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Choice Words: How Our Language Affects Children's Learning
In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.
Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.
This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.
Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.
This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.
118 pages, Paperback
First published January 1, 2004
259 people are currently reading
3693 people want to read
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Displaying 1 - 30 of 272 reviews
May 27, 2012
Some education books add to my toolbox-- giving me management techniques, lesson ideas, or assessment tips. Other books are game-changers-- profoundly changing my view of teaching and learning. Choice Words is a paradigm stretching book about how we can change the dynamics of our classrooms and guide students toward their independence and agency. I've read Johnston's book 5 times at least and it definitely helps remind me of what matters.
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August 16, 2025Twice I tried reading this book, but I just couldn't get into it. Maybe the third time is the charm...?
February 23, 2013
I really wanted to give this book 4 or 5 stars because I think the underlying idea is so important for teachers and parents. But like so many education oriented books, the whole thing can be collapsed into a short paper. Be careful about how you communicate, the words you use, the tone you set - all these "intangibles" really do define and set expectations for students' (childrens') self perception, role as a learner, relationship to teacher and each other, etc. Think of word choices as important as actions you take with your classroom/children. Contrast "you are so smart" with "you are so thoughtful" or "we have to ____" with "we get to ____". Words are constitutive as well as representational.
Like many ideas in education, I wouldn't have been ready to process this early in my teaching career as the ideas are so nebulous and "fluffy" - but, now, I get it and see exemplary teachers do this intuitively all the time.
Like many ideas in education, I wouldn't have been ready to process this early in my teaching career as the ideas are so nebulous and "fluffy" - but, now, I get it and see exemplary teachers do this intuitively all the time.
April 3, 2014
I actually ended up abandoning this book many, many times. My dept head bought if for us several years ago, and being the dutiful teacher I was, I wanted to read the book quickly and gather up all of it's wisdom. I tried exceptionally hard, but I found the book to be extremely dry and long winded.
Recently, I tried for the third or fourth time to try and read it, determined to get through it. It's only 100 pages after all. But I dreaded reading time in class, and I was constantly frustrated by the book. I found the vocabulary to be too pretentious, without good reason. The author uses words like "agentive" and "discursive" a LOT, and in doing so, adds more confusion and less understanding. I found the idea of this book insightful, and I was able to gain some helpful phrases. However, I found the actual writing to be less than helpful.
Recently, I tried for the third or fourth time to try and read it, determined to get through it. It's only 100 pages after all. But I dreaded reading time in class, and I was constantly frustrated by the book. I found the vocabulary to be too pretentious, without good reason. The author uses words like "agentive" and "discursive" a LOT, and in doing so, adds more confusion and less understanding. I found the idea of this book insightful, and I was able to gain some helpful phrases. However, I found the actual writing to be less than helpful.
December 3, 2018
Ohhh dear. This book has such raving reviews. I hate to be this person who gives it two stars...
Okay so first, the message is fantastic. Yes - our language matters so much! It was this premise that made me feel like I needed to possess a copy of this book, that it would impact me as a teacher forever.
Ah, but other than that... okay 1) I do think one issue for me is I teach high school, and this book focused on solely elementary school. So perhaps that was one disconnect. But secondly, I didn’t feel like it really taught me anything new.
However, I’ve always been very conscious of the words I speak to kids and how damaging it can be if we aren’t careful in our responses. So maybe for people who never really considered it, this could be a game changer. But for me, I guess I gained a couple of new insights but it didn’t do too much for me.
And ahhhhh I’m sorry 🙈
Okay so first, the message is fantastic. Yes - our language matters so much! It was this premise that made me feel like I needed to possess a copy of this book, that it would impact me as a teacher forever.
Ah, but other than that... okay 1) I do think one issue for me is I teach high school, and this book focused on solely elementary school. So perhaps that was one disconnect. But secondly, I didn’t feel like it really taught me anything new.
However, I’ve always been very conscious of the words I speak to kids and how damaging it can be if we aren’t careful in our responses. So maybe for people who never really considered it, this could be a game changer. But for me, I guess I gained a couple of new insights but it didn’t do too much for me.
