The Power of Language and Mental Frames, Part I
Language shapes the way we think, and determines what we can think about.
—Benjamin Lee Whorf
What do the terms teach, dialogue, staff development, and professional learning community have in common? They’ve all come to mind recently as I’ve reflected on the significance of language and frames in response to a question Joan Richardson, NSDC’s director of publications, posed in an interview she conducted with Stephanie Hirsh and myself for publication in the Summer 2007 JSD. Joan asked: What words would we like to see used less frequently in our field?
While considering how I’d respond to Joan my thought flashed to the Thinkmap Visual Thesaurus, a piece of software into which the user types a word or term and a mindmap or web is created with the word in the middle of the page and related terms clustered around it whose proximity to the key word show the strength of the relationship. Joan’s question prompted the immediate creation in my mind’s eye of such a mental map for the term “staff development” as it seems to exist in the minds of many teachers and administrators—“delivery system,” training, trainer, presentation, presenter, inservice days, PowerPoint, CEUs, program, project, and so on were the concepts that quickly came to mind.
Such a conceptual map drew me back to the writing of George Lakoff, whose views on the power of frames I shared with you some time back. "Frames are mental structures," Lakoff writes in the "Preface" to Don't Think of An Elephant. "As a result, they shape the goals we seek, the plans we make, the way we act, and what counts as a good or bad outcome of our actions. . . . Reframing is changing the way the public sees the world. . . . Because language activates frames, new language is required for new frames. Thinking differently requires speaking differently."
My experience is like Lakoff’s--some mental structures enable those who possess them to achieve their goals--enabling frames provide direction, clarity, and a steady flow of energy. Others disable by cognitively freezing the status quo in place. Consequently, the frames created by language and the ideas they link in our minds are critically important aspects of professional learning and change in practice.
The other terms I’ve mentioned--teach, dialogue, and professional learning community--each have their own cognitive structure of linked words or terms that are immediately activated and provide a frame of reference for both those who are speaking and hearing them. And because such commonly used terms are often vague in their expression, activate different mental maps, and are sometimes linked to antiquated ideas, people often talk past one another in ways that inadvertently preserve current understandings and practice. Trying to change those mental structures is very demanding, particularly if we are unaware of their existence and power. Addressing them, I believe, is at the core of professional learning that produces deep understanding of complex subjects and lasting change in mental and behavioral habits.
I’ll have more to say on mental frames and how they can be accessed and altered in upcoming postings, but in the meantime I look forward to hearing your views on this subject.
posted by Dennis Sparks at 11:30 AM
173 Comments:
I did not understand a thing your atricle said. Sorry.
This is my second time posting here. I wrote a well thought out response but nothing appeared. Let's see if this little nothing was appears instead.
I must say, that this article is pack with alot of information, still everything was not covered. This article was a little confusing. I tried very hard to gain some clarity from the contents. I was able to get out of the article the fact that teach, dialogue and professional learning community are linked together.
The wording in the article was over the top, in my opinion. I know we are all professionals reading the articles, but we all do not think on the same wave length. Sometimes, we have to put ideas in "Lay mens" terms so that others can enjoy the article and get as much from it as possible.
I would agree with much of what was stated in this posting. With constant changes in the field it is important what we look at our 'mental frames' and the way use our language. Whether involved in a dailogical exchange with a colleague or participating in a professional learning community, what we say, how we say it, and the language we use effects the understanding and meaning of the message.
We are currently involved in implementing thinking maps at the elementary school level. I'm all for getting kids to even begin to use mental framing. This was an interesting article.
Is this what you were saying:
When someone says one of the terms you used we all think of it in a different way, and we need to be on the same page as to what those terms really mean?
If not, I don't think I really understood the posting.
I really agree with you on the statement of the "Visual Thinking Thesaurus". I personally have taken many new steps that I would not have taken if it was not for professional development in my school district. I enjoy being a learner of learners and novice teacher that will one day become an expert. Also as I read your blog I thought of the QAR strategy as well that many teachers may see professional development as. A true professional reaches and seeks for knowledge outside of their comfort zone to help their students.
I agree that a true professional reacher and seeks for knowledge outside of their comfort level to help their studnets. I think it is very important to "think out of the box" now and then
The use of the term "mind map" encouraged me to respond to your post. Second language students often create a "mind map" to words they have learned. I know this because they have shared their frustration. The context in which they have learned a word can cloud the ability to accept multiple meanings or understanding of the word. Our minds have associations or frames of reference that deny us the ability to use certain words without judgement or bias.
Paul M,
Kindly consider revising your overpacked question.
Your post made me think of a conversation I had the other day with a colleague. My administrator keeps referring to the small group literacy instruction I do as guided reading groups. They are not. They are strategy groups. It's important that we mince words when we are not all using them with the same understanding in mind. This does perpetuate the continued increase of jargon but it's important that we understand what each other is saying. Otherwise, what is the point of conversation?
This is my first trip as a blogger, I am not really experienced anyway this is a part of an assignment given.
How important is blogging? Would you say it helps us to shed light on particular topics we struggle with everyday? I welcome your comments.
In reflecting what you wrote in your article, I think I understand what you were trying to get across. When people use certain words there is a preconcieved definition that one constructs in their mind based on past experiences. For example, the qualites associated with "best practices" for a new teacher are going to conjure up a whole different list of qualities than those from a veteran teacher. When the term "best practices" come up at a staff meeting you have 30 different definitions building themselves around the room and true communication and interpretation of ones ideas is lost in translation.
I must say, I am a first time blogger, and after I read this article I feel a little foggy. I understood, after rereading a few times, what you meant when you were talking about mental structures and frames. I do agree with you when you say that people disable their professional learning by freezing the status puo in place. I have always been terrified to be stuck at status quo , and I feel that because of my fear be anything less than extrodinary, it fuels my desire to learn and expand my mind.
What really is mental frames/structures?It is suggested that if everyone really were in their own frame, then it would be impossible to communicate or build product. What exactly is this saying? i invite your comments and clarifications.
I actually enjoyed this conversation. The idea that we are all on different pages when it comes to key phrases in education is a given. Staff development is definately a phrase that needs framing. As I understand it, framing would mean that we would come together and define exactly what we mean as a group for staff development. In the past in my district, staff development meant mini classes of varied subjects, offered periodically, but disconnected. I think it is definately a need for the staff in my school as well as my district to redefine and "frame" the term staff development so that there really is true development coming from the work we do.
I have never used a blog before and I have enjoyed being a part of this conversation.
Thanks very much for your clarification. i am also new to this blogging also.
While each person learns in a different format, each individual has a comfort zone within their understanding. Most individuals are visual learners. I suppose that is why educators and business professionals think and teach using maps. the introduction and subsequent use of Thinking Maps has been a useful tool. We need to keep in mind it is a tool, and not everyone can learn or think utilizing this tool. Other individuals are auditory learners and a different approach must be taken with this group. The trick is getting individuals to know their strengths and weaknesses, and adjusting accordingly.
I believe I understand your article, but to make sure, let me explain in more simpler terms. I would like to use word/term "staff development". When that word is said, many ideas or comments are formed in the mind of the one listening. In a teacher's mind, the term may not mean how it is intented. To many, staff development means using time that a teacher does not have to cover a subject that isn't always relative to their discipline. Other terms may deem themselves more productive in creating good images and excitment in an educators mind.
