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Abstract
In classrooms, many of our words are extraneous. Haven’t we all had the experience of listening to someone use so many words to explain that we lose interest and discipline to listen? Brevity can be powerful. Two-word cues can help us be con-cise, direct, and specific: “Voices ready.” “Eyes here.” “Sitting tall.” “Lips closed.” “Hands quiet.” “Ears ready.” “Breath energy.” “No sound.” “Pencils down.” “Not now.” No matter the age, these kinds of cues are clear and brief. Even if repetition of the two-word directive is needed, the brev-ity has power. When students are accustomed to hearing brief instructions, a one-word direction can work just as well: “Ears . . .” “Eyes . . .” Hands . . . “Tall . . .” “Breathe . . .” With economy of language comes several benefits. Fewer words mean (1) more focus, less distraction while listening for the key directions, (2) more rest for our voices during a busy teach-ing day, (3) more moments of attentive silence during lessons, and (4) more simplicity for those who struggle with language processing. Two-word cues can be assertive in order to get students’ attention. Yet our intonation and inflection need not be com-manding or scolding. Cues are often more effective when they are not. Spoken with the intonation of a reminder, a simple statement, or a cordial request, two-word cues can give the message of courteous elicitation. The power of brevity is a simple yet pro-found idea. Try it. Notice effects. Good luck.
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