Alexandria Kvenvold Power of Our Words- Journal Entry #1 1.

Teacher Language Implementation: Awareness What one think about your use of language do you want to pay attention too? *I want to try to focus on making sure to ask questions that are helping children along with making sure not to give too much empty praise. What will you do during the next week and through the semester to help yourself pay attention to your use of language? *My clinical teacher is going to listen for this throughout my clinical sessions as one of my goals. 2. Chapter 1: General Guidelines for Teacher Language Be direct and authentic (pg 13-18) *Should be direct and authentic because then the children will trust easier and feel safe. *When giving directions try not to give them the choice when you really want them to do the one thing. *Make sure to have words, actions and voice meaning the same thing. Convey faith in childrens abilities and intentions (pg 19-21) *Take time to notice positives. *Sometimes we unconsciously communicate differently between boys and girls. We need to try to watch if we do that and make it more even. Focus on action (pg 21-25) *Try not to use abstract terms such as respectful or responsible. *Issue positive challenges. *Talk with the student. Try not to use terms/names such as lazy and not be judgmental. Keep it brief (pg 25-26) *When giving explanations keep it short, otherwise students may feel yelled at. *Leave out any warnings/threats. Know when to be silent (pg 27-30) *A little bit of silence goes a long way. *Give wait time after asking a question. At least 3 to 5 seconds. *As a teacher we should model wait time and thinking about our responses. *As a teacher we need to remember to listen, instead of talk sometimes. *Try not to repeat directions. (I was surprised by this) *Do not do voice-overs (which I was surprised. We were told last semester to do them) 3. Chapter 2: Envisioning: Language as a Spyglass. *Share your expectations of the class. *Help them see themselves. *Motivate *Have your students become class experts on something. Two ways to use envisioning language un teaching: to set a positive tone for future work and to engage children in problem solving. *Use metaphors *Let children fill in the details.

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Power of Our Words- Journal Entry #2

1. Teacher Language Implementation: Guidelines. Identify which guideline you want to focus on this semester in your Clinical Practice. What steps will you take? How will you keep track of our progress? *I want to try to focus on the guideline Be direct and authentic. *I find that sometimes when giving directions or asking students to do something I will make it sound like they have a choice. When really I want them to do one specific thing. I need to make sure that my words are matching what I really want my students to do. I will make note any time that I hear myself making indirect questions or directions to the students and promptly try to change what it is I am saying or how I am saying something. 2. Teacher Language Implementation: Envisioning Describe a classroom situation in which you might use envisioning language. *An example where I could possibly use envisioning language would be if we read a book on maybe taking a trip by plane, or about a pilot of a plane in my classroom. I would have to try to explain this experience to my children. I would need to not only use good envisioning language but I would also need to make a good setting for my children to be able to understand the story. *Another example of using envisioning language is when starting the beginning of a science unit such as bubble-ology. It would be a good time to use envisioning language to set the standards, expectations, and academic language that should be used in the classroom by the students throughout the unit. What might be some motivating values that relate to this situation and are meaningful to the children? *Something to motivate the children is some of them could dream of being a scientist or a pilot, or they have parents who do these things, or they may just want to see a scientist or a pilot someday.

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*We could motivate them into say that in the end after we do a lot of research and experimenting we will get to take a trip to sit on a plane or be able to put a teacher in a bubble! Write an envisioning statement to use in the situation described above. *Today friends, we are going to be reading a story called, __________. Based on this picture (show a picture of a plane), what do you predict this story is going to be about. If we dont remember what the word predict is we can use our anchor chart that we made yesterday That is right this story is going to be about going somewhere in a plane. Some of us may not know what a plane is or some of us may have never been on a plan. So before we read this story we are going to need to help all of our friends experiences a plane ride. *Good morning friends, today we are going to have a busy time as we put on our scientist hats as we do experiments with bubbles! As we begin to do experiments with bubbles we need to be thinking about what type of bubble makers work really and why we think those things. Just like scientists we are going to be keep notes on this experiment, so that we do not forget anything. 3. Chapter 3: (notes/journal) *Open-ended questions are those types of questions that do not have a single right or wrong answer. These are good questions because it can draw off of a students knowledge, skills, feelings, and thoughts. It also will hopefully let children feel comfortable in their environment enough to answer what they really wish to answer. *Open-ended questions help promote childrens engagement and are very encouraging. They can help with gaining a sense of community in the classroom which is a very important aspect so that children will feel safe *It states that asking open-ended questions can help the teacher figure out where instruction should start, but I wonder how to do we plan enough time for these questions and answers. Also, how do we make sure that every single one of our students voices are heard? *I like the fact that the reading made the point to answer the question on if we should stop asking closed-ended questions. I like how it not only answered the

