“The Power of Our Words: Teacher Language that Helps Children Learn” by Paula Denton. Core Takeaway: Neutral, specific, and positive language builds a culture of respect. Instead of “Good job” (vague), try “You explained your reasoning step-by-step. That made your argument very clear.” Instead of “Stop running,” try “We walk in the hallway to keep our bodies safe.”
“Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management” by Dominique Smith, Douglas Fisher, & Nancy Frey. Core Takeaway: Punitive communication (“Go to the principal’s office”) creates shame and resistance. Restorative communication uses affective statements and questions: “I felt frustrated when I saw the book torn. What happened? Who was affected? How can we repair the harm?” navigating classroom communication: readings for educators
Conduct a “listening tour.” Interview three students about how they talk with their friends versus how they talk with teachers. Then, intentionally mirror one of their home communication structures (e.g., a rapid-fire debate format or a collective story-building exercise) in your next lesson. A Reading List for the Committed Educator For those ready to dive deeper, here is a starting syllabus: “The Power of Our Words: Teacher Language that
“Classroom Instruction That Works” (Chapter on Nonlinguistic Representations) by Robert J. Marzano. Core Takeaway: Proximity, eye contact, and gesture are not accessories to instruction; they are the delivery system. A teacher who scans the room while a student speaks signals value. A teacher who physically moves toward a off-task student without stopping the lesson manages behavior invisibly. That made your argument very clear
Choose one reading from the list. Read one chapter. Change one sentence in your teaching tomorrow. The echo of that change will be heard across your entire school year. What text has most changed the way you communicate in the classroom? The conversation continues—and that’s the point.
For one week, log your “redirects.” Count how many are negative (“Don’t forget your pencil”) vs. positive (“Check your desk for your pencil”). Aim for a 4:1 ratio of positive to corrective statements. 3. Navigating Difficult Conversations: Conflict as Curriculum When a student erupts in anger, withdraws in silence, or challenges a peer’s identity, many teachers freeze. These moments are not disruptions to learning; they are the learning. Restorative Practices offer a framework for navigating high-emotion communication.