REFRAMING:

The Power Of Positive Language

Sally White
INTO Colorado State University, Fort Collins, Colorado
Former English Language Fellow: Hungary, Kyrgyzstan
 Objectives  
•  Introduce  reframing  and  its  relevance  to  teaching  
and  learning  

•  Give  some  background  on  related  information  

regarding  how  we  learn  best  

•  Practice  with  reframing  

•  Look  at  lessons  that  encourage  positivity  

•  Share  resources  
 Where  can  we  use  reframing?  

In the classroom

With friends and family

 +  
•  Which  of  these  words  are  positive?  
1.  patient  
2.  impatient  
3.  can  
4.  can't  
5.  crisis  
 I  am  so  
happy  to  be  
learning!  

http://wiki.npsd.org
•  When  you  think  about  the  atmosphere  in  
your  classroom,  which  of  these  words  best  
describe  that  atmosphere?  
•  Positive  
•  Negative  
•  Neutral  
•  I'm  not  sure.  
•  If  you  took  a  50  point  exam  and  got  40  
correct  answers  and  10  incorrect  answers,  
would  you  rather  see  your  score  as:  

•  +40  
     OR  
•  -­‐10  
 What  happens  in  our  brains  when  we  are  
learning?  

http://thelastdegree.com  
http://snarkecards.com
 What  stops  us  from  learning?  

stress
anxiety
embarrassment
anger
etc. (negative
emotions)

http://www.electromark.com
•  So…what  can  we  do?  

 
 
 
 
http://sapphicscribe.files.wordpress.com  
•  What  do  you  think  of  when  you  think  of  the  
word  “crisis?”  

•  It  has  been  said  that  in  the  Chinese  

language,  the  symbol  for  “crisis”  includes  
the  word  “opportunity.”  
 Changing  words,  changing  minds  

EXAMPLE   REFRAMED  

problem  

EXAMPLE   REFRAMED  

problem   challenge  
 Changing  words,  changing  minds  

EXAMPLE   REFRAMED  

mistake  

EXAMPLE   REFRAMED  

mistake   lesson  
 Changing  words,  changing  minds  

EXAMPLE   REFRAMED  

disruptive  

EXAMPLE   REFRAMED  

disruptive   enthusiastic/energetic/lively  
 Changing  words,  changing  minds  

EXAMPLE   REFRAMED  

impatient  

EXAMPLE   REFRAMED  

impatient   Keen,  eager,  excited  

 “Weak”  student?  

http://rpm-therapy.com
http://enlightenmentsite.com
 Reframing:  Matching  
Original Statement Reframe
1.Student: My classmate is too a. Teacher: That means you have a
disruptive. big chance to learn.

2. Student: This class is a real b. Teacher: You are simply cautious.

problem for me.
3. Student: I made a big mistake. c. Teacher: You are being thorough.

4. Student: I'm way too slow. d. Teacher: I can see he has a lot of
enthusiasm and energy.

5. Student: I'm such a coward. e. Teacher: This can be a useful

challenge.
 Reframing:  Matching  
Original Statement Reframing
1.Student: My classmate is too d. Teacher: I can see he has a lot of
disruptive. enthusiasm and energy.

2. Student: This class is a real e. Teacher: This can be a useful

problem for me. challenge.
3. Student: I made a big mistake. a. Teacher: That means you have a
big chance to learn.

4. Student: I'm way too slow. c. Teacher: You are being thorough.

5. Student: I'm such a coward. b. Teacher: You are simply cautious.

STRETCH!!!!  

http://www.basicspine.com
 Let's  reframe:  
} I'm  hopeless  at  remembering  phrasal  verbs.  

} I  need  more  practice  with  remembering  

phrasal  verbs.  

} I  need  a  good  strategy  for  remembering  

phrasal  verbs.  
 Let's  reframe:  

} I  don't  get  enough  attention  

from  the  teacher.    
} The  teacher  trusts  me  to  do  my  
work.    
 Let's  reframe  

•  My  questions  are  holding  everyone  up.  

 Let's  reframe:  

}   I'm  too  old  to  learn  English.  