And ahhhhh I’m sorry 🙈
July 21, 2013
A strip of a book at 83 pp. All about agency. And about what you say (and how you say it). Of course, just reading the expressions won't help if you don't mean it or if your whole approach to teaching isn't reflected in this kind of talk, so really it's a little book that would require a major adjustment. Some of the lines recommended for disputes reek a bit of PC, but whatever. Written in 2002 or so. Aimed at elementary, but applies at all levels. Nice add for any teacher trying to shift the unequal ratio of speaking and listening between teachers and students.
August 12, 2013
first read 4/20/10
1/16/12: Interesting how perspective can change a book. I read this over a year and 1/2 ago and thought it was ok. Upon reread I think Johnston is so wise and that this is one amazing book. I'm not sure what was going on during that first read but am I glad I reread it. This is one to read again and again to remind us, as teachers, what is important.
reread 8/9/13 = brilliant
1/16/12: Interesting how perspective can change a book. I read this over a year and 1/2 ago and thought it was ok. Upon reread I think Johnston is so wise and that this is one amazing book. I'm not sure what was going on during that first read but am I glad I reread it. This is one to read again and again to remind us, as teachers, what is important.
reread 8/9/13 = brilliant
April 26, 2013
An informative and practical book. "Choice Words" is great for the teacher who is working to inspire a struggling reader and enhance language arts instruction.
August 20, 2017
Choice Words is full of helpful tips for teachers (or teachers in training) who value professional development and are accepting to advice on classroom management. For me, this book opened my eyes to the impact my language can have on my students. It is all too easy for us, as educators, to harp on the value of our students voice and language, yet forget about the power of our own language.
October 9, 2022
great for me as a word nerd, over thinker, and pre-service educator
May 26, 2023
5 stars all day, every day! The world would be a better place if everyone read, absorbed, and understood this book. Yes, it is especially wonderful for teachers, but anyone raising a child should read it.
November 12, 2025
Very useful information for teachers.
March 28, 2019
Great book for teachers to really dive in and have a deeper understanding on how our language in the classroom can truly affect students responses, views on learning and views of themselves.
November 14, 2020
What a gem of a book. At its core is a profound and basic humanism that sees students as deserving of our respect and learning as an act of identity formation. One of the most important and impressive education books I have read.
March 27, 2024
Had to read this text for class and I’m not mad about it. Was easy to read with a lot of useful information to use in the classroom with simple changes to the language you use.
December 16, 2007
Johnston states the purpose of the book simply; “I focus on those things teachers say (and don’t say) whose combined effect changes the literate lives of their students.” (p.2) When discussing teachers, Johnston says “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.” (p. 4)
Johnston believes that speech is an active process, “Speaking is as much an action as hitting someone with a stick, or hugging them.” (p. 8) Language can be used to teach explicit skills like vocabulary acquisition or encourage meaningful social development so that students go beyond self confidence to agency which Johnston defines as “a sense that if [students] act, and act strategically, they can accomplish their goals.” (p. 29) He argues that classrooms can become “intellectual environments that produce not mere technical competence, but caring, secure, actively literate human beings.” (p. 2) With all of these concepts in mind, Johnston looks at teachers’ use of strategic and empowering vocabulary and how that language can forward social justice.