I agree with the overall theme of your article, and I believe it is a problem in our overall media today. The information age has created a plethora of new words, and this kind of languages "surge" as I have heard it described has caused a more relaxed attitude when it comes to language, in my opinion. I think that people see word definitions as fluid, changing over time. Where for a long time word definitions were seen as finite and absolute. This can cause communication problems, and make it hard for people to achieve their common goals.
This reminds me of something I read; I'm thinking it is "To the Lighthouse" by Virginia Wolf. My connecting thoughts are that each of us has a lens through which we view the world. One way we communicate is through verbal language, but we are limited by our personal understanding of what that language means. In connection to this blog, our personal lens is the "mental map", and this map can get in the way of our growth and understanding.
I am not sure if it is a realistic expectation to rename things to appropriately meet the needs of our new "mental maps." Everyone has a different lens, so one word that feels inspiring to one person may bring a conservative approach for another. We can rename all we want, but as we grow as educators, it is more important to redefine ourselves within our understanding than to try to develop new language. Honestly, the newest lingo does nothing for me. Putting it into practice is more powerful.
Is redefining ourselves part of future blogs of "accessing" and "altering" mental frames?
Although I found this article difficult to read, the blogging that followed helped me to understand what I believe was the author's purpose. Clearly, we need to have the same definition of a word if we are going to speak about it successfully to each other. "Staff development" or "professional learning community" mean different things to different teachers.
However, defining a word that most people think they know the definition of or the meaning behind could create an interesting lesson in diversity.
I liked learning about the Thinkmap Visual Thesaurus and have gone with the idea of using it more often in the lower elementary school grades because of this article.
Because I teach younger grades, I would like to use the mapping idea as an activity with my students. Although we have done guided maps in the past, I would like to have students show the frames they have around the word "Christmas" or "winter." This would be an interesting way to promote acceptance of diversity. There would be some overlapping of words, such as snow or snowballs, but there might be others like tamales- as one of my students has tamales for every family holiday, including Thanksgiving. Showing my young students that we all don't do everything alike, and that is alright, is a lesson that I am always trying to teach them. I know this was probably not the author's original purpose behind the article, but it was an idea that came to me because of it. I thought others might benefit from it.
Could you please give more information on Mental Frames so that I can better understand what you are trying to explain. This article is, sorry to say, confusing. The terminology used will cause one to get lost. I had to read this two times and still decided it was not worth reading a third just so that I can keep what ever understanding I did get out of this.
Since we all view phrases like "staff development" differently, is there even a way to unify these thoughts and terms? I've been reading up a lot of how some teachers become expert teachers in their careers and others maintain a competent level, but never move further past. Could something like this confusion of terms explain that more? What it means to be an expert to one is not what it means to be an expert to another?
Communication is the key to unlock many doors. Perceptions are often what is different and many ideas can get construed. Please give me more information on Mental Frames.
I agree with what was stated in regards to communication being important. This is my first time blogging-interesting.
After reading your blog several times, I understand your meaning, I think. Mental frames, as related to language and understanding, impact learning. I experienced difficult learning reading your blog trying to understand the jargon. I will now put more consideration into my language usage when talking with others. Also, you have raised my curiousity about some of the practices that I am unfamiliar with.
Are you trying to say we all need to make sure we are using the same "frame of reference" as those whom we are communicating with? If so, I see that many bloggers above do not share the same frame as you.
A suggestion: Perhaps you need to edit your writing so that your point is clearly laid out. My old English profs. would have had a field day on your commentary and liberally used "Thesis Unclear" in red pen. Your reader should never get to the end of your written piece and say, "Huh?"
I would like to understand what your point is here so I can make an intellegent response.
I see what you are saying. We link terminology within webs of similarity, and all of our webs are structured differently. Using educational jargon simply ensures that most of can relate through experience. I'm interested in see how the frames people have are changed.
Just trying to figure out how this whole blog drama works...but I do think visual mapping is important for ELL students learning vocabulary.
I think that what you are getting at is a paradigm shift from thinking of professional development as a minimum day of school, donuts, and a power point presentation to thinking of it as more collaboration.
It was a bit unclear. I had to read it twice.
I have agree with some of the comments, I had to read a couple of times to understand. But, I agree that mind mapping is a great tool to use in the classroom. Also, when we use words like professional development, they do not always translate to the same definition to all.Do you think when we use those words it is important to explain what that word means to us?
You brought up a good point; that educators need a common definition when speaking of the far too many words we use to talk about 1 thing. For example, when teaching reading, we often talk about balanced literacy, guided reading, read alouds, small group instruction, independent reading groups, and now I heard a new term, 'strategy groups.' Since I have never heard opf strategy groups, I can only form my own version of the defintion. Why so many terms to talk about teaching reading?
I am a first time blogger, after reading the article 3 times I thought I knew what it was talking about. When I read the blogs I became confused and had more questions than answers. Please rewrite the article, so we all understand.
I agree with the difficulty of changing mental structures when we don't realize that they exist. I do also feel that the article was a bit hard to understand. I think it may be the wording.
March 23, 2008
I think in essence you were saying that some teachers do not think before they speak in getting through to parents or other professionals. We are not taught how to speak and interact with people through roll play or observations in college so it is a trial and error when one is actually are put in that position. Also I have known many teachers that do not care how they come across. They have the attitude of "take it or leave it". Which is not a professional or on going learning process to keep learning new ways and ideas of communication. On the "flip side" though you have teachers that have been in teaching for many years and have learned all the "lingo" and forget when they are presenting to new professionals or parents to make their language simple to understand. More staff development needs to be in this field.
Although this was a confusing article, I believe I understand the messege you were trying to convey. I would like to add another word to go along with frame of reference. It is called schema. That is the word that a colleague and I use with our students. Just goes to show that there really are different meanings that each person brings with them.
This article was very interesting. I understand that we all associate different feelings and emotions with words related to experiences and if we can reshape the way we associate the words we relate then our view of the word may change. Interesting article.
We have begun training in thinking maps at our school. I like the idea and user friendliness of thinking maps. However, not all teachers in our school are trained in thinking maps, therefore, not all teachers can teach thinking maps. We also have a high student turnover rate and not all schools in our district are thinking maps trained. I feel in order for students to be fluent in thinking maps that it needs to be consistently used so that students understand what type of map they should be using. I feel at least in my situation that thinking maps needs to be more consistent or it will become confusing to students. It certainly is a great tool to help teach students. I especially like the cause and effect flow chart. This map works great with the concept. I also use the double bubble alot when comparing and contrasting.
I think this idea is very interesting. When I think about my own cognitive processes, I do link words to their synonyms. The idea of reframing these links to overcome obsolete meanings of words from background knowledge is fascinating. This is something that should be taken into consideration when we are building background knowledge with our students. I look forward to reading more on this topic.
I found this article to be very interesting. Is it possible to have a professional learning community withough teaching, dialogue or staff development? In my opinion, they all appear to be intertwined. I am often amazed with the English language in general where a statement may be spoken yet interpreted differently by the receiver. As an educator, it is important that our words are chosen carefully to avoid any miscommunication.
I like the idea that you have addressed the power that imagery has over word association. It reminds me of a psychological test, but constructed backwards to produce images of words instead of syntax. I believe that visual aids (imagined or real) are necessary for conveying a complex message. I use mind mapping in my own classroom, but I have never considered its deeper significance.
