OPENING MINDS USING LANGUAGE TO CHANGE LIVES By Peter Johnston
Jan 02, 2016
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