 Reframing  brainstorm  
1.  Think  of  something  negative  you  have  
thought,  or  that  you  have  heard  a  teacher  
or  student  say  or  write,  related  to  a  class  or  
a  learning  experience.  
 Reframing  brainstorm  
1.  Think  of  something  negative  you  have  
thought,  or  that  you  have  heard  a  
teacher  or  student  say  or  write,  related  
to  a  class  or  a  learning  experience.  

2.  Now,  reframe  the  negative  statements  

with  your  ideas.  
•  Are  you  feeling  more  positive  now?  

http://thumbs.dreamstime.com
LESSONS  TO  ENCOURAGE  JOY  AND  A  
POSITIVE  ENVIRONMENT  
 SMILE!  
•  Walk  around  and  greet  people  with  a  BIG  smile  

•  When  someone  greets  you,  answer:  

                 I'm  great!                Wonderful!                Super!                                      
Excellent!                      Fantastic!  
 
                                                                             and  give  a  BIG  smile  back!  

http://otrazhenie.files.wordpress.com
 Circle  of  Compliments!  
1.  In groups, think of one true compliment for each person. For example:

You've got a beautiful smile!

That's a really nice scarf.
I like your shoes.
Cool jacket.
You're always on time.
You're so nice.
You are really creative.
2. Compliment each person.
•  When you receive a compliment, you say, “Thank you.”

3. When you finish, remember and report each compliment.

•  Zarina said I look great today.
•  Murat said I ask good questions in class.
 My  family  
1.  Draw a simple picture of your family.
As you draw, think of one nice thing about each person.

This is my mom. Her name is Anna. She is a kind person.

This is my brother. His name is Erik. He is a talented musician.

2. Tell a partner about your family and listen to your partner talk about his/her
family.
3. Look at your partner's picture, repeat the information back to him/her, and
ask questions.
4. Change partners and continue learning about each other's families.
 Good  things,  right  now  
What are three good things in your life right now?
1.
2.
3.
(It is sunny today! I'm meeting my sister after class. I feel great today!)

Share your sentences with a partner and comment on each other's good things.

Change partners and keep sharing the goodness.

 My  top  five  
What have been the five best things in your life this year?
1.
2.
3.
4.
5.

Share with a partner and ask each other questions about the things you did,
people you spent time with, things you learned, etc.

Change partners and keep sharing.

 Positive  questions  
•  Purpose:  to  encourage  students  to  focus  on  the  
positive  things  in  life.  

•  1.  In  groups,  students  come  up  with  and  write  positive,  

empowering  questions.    
•  What  was  special  about  today?  
•  What  am  I  really  good  at?  
•  What  am  I  looking  forward  to?  

•  2.  Students  look  at  all  of  the  questions  and  individually  

write  down  the  ones  that  most  appeal  to  them,  and  
share  answers  with  the  group.  
               Language  Focus:  creating  questions  -­‐  past,  present,  future  
 Five  things  in  common  
•  Purpose:  to  help  learners  raise  awareness  of  the  many  things  they  
can  already  do  and  reinforce  their  beliefs  in  their  abilities.  

1.  Students  make  a  list  of  all  the  things  they  can  do  –  anything!  
•  I  can  skateboard.  
•  I  can  cook  lentil  soup.  
•  I  can  read  a  book  in  English…  
2.  In  groups,  students  try  to  find  five  things  in  common  that  they  
can  all  do,  and  then  they  shout  it  out,  “We  can  all  play  chess!”  
                               Language  focus:  can  
 Language  learning  strategies  
Purpose: To help students become aware of their strengths as learners of English,
and to give students new strategies for learning.
1.  Brainstorm aspects of learning and using a new language (example below).
2.  Individual students choose two or three that they are good at and make notes
about why they are good at those things.
3.  Students find others who share the same skill strengths and discuss strategies,
learn from each other, then share with the whole group their strategies.
Language Focus: describing strategies, good at …ing
STRETCH!!!!  

http://www.basicspine.com
•  “Whether  you  think  you  can  or  
think  you  can't,  you're  right.”  