Johnston advocates a change from traditional instruction. He notes that the common teaching approach is called IRE because the “teacher Initiates, student Responds, and teacher Evaluates.” (p. 53) This approach can be summarized by the following: “knowledge is composed of facts possessed by teachers, who have the authority to transmit it to children, and children know about the world only through the knowledge that is transmitted to them.” (p.54) Johnston argues that this approach is flawed; it is up to the teachers to create a “community of inquiry” that values the students’ input as much as the teachers. (p. 57) Teachers can develop this community by allowing for student choice; “Choice is central to agency. Making a choice requires one to act—preferably to deliberate and act.” (p. 36) Teachers can also encourage students to ask why questions which Johnston argues are “the essence of inquiry” and help to “develop children’s persuasion and argumentation abilities, and logical thinking.” (p. 37) But, the main approach that Johnston advocates is using powerful vocabulary and motivating language to encourage student learning; as teachers model this throughout the year, students will start to incorporate positive language into their own vocabulary. Once language is modeled and becomes “natural in the classroom…[it also becomes] part of children’s conversations.” (p. 50)
Throughout the book, Johnston provides fifty-two classroom interactions that are evaluated in depth so that, by the end of the book, the reader clearly understands Johnston’s message of the power of language and the positive impact that encouraging vocabulary has on the learning environment. “Children, just like adults, learn better in a supportive environment in which they can risk trying out new strategies and concepts and stretching themselves intellectually.” (p. 65) Johnston wants teachers to always remember that “The way we interact with children and arrange for them to interact shows them what kinds of people we think they are and gives them opportunities to practice being those kinds of people.” (p. 79)
Johnston’s book is a unique look at the power of words. If teachers want to create a rich classroom environment that promotes word conciousness and a love of vocabulary, the first thing that needs to be evaluated is how teachers use words in the classroom. Johnston reminds the reader that “Children in our classrooms are becoming literate. They are not simply learning the skills of literacy. They are developing personal and social identities…” (p. 22) It is not enough for us to use language to teach words, we must use our words to teach the whole child.
Johnston believes that speech is an active process, “Speaking is as much an action as hitting someone with a stick, or hugging them.” (p. 8) Language can be used to teach explicit skills like vocabulary acquisition or encourage meaningful social development so that students go beyond self confidence to agency which Johnston defines as “a sense that if [students] act, and act strategically, they can accomplish their goals.” (p. 29) He argues that classrooms can become “intellectual environments that produce not mere technical competence, but caring, secure, actively literate human beings.” (p. 2) With all of these concepts in mind, Johnston looks at teachers’ use of strategic and empowering vocabulary and how that language can forward social justice.
Johnston advocates a change from traditional instruction. He notes that the common teaching approach is called IRE because the “teacher Initiates, student Responds, and teacher Evaluates.” (p. 53) This approach can be summarized by the following: “knowledge is composed of facts possessed by teachers, who have the authority to transmit it to children, and children know about the world only through the knowledge that is transmitted to them.” (p.54) Johnston argues that this approach is flawed; it is up to the teachers to create a “community of inquiry” that values the students’ input as much as the teachers. (p. 57) Teachers can develop this community by allowing for student choice; “Choice is central to agency. Making a choice requires one to act—preferably to deliberate and act.” (p. 36) Teachers can also encourage students to ask why questions which Johnston argues are “the essence of inquiry” and help to “develop children’s persuasion and argumentation abilities, and logical thinking.” (p. 37) But, the main approach that Johnston advocates is using powerful vocabulary and motivating language to encourage student learning; as teachers model this throughout the year, students will start to incorporate positive language into their own vocabulary. Once language is modeled and becomes “natural in the classroom…[it also becomes] part of children’s conversations.” (p. 50)
Throughout the book, Johnston provides fifty-two classroom interactions that are evaluated in depth so that, by the end of the book, the reader clearly understands Johnston’s message of the power of language and the positive impact that encouraging vocabulary has on the learning environment. “Children, just like adults, learn better in a supportive environment in which they can risk trying out new strategies and concepts and stretching themselves intellectually.” (p. 65) Johnston wants teachers to always remember that “The way we interact with children and arrange for them to interact shows them what kinds of people we think they are and gives them opportunities to practice being those kinds of people.” (p. 79)
Johnston’s book is a unique look at the power of words. If teachers want to create a rich classroom environment that promotes word conciousness and a love of vocabulary, the first thing that needs to be evaluated is how teachers use words in the classroom. Johnston reminds the reader that “Children in our classrooms are becoming literate. They are not simply learning the skills of literacy. They are developing personal and social identities…” (p. 22) It is not enough for us to use language to teach words, we must use our words to teach the whole child.
