by Terry Heick
Although I often talk about Scale as one of the main challenges of education–and they also have I wondered about the curriculumalso–a more subversive concept constantly present in education is tone.
As an “English” teacher, I have always explained to my students that tone is a kind of “attitude” that can be expressed in implicit and explicit ways: from words (spoken and unspoken) and body language to tone of voice, rhythm, irony, and any other modality used to communicate ideas.
The way students see themselves is important
Tone affects how students view themselves and their role in the learning process. In fact, students’ ongoing internal dialogue and their thoughts about themselves and their identity as learners is not just a “factor” in learning, but one of the most important factors.
Imagine you are preparing to go on stage and dance in front of a certain audience. Consider the possible scenarios:
Scenario 1: You can’t dance and you know you can’t dance
Scenario 2: You can’t dance but you think you can
Scenario 3: You can dance but you think you can’t
Scenario 4: You can dance and you know you can dance.
How many of these scenarios are likely to result in a “good” dance performance? In addition to being honest with yourself, “self-talk” and self-talk are perception What one thinks is also important. Without the right tone during the learning interactions described above, everything seems – and often works – wrong.
An example of tone in an interaction with a student
Our underlying assumptions (most of all) greatly affect tone and are clearly reflected in our choice of wording and language during our interactions with students.
Think about the difference between saying, “Tyler, what answer did you have for question #3?” and “What are some possible answers for question #3 that might make sense?” Suddenly, it’s no longer about “Tyler” and what he “has” for an answer. You also don’t feel like you’re on the spot. You may not feel empowered to respond freely yet, and you may have no idea how to do so. But the tone in this last question is completely different, and it shifts from a question of precision to a question of possibility.
Part of this is about using a Growth Mindset with Students so that they are more likely to do so themselves. But while tone is generally a cause, as we said above, it can also be an effect; that is, the tone of the classroom is created, in part, by the tone and underlying implications of the language used in it. With that in mind, below are some words and phrases that can greatly affect the tone of learning in your classroom.
To achieve the desired effect (i.e., setting a tone in the learning process where students feel supported, empowered, safe, and absolutely essential to their own success), context is important, of course. How this works or doesn’t work varies wildly based on everything from the age of the students to your own personality and teaching style, etc. The following compilation is only intended to introduce you, as a teacher, to the possibility of language that empowers students.
Also, keep in mind that these words aren’t necessarily “good” or “bad.” The point is that tone matters and can be greatly adjusted through words and phrases, and some of those words and phrases appear below.
Tone in teaching and interacting with students: 20 words that change the way students think
Could
This was one of the most helpful words I used as a teacher. By disarming the question from direct students and just asking them to guess, “might” can create a tone of accessibility for many questions.
Consider the difference:
“Why does so much literature depend on symbolism to achieve effects?”
“What effect could literature have on symbolism?”
In the latter case, you are not asking for an answer, but for intuition.
Need
“I need…” or “You need…” can express a kind of friendliness and helpfulness, but they are often used to make a specific statement or even an accusation. “You need to be…” or “I need you to…” In general, need is an urgent word that, if overused or applied inaccurately, can create a negative tone that decenters real learning and inquiry in favor of procedure and compliance.
Obviously, that doesn’t mean that using the word “need” is bad. Like any word, its semantic effect varies wildly depending on its application. The point here is to be as intentional (not necessarily as “careful”) as possible: to use language in intentional ways that promote student growth.
Us
If you move from “you” to “we,” the burden, the possibility, and the work of learning also change, from the singular to “all of us.”
Me
By talking about oneself (or encouraging students to talk about themselves and their role in the learning process), students can better see those roles, and at the same time hear others talk about how they see their own role, performance, anxieties, goals, habits, preferences, etc. For example, a teacher saying, “For me, being on time gives me more time to get organized and adjust to new environments” can help students see the teacher reflect on themselves, their choices, and their preferences.
In short, the word “I” personalizes thought, for better or worse.
You
The word “you” immediately centers the student and their role, responsibility, etc. It is not ambiguous or confusing, it creates a tone of specificity and responsibility.