                                                                                                               -­‐  Henry  Ford  

 Beliefs  
•  Are important

•  Determine your possibilities

•  May become habits

  
 

Asclepius  and  the  two  travelers  

 
Once  Asclepius  was  walking  in  the  countryside  outside  Athens  when  
he  met  a  traveler.    
 
“Excuse  me,”  said  the  man,  “I'm  going  to  Athens  and  I've  never  been  
there  before.  Have  you  any  idea  what  it  is  like?”  
 

“Where  have  you  come  from?”  asked  Asclepius.  

 
“Piraeus,”  said  the  traveler.  
 
“Well,  what  is  it  like  there?”  asked  Asclepius.  
 
“Oh,  it's  a  dreadful  place,”  said  the  man.  
 
“Well,  I  expect  you'll  find  Athens  just  the  same,”  said  Asclepius.  
 
“Oh  dear,”  said  the  man,  and  he  went  on  his  way.  
 
  

 
A  short  time  later,  Asclepius  met  another  traveler.  
 
“Excuse  me,”  said  the  second  man,  “I'm  going  to  Athens  and  I've  
never  been  there  before.  Have  you  any  idea  what  it  is  like?”  
 
“Where  have  you  come  from?  asked  Asclepius.  
 
“Piraeus,”  said  the  traveler.  
 
“Well,  what  is  it  like  there?”  asked  Asclepius.  
 
“Oh,  it's  a  wonderful  place,”  said  the  man.  
 
“Well,  I  expect  you'll  find  Athens  just  the  same,”  said  Asclepius.  
 
“Oh  good,”  said  the  man,  and  he  went  on  his  way.  
 
 Limiting  beliefs  -­‐>  liberating  
alternatives  
•  Purpose:  to  help  students  explore  more  
positive  alternatives  to  negative  language.  
•  1.  Remind  students  about  Henry  Ford's  quote.  
•  2.  Have  students  match  the  “limiting  beliefs”  with  the  
“liberating  alternatives.”  
         Language  focus:  using  emphasis  and  stress  
to  qualify  what  someone  has  said  
 Limiting  beliefs  -­‐>    
liberating  alternatives  
•  My  pronunciation  is  so  bad.        
•  I  need  to  work  on  my  overall  pronunciation.  I  do  pronounce  some  things  well.  

•  I'm  stupid.        
•  I've  made  some  mistakes  and  that's  part  of  learning.  

•  I  can't  write  essays.        

•  I'm  still  learning  to  write  essays.  I  get  better  with  every  draft.  

•  I'm  not  good  at  grammar.      

•  I  didn't  understand  that  concept  so  I  struggled  with  that  exercise.  I  can  get  help  
and  improve.  
 FAILING  
 
…forward!  
 Approximately  how  many  times  did  Thomas  
Edison  fail  before  succeeding  with  the  light  bulb?  

                 

•  1?  
•  10?  
•  100?  
•  1000?  

http://www.chroniclesinmotion.com
 Famous  “failures”  
•  Purpose:    to  reassure  students  that  failure  is  
a  natural  part  of  reaching  success.  

1.  Write  the  names  and/or  display  pictures  of  these  people  on  
 
the  board:    
Albert  Einstein          J.K.  Rowling    
Thomas  Edison            Nelson  Mandela    
 
2.  Students  say  as  much  as  they  can  about  them  and  why  they  
are/were  famous.  
 Famous  “failures”  
 
3.  In  groups,  students  match  each  of  these  statements  with  one  
of  the  people.  
•  A.  This  person  spent  26  years  in  prison.  
•  B.  This  person  failed  approximately  1000  times  before  his  
invention  succeeded.  
•  C.  This  person’s  math  teacher  thought  he  was  useless.    
•  D.  This  person’s  book  was  rejected  12  times  before  being  
accepted  by  a  publisher.    
         Albert  Einstein          J.K.  Rowling          Thomas  Edison        Nelson  Mandela    
 
 Famous  “failures”  
•  Ask  students  if  they  can  think  of  other  
successful  people  who  might  have  failed  on  
their  way  to  success.  