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question but it also gave reasons why to keep asking those questions and why they are good for the classroom. *The writer noted that she/he liked open-ended questions because the answers were predictable but sometimes they would get answers that we would have never thought. As a teacher what happens if you get an answer that you didnt prepare for, or an answer that is possibly inappropriate. * I really liked the quote, Being truly curious of childrens responses also means valuing their thinking processes. *When making/asking open-ended questions I need to remember to make boundaries in my questions. *Instead of using the work better, try to use the word different. 4. Chapter 4: (notes/journaling) *Quote from reading that caught my interest, Listening is more than passively receiving someones words. Its searching for the speakers intended meaning. *We cannot just ask open-ended questions and be done with it, we need to make sure we actually listen to the answer that our children are giving to us. If we do not listen and take interest into their answers, we may not get them to respond any more. *This section about how Alyce did not want to write, or wanted to write about nothing makes me wonder about my day in clinical on Thursday. I had a student who has a slight case of autism had an outbreak of yelling and crying because he did not want to write. The teacher warned me he disliked writing so it is usually difficult to get him to write. So instead of getting him to write I just thought I would ask him if he has any ideas about it. And eventually he said he did not want to write about his life. This was such a dramatic turnaround from how we had acted an hour earlier. I am wondering if I did not listen close enough to what it was he really needed help with. If maybe I should have tried a different approach like asking him to say a story and I would write it down? But, I feel like this would have taken away from the lesson purpose. I did tell him that if he wanted he could write about something

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other than his life, since this seemed to be the thing that distressed him. I shared he could write about me. I feel like he really just has a lot of anxiety about writing. This makes me think I should meet with his teacher and his special ed teacher to ask about what I could have done to be a better listener and what it is I should listen for when it comes to him. Power of Our Words- Journal Entry #3

4. Teacher Language Implementation: Open Ended Questions Describe a classroom situation in which you could use open-ended questions. *I could use open ended questions in my classroom when I am introducing a new topic. I could just briefly introduce what it is we will be talking/learning about over the week and then I will open up the classroom for discussion on what the students know or think they know about topic. I will make sure to include open-ended questions so that my students will be able to answer whatever they want, instead of having them try and search for the right answer. I will just be looking for what it is that they may already know or different experiences they have already had with the topic. Write several open-ended questions that you could use in this situation. *Can any of our friends share with us today what they know about _____? *Can anyone tell us their experiences with _____? Or what they have done that is like____? List ideas that you could use to help you use open-ended questions in your clinical practice-future teaching. *I would make sure to put at least two or more open-ended questions in my lesson plan or on a sticky note to remind me during my lesson that these are important questions to be asking my students. *If the students are familiar with the subject I would ask them to come up with questions to ask their classmates or if they are not familiar with the subject I would ask

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them to come up with questions that they want answered. I would try to make it clear that I did not want the yes or no questions. What opportunities have you had to use open-ended questions. Over my different clinical practices I have had many opportunities to use openended questions with students. My first experience was during our bubble-ology week with the fifth grade. I was able to go around while the students were experimenting and writing, I was practicing asking open-ended questions and questioning for thinking. I wanted the students to think outside of the box. Another opportunity that I had for using open-ended questions was with a group of second graders about math, this made it a bit harder for me to use open-ended questions and honestly I do not think I did very well with it. But, practice makes perfect. 5. Teacher Language Implementation: Listening Describe a classroom situation in which you could use pausing and/or paraphrasing. *During a discussion with the classroom I would use pausing and paraphrasing while asking questions and as I am hearing different students ideas. After asking questions or posing a strong or difficult thought I would really need to make sure that I make good use of pausing and wait time so that each of my students has the ability to fully think through what is being said or asked. Also if I pose a strong or hard questions or thought I would want to make sure I also paraphrase it or reword it so that I know my students will be able to grasp what it is I am asking or saying. What ideas do you have for building pausing and/or paraphrasing in your repertoire of teaching tools? *One thing that I am going to think about trying to do is when I am asking a questions and wanting to give my students ample wait time, I am going to pose the question then look around to each of my students faces taking the time to see if they have a confused look on their face. Another thing I know that paraphrasing students ideas, is a good thing but too much of it could also be a bad thing. I need to find my happy medium. I want to be able to paraphrase only when it is necessary. After time I feel that I will be able to use