I think it is hard to create a genuine professional learning community where literally every teacher in the building is on the same page. Do you agree?
If by "mental frames", you mean "prior knowledge", this all makes sense to me.
That professional community is so important, but really only useful when you work with people on the same page. I find that I 'keep quiet' if I don't find a connection with what the speaker is saying. But when your group of professionals are thinking the same and are taking the conversation to the same place, it is a powerful tool.
This article seems very focused on professional language. I can see how our word choice creates different definitions in each person’s mind based on what she associates with that word. My question then is how does our word choice affect our communication with students? They have varying experiences and life connections to words we choose. Also every subject area has its own commonly used vocabulary, but it also has many words to mean the same thing. Sometimes this can be confusing; for example, in language arts we can use the terms lead, hook, and attention-getter interchangeably.
Should a district create a common terms “dictionary,” so to speak, to help define the “true” meaning of a term?
I found this article particularly interesting after reading an article on brain research and education, emphasizing that the more often the brain assimilates knowledge related to a concept, the easier the brain can retreive it for later use. With this in mind, I can greatly see how drawing out a mindmap for certain words can be beneficial.
The article for this blog notes that our emotions connected with certain concepts can leave us less open to related ones. This leaves me wondering if, through enough positive experiences with a concept, one's previous negative mental frame can be changed. From the opposite end of the spectrum, if positive associations are made with concepts early on, how do long do they hold up if negative experiences occur later? I appreciate your insight on this.
This article really reminds me of how important the vocabulary that we use is. As teachers we often get into a habit of using a student friendly vocabulary and forget to switch back when in more professional company. I often hear it from my husband, he reminds me that he is not one of my students and to change the way I speak. They way we communicate has direct results with the experience we and our students have. As previously stated we relate new material to previous experience. As educators and professionals we need to remember that the way we communicate can build negative mental frames and we need to work to build positive frames for our students. While this article focused on more professional aspects I really took it and worked to apply it to my daily life and my students.
I agree that many of the terms we use as educators are over-used. I cringe everytime I hear the words "professional development". I would be interested to see what else you have to say on the frames we keep our minds in. Also how we can change these frames to be more broad than they are presently.
I agree that many of the terms we use as educators are over-used. I cringe everytime I hear the words "professional development". I would be interested to see what else you have to say on the frames we keep our minds in. Also how we can change these frames to be more broad than they are presently.
I found this article to be very interesting, but somewhat difficult to understand. I think the idea of mindmaps could be useful to help establish a common ground. As soon as you mentioned professional development many of the same ideas "power points" and presentors came to mind. Using the idea of a mind map could help one connect past experinces to the topic at hand. It is important to activate ones prior knowledge so that they can connect to the learning activity that is being discussed.
I'd like to begin this blurb with the quote by Benjamin Lee Whorf. "Language shapes the way we think, and determines what we can think about". Whorf was also concerned that writers can cause confusion by the words they choose to use.
Good coaches keep it simple, so should teachers. instead of collaborate we could share or use teamwork. Instead of mentor,we could guide and the term group sounds much better than cohort which sounds like it could mean "to laugh and choke at the same time. Finally I'd prefer any word to paradigm.
Oh yeah, and what was the gist of the article anyway?
I understand about the benefits of trying to stay away from those mental maps in order to really offer a fresh perspective i any topic. However, the reason why this is so apparent is because a lot of professional topic are explicitly taught and when we recive such learning it automaticaly programs our minds to follow a certain path of understanding.
In any case, I found the article intersting but somewhat vague. i suggest for it to be suported by more in-depth research and less opinion-based conclusions.
I agree that changing someone's mental map or preceptions of a word or idea is an arduous task, and sometimes and impossible one. There are some people who will not give up their belief about something no matter what. I also feel that in order to get a more positive response to words such as staff developement, it needs to have a more positive affect on the staff. Rarely in my experience as a teacher was staff development and postive and enjoyable experience, thus making my association with the word negative.
I agree with a previous comment made about certain ideas being "programed" in our heads. It was hard to look at things with a new mind after my credential school.
I think in order to understand the content of what's contained in your article, it is necessary to have some background knowledge about what mental frames are. However I do feel that when students are anyone can make connections to a word or topic, much more is retained by the learner.
I found that this article related to another article that I read about brain research. Wolf (2003) reported that semantic mapping, visualizing, and symbolizing can help us access our memories. Current brain research implies that thinking maps can help students retrieve their memories. Emotion is also a factor is helping or hindering us access our memories. This makes sense because when students enjoy learning, it's been my experience that they retain the information longer.
I am a first time reader so I have not has the benefit of reading the other information posted on this site, I was interested by the responses many peoplegave about being confused by the language of the artivles. I felt like the article was discussing how we can perceive things because of the language that is used. I found the article abit confusing myself. Do I ahve the right idea?
I am very confused with the point you are trying to convey. This blog was posted as part of an on-line class I am taking. I am new to blogging and do not understand the concept. Also, I would find it useful if the comments to the blog had dates as well as times. Is this not an option?
I am trying to "digest" your learning frame in the brain that you discuss in your article. I've been reading about how the brain learns from other articles, and it seems to me these concepts coordinate. In order for learning to take place, you must begin with what the person already knows. From there, you build a concrete experience that has the person emotionally tied to it. Then use the information that they are trying to learn and apply it to a situation the person can identify with (Kottler, Zehm & Kottler, 2005; Wolfe, 2003). The mental framing you discuss goes along with how people take these experiences and code them in the brain so that learning and understanding can take place. Some people have a definite clear path or framework that makes leaning easier than others. If we can build these frames in the brain then learning concepts may becomes easier for those that do not have a clear learning frame in their heads. Is my framework in my head applying what you stated, or have I missed a link?
Kottler, Zehm, & Kottler (2005).
On being a teacher: The human
dimension. Thousand Oaks, CA:
Corwin Press.
Wolfe, P. (2003, Fall). Brain-
compatible learning: Fad or
foundation? The School
Administrator, December, 2006
What I got from this article is that when we are speaking to other professionals in our field, we often use common words or catch phrases. Each of us has a specific organizational pattern for these words or phrases in our brains. It is important for each of us to strive to constantly modify our connections with commonly used catch phrases so that we can all be on the same page in the continually evolving field of education.
You bring up some interesting points (even if you seem to go to great lengths to be as abstruse as possible) about the way our minds function. One thought that occurred to me while reading this was that every time I hear certain words such as "staff development," "professional learning community," and "dialogue" I cringe. My own mental frame consists of mainly of critical words that I associate with the root word. So many negative experiences have latched themselves on to those words that I think I need an entirely new vocabulary to deal with educational development!
One thought that comes to mind for me while I was reading this is our communication with each other. We say we need more staff development, but we need to know what type of staff development we need. We also say that teachers are supposed to be professionals, but do we have the skills to be that way? We need to learn to be effective communicators in order to become professionals and have good staff develoments. There is negative meanings or feelings for some when they hear "professional" or "staff development", but if we communicate it correctly it will go well.
I am taking an online class that is having us respond to blogs. So that is how I found this blog and find it to be interesting.
