Welcome staff, I am excited to share with you! In Grade 6 we are switching to the RTL model which introduces TLAs, TLTs, RS and TL into how we currently do things. Our PPT has never been more important than it is now into this policy and that should be connected to our SDP and PLJs. Our SSS division and SDTs should look more closely at our IRT and SA deployment and see how  to best utilize our resources. We should also adjust our SWPBIS to reflect some of RJ and SEL initiatives we are trying to promote. All will be reflected in the ASDR at year’s end. Oh, and make sure that you take a look at your class lists to check for ROIs, ROAs or BMPs. Have a great day!

Now, if you understand any of that, that is fantastic. If you didn’t, you are probably like most people and are scratching your head at all the abbreviations. As is the case with any industry, educators have a lot of jargon and shorthand that we use in our day to day. While it can be second nature, we do need to be mindful that not everyone is familiar with all these terms and we often trade speed of communication for clarity of communication. As a general rule of thumb, this is a bad trade.

New teachers who are still getting acclimated to their roles can be intimidated by this. When we use jargon and shorthand it creates an environment of ‘those who are in the know’ and those who aren’t. For new teachers who may already be struggling to find their place and confidence in a new role, making them feel excluded in this way is unlikely to help them in this area. 

Similarly when we get overly comfortable with speaking in this way, we may find ourselves doing it with families and it can serve to create a barrier between us. Be mindful when we are talking to non-educators that these professional shortcuts and jargon can be doubly confusing and off putting, and in trying to communicate more efficiently, we communicate less effectively. 

This extends to when we sanitize our language, which I tend to call ‘teacher speak.’  “Suzie is a social butterfly” likely means that Suzie spends a lot of time talking to other students when she should be focusing on her work. We tend to do this when chatting with parents because no one wants to hear negatives about their child, but curiously, we do it with each other as well and sometimes I do not think that we even realize we are substituting words. We are probably trying to say that Suzie can’t focus, or that she distracts others, or that she does not complete assigned work. We can still speak professionally and in a strengths-based way while still ensuring clarity. 

When it comes to communication, clarity is king. When we are with colleagues, take the time to be clear and to ensure that everyone understands rather than just assume understanding. Miscommunication is the frustration, and often downfall, of an organization. Suggestive but not clear language and assumed understanding need to be eliminated wherever possible. When it is encountered, take the time to clarify to ensure that there is a shared understanding. Over-communication with your staff is a better problem to have than under-communication or unclear communication. Clear communication is effective communication.