OPENING MINDS USING LANGUAGE TO

CHANGE LIVES

By Peter Johnston

CHOICE WORDS

How many of you have read Choice Words?

What do you remember from it?

“You should be proud of yourself” instead of “I am

proud of you.” Why? Discuss

ACTIVITY

Draw yourself as a learner

Share with the person next to

you

A few people share out

Discuss

HIGHLIGHTS

Project with 8th graders

Used notebooks, gave them a choice in their

reading selection and taught the students how to

conduct Literature Circles

“If child is engaged, they are comprehending.”

Quotes from these students

Outcomes from the research

SCENARIO #1

2 Kindergarteners having a dispute

Discuss with the person next to what

you might say to them as their teacher.

Share out some comments

Discuss whole group

SCENARIO #2

Writing time and a child asks you how to spell

spaghetti. You noticed that the child next to them

has spelled hamburger correctly.

As their teacher discuss with the person next to

you what you would say.

How could you follow up with the students?

Discuss whole group

SCENARIO #3

A child gets angry at another student for not

pushing in their chair so they need to get though.

Discuss what you may say to the your students

with the person next to you…

Share out

Discuss options

THINGS TO REMEMBER

We are not the only teacher in the room.

Teacher insists that social logic works, rules alone

cannot do this.

We have to convince students that they can solve

problems.

Everyone in the room is a helper.

Focusing on children’s engagement is so very

important.

DELVING INTO BOOK

Quote page 1

Cartoon – page 7

Dynamic Learning vs. Fixed-Performance Chart – page 23

Quotes about praise – page 35

Cartoon – page 41

Tools – page 56

Dynamic Knowledge vs. Fixed Knowledge Chart – page 58

OTHER PAGES

Thinking Together, Working Together – page 93

Choice Worlds

Conversations – page 125

READ CHAPTER 1

Choosing Words, Choosing Worlds

Page 1 - 7

Read Chapter 1 silently

Share out with a new partner, someone who you

haven’t talk with yet today.

Share out whole group

POINTS TO REMEMBER

We construct what is possible (opportunities) and

not possible (constraints) in our classroom and we

do this with our language.

When we make a mistake, it means nothing more

than that. Fix it. Learn from it.

Students need to get the sense that they are

respected

When we are teaching for today, we are teaching

into the future

CHAPTER 4

“Good Job!” Feedback, Praise, and Other

Responses

Page 35 – 50

Read chapter 4 silently

Share out with a new partner, someone who you

haven’t talk with yet today.

Share out whole group

POINTS TO REMEMBER

Quotes on page 35 – discuss

When a young student spells a words correctly… We often

say…“Good girl.” or “Nice job.” say instead – “How did you do

that?” “You should go and tell a friend.”

Teachers should focus on the process and possibilities of a

situation.

Good vs. Great vs. Excellent

Use of “I like the way....” try instead, “Look at how you….”

CONTINUED

“Good boy.” or “Good girl.” vs. “Thank you.”

We need to help them become lifelong teachers as

well as lifelong learners.

ONE MORE…

Consider these “jobs” for your classroom for 2012

– 2013

Why are we here?

“To learn.”

“ To be friendly.”

“ To care and be with friends.”

“To laugh.”

PLEASE CONSIDER

The life and work of the school

should contribute, in every

possible way, to the physical,

mental, and emotional health of

every student.” Wiford Aikin