The Language of Teaching

Colorado 2016: A bill to decide whether doctors would be allowed to write life-ending prescriptions for terminally ill patients was put forward.  It seems that those in favour of the bill described it using phrases such as dying with dignity or medical aid in dying, while those not in favour tended to talk about physician-assisted suicide instead. This is hardly new (death tax or inheritance tax anyone? Freedom fighter or terrorist?) and is a simple a example of how we can use language to shape our understanding of ideas and messages.

Famously, language can be used to cover up or mislead:

• Energetic disassembly: Three Mile Island nuclear explosion
• Extra-judicial wet work: Unlawful assassination: 
• Vertically deployed anti-personnel devices: bomb
• collateral damage: bystander casualties
• pre-hostility: peace

Other example are less sinister and more humorous.  From the Quarterly Review of DoubleSpeak:

• A reader reports that when the patient died, the attending doctor recorded the following on the patient's chart: "Patient failed to fulfill his wellness potential."
• At McClellan Air Force base in Sacramento, California, civilian mechanics were placed on "non-duty, non-pay status." That is, they were fired.
• According to the FAA, the propeller blade didn't break off, it was just a case of "uncontained blade liberation."

More seriously, and putting aside extreme cases, everyday examples are legion.  Furthermore, they can make a positive difference. The graphic here shows one such example; though it needs to be taken with care.  There is, after all, a place for apologising; and sometimes it's better to just stop a behaviour than thank people for putting up with it!    But there is nevertheless a world of difference between left and right columns, in terms of setting tone and opening up productive spaces for communication.  So we can see this as advice in just being sensitive to the difference in how we frame things.

The move from 'sorry' to 'thank you' is an everyday example of a slight change of language; classrooms contain many more.

This is critical to teachers, whose roles are almost entirely about communicating ideas and emotions to students, and setting the right tone for effective learning.  Subtle changes of words can make a huge difference, and most good teachers will adopt specific language forms  - often unconsciously.   Here I share a partial list from this marvellous twitter thread; I think it'll be of interest to educators and parents alike.  It was started by the tweet: Last year, I switched from asking students, “Any questions?” to “What questions do you have for me?” And it’s made a world of difference. It’s got me wondering: what simple shifts in phrasing, wording, or questioning have helped your teaching?

Here are some responses:

• Tip I got from a friend regarding comments on essays: replacing “you” with “this essay” to frame criticisms. So saying “this essay loses focus near the end” instead of “you lose focus” - it reinforces that the essay is an object separate from a student’s selfhood.

• I often email students who haven't submitted an assignment (and are earning late penalties). I used to ask "when will you be done?". Now I ask "how's it going, and how can I help?" 

• I've started asking, "What was the most confusing part about what I just said?" so that I'm working from the premise that I don't expect anyone to understand things immediately.

• “Turn to your neighbor for a minute, what’s your joint question?” Always always always always works.

• “Who disagrees?” instead of “does anyone disagree?”

• I’m working really hard on replacing “does that make sense?” To “what questions have I just created for you?” Difference is noticeable!

• I often start class with a question or prompt and have them talk to their neighbor about it. Then I ask “what did you talk about?” instead of “what do you think?” Total game changer!

• As a counselor, I never say “why are you upset?” Instead I ask “What has caused you to be upset?”. Puts the client at ease and doesn’t feel accusatory to them. They don’t have to think of the Why and instead start by focusing on the What in the situation. Makes such a difference.

A big takeaway is just how hard teaching can be -when every sentence counts. And the big principle that emerges here is that students respond, engage and learn better if we frame things in ways that are likely to allow them to relax, take their time, and not feel personally vulnerable.  Of course, that's doesn't only apply to students, but human beings in general.

If you have any further examples, as parents or eductors, please add them in the comments.  I am sure there is a lot we can all learn.

Reference

• This twitter thread on language
• LIES: Language in Extreme Situations
• Quarterly Review of Doublespeak
• Wikipedia Doublespeak Award