Read
February 8, 2023Language, one of the most impactful ways to influence others. Language can either lift you or tear you down. Language is something we take for granted daily. It’s a powerful tool so easily manipulated and used to take advantage. Choice words specifically dives into how our language affects children’s learning when in a leadership role (like teaching and or guiding.)
Before reading I knew that language was something truly impactful, we hear all the time about how words can destroy but what about in a school setting? When using different words and tactics to approach a scenario you can either leave making the other person feel great or feeling destroyed. For example, in public education when a teacher is asking you a question it is normal to assume that it is because they have an answer. It is far different from Wonder’s education because you have one right answer and one path to get there. There is a set expectation that you will answer correctly and if you don’t you will embarrass yourself in front of the whole class. Now I know that this may be different according to what school you go to, what class, and or what teacher, but this belief is a normal assumption many students have. I loved seeing how in the book Peter Johnston was able to recognize the technique of socratically guiding. The difference between asking a question with an expectation of the “correct” answer and asking a question with the mindset of knowing there are multiple viewpoints and perspectives that can lead to different answers.
Although this book was short, it did not lack impact. I loved how in the book I saw a teacher and professor of Education admire the way Acton schools are taught (no it did not say that they admired acton directly) but I could see that through the advice he was giving. Peter Johnston wanted teachers to say things like; “I loved the way you figured that out!”, “What do you see here.”, and “What sounds do you recognize.” as well as even further in-depth examples and reasoning behind each of them. In this way of speaking with learners, you can correct them slightly while also encouraging them to continue creative ways of learning and problem-solving. Teaching learners how to interact and problem-solve is one of the most important skills yet rarely (or never) taught in public education. How come we expect adults to be high in skill at conversations when most went to public education where that is rarely taught?
Another highly important lesson Peter H Johnston wanted to make clear was the helpfulness and impact you have when you make an effort to grow a bond with the students you teach or in our case, the learners we guide. When reading a couple of chapters Peter H Johnston dedicated to talking about how important relationships were in the education community it made me reflect on my experience at Wonder. Last session we explored writing about gratitude; throughout most of our essays, we had one common factor: which was Bailey. In almost every one of our essays, we mentioned how Bailey had been such a contributing factor to our success and how much he has helped us, why? How has Bailey been so successful in helping every one of us? I believe there are many reasons (one of which, is just being that he is a great person) but I think the main reason is he put an effort in to form a bond with us. He checks in when we are down, congratulates us on our successes, is always willing to talk, and so much more that reminded us consistently as to why he is here. He isn’t here just to make money, he isn’t here just to boss us around, or degrade us. Bailey is here because he cares. He cares about Education and improving this broken industry. He cares about each of us individually and wants us to change the world, make an impact, and do something extraordinary. This is a real-world example of how growing a connection can influence the way you teach/guide.
One of the biggest areas of improvement for me is communication. I tend to be very insecure and nervous when communicating with adults, and specifically, I have a hard time expressing my feelings without engaging with my feelings. When looking for books that related to my calling and helped me grow in my weakest areas this was the book for me. This book not only related directly to my calling but also showed different ways and examples to communicate properly with learners. As I said above, language is one of the most powerful tools we hold. In education, language can either make or break a learner's learning experience and as an aspiring guide I must learn now how to communicate properly. The whole reason I want to be a guide is to improve the education system and make a difference, but how would I do that without the proper skills in communication? Choice Words was so powerful because you could tell that Peter Johnston wasn’t writing about what he liked about communication but instead about the facts behind what works and what doesn’t in communication. Peter Johnston didn’t assume, he knew. He observed, took notes, and dug deep into the research behind the most powerful language. He was able to use facts and evidence to know the right methods of communication and I admired it greatly. Now that I have read this book, I have become more aware of the way I speak to not only children but people. I was able to identify what I was doing wrong and right and work on the parts I was weak in.