After reading the article for what feels like a hundred times, I think I now understand and I agree. Human beings fear change. Sometimes even those of us who claim that we embrace change, fear it and in subtle ways, reject it. As such, we speak to each other in ways that do not challenge the status quo but essentially strengthens it. In teaching, this is often done by using vague terms such as “professionalism” or “professional development” which mean different things to different people and when used, often translates to “let us do more of what we have been doing” or “As a new teacher you should do what we have always done.”
Teachers have to be at the forefront of change. I do not remember where I read it, but I discovered that much of what is taught in the first year of college becomes obsolete by the end of the fourth year. If this is true, can we afford to be using the same information year after year? Can we afford to use different words to have the same conversation year after year? Can we afford to maintain a death grip on our antiquated terms? I think not. We must make the effort to learn new terminology and breathe new life into the old. We must find new ways of speaking to and interacting with each other. We must use our new vocabulary to push and prod each other, to motivate ourselves and our colleagues to learn the language of change if we are to reinvent the way we see the world and the way it sees us.
After reading the article for what feels like a hundred times, I think I now understand and I agree. Human beings fear change. Sometimes even those of us who claim that we embrace change, fear it and in subtle ways, reject it. As such, we speak to each other in ways that do not challenge the status quo but essentially strengthens it. In teaching, this is often done by using vague terms such as “professionalism” or “professional development” which mean different things to different people and when used, often translates to “let us do more of what we have been doing” or “As a new teacher you should do what we have always done.”
Teachers have to be at the forefront of change. I do not remember where I read it, but I discovered that much of what is taught in the first year of college becomes obsolete by the end of the fourth year. If this is true, can we afford to be using the same information year after year? Can we afford to use different words to have the same conversation year after year? Can we afford to maintain a death grip on our antiquated terms? I think not. We must make the effort to learn new terminology and breathe new life into the old. We must find new ways of speaking to and interacting with each other. We must use our new vocabulary to push and prod each other, to motivate ourselves and our colleagues to learn the language of change if we are to reinvent the way we see the world and the way it sees us.
As I was reading this article, I visualized a spider web of words connecting, framing, and creating our understanding of ideas and the world around us. It is a powerful point to make that language not only shapes our understanding, but it also determines our place in the world. As we have access to greater vocabularies, we then have access to more areas of society. It only stresses to me that one of the most important things I can do as a teacher is to teach vocabulary. I also loved the Visual Thesaurus.
I can agree with the idea that even though you are talking about the same topic with someone, you may be on a completely different page. This is easy to see in ELL students who might not have the background knowledge for what you are trying to explain.
It's also relevant to aspects of the teaching profession. The mention of staff development is definitely a good example. If someone should mention the words "District staff development..." my mind immediately envisions a large meeting with a long-winded speaker giving a presentation that could have been delivered in 30 minutes, rather than the 3 hours that it probably took. Obviously experiences are going to play a key role in determining mental frames. I will be interested in reading about how one is to assess and alter them in your future postings.
Having a firm grasp on your ideas and/or opinions about subjects is extremely important. It is the root of what it means to be a professional. However, those ideas and opinions should be somewhat fluid. We must hold steadfastly to our convictions. We cannot comprise the person that we are. However, in order to be a contributing member to any society, be it in the education world or our personal world, we must be open to new ideas and allow dialogue to flow. We must entertain these new ideas and be able to alter our mental structures if so inclined.
I have sat in many "staff develoopment", and can relate to just about every synonym that was given depending on the content of the information and its relationship to what I do. I find myself either buying in to what a session is in immediately and really engaging in it, or just passively listening to it.
I believe understanding terminology in any educational setting is very important. As several people have mentioned, guided reading groups are different from strategy groups, are different from literature circles are different from...you name it. It has been my experience that some educators start using terms when they may not truly comprehend them. This causes confusion.
I understand about everyone being on the same page when it comes to the language we use. I think this is much easier when we are talking to adults. I am surprised that no one suggested that we need to be on the same page as the students we teach. If we can not understand what they are talking about, or vise versa, we are in big trouble. We need to make sure the students understand the language we are using and be up to date on slang also. We need to make sure we do not use a phrase that we understand one way and they understand another. I did not get to read the other articles but I feel there is much more to say on this subject.
I enjoyed your article. I believe that "reframing" one's mind is a very important technique that can be used to build better learning experiences. As a teacher in a world where so much of relations these days are reactive, I try to "reframe" my mind to be responsive instead. Being a responsive teacher is not always easy but a skill that takes much practice and contemplation. The first step is learning how to reframe my mind to create a responsive type of dialogue. I look forward to reading your next posting.
I really had to read this article a few times to understand what you are trying (I think) to say. It helped to read the comments with other people's interpretations.
I agree with, "thinking differently requires speaking differently." I think it is one reason teachers have become so adverse to new educational jargon. We know it means yet another idea to grapple with and change requires energy which we are not always willing to spend.
After reading this article, I feel somewhat confused. What exactly was the message you were trying to convey? I think you were trying to make a connection between teaching, dialogue, and professional development. However, you might consider revising for clarification.
I think you raise an interesting point here, and it's too bad so many people seem confused. As an English teacher I find that we often are reccomended varying forms of instruction (Jane Schafer, Kate Kinsella) that have some success modelling correct usage, but also can become very formulaic and cumbersome when trying to get past the 'training wheels' stage.
Building mental frames--helping students develop elaborate frames--helping students make connections upon which the scaffold frames can construct towers. Then, once the tower is built, giving everyone access to the schematics so they too can appreciate the depth and beauty of the design.
If language shapes our thinking and determines what we can think, it is critical we provide students with the language for success. If thinking differently, which is necessary for higher level skills, requires speaking differently then we need to make sure students have access to language that is spoken and understood by all.
Speaking the same language, yet not understanding what each other is saying. Personal and professional development requires staying in touch with current culture--a culture which includes language.
I like the idea of Mental Frames. I appreciate understanding the value of modern structures and terminologies in regards to these frames which form our thinking and generate our understanding.
The Power of Language and Mental Frames reminds me to play my script through the mental tract of others.
Man, after reading your article I now know how my fourth graders must feel when they are trying to comprehend the text I give them. I used all my reading strategies and comprehension skills but I still didn't get your point.
Sorry
I am a first time blogger, blogging for a class, and I found the article to be a bit confusing. I kept reading anyway due to the term "Professional Learning Communities." Initially, it made a mental picture come to mind. Our school is instituting this, and after reading the article, I realized how many "mental frames" (or pictures) can pop up due to my background experience. I wonder if that's what the author meant when she discussed a mental map.
I also found the article a bit wordy and find it difficult to know what the main point was. I did, however, enjoy reading about mental structures because of the emphasis at my school of graphic organizers. It gave me a way to connect the abstract to the physical. I wonder if I am missing the point of the article. I too am a first time blogger and doing this for a class. I don't really know what this is all about.
Changing mental frames is very demanding and requires a great deal of active attention I would agree. Adressing the vague terms mentioned, I would also agree would improve professionalism and understanding. Practicing use of more accurate and specific termininology in turn will lead to more precise and specific frames of reference. As a speaker, using more accurate, deailed, terminology will allow the listener an opportunity to create an accurate mental frame without anbiguity or confusion.
As I read this article I kept thinking of the students that I teach, and how they often are not on the same page as I am. This idea of creating mental word webs is a new one to me, but I can see how we do do this as we listen to others. It has reminded me that I need to be constantly checking with my students to make sure they are making the correct webs in their minds, and not going off in the wrong direction. This article really has made me think about how my students think, and how I think when we are listening to others.
