Reminding language prompts students to independently recall the specific things they need to do to meet academic and behavioral expectations. For example: “What are some things you can do so that all group members’ ideas are considered fairly?”
Redirecting language directs students back to productive learning when their behavior has gone off task, while helping the rest of the class stay focused on their learning. For example: “Hands down until the speaker has finished.”
Reinforcing language names exactly what students are doing well so they can build on their successes and develop a sense of themselves as competent learners, which helps students move to higher levels of competence. For example: “You added concrete evidence to your essay and that makes for a stronger argument.”
These definitions and examples are from The Power of Our Words for Middle School. You can find our elementary school version here. You can also find our latest articles on reminding, redirecting, and reinforcing language below.