When students say... Use mindful languageby saying...
“The answer is 43 pounds, “Describe the steps you took to arrive
7 ounces.” at that answer.”
“I don’t know how to solve “What can you do to get started?”
this problem.”
“I’m comparing... .” “What goes on in your head when
you compare?”
“I’m ready to begin.” “Describe your plan of action.”
“We’re memorizing our “What do you do when you
poems.” memorize?”
“I like the large one best.” “What criteria are you using to make
your choice?”
“I’m finished. I’ve got the “How do you know you’re correct?”
answer.”
As teachers invite students to describe what’s going on inside their
heads when thinking takes place, children become more aware of
their own thought processes. As they listen to other students describe
their metacognitive processes, they develop flexibility of thought and
come to appreciate that there are several ways to solve the same problem.
Presuppositions
Language can be interpreted in terms of its surfacemeaning and its
structuralmeaning. Surface meaning refers to word definitions, syntax,
semantics, grammar, verb forms, and modifiers. Structural meaning refers
to the subtle nuances, connotations, feelings, and images the words con-
vey. A presupposition is a hidden, covert, or implicit meaning buried
within the structure of the statement or sequence of language. For exam-
ple, a teacher says, “Even Richard could pass that course.” Several mean-
ings are hidden within the substructure of this sentence: that Richard is not
too bright a student and, further, that the course must be a cinch! Neither
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