difference in the way the children spoke to her and spoke to her.
“”Tell me“Indicates that I, the teacher, I asked a question and that I want an answer. I want to judge what has been said. This judgment could be positive or negative, affirming or criticizing, but no matter the judgment is only for me. I am the one who is going to look at the student when they speak, and I also expect them to look at me. At this point, I probably don't think the other students because I asked the student.
“”Say“, On the other hand, means that I, the teacher, I want the student to share his reflections with the whole class. I want to start a conversation, but I also want the student to look at his classmates and communicate directly to them.
Many teachers want their classrooms to feel like a community, where students learn from each other and care about what others say. Noble intentions like these are made possible mainly through the small decisions we make in our interactions with individual students.
Each word counts.
Once the teachers adopt “tell us”, small but deliberate movements can strengthen this change in students' speech. Here are some strategies to make this language change as impactful as possible:
- Intentionally when you call a student to tell us. Call only a student to “tell us”, after each student has the opportunity to commit. As Anita Archer And Spencer Kagan have written a lot on, each question should be an opportunity for each student to answer. At the same time, teachers will have to raise certain voices so that the whole class can hear, whether to present a strong thought, raise different perspectives or highlight a false idea. To meet the two needs – by preserving that all students participate while raising key votes – give yourself all students to think, write or speak before selecting one or more students to share. Then say “Tell us _____”.
- Be intentional with your movements. When you call someone to “tell us _____”, get away from the speaker and look around the class. This encourages the student to speak audible because he realizes that he does not speak to you directly. This also encourages them to establish visual contact with those around them, because they now speak to the whole class instead of you.
- Motion to the class while you speak. By saying: “Tell us _____”, the simple fact of moving an arm on one side of your body to the other – a little as a preacher could speak to a congregation – visually communicates that the class is invited to listen. It is also an invitation for the speaker to be careful to communicate with the whole class.
If we want students to see learning as a shared experience, we must be intentional in the language we use. What small changes can you make today to build a more inclusive and collaborative classroom – one where each voice really counts?
The next time you ask a question in your class, plan to take a break for a moment before talking. You will say, “Tell me” or say “Tell us?” »»
