About Words & Their Power

Before I start this post I’d just like to apologize for not posting for a long time… But I was on vacation and away from internet access. it was good to unplug, but it’s even better to be back! :-)

 

 

How do you choose your words?

 

Today I caught myself thinking about the power our words (or anybody else’s for that matter) have. Of course everyone must have considered the issue every once in a while, especially when we are on the receiving end of a more powerful set of them. Words have the power to fill hearts or break them; lift spirits or kill them. they can make you laugh, cry (even if when no one else is looking), learn or doubt yourself. I’d go as far as say that wars have started because of things that were said – or so it was claimed.

 

But I’m not going to get that philosophical or start talking about world peace here – though it is a worthy topic :-) Since the main (or only) focus of my dwellings on this blog is teaching, I’m going to focus on the power words have in the classroom, more specifically the power the words of a teacher can have. Do we have (or keep) in mind how powerful or meaningful our words can be when we direct them at our students when we say them? Oh, I’m sure many times we do. We even measure and carefully choose our words sometimes.

 

Not too long ago I wrote a guest post at Ken Wilson’s blog about Giving Meaningful Feedback to Students, about listening to them. And I believe what I’m going to say here relates to it. I think we’re not fully aware of what we say or the effect our words may have on students 100% of the time. Sometimes we go on automatic mode. When we are drilling (Yes – I DO drill – Shame on me? I don’t think so… He who does not drill may throw the first stone!) or checking students’ answers / opinions about something. And we don’t really stop to think about what (or how?) we talk to students. “Great!” “Perfect!” “Good job!” Do students take those words as real praise directed at them or just empty words indicating whether they’ve provided a proper correct answer or not? Does this change if we add a personalized comment? Something like “Great! I also like going to the beach on my holidays Julia!” or “Yes! And what was the last film you’ve watched Lucas?”.

 

I think it does – for the same reason I mentioned in my guest post for Ken. It shows students we listened to what they said. But then a question emerges: Is it humanly possible to do that, to give personalized feedback every time we give feedback to students – orally or other? It looks pretty on picture, I know. Yet, reality seems to be a little different.

 

Most teachers I know have way too many students (in each class and/or altogether) to make it feasible. Some of us (I include myself in this group!) have to do on-going, continuous evaluation, which means attributing a “grade” to students’ performance as they talk and produce in class, which makes it even harder to focus on content – rather than form – as we listen to students in class. Are we to blame? Is anyone? should we ditch form? I see that we are – at least I am – distancing myself from the focus on form slowly but surely. Would that be the answer? Is it that simple?

 

 

I wish I hadn't said that!!!

And that’s not all. Sometimes we’re are just on a bad day/moment. A specific moment always comes to mind when I think of that – one that had a happy ending for me, but could’ve had disastrous results. I had a 15-year-old student – a boy – who would mention the word “sex”every 10th word he said in class. The first few classes I (tried to) ignore it. I made a few remarks and light reprimands. “Come on, not the topic being we’re discussing…” or  “Please, you’re making other students a bit uncomfortable…” or even a direct ” Not appropriate.” But he kept on going. So you can imagine how tired of it I was after a couple of months. Then, one day as they were doing something I was sitting by each student and giving individual feedback, he started on his usual routine and I just blurted out, from across the classroom – as I was sitting beside one of his classmates: “Dear, people who actually have sex don’t talk about it.”

 

As expected, a big uproar followed, giggling… He looked absolutely taken by surprise – so was I to be honest – and shocked by my unexpected reply. He barely spoke for the rest of the lesson. And I regretted my words almost as soon as I had uttered them. What was I thinking?!?? How could I have talked to a student in that way? So, when class was over I went straight to my academic coordinator’s office and told her what had happened, saying we should not be surprised if we heard a complaint from the boy or his parents. No complaints came from it though – and he stopped his inappropriate behavior in class after that. He actually came after me and hugged me, said what a great teacher I was and how much he missed me whenever he saw me even in the semesters that followed, when he was no longer my student. However, the way things turned out do not – in my opinion – make what I did, what I said, right. I mean, it was right, but not fit for me, as his English teacher, to say.

 

I’ve had students change decisions (even one or two career path changes) after talking to me. I’ve had students quit studying English or really start taking it seriously. I’ve had ( a lot!) students who completely ignored what I said to them. As teachers, we have to remember many of our students think very highly of us and our opinions. we have to remember our words matter. And we should try to keep that in mind as often as possible. Whether in oral feedback, comments, written corrections/feedback or just an “innocent” conversation after class. what we say matters.

 

And I think (and hope) my words here were not just empty words thrown into the blogosphere. :-)

Sharing, losing, gaining…. What’s your take?

Do I lose anything by sharing this photo with you?

 

 

The best translation to sharing in Portuguese is “compartilhar”. Despite my knowing this for a fact, I don’t like it. Just as in many other situations when you’re trying to translate / convey a message exactly the same way in two different languages – translation can be quite a challenging task. Why am I not satisfied? I don’t think “compartilhar” covers the entire scope of meaning that sharing encompasses.

For me, sharing is an innate quality in teachers. As a person whose goal is to see others learn and use that learning to better their lives, I am always happy to see learning taking place, whether in my students or anywhere else around me. And I think sharing goes hand in hand with that feeling. I also believe many of my teacher friends think the same way.

What does sharing mean to you? How do you share? Who do you share with? Professionally speaking, for a teacher sharing mostly means spreading the word about new resources or tools you’ve found. It means telling other teachers – who may work in the same school as you or not – about activities and things you’ve done in class that worked really well, giving them material you’ve prepared, discussed things that went wrong when doing a specific activity – so as to keep other teachers from having the same problem. It means talking about difficulties you have in class with your peers and maybe get some advice or just some moral support.

But why share? What do you get when you share?

 

Well, for starters, you don’t lose anything – in my humble opinion. A friend once told me that a candle loses nothing by lighting another candle. She used it as an analogy for teacher sharing, professional sharing. Some people might disagree and say that when you are a teacher (or a lecturer, a presenter) that may not be entirely true. Some might feel uncertain about sharing ideas, activities or materials because they feel these are an “edge” they have, something that makes them stand out in the crowd of teachers. Or maybe they have had their ideas taken over and somebody else take ownership of them, claiming to have created them We all know this is a reality in our world, only made easier with internet and the advancement of technology. And anyone who prefers not to share, or saves a couple of “special” ideas here and there – hey, nothing wrong with that! I have kept one or two things out of my “sharing pool” eventually, because it was something I’d be presenting at a conference, or entering in a competition of some sort.

But mostly, I’m a sharer. I love doing it. And it’s not only because I learn things from what the others share. Teachers are not like that, the If-you-want-to-get-some-you-gotta-give-some-in-return type (am I being naïve? Maybe…). So why do I share? Because if something worked well and helped me have a fabulous lesson I want other teachers to have an equally fabulous lesson. Because one of these teachers that I share my idea with may have an insight and make it even better, take it a step further. Because it’s in my nature. And I love nothing by doing it – I only gain.

What about you? Why do YOU share (or not)? Share your thoughts!