Moving Language From Negative to Positive

growth and reflection, or it can leave students unsure of where they are and where to go next. Aligning all facets of language is critical for effective communication and a positive and productive response to feedback.

This section talks about moving language from negative to positive, aligning all facets of communication, maintaining a growth mindset, and inviting students to take risks without fear of failure.

Moving Language From Negative to Positive

Word choice matters. When we are criticized, rejected, scared, or marginalized, our bodies “produce more cortisol, a hormone that shuts down the thinking center of our brains and activates conflict aversion and protection behaviors” (Glaser, 2014). On the other hand, when we receive positive comments or experience positive conversations, our bodies produce oxytocin, a hormone that “elevates our ability to communicate, collaborate, and trust others” (Glaser, 2014). The chemistry of conversations reiterates the fact that word choice is critical, especially when it comes to learners.

Negative language can hinder confidence (Deci & Ryan, 1985) or fuel a fixed mindset (Dweck, 2016). While the intent is to promote learning, using language that centers on what is wrong with an assignment or assessment can be counterproductive. Instead, language can evolve to focus on what students did well and what they need to do next. These two styles communicate similar information, but one focuses on what was, while the other focuses on what’s next:

Feedback should be positive. Being “positive” doesn’t mean being artificially happy or saying work is good when it isn’t. Being positive means describing how the strengths in a student’s work match the criteria for good work and how those strengths show what the student is learning. Being positive means pointing out where improvement is needed and suggesting things the student could do about it. (Brookhart, 2008, p. 30)

Students want honest language from their teachers, but it is only useful if the language indicates practical next steps that foster a hopeful mentality. Language that supports growth is positive. It communicates high expectations paired with words that support self-efficacy: “People thrive on positive reinforcement. They can take only a certain amount of criticism and you may lose them altogether if you criticize them in a personal way . . . you can make a point without being personal” (Bill Walsh, as cited in Roskvist, n.d.).

When this happens, there is a sense that not only is learning always happening, but it is also possible for everyone in the classroom. This is not to say that learning is easy all the time or that it doesn’t generate challenge or struggle. Both ease and struggle are a part of learning, and positive language helps students through