•  Ask  students  what  they  might  be  able  to  

learn  from  these  examples.  

•  Ask  students  if  they  can  relate  these  

examples  to  their  own  lives,  and  if  so,  how.  
 Classroom  communication  

•  Can't…yet!  

•  Underline  the  words  you  DO  know!  

•  Giving  instructions  
•  If  you  want  your  students  to  stop  talking,  
what  would  you  normally  say  to  them?  

•  Don't  talk  

•  Be  quiet  

 
 Instead  of:  

Don't  be  late    

  Be on time.

Don't  look    
    Close your eyes.
Don't  fidget  
    Be still.
 Questions  to  think  about…  
•  What  are  the  benefits  of  using  positive  
language  in  the  classroom?  

•  What  do  you  think  about  the  idea  of  pointing  

out  strengths  rather  than  weaknesses?  

•  How  can  these  ideas  apply  to  error  

correction?  
•  We  have  spent  some  time  together  today  
with  a  focus  on  being  more  positive  in  our  
lives  and  in  our  classrooms,  especially  
through  language.    

•  Now  that  our  time  is  over,  how  can  we  

reframe  “the  end”  to  give  it  a  positive  twist?  
Here's  to  new  beginnings…  
 

THANK  YOU  FOR    

YOUR  PARTICIPATION!  
 

STAY  POSITIVE!  
 References  
Achor,  Shawn.  The  happiness  advantage:  The  seven  principles  of  positive  psychology  that  fuel  success  and  performance  at  work.  Random  
House,  2011.  
Bandler,  Richard,  and  John  Grinder.  Frogs  into  princes.  Vol.  15.  Moab,  UT:  Real  People  Press,  1979.  
Bandler,  Richard,  John  Grinder,  and  Steve  Andreas.  "Neuro-­‐Linguistic  Programming  and  the  Transformation  of  Meaning."  Real  People  
Press,  Moab  (1982).  
Fredrickson,  Barbara  L.  "The  value  of  positive  emotions."  American  scientist  91.4  (2003):  330-­‐335.  
Gladwell,  Malcolm.  Outliers:  The  story  of  success.  Penguin  UK,  2008.  
Helgesen,  Marc.  http://helgesenhandouts.weebly.com/diy-­‐neuro-­‐elt.html        
Horwitz,  Elaine  K.,  Michael  B.  Horwitz,  and  Joann  Cope.  "Foreign  language  classroom  anxiety."  The  Modern  language  journal  70.2  (1986):  
125-­‐132.  
MacIntyre,  Peter,  and  Tammy  Gregersen.  "Emotions  that  facilitate  language  learning:  The  positive-­‐broadening  power  of  the  imagination."  
Studies  in  Second  Language  Learning  and  Teaching  2  (2012):  193-­‐213.  
Pajares,  Frank.  http://www.uky.edu/~eushe2/Pajares/OnFailingG.html  
Palmer,  Stephen,  ed.  Introduction  to  Counselling  and  psychotherapy:  the  essential  guide.  Sage,  2000.  
Revell,  Jane,  and  Susan  Norman.  Handing  over:  NLP-­‐based  activities  for  language  learning.  Saffire,  1999.  
Revell,  Jane,  and  Susan  Norman.  In  your  hands:  NLP  in  ELT.  Saffire  Press,  1997.  
Sousa,  David.  "Mind,  brain,  and  education."  Bloomington,  IN:  Solution  Tree  (2010).  
Tosey,  Paul,  and  Jane  Mathison.  "Neuro-­‐linguistic  programming  and  learning  theory:  a  response."  The  Curriculum  Journal  14.3  (2003):  
371-­‐388.  
Willis,  Judy.  "The  neuroscience  of  joyful  education."  (2007).        
Zeilinger,  Julie.  “Women  who  failed  before  they  succeeded.”  The  Huffington  Post  (2013).  
MUSIC  :Accentuate  the  Positive  http://www.youtube.com/watch?v=fZUmAbi0Vm4  
The  Happy  Song  http://www.youtube.com/watch?v=y6Sxv-­‐sUYtM