What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior

by Mike Anderson

We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar?


We want students to take responsibility for their learning, yet we use language that implies teacher ownership.
We want to build positive relationships with students, yet we use sarcasm when we get frustrated.
We want students to think learning is fun, yet we sometimes make comments that suggest the opposite.
We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good.
What teachers say to students--when they praise or discipline, give directions or ask questions, and introduce concepts or share stories--affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.

Genres: Education, Nonfiction, Teaching, Professional Development

ebook

Published February 1, 2019

About the author

Mike Anderson is an award-winning teacher and the author of many books about great teaching and learning including. A classroom teacher for 15 years and a Responsive Classroom consultant for many years, Mike now serves as an independent consultant working with teachers and schools around the US and beyond. He supports educators on a variety of topics which include blending social-emotional learning with daily academics, implementing choice as a vehicle for differentiation, and using language that supports positive behavior and joyful learning. Mike lives with his wonderful family in Durham, NH and can often be seen running through the trails of College Woods or pulling weeds in his perennial gardens.

Reviews

[RyleeAnn Andre · Rating 3 out of 5]

Finally finished this book that I was assigned for Professional Development. I thought it was okay, but most examples seemed geared towards younger students. Also, disliked the fact I could only read two chapters at a time and then had to reflect with some other teachers because the book is super repetitive and, partially because of the book partially because of the coworkers, we almost never had meaningful conversations. I'll implement some things in my classroom, but I think most literature on education is stale and will probably be changed in the coming years as trends move quickly.

[Sydney Genest · Rating 3 out of 5]

Pretty good for a book I was forced to read. Entertaining somehow even as I’m learning things 🤓. Still don’t prefer not fiction though.

[Kris Patrick · Rating 5 out of 5]

I read it again today. I love teaching!

—-

It’s no secret that I read a lot of professional texts. Most say a whole lot of nothing or whole lot of next-to-nothing.

Either a.) a website or article would suffice. The book seems to fulfill a publisher gap in content or the author’s self-promotion grand master plan. Or b.) it’s a lot of rah rah build relationships (duh!) let them be creative and collaborate (duh and duh!) and we are preparing kids for jobs that don’t exist. Dumb.

This book is exactly what we need. Well researched with excellent rationales. To the point, tons of examples & non-examples. Much of it references a book that changed my life, The Power of Words by Paula Denton. Thank you, Janet Larr, for leading that book study in 2010. I am a better teacher because of it. Much love as well to Choice Words by Peter Johnston.

Stop saying sweeties or firsties or kiddos. Puke.
Stop adding “right?” to the of statements.
Holiday parties are a waste of time.

Could you all please read Mike Anderson’s book?
Wait, let me try that again.
Read Mike Anderson’s book.

[Synthia Salomon · Rating 4 out of 5]

Be Aware of Implicit Bias (and Fight Against It)

I appreciated the incorporation of Jane Elliott's work. She was one for the first people I encountered (through media) to be known for her direct, without deviation, "reads". Her direct approach and uncompromising nature about racism is the epitome of antiracist. I connected this text and its overarching message to a book I read with my English department last year, White Fragility. White Fragility is evident in this text with examples Mike Anderson makes about his own fear and horror from being called prejudiced. For year in graduate studies and the beginning of my teaching career, I believed that as a Black woman, I couldn't adopt or support racism. I have learned that this isn't true (within the last couple of years of professional development and reading). When we intend to be inclusive of specific minorities, we can send harmful messages that they are outsiders.

I am taking away from this text the conscious decision to watch my responses and reactions. Respectful language is especially important with students who struggle. I will continue to exhibit respect for all students, and help them grow into strong and respectful people.

[David Doty · Rating 3 out of 5]

The subtitle to this interesting book is "Teacher Talk that Improves Student Learning and Behavior," and author Mike Anderson explains in the first chapter: "We want our students to feel safe, collaborate well with others, feel ownership for their learning, be joyfully engaged in work, and do the right things for the right reasons. Yet we end up using language patterns that undermine these positive goals."

