#59 Stop saying the word "just"

It can have unitended consequences

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💡 A tip to try in class this week 💡

Way back in Newsletter #2, I wrote about why we should try to remove the word “easy” from our teaching lexicon. Well, over the last few weeks, I have noticed another culprit flowing freely from teachers’ mouths: “Just.”

• We just subtract 7 from both sides…

• So, just multiply this by -3…

• Our first step is just to line up our compass like this…

“Just” suffers from the same problem as “easy”. It suggests the matter we are describing is trivial and can be done without any thought. Maybe it can… for us. But what about our students? If they are finding it difficult, need a little more time, or don’t understand, are they really going to stop and tell us when we have described the step in such a way? I don’t think so.

Making a conscious effort to stop saying “just” may not be enough. Tell your students that you want to stop saying and why, and ask them to listen out for you falling off the wagon. This not only shows them how much you care about your practice and its effect on them, but it might make them pay closer attention to the words you are saying.

Oh, and one final use of “just” that needs to go… I am just a teacher. More like you are just doing one of the most complex, demanding jobs imaginable, so be proud of that!

What do you think of this idea?

What would you need to change to make this tip work for you?

When could you try it for the first time?

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🏃🏻‍♂️Before you go, have you… 🏃🏻‍♂️

1. … tried last week’s tip about using the 4-2 approach for independent work?

2. … read my latest Eedi newsletter about Walking-Talking mocks?

3. … listened to my latest podcast with Jo Morgan about improving GCSE results?

4. … read my Tips for Teachers book?

5. … considered booking some CPD, coaching or maths department support?

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