Language shapes the way we think, and determines what we can think about.
—Benjamin Lee Whorf
I found this quote to be very thought provoking. The first thing that I thought about was the language I use versus the language that my students use. I know that some times I do not know what they are saying. Keeping up with the “lingo” is not an easy task when you are not exposed to it daily. In contrast, I find that my students do not know what I am saying at times. I realize that I have such a wider base of vocabulary than my students. They have not been exposed to the same expressions and terminologies that I was exposed to when I was their age. Through my years of teaching, I have come to know that I need to talk to my students as I would any other person in my personal life. I need to use the same terminology so that they can learn how to communicate in other areas of life as they grow and mature.
I thought of all of this before I continued reading your article. As I read and reread the article, thoughts began to form. I began to think of some of the psychology classes that I took in college. I vaguely remember words like schema and mind mapping. I also began to form images in my mind. I saw a spider web of nerves in the brain sparking and connecting new information to old ideas and thoughts. This reminded me that in order for a person to learn something new effectively it must be associated to something previously known.
I continued to read and found relevance in what Lakoff wrote about mental frames being the basis of who we are. My spider web of nerves began connecting this new knowledge with all of those old terms that I remembered hearing about. I came to the conclusion that what we know and how we see the world makes us who we are. This idea links very effectively to the original quote.
I read on and came to the end of your article. It seems that you want to explore the possibility of changing peoples mental frames with regards to the language we, as teachers, make use of. With everyone having their own perceptions of specific words, it is difficult to converse effectively with others of your profession. It also seems to me that you believe that the purpose of professional learning should be centered on investigating our own mental frames and how they need to be changed to enhance us as teachers.
I think that although I only came to this article as an assignment, that I will continue to read your next article. I find it fascinating what different people will get out of the same piece of writing. It has all been enlightening.
I believe what you are saying is that our reaction and knowledge of a word or idea is based on our past experience. Our reaction to a word or idea is based on what our brain relates that idea to. Our reaction to the word or idea is based around the schema that our brain holds. I have been reading a few articles for a masters course on brain research. According to Wolfe(2003, p.3),"the brain is the only organ in the body that sculpts itself from outside experience." I believe that once we experience an idea or encounter a new word we base our understanding of this idea or word on this experience and store it in our brain. When we encounter this idea or word again we retrieve our knowledge from the first experience to understand that word or idea. Our experiences help us to understand and relate the meaning of ideas or words.
Wolfe,P.(2003, September 19).Brain Research and Education: Fad or Foundation? Retrieved from http://www.mcli.dist.maricopa.edu/forum/
I really liked the visual thesaurus. We use something similar at my high school. I also agree that sometimes the words "professional development" scare teachers but no matter what you call it if teachers at a school sight don't enjoy the collaboration process then it will never be as effective as it should be. Unfortunately, some teachers just prefer to stay locked in their room.
This article was all over the place. What is it saying actually
I am a first time blogger and when I saw the topic Leading and Learning I figured this would be an interesting discussion as I would gain insight into teaching. However, I find the title miss leading "the power of language and Mental Frame"I do not see the connection.Not withstanding that, I like the points brought out. Benjamin is so correct, I would like to phrase such as "professional development' is way over used in our field, sometimes I wonder
Mr. Sparks, I too found some of your article language cumbersome; however, one line in particular stays with me. It was actually a quote from Mr. Lakoff, "Thinking differently requires speaking differently". I believe this to be quite so. In fact, I believe you could substitute the word "behaving" for "speaking". When working with students this is a good reminder for them. Basically you are saying "the proof is in the pudding-to show you have changed your way of thinking you have to speak it and act it". Honestly, I'm not sure that this is exactly what Mr. Lakoff meant, but that's what I got out of it.
I felt like you bounced around from one thing to the next and never really got the point you were trying to make.
I enjoyed reading your article. The Thinkmap Visual Theusarus sounds like a wonderful resource. Many times we find ourselves using bland language and it is important to be able to make our conversations more intersting and exciting.
For those that are confused regarding the article... that seems to kind of prove the point of the author!! It is all about our frames and "funds of knowledge" and how they aid in our learning and comprehension. The fact that the article was confusing you to you, says that the terms used are not currently in one of your frames. But, after reading it- you will now be more familiar with the wording when you come across it again. Therefore, our language and dialogue do in fact affect our learning. As far as the professional development part, the author was trying to show how our staff develpoment can be a web of thoughts and conversations with others to change our ideas on teaching and our practices. By talking with others as teachers or students, we are changing our experiences, thoughts, and what we know to mold our understanding.
I totally agree with you when you stated that to speak differently you need to think differently. That is a powerful statement. I was always tod by mother mother if you speak negative things you speak in into existence. So I relate to positive things as well.That's the reason why the mind is so poerful it controls everything we do.
I totally agree when you stated that to speak differently you need to think differently. That is a powerful statement. I was always told by my mother if you speak negative things you speak it into existence. So I relate that to positive things as well. This old saying is also relative to this article. That's the reason why the mind is so powerful it controls everything we do.
The power of language is evident in every aspect of life. The way in which we deliver language is also as important as the words themselves. I used the Thinkmap Visual Thesaurus and typed in a word that has become tiresome and oblique in the world of education...REFLECT. The words that surronded reflect made a greater impact on my "mental frame". Words like, contempl[ate, attest and certify are significantly more enthusiastic and to the point.Thanks for your insights into language
I sincerely dislike my district's point of view when it comes to "training". Recently we've started PLCs. To date, I have not learned anything new in our PLCs, find the leader to be condescending and rude, and truthfully have found them to be a waste of time. I'm not sold on the idea of PLCs-at least how they've been implemented with us.
I am responding to your initial question in the first paragraph asking "What words would we like to see used less often in our field?" I want to see the following words/phrases used less often in my daily interactions with students, faculty, and collleagues: That's impossible!, I can't!, Who cares?, teacher focused (versus student focused),We don't have enough time!, Is this going to be on the test?
A couple was at a marriage retreat. The excercise was to take a quiz to see how well they knew one another. The leaderasked, "What is your wif'e favorite flower?" The man proudly answered, " Gold Metal." The least we can do is to check and see if everyone is an the same wave length instead of assuming.
I am currently a first grade teacher with three years of experience. Even though I consider myself still a "newbie" to teaching, I have noticed that many teachers communicate with a negative tone. They are worn from the job. When I try to respond with positive, most colleagues will try to amend their original comments with a more positive spin. I think it would be interesting to take the average teacher's mind mapping and see how it would be affected by another teacher's input. Would it be possible to change a person's original map through persuasion?
My school has recently decided to allow special education student the use of "supplemental aides" during state mandated testing in hopes that the "mental frames" will improve test scores and student acheivement on future tests.
Even though this article was published almost two years ago, it is still a commonality today with both students and professionals.
Certain language activates prior knowledge and experience. For example, when I hear I have to go to STAFF DEVELOPMENT, I automatically think boring, waste of time, how can I get out of it? Whereas using the term, POWER PERIOD, I begin to think, wow, what is a power period, what will I accomplish? Just with that simple change of terms, my mindset changes.
This skill is hard enough with children, but to change vocabulary in adults is much harder. In order to use new terminology in the correct way, one must be opened up to it. This is where the importance of reading, writing, and vocabulary use comes to play. Not only in schools for the students, but in schools for the staff members as well.