Ultimately, I would give this book an 8/10. Although this book was incredibly impactful and written in a very intellectual way, I noticed things that could have been improved. As I said above, you could tell that Peter Johnston put a lot of research and observations into the book to make the most out of what you were reading and make it the most factual it could have been but in doing this he lowered the engagement. On some pages I was extremely bored and confused, the way he laid out some of his research was in an unengaging manner. With the number of pages that were in the book, the research was almost too much to handle. The research, observations, and facts were all crammed into a small book and it made the pages longer than what is enjoyable. In order to improve this book, I believe that the book could have been made longer and the pages less crammed this way the reader can get a better understanding of what you are trying to say. Simplifying and expanding the chapters would not only give the reader more simplified information but also keep the engagement lasting longer. Another piece of feedback I would give to Peter Johnston would be to give more real-world examples rather than role-play scenarios. Although the role-play scenarios help, I would have rathered there be more real-world examples and information that happened in a real classroom and showed real improvement using the language he suggests.
Some of the questions I faced when reading were: How many have these processes been tested in a real-world setting? And How long have they been tested? I say this because when you share a new way of learning, communicating, teaching, etc I expect it to be tested so that it is proven to work efficiently. When sharing a new process you need to test it for at least 2 weeks (hopefully more) because then you can see the real effect of what it does in a working environment. This is something many fail at, they test for a week, think it works, and then when they continue to use that method it ends up crashing long-term. This is why I would love to hear his answer to those questions above. I also had questions I faced like: How credible is that source? Has this been proven to work? How do you know for sure? I ask these questions not to doubt the author but to guarantee what I am reading is correct and beneficial. If I am going to learn and repeat what I read I want to make sure that it is something credible and reliable otherwise my reading goes to waste.
In conclusion, I recommend this book to people interested in education and improving their language (even though I know that there aren’t many of you who would be.) In the book, he speaks with evidence, examples, and ideas, and the way it is organized is very intellectual. Although I have feedback I still loved this book and walked away learning multiple new methods and ideas to try and improve my weak point in communication.
Before reading I knew that language was something truly impactful, we hear all the time about how words can destroy but what about in a school setting? When using different words and tactics to approach a scenario you can either leave making the other person feel great or feeling destroyed. For example, in public education when a teacher is asking you a question it is normal to assume that it is because they have an answer. It is far different from Wonder’s education because you have one right answer and one path to get there. There is a set expectation that you will answer correctly and if you don’t you will embarrass yourself in front of the whole class. Now I know that this may be different according to what school you go to, what class, and or what teacher, but this belief is a normal assumption many students have. I loved seeing how in the book Peter Johnston was able to recognize the technique of socratically guiding. The difference between asking a question with an expectation of the “correct” answer and asking a question with the mindset of knowing there are multiple viewpoints and perspectives that can lead to different answers.
Although this book was short, it did not lack impact. I loved how in the book I saw a teacher and professor of Education admire the way Acton schools are taught (no it did not say that they admired acton directly) but I could see that through the advice he was giving. Peter Johnston wanted teachers to say things like; “I loved the way you figured that out!”, “What do you see here.”, and “What sounds do you recognize.” as well as even further in-depth examples and reasoning behind each of them. In this way of speaking with learners, you can correct them slightly while also encouraging them to continue creative ways of learning and problem-solving. Teaching learners how to interact and problem-solve is one of the most important skills yet rarely (or never) taught in public education. How come we expect adults to be high in skill at conversations when most went to public education where that is rarely taught?
Another highly important lesson Peter H Johnston wanted to make clear was the helpfulness and impact you have when you make an effort to grow a bond with the students you teach or in our case, the learners we guide. When reading a couple of chapters Peter H Johnston dedicated to talking about how important relationships were in the education community it made me reflect on my experience at Wonder. Last session we explored writing about gratitude; throughout most of our essays, we had one common factor: which was Bailey. In almost every one of our essays, we mentioned how Bailey had been such a contributing factor to our success and how much he has helped us, why? How has Bailey been so successful in helping every one of us? I believe there are many reasons (one of which, is just being that he is a great person) but I think the main reason is he put an effort in to form a bond with us. He checks in when we are down, congratulates us on our successes, is always willing to talk, and so much more that reminded us consistently as to why he is here. He isn’t here just to make money, he isn’t here just to boss us around, or degrade us. Bailey is here because he cares. He cares about Education and improving this broken industry. He cares about each of us individually and wants us to change the world, make an impact, and do something extraordinary. This is a real-world example of how growing a connection can influence the way you teach/guide.
