Redirecting Language
Open-Ended Questions
Reinforcing Language
Listening
Reminding Language
100
This is an example that Paula Denton uses to highlight a common strategy for redirection that usually fails to achieve its objective.
The Shush
100
The following chain of events refers to how open-ended questions encourage learning.
Answering questions about process (open ended questions) cause students to reflect on their learning, and demonstrate what they know. If students are able to effectively communicate what they know, they will be confident in their learning and ability, which encourages them to learn more.
100
This is the definition of "Reinforcing Language"
Statements that identify and affirm students' specific positive actions
100
This is how the book "The Power of Our Words" defines "listening"
Passively receiving someone’s words and searching for the speaker’s intended meaning, which often requires paying attention to what’s being said beneath the words.
100
These guidelines can make classroom reminders more effective.
Start by establishing expectations clearly, phrase a reminder as a question or a statement, use a direct tone and neutral body language, use reminders proactively or reactively, use reminders when the child and yourself are both calm, keep reminders brief and watch for follow through.
200
According to "The Power of Our Words, these are the four main points to remember about the use of redirection language.
Being direct and specific, naming the desired behavior, keeping it brief, phrasing redirection as a statement and not a question, following through after giving a redirection
200
This question-asking method refers to a way in which teachers can reduce confusion in students.
Clearly stating the question and making guidelines.
200
This is the importance of reinforcing language in the classroom setting.
Reinforcing language makes children aware of what they know, what they can do, and how they have progressed.
200
These are two concrete strategies that help us listen more carefully
Pausing and paraphrasing
200
This is the difference between reminders in the classroom and reminders in everyday life.
Classroom reminders prompt children to do the remembering themselves.
300
These are the times that redirection language is the most effective.
When the student is doing something dangerous, is too emotional to be in control of himself/herself, or is too far off track to get back on track by himself/herself
300
The following is an example of why a teacher would use a close-ended question instead of an open-ended question.
To test knowledge of specific knowledge or facts, or to gain specific inforomation
300
These are descriptions of effective reinforcement language.
Using a warm but professional tone, name concrete specific behaviors, find positives to name all students, avoid singling out students, and emphasizing description over personal approval.
300
These are the skills that teachers help the students to improve on when teachers listen and reflect what they understood back to the students.
Communication skills
300
UVA is better than...
VT
400
Not Campus but...
Grounds
400
Cavaliers
United
400
Kevin
Parks
400
DAILY DOUBLE!! Paula Denton expresses this kind of mindset in her book.
Growth Mindset
400
Joe
Harris
500
Go
Hoos
500
Wahoo
Wa
500
UV
A
500
Thomas
Jefferson
500
The
Rotunda
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