Pronouns
‘What if we…’ vs ‘What if you…’ vs ‘What if (no pronoun)…’?
The use of a singular or personal (or indefinite) pronoun affects tone. Even the decision not to use a pronoun at all is important.
Imagine a situation where you are talking about an upcoming unit and you say, “We are going to learn how the environment is affected by…”. Saying, “You are going to learn how the environment is affected by…” is a little different, more immediate. If you don’t choose any personal pronouns and say, “You are going to learn how the environment is affected by…”, it sounds funny and probably wouldn’t be used that way, but it’s clear how pronouns affect tone.
Because
Why? A question that probes, clarifies, and generates critical thinking is useful in almost any assessment or line of questioning. Why? asks students to consider big-picture ideas like purpose and function—not just “When was immigration…?” but “Why was immigration…?”
Even putting the word “but” before the word “why?” creates a slightly more playful tone. “But why?” is a bit more playful than just “why?” Whether that playful tone is desired depends on the desired effect of the question.
The tone set by the word “why” is one of inquiry and understanding, and it also leaves room for much of the subjectivity inherent in knowledge. “When” is more or less objective; “why” is more or less subjective.
Cause and Effect
Using the words “cause” and “effect” can bring objectivity and analysis to an otherwise emotionally charged situation. If a student is anxious, overconfident, or confused, by focusing on the cause and effect of a context, it is easier to remove the emotion and see what is happening and why. In that sense, “cause” and “effect” can create a tone that leads to clinical (and sometimes “cold”) analysis.
An example? “The six-day delay in the project was due, in part, to…”
Also, “The effect of keeping your reading journal up to date was…”
Both emphasize process while creating an analytical tone that can be useful in helping students develop an understanding of process and procedure.
Love
Talking about “love” and affection doesn’t always have a place in academic learning. Moreover, they are overused (“I love what you write!”) and thus emptied of meaning. But if students can talk about what they really love, the classroom, at worst, becomes a warmer place.
Think
The shift from “know” to “think” is similar to the shift from “Why…?” to “Why might…?”
It does not ask students to “know” but simply to “think”: “Why think Could that have happened?
As with many other words on this list, it makes learning (and any answers, for example) more accessible.
Yeah
The phrase “If… then…” can help students see conditional circumstances (cause and effect, for example). You might say, “If you ask for help and work hard, you’ll be more likely to do well in this course,” or “If you assume the best about others, you’ll be more likely to make friends.”
“If you had to guess, what would you say?”
‘What’s your feeling?’
Possible
That possible In this class? What’s there? possible With gifts like yours? What’s up? possible with your project?
“What is possible” asks students to imagine, dream, and think about the future, ideally with hope and positive presuppositions. It is different from “What are…?” and “What will…?” and other more concrete expressions that ask students to know rather than speculating or wondering.
Could It can also work together with possible to great effect: “What is possible…” could works to help the student ask themselves: “What could what if…”
An extreme example of this? “I am I’m not sure but Yeah I had to guess. could say that…”
Although uncertain, this approach provides a kind of rope or ladder for a willing student to try rather than trust or be certain. Model this throughout the year and you may find students who use it as well, and so come to see knowledge as inherently uncertain.
Tomorrow
As with all the words on this list, the tone that the word “tomorrow” sets depends greatly on the moment and context, and even the tone of voice used to vocalize the word. Ideally, the word “tomorrow” is used to frame today’s learning and tomorrow’s possibilities. Ask students to consider what may happen and what their role in it may be, not to mention the “tomorrow” further in the future.
No
This one is pretty obvious. If you want a confident, unequivocal tone, use the word “no” firmly. There are times when boundaries and clarity are necessary. This isn’t “bad,” just be aware that you’re setting a tone with all of your language, and use it as consciously as possible.
Other common words that contribute greatly to tone in learning: Improve, But, Because, Need, Hello, Good, Bad, Always, Never, Stop, Interesting, Maybe, I wonder…, Next time, Problem, Help, Believe.
Tone in teaching: 20 words that change the way students think