To overcome these negative habits, Anderson provides practical guidance and compelling rationale for adopting speech and language habits that show respect for students, create a culture of collaboration, develop students' positive identity, support students who struggle with behavior, elevate students' moral reasoning, increase student participation, boost intrinsic motivation, and focus on growth and learning. While I thought the book overall was just average, I did learn some things that I want to incorporate into professional learning modules for teachers seeking to improve student engagement and motivation.

[Kelly · Rating 4 out of 5]

I have been fortunate to work with Mike Anderson three times at our school. He is a wonderful professional development leader because he was an excellent teacher. Trained and experienced in a variety of programs, Anderson is able to connect all of his trainings and experiences to help others with their teaching. This book is one example of that. I love the connections Anderson makes among teacher language, student learning and behavior, and relationships we create with our students.

Anderson helps us see that the words and phrases we use when we praise, ask questions, and provide feedback to our students can inadvertently be detrimental to their learning. With many examples, this book helps us focus on the language we use in the classroom so we can empower our learners.

[Patrick · Rating 3 out of 5]

"What We Say and How We Say It Matter" is a book that explores the way that students and teachers interact, especially the way in which teachers talk with students. What I found most helpful about the book were the suggestions on the ways in which teachers can explore their use of language and how to change it. Anderson also did a good job in helping to connect research to his assertions. While research was included, I did feel there were some areas where it could have been enhanced and some other areas where it was poorly applied (such as the misinterpretations of Carol Dweck's work). I will certainly take away some strategies from this book and it will remain on my professional bookshelf.

[Lisha · Rating 5 out of 5]

I read this for one of my M.Ed. courses - I highly recommend it for educators of all types: parents, caregivers, public, private, charter, home, etc. It's about 150 pages, so it is not a burdensome read at all. I ended up reading it in two evenings. The author is from NH and so some of the schools and teachers that he provides in anecdotes and vignettes will be familiar to readers from the Granite State.

[Ashley · Rating 2 out of 5]

This was hilariously given to me by two administrators who needed to work on what they said and how they said it and I finally got around to reading it. There's typos that bugged me (2 in the second half alone that I can recall at the time of this review) and the tone of the book tries to be serious but also joking which from what I read seems to be an honest transcription of the authors voice. It's not terrible, but it wasn't engrossing.

[Sidney · Rating 3 out of 5]

An easy read that inspires and gives practical advice to teachers for helping students take more positive control of their learning through 1) using second person (it is about the students, not us) instead of first person when speaking to students and classes, 2) gaining more ideas from students so they feel ownership, 3) using the 10 min rule (teach 10, then give students time to practice, extend, etc).

[Emma-Kate Schaake · Rating 3 out of 5]

There were a few good reminders in here, especially regarding sarcasm and teacher centered language, which I am definitely guilty of. It is important to remember how our language models the tone for our room and our students. Otherwise, it was pretty basic as far as treating students with respect and helping them own their learning.

[Lindsey Meyer · Rating 4 out of 5]

Clear, concise, and specific advice for improving communication with students. This one is immediately applicable in my room and I was glad I read it in the summer to allow me some space to reflect. Although some parts felt like review, many ideas felt fresh and helpful.

[Christina Huttner · Rating 4 out of 5]

This book made me thing about the language I use in the classroom and how to change to build student ownership. There were many great ideas mentioned, some worth exploring, and others I would use as talking points with colleagues to receive feedback and thoughts.

[Lori Rice · Rating 5 out of 5]

A great approach to teaching today's children. Many unique ideas and examples to implement in any classroom.

[Lisa Wells · Rating 5 out of 5]

A must-read for veteran and new teachers. Insightful, affirming and highly actionable.

[Sara Lewis · Rating 5 out of 5]

We read this throughout the 2020-2021 school year as a staff. Such amazing insights! Really makes you rethink how you talk to kids.