JEOPARDY! The Power of Our Words

Redirecting 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

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

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

400

Not Campus but...

Grounds

500

Go

Hoos

Open-Ended Questions

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.

200

This question-asking method refers to a way in which teachers can reduce confusion in students.

Clearly stating the question and making guidelines.

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

400

Cavaliers

United

500

Wahoo

Wa

Reinforcing Language

100

This is the definition of "Reinforcing Language"

Statements that identify and affirm students' specific positive actions

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.

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.

400

Kevin

Parks

500

UV

A

Listening

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.

200

These are two concrete strategies that help us listen more carefully

Pausing and paraphrasing

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

400

DAILY DOUBLE!! Paula Denton expresses this kind of mindset in her book.

Growth Mindset

500

Thomas

Jefferson

Reminding Language

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

This is the difference between reminders in the classroom and reminders in everyday life.

Classroom reminders prompt children to do the remembering themselves.

300

UVA is better than...

VT

400

Joe

Harris

500

The

Rotunda