This is my first time blogging and I am really not sure of what I am doing. If I understand this article correctly, are you trying to say we need to change our ways of teaching in order to coincide with society's understanding? Thanks for listening.
I believe very much words leave a lasting impact on ones life whether it's positive or negative. It's progressive to think about changing the words we use to impact others, especially our young students.
I believe the frames of our minds can be changed. The key is to have an open mind. A person has to be willing to listen. Unfortunately, I have seen several older teachers whom are close to retirement who are just going through the motions. They do not want to learn anymore "new words", strategies, or ideas. They have seen it all and are burned out. I am not saying everyone who is older and close to retirement feels and thinks this way, but I have witnessed several teachers that fit this description. All of us have to have an open mind and be life long learners to be successful.
I am also a first time blogger. I wish we could blog below someone we want to respond to. Anyways, an anonymous person wrote at 6:44 about redefining professional development. We definitely need to redefine and give professional development an overhaul. Having more teacher input about what we would like to learn would be great. We are just like the students that we teach. If we are not being taught something of importance to us and in an exciting way, we probably will not get much out of it.
Hi Becky. I too am a first time b blogger, so this is new to me also. I agree with you about teachers who have one foot out of the door (the same remains true about most professions I'm sure when you are about to retire). Unfortunately, there is not much we can do about someone's motivation and goals. I also agree with you on revamping professional development because I like learning things that are interesting, neat, or even fun. You've definately got to be able to hold my attention or else, it's just a waste of the insturctor and my time. Lastly, open mindedness is a sign of progression, and progression is scarey for some people.
I am responding to a blogger from earlier who mentioned "how important is blogging." I don't know if it is important, but I think it is an interesting tool to reach a vast number of people thinking and moving in the same direction on a specific/common topic. I think it's progression.
Your article was thought provoking-I think there is a lot more information that could be covered. The mental frames that were mentioned sound similar to our schema of information and how we class our knowledge. Everyone does this differently and I think that the visual thesaurus is a great tool to use in understanding this.
testing
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interesting article. I too beleive that we as teachers need to continue to work together
I found the article interesting! Having been trained in Thinking Maps, there are eight ways a brain proceses info. and eight maps that were designed. It's good to help the brain visualize since most learning the brain stores is visual anyway. I encourage one ot look up Thinking Maps
We have just started using Thinking Maps at my school, and it is amazing to see the connections my students are making in their learning. I am excited to learn more about them and to grow in my use of them in teaching. I, too, would recommend taking a look at them.
Hi,
Your article has some very good points and just like you've said we need to definitely reconceptualize our speech and language patterns. We hold certain common jargons that are characteristic of the teaching profession and while they are fundamental we need to modernize this realm by incorporating new and more diverse vocabulary.
I am in full support of the ThinkMap Visual Thesaurus as i find that even though i am not currently a teacher of English my students are limited in their vocabulary. This would prove to be quite useful to them.
Marshalee
I am a first time blogger as well. I have never heard of Thinking Maps, but will google them. Thanks for the recommendation.
I think it's important to reflect that these language concepts should create frames of thinking that are correct in content. Many people use these terms, like "professional development," almost like cliches in the workplace without adding any real meaning to them as far as direction and implementation.
Making connections through frames are great but ineffective if we take our eyes off the goal of moving the framework into reality.
These frames are all formed by our own prior knowledge and interpretation of the language. I agree these word associations would be valuable to ELL's
This was an interesting article. My thoughts are that learning communities can be effective if implemented properly. My problem is that "learning communities" becomes a buzz word for the teachers. It seems just like another professional development day stuck in a room with bad audio and power points trying to understand how this applies to me as a teacher. The only thing that comes to mind is that I receive a few in-service points for the day. In my opinion, the administrators are ill prepared to deal with truly bringing in learning communities to our departments. It seems like just another fad that we have to suffer through.
I totally agree with you, that professional development should be efficient, effective, simple and geared toward a certain amount of outcomes. I also liked that you stated that is important "to identify a small number of critical important factorts that are within the cricle of administrators, teachers leaders, and district administrators"
Unfortunately there is so much information that is presented to teachers that they sometimes become overwhelmed and place everything on the side, and therefore it becomes counterproductive.
I agree, teachers are overwhelmed with the amount of criteria they have to present. I guess the act of being overwheled teaches us, as educators, how to be effective. Language is a big factor in being an effective teahcer. We constantly have to be aware of the words that we say and the tone that we use.
I did not care for the article.
JC
Directions for joining the blog should be clear and posted for novice users.
testing/ needed assistance for use
Upon reading and re-reading both the article and lengthy list of posts, I do understand the concept and the practical application. But I certainly take the position that with the acceptance of the philosophy that there are multiple ways of transmitting and accessing knowledge/ information it is a sound and relevant theory.
Time and dates on this blog would be most beneficial.
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I am not excited about blogging. This site is not user friendly.
Also, the comments are mostly about an article that is not even posted.
I do not understand why everyone chooses to be anonymous. Would anyone try to explain this to me?
I thought people were to post ideas or comments as a way to start a conversation. Am I wrong? What do you think is the benefit of blogging?
Thank you,
This article reminded me of a game show called "Password". How one person maps a term can be distinctively different than another person's mapping. Since starting my masters, I see my own efficacy changing. Instead of surviving year to year, I am looking forward achieving goals this year.
OK…I am embarrassed. I did not realize the article on the front page is the one everyone is commenting on. I was so busy trying to find out how to use the site that I missed the article all together. I have finally read it two times and found that it is difficult to follow. I have missed the author’s true voice.
Maybe this is one of those times where, “you would have had to be there,” might apply. I would like to learn more about mind mapping. I did following the link and will do more research on the topic.
I apologize for the negative feedback.
I am mostly touched by Benjamin Lee Whorf description of how language shapes the way we think, and determines what we think. This goes a long way to show how language commands and controls our spoken word and abilities to execute ideas and projects.
As a first time blogger, I read most of the comments befor I read the articel. I think this helped me to better understand the article and to actually gain something from it.
When the author says "mental frames," I think he means our own personal frame(s) of reference. To me, using our own frame of reference is our only method of extracting meaning. As teachers we need to be tuned in to our students' frames of reference and how we can use their prior knowledge (frames) to expand and extend their current learning. In the article, it is stated that it is hard yet necessary to change mental structures, but that is our challenge.
I am going to make a sign in my classroom that says, "Thinking differently requires speaking defferently." - George Lakoff
To the anonymous blogger who wrote about "thinking maps" and training teachers in the use of thinking maps, I would like to know more about this training and how to use thinking maps in my classroom. Thanks.
Seeing as words can mean different things to different people, sometimes a person must read between the lines to understand what was meant
I am also a first time blogger and after reading the article and comments posted, my opinion is that the article relates to how an individual responds to a certain term and what type of images or responses that word conjures up for them. It relates back to the brain research articles that I have recently read and the discussion of how our brains process new information and store what we learn. It also brings to mind word maps that we use to help students increase their vocabulary in the elementary level. I think I would need to read Mr. Sparks original articles to have a better understanding of what this one is about!
I, too, am brand-new to blogging, but also had a hard time finding the message in the author's blog. I may be an educator at heart, but even we have a hard time understanding some subjects.
It was useful to read the other comments, as they helped me see understand what the article is about more. I do look forward to more collaboration using blogging!
