Chapter 1

The Language of Influence in Teaching

In chapter one, Peter Johnston sets two goals with this book:

1. to focus on those things teacher say (and don't say) whose combined effort changes the literate lives of their students
2. to reduce the guilt by showing the complex learning that teachers produce that is not recognized by tests, policy makers, the general public, and often even by teachers themselves, but that is particulary important

In regards to his first goal, Johnston states, "Children, in their own ways, teach us about the language of our classrooms." (pg. 3)  He continues on page 4, "Teachers play a critical role in arranging the discursive histories from which these children speak.  Talk is the central tool of their trade.  With it they mediate children's activity and experience, and help them make sense of learning, literacy, life, and themselves.  However, Johnston reminds us on page 1 "Some of us have to think more carefully about the language we use to offer our students the best learning evironment we can." 

Thinking about these few sentences from just the beginning pages of the book, has made me stop and think about the language I use.  What information does my language tell about me and the relationships I have the listener?  I am looking forward to reading the chapters to come.  Knowing I am the expert in the classroom, how can I make my language more influential?