To help a local district with their school improvement efforts, we met with teachers to learn about the words they used in their classrooms. The goal was to help schools reform from within, to “mine and refine” the best practices already in their schools.

First, we gathered all the teachers together and asked them, “What are the top 5 issues impacting teacher working and student learning conditions?” The teachers gave a range of responses: discipline disruptions, parental involvement, bullying, student motivation and engagement, and more.

Then, for each of the top 5 issues we asked every teacher, “Which teacher would you go to if you needed guidance, advice, or support?” Together, the teachers compiled a list of respected teacher leaders who were considered local experts in their school. The plan was to gather best practice language from these local experts to share with other teachers and foster ongoing collaboration and discussion.

Ms. Winkler was a well-respected, veteran teacher who had been identified by her fellow teachers as an expert in handling classroom discipline. She was asked, “It is the first day of class and you are going over the class rules and explaining the discipline expectations for your classroom. What do you say?”

She smiled, took a deep breath and shared the eloquent and professional language that she used on many “first days of school” with hundreds of children.

“It’s going to be a great school year because you are a great group of students.

Each of you has strengths and talents. As I get to know you this year, my job will be to help you discover them and use them to achieve your potential.

This year we are going to be learning some difficult things, but I am excited about helping each of you learn as much as you can.

I expect a lot from each of you and I want you all to expect a lot from me. Let’s talk about what you expect from me.”

Her language included clear expectations, high hopes, and a genuine expression of care for her students. This teacher’s language had been refined into “pure gold” over the years.

In another conversation, Mr. Fisher, the “local expert” on student engagement was asked, “What do you say when a student is passive and disengaged from a lesson?”

Mr. Fisher replied, “Remember don’t take it personally and don’t feel disrespected. Before the lesson begins I would say, ‘This lesson is going to be great! It’s something that we all need to know, so I’ll be expecting everyone’s participation.’

During the lesson I would say, ‘I am excited to see that you are enjoying the activity today and working hard to complete your part of it.’

With individual students who are disengaged, I would say, ‘You don’t seem like yourself today. I’ve noticed that you’re acting like you might need my help. Let’s talk after class.’

Or, ‘I know this concept is confusing right now, but hang in there. When it clicks for you and you finally understand how to do it, you’ll feel really good about it.’”

The local experts continued to share experiences and language that demonstrated how much they loved and cared for their students.

Afterwards, Ms. Winkler told us, with tears in her eyes, “Our school is always labeled as ‘low-performing’ and is singled out as ‘one of the worst around.’ It’s made me question myself…. Am I making a difference? Thank you for valuing my voice.”

Teacher leaders are making a difference in the lives of children and their best practice language can provide encouragement and guidance for other teachers. Having the courage to ask a fellow teacher, “What do you say when…?” can be the first step to uncovering the best practice language in YOUR SCHOOL and can be a catalyst that leads to amazing results!