This sounds like activating the "art of positive thinking" or maybe reactivating? What it means to teach or have a professional learning community certainly depends on the people involved. Unfortunately in school, our workplace, much like our students, when we put them in groups, the level of true professional development to learning from each other would be dependent on the group.
The ideal is wonderful, the reality difficult t best, to say nothing of the time and commitment needed, time that few teachers have.
We know the important use of language, we teach it everyday! We know that certain words provide images or frames for people; this is not new. Your use of language might "frame" it differently, but the idea is not orginal.
Jo
As a part of an assignment for my graduate program study, I was to participate in an educational blog site. This is my first time blogging. However, I thought that the message on mental frames with our language was quite powerful. The example used with a teacher inservice day helped me understand exactly what the author was talking about. I personally have a bad conotation when I think about a Professional Development Day. This leads me to the question of how many tasks during the day that my own students have negative thoughts about.
I have been teaching 3rd grade for 3 years now. This last year, I had a student who hated math. She was a someone who was very open about telling me this fact as well. When I would mention math, you could just see the energy drain from her body. Over the course of the year, I was doing everything I possibly could to help her understand the number concepts and raise her confidence in this subject. By the end of the year, she was confident and able to enjoy math. Now that I hopefully have changed this learning frame, is it going to stay or is their going to be a relapse? How as teachers can we motivate and revamp our students mental frames about negative subjects?
I really enjoyed this article. It is interesting to think that just because I say a common word, that it might be interperted 15 different ways. This is a powerful realization for today's classroom because our student populations are so very diverse. I alone have students from all over Mexico, Latin America, and France. Not to mention the sociio-economic berries that language contains. My question is how do we communicate to a classroom full of students when basic communication skills are no longer basic?
Laura
Reading this article was very rewarding to me as we do word webs during the literature class I teach. Even having students who are predominantly from the same area, same background and have been in the same school for most of their lives, having a visual display of how they process the definitions of given words is helpful in evaluating their thought processes. When learning new vocabulary for books, short stories or even history or science assignments, doing a word web is a way to make sure they have a general idea on what is being said. I have my students complete a map before we begin the story to see what their perceptions are and then we review the definitions given. After reading the story, I have them complete the maps again. Still, after reading and giving the definitions, countless numbers of students still find the definition out of reach. What is happening to the everyday vocabulary that we were taught? Why are kids struggling with basic level words? What are we going to do about this problem?
Kristy
This article was way over the top. I agree with the person who suggested writing in lay mens terms. Too much information for one brief article. Most newspapers print articles at a 4th reading level. Perhaps you should go that route.
This is my first time blogging, and yes, it is part of an assignment. However, I enjoyed the subject and agree that people, in general, all speak in different terms, even though we are really saying the same thing. When I am teaching and I start to get blank or confused stares, it is usually because they did not understand what I said. Invariably, they will translate it to their familiar words/phrases, and then I get it! I think what matters is that we communicate through better/sincere listening, and we truly open ourselves to listening.
I think you are overcomplicating a very easy and well accepted theory. I enjoyed your connection of mind mapping and reframing. Your point may of been misconstrued by a few of your responders.
Call "it" what you may--it is what it is.
Speaking of the importance of language, it should be "an interview she conducted with S.H. and ME" not "an interview she conducted with S.H. and MYSELF." It drives me nuts when educators cannot model proper English, especially in a formal article.
I agree to an extent with your article. Language does create a mental framework which enables us to think and behave in a certain manner. To change how our cognitive structure views things, we have to use words that facilitate this. Thus, frames basically help define who we are. There is an old saying which states that we should be careful of what we say because we tend to speak things into being.
Indeed, it is food for thought.
Posted a comment but could not find it. This is a test run
I have been exploring different blogs this morning. This is my first time posting. I enjoyed looking at the Visual Thesaurus Website. I have not seen that sight before. I can imagine it to be a useful classroom tool.
It was mentioned that "thinking differently requires speaking differently". I was wondering if it's the thinking that drives the way we speak or if it's the speaking that drives the way we think?
I believe it is important to understand mental frames because students often have very different background knowledge and often form different mental frames for concepts and ideas than the ones we are expecting from them. Within our own profession it is of paramount importance for effective communication with colleges that we too understand each other mental frames. What we as individuals and professionals experience greatly shapes our frame of reference for many ideas and approaches professionally with colleges and also with students in the classroom.
I like the phrase "thinking differently requires speaking differently". It draws thoughts of the power of positive thinking which is a conscious decision to "reframe" our thoughts, perceptions and words to create optimal outcomes in life including a highly effective learning environment in our schools. Teachers, including myself, are constantly looking for enlightening ideas to reinforce positive change in teaching practices. I would like to hear more about mental frames and how they can be assessed. We teachers are always looking for strategies to help improve our profession.
After reading majority of the postings in response to this article, I find it very apparent that our "mental frames" either aide us in understanding the article or hinder us from finding it beneficial. I think that sometimes our "mental structures" or "frames" become so complicated that the easiest of tasks has become too difficult to understand. I find my own mental frames seem to get in the way when I get overwhelmed. After reading this article, I know that my feelings come from an inadequate mental frame for solving the problem.
Educators especially need to be open to the idea of changing or revising our mental frames. If we get stuck in one way of thinking, teaching, or problem solving, we are doing an injustice to our students. Not to mention that if we cannot adjust our mental frames, how can expect our students to adjust their frames?
I used a vocabulary map to construct meaning with my 5th grade students a few years ago. However, the thought of a visual mind map is awesome. Just think of the clarification you could provide to students by arranging synonyms around the term based on strength and relevance. I want to use this strategy to see just how each of my students' minds really work. I think you would be amazed at how different each student is and how their minds store and process information. I really enjoyed this article.
Don't let your current mental frame get in the way of the significance of this strategy.
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This is my first time participating in a blog as well. While I was reading what Mr. Sparks had to say, I didn't really think much of the disparities in our understanding of the terms he mentions. I've always felt that we all understand and agree on what teaching means or dialogue, staff development, etc. While readign a lot of the responses, however, it's been made clear that we do have many different ideas of what these words mean. While some have said that the post was unclear or meaningless, I would say that at the very least it demonstrated just how diverse we are, and in what we bring to the table and our classrooms.
However, in the end, I found that my focus wasn't so much on these differences as the importance in being flexible and open to the idea of change in the way we think and approach our students. It is true that new frames require new language, but it is also true that we are most comfortable in our native tongue. Yet, this cannot limit us to sticking with what we know. We must, as educators, meet the needs of our growing population of students with diverse backgrounds, cultures, personalities by first being willing to try something new.
I enjoyed your post and I agree that we are often stuck in out-dated mental frameworks that inhibit progress. Our schools staff development meetings come with a certain set of expectations that do not invite innovation or true dialogue. The term professional learning community is much more appealing to me than the word committee. Let's open our minds to new ways of approaching challenges as a team. Let's listen to all teachers and learn from each other during these valuable blocks of time we have, instead of perpetuating the status quo.
