Opening Minds Using Language to Change Lives

1. Opening Minds Using Language to Change Lives By Peter Johnston

2. 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

3. Activity • Draw yourself as a learner • Share with the person next to you • A few people share out • Discuss

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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

10. Other pages • Thinking Together, Working Together – page 93 • Choice Worlds • Conversations – page 125

11. 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

12. 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

13. 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

14. 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….”

15. Continued • “Good boy.” or “Good girl.” vs. “Thank you.” • We need to help them become lifelong teachers as well as lifelong learners.

16. 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.”

17. 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