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my teacher instincts on when it is necessary to paraphrase or give extra pausing time. What opportunities have you had to use pausing and/or paraphrasing? *While asking questions to a second grade class on a review subject I tried hard to give them pausing time, although it seemed like I really waited a long time, it really was not! It is something I may have to work on depending on the subject. Sometimes I get a head of myself and think, oh, this is a heard subject or questions, I really need to give them the answer so they understand. Now looking back I realize I am completely taking away their learning time and wonderful idea making time. As for paraphrasing I feel like I do it sometimes and sometimes I do not. I feel that I could practicing doing it a little bit more, but I think it really depends on the grade level I am working with along with what I am actually doing with them.

3. Chapter 5: (notes/journal) *Just by looking at the title of this chapter and how it says seeing children and naming their strengths. I am really hoping that I will learn a lot! *As a future teacher I think that it is very important to remember to use positive reinforcing language instead of saying good job! This means that I need to be observing and listening carefully to all of my students. This not only means that I am observing the school aspect, but also observing how they feel, why students are acting the way they do. Even if a students is not doing exactly what it is we want them to do, we still need to focus on what they are doing right instead of focusing on the negative issues! * I really like how the teacher asked the students what it is they noticed was going well and what it is that they expect. *To be effective I need to remember to speak in a warm and professional tone, emphasize descriptions, find positives about all students, and avoid naming some individuals as examples for others. *Consider adding a question to extend student thinking.

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*The chapter was not exactly what I was expecting, but I thought it was really useful. 4. Chapter 4: (notes/journaling) *I am hoping I will be able to use this chapter in my little sisters Destination Imagination group. They have been having a really hard time in focusing and listening to my mom as the leader. They also seem to have so much energy that they can not keep at the task at hand. Eventually there was a big melt down that included someone breaking a different groups poster, and a lot of tears. Finally, I sat the group down and had them each share what their hope was for the end, and what their expectation of the group was. Their expectations were very high, but if they do not each remember what they expect of each other it is going to be very hard for them to be controlled and have a good rest of their time together. *Phrase a reminder as a question and use direct tone. Try to use reminders as proactively and when the children are calm! I feel like that last part is very important, because we have many students in our little group that through fits to get their way, and then when we say something they are already upset it normally doesnt help. I feel like it would have helped a lot more if when my mom started coaching this group that she would have set expectations. (But, I do not think she knew what she was getting herself into.) *Keep reminders brief! *I like how they actually talked about when a teacher gets angry! We are not perfect and it is awesome to be able to read about similar situations. My mom also got angry at this group and she did just need a moment for a different teacher (me) to come in and then she calmed down and apologized but it made for a good discussion with our group.

Power of Our Words- Journal Entry #4

6. Teacher Language Implementation: Reinforcing Language Describe a classroom situation in which you could use reinforcing language.