One of the biggest areas of improvement for me is communication. I tend to be very insecure and nervous when communicating with adults, and specifically, I have a hard time expressing my feelings without engaging with my feelings. When looking for books that related to my calling and helped me grow in my weakest areas this was the book for me. This book not only related directly to my calling but also showed different ways and examples to communicate properly with learners. As I said above, language is one of the most powerful tools we hold. In education, language can either make or break a learner's learning experience and as an aspiring guide I must learn now how to communicate properly. The whole reason I want to be a guide is to improve the education system and make a difference, but how would I do that without the proper skills in communication? Choice Words was so powerful because you could tell that Peter Johnston wasn’t writing about what he liked about communication but instead about the facts behind what works and what doesn’t in communication. Peter Johnston didn’t assume, he knew. He observed, took notes, and dug deep into the research behind the most powerful language. He was able to use facts and evidence to know the right methods of communication and I admired it greatly. Now that I have read this book, I have become more aware of the way I speak to not only children but people. I was able to identify what I was doing wrong and right and work on the parts I was weak in.
Ultimately, I would give this book an 8/10. Although this book was incredibly impactful and written in a very intellectual way, I noticed things that could have been improved. As I said above, you could tell that Peter Johnston put a lot of research and observations into the book to make the most out of what you were reading and make it the most factual it could have been but in doing this he lowered the engagement. On some pages I was extremely bored and confused, the way he laid out some of his research was in an unengaging manner. With the number of pages that were in the book, the research was almost too much to handle. The research, observations, and facts were all crammed into a small book and it made the pages longer than what is enjoyable. In order to improve this book, I believe that the book could have been made longer and the pages less crammed this way the reader can get a better understanding of what you are trying to say. Simplifying and expanding the chapters would not only give the reader more simplified information but also keep the engagement lasting longer. Another piece of feedback I would give to Peter Johnston would be to give more real-world examples rather than role-play scenarios. Although the role-play scenarios help, I would have rathered there be more real-world examples and information that happened in a real classroom and showed real improvement using the language he suggests.
Some of the questions I faced when reading were: How many have these processes been tested in a real-world setting? And How long have they been tested? I say this because when you share a new way of learning, communicating, teaching, etc I expect it to be tested so that it is proven to work efficiently. When sharing a new process you need to test it for at least 2 weeks (hopefully more) because then you can see the real effect of what it does in a working environment. This is something many fail at, they test for a week, think it works, and then when they continue to use that method it ends up crashing long-term. This is why I would love to hear his answer to those questions above. I also had questions I faced like: How credible is that source? Has this been proven to work? How do you know for sure? I ask these questions not to doubt the author but to guarantee what I am reading is correct and beneficial. If I am going to learn and repeat what I read I want to make sure that it is something credible and reliable otherwise my reading goes to waste.
In conclusion, I recommend this book to people interested in education and improving their language (even though I know that there aren’t many of you who would be.) In the book, he speaks with evidence, examples, and ideas, and the way it is organized is very intellectual. Although I have feedback I still loved this book and walked away learning multiple new methods and ideas to try and improve my weak point in communication.
August 27, 2010
I've read this book three or four times. My copy of this book is filled with underlined text, notes in the margins and post-it notes. It reveals the complexity of teaching that is not made clear in most professional books or in "research-based" approaches. It reveals the power of a teacher's language to nurture students' ability to notice and name what they are doing as strategic readers/writers, to nurture their sense of identity as readers/writers, to build on their sense of agency ("I can do this and I have a repertoire of strategies to do this"), to add to their knowledge, and to their flexibility in use of this knowledge. Johnston's ideas are gleaned from his extensive research into best practices of exemplary teachers - so, in a sense, what this text says about teaching IS research-based.
