One of the things I have been working on is to build student interest and excitement for lessons. In thinking about my practice I realize that I had more control over this than I had imagined. Of course, in lessons that I am presenting to individual and groups of students, it is a bit easier to do. Even when pushing into a class, while using a shadow teaching model, I am able to bring additional enthusiasm into a lesson. Mood and demeanor can be infectious. As we delved into the book, The Power of Our Words” by Paula Denton, the ES was discussing the effect that our, “Teacher Language” has on our students. A particular example of how our choice of words can influence students is in comparing two different ways to signal a transition to math. The first way involves giving a signal to students that is already a part of the class’ routine, ringing a chime, waiting for students to settle down, with intentional silence until there attention has been gained, then saying, “I see that everyone is ready for math. Let’s get started”. The second way might involve the raising of voice to say, “Okay settle down, everyone! Social time is over. We have to get to work on math now.” While both ways respond to the situation of transitioning to math, they both send very different messages. The first involves a class working together to achieve a mutual goal. It might even be fun. While the second is saying that the class should stop doing a pleasurable thing, and move on to the unpleasant work of doing math…a “have to”.  I realize that I need to be more intentional in the language that I use, and by doing so I can foster feelings of interest and excitement in a lesson. I have been adding this to my practice, and find that it actually works.