Reading your article triggered a thought that has allowed me to self reflect as an educator. I totally agree with George Lakoff's statement in regards to changing ones language in order to allow further understanding. I teach elementary school and we are encouraged to enhance a student's language by using key vocabulary words consistently. However, if a student continues to not understand the word/meaning, then it is important to change the word. This can be done by giving a simpler synonym or by breaking the word down into an easier concept for the child. This especially holds true for ELL students. Most teachers naturally do this while teaching. However, we make assumptions about our colleagues. We assume they understand professional terms and their meanings. It is important to take this into account when redelivering information. Also, by changing vocabulary such as, "staff development" it may also change ones attitude. If an educator has a negative emotion towards certain professional words that are continually used, what is the harm in finding a better way to say it?!
It would be difficult to overstate the importance of mental frameworks in regards to understanding, personal and professional development. Immanuel Kant, 19th C. philosopher, knew this to be true when he wrote about the categories of understanding and contemporary philosophers like Richard Rorty recognize that language and ideas are inextricably intertwined and that in a world of relative truths our ability to re-(con)textualize words is our greatest power and holds the greatest keys to meaning. As teachers, we know the transformative power of language and its ability to open up new concepts and new horizons for young minds. We just need to make sure that we don't forget to clear recognize and clear some of the framework clutter in our own thinking and expand our own mental horizons once and a while.
A good pint is made about the amount of effort that is put into aiding our students' comprehension of words and phrases that may be unfamiliar or misunderstood. We don't just let them sit there confused, lost and frustrated. We rewrite lesson plans, and add in accomodations, and figure out the best way to reach that student and help them understand. Why do we put forth such minimal effort when it comes to bringing together educators and administrators and making sure that we are all clear on the definition and purpose of dialogue, staff development, TEACHING. It would seem so much easier to form a solid school and classroom culture if the teachers and administrators were working together to achieve a clearly defined, and understood, goal.
I am new to blogging and this is part of an assignment for for Master's class. I too found your article hard to understand on the first read through. After reading the posts by other people your meaning became clearer. My husband is an Optometrist and has a different professional jargon than I do. It is important that everyone is using the same vocabulary during a dialogue, staff development, or classroom.
Last year, I was responsible for sending out notices to parents of EL students inviting them to a parent meeting. We were going to serve "cookies and punch". To reach all the parents of second languages at our school I translated my note into Spanish, Chinese, Arabic, and Tagalog. After I passed out the notes, my Filipino student came up and said that my note said to come have cookies and punch the principal. I did not realize that the translation software did not know how to choose the correct meaning for my word. The principal and I had quite the laugh over my note.
Seriously, as educators we need to be conscious of how important it is to educate the audience of the vocabulary or jargon we are using. Never assume they know what you mean.
It was very difficult understanding this article. After reading the blogs, I was able to understand a little more. It would have been helpful to explain more about mental framework.
I do agree that we all need to use the same vocabulary. But I disagree that staff development and professional learning communities should be included in a grouping of words that are over used or too broad. I feel that it is important to know that staff development means developing staff by whatever means possible. All staff members need to continue growing through out their profession. PLCs are just when you work with others in a collaborative manner. These are words that I hear often, but they are seen very often, at least in my school.
I have to agree with Matt K, that the author is explaining how powerful words really are. In the field of Education, such words as staff development or district initiative, can create a myriad of word associations that can cause a teacher to snarl or sigh at the sound of them. These words, in certain districts, have been so poorly organized and seeminly ineffective that most teachers are apprehensive to parttake in any more of them. As educators, we must be aware of the stigma attached to some words and take time to reflect and create or utilize other words to promote more positive participation and engage more people(students) in what we would like them to do.
I will admit that I was a bit confused. But the meaning I take from this is that we all have a frame of reference around words used in our professional lives (and the other parts, too) in education.
This is my thinking on the question of terms that should be deleted or go away: As terms become more and more widespread in use, the meanings often morph. Sometimes I think the meaning can change widely from the original intent. For example, "whole language" with regard to literacy instruction. Although this was before I began teaching when whole language was the rage, what educators did to what could've been a good idea turned it into what can be considered a "dirty word" by some of us in the profession.
I see the same thing happening with brain-based and brain compatible "stuff" that is out there. So, what I suggest is not a deletion of certain words and terms, most specifically PLC, but rather a return to the original intent, rather that what we have morphed it into.
I liken this information to the question, "what is success". To a thousand people, there may be a thousand different responses; its all based on the individual. Collectively as educators there will be some terminology that creates the same "mental structures" in the majority of minds, but at the same time we are all individuals with our own ideas about what education should look like locally and nationally.
I think what you are saying is, if you do what you've always done, you'll get what you've always gotten. In the field of education maybe we need to change our thinking as well as our verbiage in order to change our results. It is interesting to observe that the language we use suggests certain meanings and are attatched to specific expected outcomes. I agree it is demanding to change that awareness in order to change behavior and habits. On the other hand Wolfe (2003) suggests that our memory's get old as we live our lives. That being said we can change our frames simply by exposing ourselves to new concepts and ideas regularly, thus crowding out old ones. As we live and learn we begin to attatch new meanings to old language.
Wolfe, P. (2003, Fall). Brain-compatible learning: Fad or foundation? Retrieved May 24, 2007, from http://www.mcli.dist.maricopa.edu/forum/fall03/brain.html
I agree the power of language and mental frames shape the goals we seek, the plans we make, the way we act, and what counts as a good or bad outcome of our actions. I think that statement is a powerful statement and has a lot of merit. This article is very good and filled with merit.
When I was reading the article, what I found of interest was the Thinkmap visual thesaurus, a program use to create mindmaps for terms and related words. However, the article seemed to take off in another directions leaving me the reading confuse as to what was the purpose of the article.
Everything in education is related in overlaping circles. what goes aroun comes around.
How do you guys feel about PLC's?
I agree with much of what is stated in this blog. "Thinking differently requires speaking differently." If we want different results, we must change our approach. When communicating with colleagues in a professional learning community, we must consider the language we use. If we use the the same language with the same meaning, we will continue getting the same results. However, we each have our own schema. If the language we use is better defined, it could yield different results.
This article was very confusing. I would like for you to expand more on why you feel that addressing mental maps is the core of professional learning.
This article, although quite difficult to comprehand, proves how important the element of language is as part of professional learning and the establishment of professional learning communities. How many of our current educators are able to reframe their language in such a way to move from being a conventional (status quo) teacher to an effective educator? Having said all this, I would like to have a clearer definition from the author on mental structures.
Your message really centered on professional language which is what is talked about and preached where I work. Not to long ago I was sitting with my kindergarten team talking about math vocabulary words. We have a teacher that was explaining her lesson and was telling us that she asked which number was bigger and her kids had no idea what she was talking about. She was asking for some feedback on what approach she should use. Several teachers agreed with her lesson and vocabulary and stated that is the way they did it in the years prior. I disagreed and my reasoning was I could have the number 3 (write the number bigger) or the number 3 (write the number smaller) and they could answer the one on the left is bigger. However, my vocabulary to my students for the lesson was which number is greater. So, needless to say we all went back to class having our own perspective and not coming to an agreement. Wouldn’t it benefit our students to have a common language so we can assist the way they think not just in one class with one teacher?
After reading this article and all of the comments for it, I feel that it is important to understand, depending on words and background knowledge, mental maps can be comprehended in various ways. I think it is great to offer students a choice in the way they understand their reading and comprehension. Everyone learns differently, so why not let them experience it that way as well.
I found the article very confusing and I had to read it several times. However, after reading others' comments, I believe the main point is that words and language can represent a variety of meaning.
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