July 9, 2019
In actuality, I read this book in college. I had forgotten about it until my principal required us to read it this summer. Johnston has some wonderful ideas, and has some amazing strategies that I look forward to bringing into my classroom. However, the book is heavy. For a 100 page book to take two weeks for me to read, it has to be challenging.
Johnston seems to use weighty words just for the sake of creating a tone of academia. He also prattles on with superfluous examples. This book has great, wonderful, and exciting tools to bring into the classroom. However, he could contain most of the useful information in a pamphlet rather than a 100 page, barely readable book.
Johnston seems to use weighty words just for the sake of creating a tone of academia. He also prattles on with superfluous examples. This book has great, wonderful, and exciting tools to bring into the classroom. However, he could contain most of the useful information in a pamphlet rather than a 100 page, barely readable book.
May 23, 2015
I carried Choice Words to a department meeting, and a young teacher asked me if I like it. I hadn't read much yet, but I said yes. He told me that he thought it was "too young" since it was written for younger grades than high school. How wrong that young teacher is. This book will enlighten and teach every educator about the importance of the language we use with our students. Every teacher, every administrator, every parent should read this book. I wish I had when my children were small. I would have talked with my children differently -- better, using Choice Words.
February 6, 2016
I'm glad I read (listened to) this. A "professional development" guru recommended it as a side note during a teacher institute day. The author, who reads it himself, makes a strong case for teachers to carefully watch the words they use in everyday teaching/learning conversations with children. It's more than about building self-esteem; the "choice words" can empower students and spark a belief that they can be something greater than they may have supposed. This increases desires and capabilities to learn. I plan to try some of these techniques in my classroom.
May 21, 2020
Although this book focuses on creating agency for and discourse with elementary students, the general information is great reflection for how and why we communicate with everyone, not just students. As a result, I am actively trying to incorporate measurable changes in how I communicate to maximize my colleagues’, admins’, parents’, and students’ confidence and agency. Hopefully, this will help me continue to model advocacy and empathy.
March 22, 2010
I really appreciated this book for A.> Validating what I already know and treasure about "right speech" and how it relates to the education of children and B.> being a concrete way to start conversations with colleagues about how much what you say and how you say it affects the students' experience of you as the teacher and of school as a whole.
April 8, 2014
Love-love-love
As it turns out, the words we say reflect our perspective; the way we talk about our classrooms/students/kids shows how we see ourselves in relation to others. Am I the giver of knowledge? The doler-out of rules and allowance? The facilitator? A collaborator?
Choice Words is short, but intense-a must read that combines pedagogy with classroom management.
As it turns out, the words we say reflect our perspective; the way we talk about our classrooms/students/kids shows how we see ourselves in relation to others. Am I the giver of knowledge? The doler-out of rules and allowance? The facilitator? A collaborator?
Choice Words is short, but intense-a must read that combines pedagogy with classroom management.
September 9, 2010
I should have read this one when I was teaching high school--it would have helped me think more carefully about how I positioned myself as a teacher and my students as learners. Excellent ideas for how to "say" things so that students take more ownership of their own learning.
June 2, 2014
I am an educator and this book was given to all teachers to make us more aware of the words we use with our students. I read it once and then read it again writing down notes that I posted around my desk to remind me how to be aware of the words I use with my students.
December 23, 2013
It was interesting what messages you can discover through the careful analysis of language. It really struck me how much weight phrasing something a certain way can carry. I found myself freezing mid-sentence in front of my class and thinking through how I wanted to say it.
August 26, 2016
About half of this book was good; the other half seemed to regress in intellectual difficulty and I kept wanting more from it.
August 28, 2014
What we say to students matters. This book is a good reminder of how to speak carefully and consciously to students.
December 24, 2014
Everyone in education should read this book.
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