1. “You should know this by now.”

This phrase often comes from our own frustration, not the student’s failure.
But shame is not a motivator — it’s a silencer.

Now I say:

• “Let’s go over this together again.”
• “This one’s tricky. Want a quick reminder?”

Because learning isn’t about what you should know.
It’s about what you’re ready to revisit.

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2. “It’s easy!”

It’s easy — for who?
What feels obvious to me might be a mental jungle for them.
Saying it’s easy can make struggling students feel isolated or “stupid.”

Now I say:

• “Let’s take it step by step.”
• “Which part should we slow down on?”

Confidence is built through access, not comparison.

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3. “Pay attention!”

This phrase assumes the student isn’t paying attention —
but doesn’t guide them on how to re-engage.

Now I say:

• “Let’s all look at this together.”
• “Notice what’s different here.”

Attention grows when we invite presence, not demand obedience.

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4. “Wrong.”

There are 100 better ways to say this.
“Wrong” ends curiosity.
It activates fear, not reflection.

Now I say:

• “Hmm, interesting. Want to try again?”
• “You’re close — what made you choose that?”

My classroom is a space where mistakes are feedback, not failure.

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5. “Good job!” (used generically)

Used too often, it becomes background noise.
Students don’t know what exactly they did well.

Now I say:

• “You really focused on the verb tense — nice work.”
• “Your pronunciation was clearer today.”

Specific praise is a confidence builder.
Generic praise? A lost opportunity.

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Final Words

Changing your teacher language doesn’t mean losing authority.
It means using your words as bridges — not barriers.

🧠 Language is what we teach.
But it’s also how we teach.