Alexandria Kvenvold

*Reinforcing language can be used in the classroom while having whole group discussions Write several reinforcing language statements that you could use in clinical practice or future teaching. *I noticed that you made sure that other class members were finished talking before you shared your idea or thought. *A couple of you brought a clipboard and pencil. Thats one way to remember the ideas from this discussion. *I noticed that everyone had a chance to talk today during our discussion. Does anyone know how that was caused or what we did well as a class/group today? *I noticed how when talking to a classmate you would use our academic language and say things such as I agree with because, or I disagree, and using the reason for this is. List ideas that you have for using reinforcing language. *If students are having a discussion I will try to keep notes during it of things that I really liked or things that did not go as well. I would also maybe try to make note in my lesson plans of what things I should be looking for to be reinforcing. What opportunities have you had to use reinforcing language. *I have had many different opportunities to use reinforcing language. I feel like I do it and I do not even realize it sometimes. I like to use reinforcing language while in the hallway and they are walking in a straight line and being quiet. I also have used it while handing out papers for putting their name on them. I try to also put it into my lesson plans for the younger grades. I make sure that if they do something we had been working really hard on that I would recognize that by reinforcing. 7. Teacher Language Implementation: Reminding Language Describe a classroom situation in which you could use reminding language. *I could use a lot of reminding language in the first grade classroom that we will be going into during our literature block times. I have it set into my lesson plan

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that when we have a discussion or when we ask questions I remind them about making sure when we are answering questions we need to raise our hand and wait to be called on instead of interrupting. What expectations need to be in place before using reminding language in this situation? *Before using the reminding language the actual rules in place for the classroom need to have already been explained to the children. Write reminding language statements that you could use in clinical practice or future teaching. * I really liked how you listened to your partners talk and then made sure to start finishing up your conversation when I started to count down. *Will someone raise their hand and share with us what another word for written is? What ideas do you have for using reminding language in your teaching? *I would make sure to use it in my lesson plans, and I think that as a teacher it is going to come naturally to use reminding language to my students. I will be using it a lot in the first six weeks of school while teaching rules and keeping up classroom management. Opportunities I have used reminding language. *I do use this when I am working with my sixth grades, especially in the hallway making sure they are walking and staying quiet. I also use it to remind them to put their names on the papers because it never fails that there is always one person who does not put their name on something. *Also, I will be having the opportunity to use reminding language in the first grade classroom that we are writing our lesson plans for, for our literacy block. 5. Chapter 7/Epilogue: (notes/journal) *I really am hoping to learn a lot from this chapter! I find sometimes when working one on one with students that they will randomly just go into story. I need to find a way to nicely redirect them to doing whatever it is I have asked them to be doing. I always just feel so rude interrupting their stories but, I have come to realize that if I do not stop it then I will never get anything productive done.

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*When using redirecting language make sure to be direct and specific, name the desired behavior, keep it brief, phrase redirections as a statement, not a question, and follow through after giving a redirection. *I have found that I need to possibly change how I word things with the sixth graders. When they are very chatty I will stand their waiting, and say it is okay we can continue when you are ready because you are only wasting your own learning time. I feel like now that I actually think about what I am saying I really need to try to find a different way to redirect them! *It is noted that you should not say miss or Mr. when redirecting the students. I do not think I do this but I do sometimes catch myself calling students miss or Mr. Power of Our Words- Journal Entry #5

1. Teacher Language Implementation: Redirecting Language Describe a classroom situation in which you could use redirecting language. *A situation in which I would be using redirecting language could be while in a whole group or small group discussion, or while transitions are taking place. At any point during these situations in the classroom a student could be talking out of turn, playing with something he/she shouldnt be, or just not following directions as they had been given. Write several redirecting language statements that you could use in clinical practice or future teaching. *It is time to put our listening ears on. *Everyone should be lined up and facing forward. *Hands in your laps and books on the floor while we listen to our classmates. *Eyes on me. *When you have pushed in your chairs and walked to the carpet area we will begin. List ideas that you have for using redirecting language. *I just need to try to be always using redirecting language and keeping it brief. One of my down falls is that I will sometimes put my redirecting language into a form of

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a questions. This is something that I will have to try to focus on internally and at the end of the reflect on how my redirecting language was and what I should do differently. What opportunities have you had to use redirecting language. *I have had many different opportunities to use reinforcing language. I feel like I do it and I do not even realize it sometimes. I like to use reinforcing language while in the hallway and they are walking in a straight line and being quiet. I also have used it while handing out papers for putting their name on them. I try to also put it into my lesson plans for the younger grades. I make sure that if they do something we had been working really hard on that I would recognize that by reinforcing. 2. To continue working on my teacher language, I am going to.. *Write it in my lessons and continue to think through what I am going to say throughout the day. I plan on learning from observing other teachers and practicing what I have learned throughout the course.