Word choice can make hard work seem less daunting

When Charlotte Noon experimented with language by challenging students whenever they used the word ‘difficult’ to describe new work, the results almost made her fall off her chair
16th July 2021, 12:00am
Word Choice Can Make Hard Work Seem Less Daunting

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Word choice can make hard work seem less daunting

https://www.tes.com/magazine/teaching-learning/general/word-choice-can-make-hard-work-seem-less-daunting

As an English teacher, I love language. I love playing with speech, discussing connotations and encouraging my students to draw out the meanings behind the meanings. I also pride myself on carefully selecting language to foster a positive learning environment.

But last year, I learned a very simple language tweak that has been a game-changer.

During a brief moment of Year-11-style frustrated stroppiness while I was on a course, I commented that the content was “difficult”. The course leader immediately asked me to note what would happen if I changed the word “difficult” to “unfamiliar”. He explained that the words we use have a direct effect on how we think about subject content and, therefore, a direct effect on our ability to learn that content.

Sceptical that this simple word swap would make much difference, I decided to test this out on my students. The results were incredibly interesting.

First, I became aware of just how often my students were using the words “hard” and “difficult”. I started to contradict them, telling them that the work was not difficult, it was just unfamiliar. And when it became familiar, it would, in fact, be easy. I pointed to the fact that they once couldn’t write their own names or tie their shoelaces, but can now easily do these things.

The effect was noticeable straightaway. They seemed to sit up straighter, ask more questions and one even asked for extra homework so that he could become “familiar” more quickly. I nearly fell off my chair.

It makes sense, though. The word “unfamiliar” shifts the focus from what we think we cannot achieve to creating an opening for possible change. Once we believe that something is possible, we stop getting in our own way when trying to achieve it.

Spurred on by this success, I began to try out other tweaks. Having been called out on the same course for my use of the word “try”, I began to see that I have often attributed positive connotations to this word in the classroom. We applaud our students for trying new things, for example, or “trying hard”. However, on the flip side, it does also imply an attitude of “it might happen but don’t hold your breath” and seems to give wiggle room for not seeing things through.

We often use the word “try” when we expect or assume failure. It may only be a figure of speech but our words give clues about the thoughts and emotions beneath them. Again, when I listened out for the word from my students, I was astounded by how often they were using it. I began to hear the self-doubt that was sitting below the surface.

I was reminded of Yoda’s speech, in The Empire Strikes Back, when Luke Skywalker - tasked with raising his fighter jet out of a swamp using “the force” - says he will “give it a try”.

“No. Try not. Do. Or do not. There is no try.”

In my classroom, we are now focusing on saying “I will do” instead of “I will try” and it is a work in progress for us all.

I have learned an important lesson in this process. I love a good metaphor but it’s often the seemingly innocuous words that are loaded with the most meaning.

Charlotte Noon is an English teacher and GCSE examiner

This article originally appeared in the 16 July 2021 issue under the headline “I’m all for exploring ‘unfamiliar’ territory”

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