Springer’s Annual Impact Report is Here!
January 2, 2026
As educators, the words we choose do far more than fill the air. They shape how students see themselves and what they believe they can achieve. Paula Denton, EdD, in The Power of Our Words, reminds us that the language we use either opens or closes the doors of possibility for children. Every interaction communicates something deeper: our assumptions, our expectations, and ultimately, our belief - or lack thereof - in a child’s abilities and good intentions.
Language That Builds Confidence and Encourages Growth
When we use language that reflects our belief in students’ abilities, we empower them to act on those positive intentions. Consider the difference between “Stop talking and listen” and “When everyone is ready, I’ll show you how to plant the seeds.” The latter communicates trust; it assumes readiness, responsibility, and shared purpose.
Similarly, statements like:
- “You can look at the chart to remind yourself of our ideas for good story writing”
- “I’ll be watching for the interesting strategies you discover to solve the math problems”
- “Show me how you’ll follow the rules in the hallway”
all affirm that students are capable decision-makers. These phrases both guide behavior and communicate belief in each child’s ability to make wise choices.
Noticing Effort and Naming Strengths
One of the most powerful ways to convey belief in a student’s abilities is through intentional noticing. By observing and naming specific behaviors (“You’re trying lots of different ideas for solving that problem. That takes persistence.”) we help children see concrete evidence of their own competence. This kind of feedback strengthens both confidence and intrinsic motivation. It tells students: I see your effort, I trust your process, and I believe in your potential.
Paula Denton encourages teachers to use the same respectful tone they would use with adults: clear, direct, and caring. Overly “cute” or exaggerated praise can feel insincere to students; authentic affirmation builds lasting trust.
Awareness and Equity in Language
Denton also challenges us to examine how our words may unintentionally reinforce inequities, especially along gender lines. Research shows that teachers often give more wait time, praise, or attention to one gender over another, usually without realizing it. The remedy? Awareness.
Invite a trusted colleague to observe your classroom for an hour and take notes on your interactions: who you call on, the feedback you give, your tone, and your timing. When we see these patterns clearly, we can consciously work to correct them and ensure that every child receives the same message of belief and opportunity.
Believing in children’s abilities is not just an attitude; it’s a practice reflected in daily language. Each phrase we choose can either reinforce self-doubt or inspire self-belief. When our words consistently communicate trust, respect, and encouragement, we create a classroom culture where every student feels seen, capable, and motivated to rise to their potential.
