TABLE 4.
Negatively Phrased and Positively Phrased Instructor Talk frameworks
| Negatively Phrased category | Negatively Phrased subcategory | Positively Phrased subcategory | Positively Phrased category |
| Dismantling the Instructor/Student Relationship | Ignoring Student Challenges | Demonstrating Respect for Students | Building the Instructor/Student Relationship |
| Assuming Poor Behaviors from Students | Revealing Secrets to Success | ||
| Making Public Judgments about Students | Boosting Self-Efficacy | ||
| Disestablishing Classroom Culture | Expecting Students to Know What to Do | Preframing Classroom Activities | Establishing Classroom Culture |
| Practicing Scientific Habits of Mind | |||
| Discouraging Community Among Students | Building a Biology Community among Students | ||
| Criticizing Colleagues | Giving Credit to Colleagues | ||
| Encouraging Only the Right Answer | Indicating That It Is Okay to Be Wrong or Disagree | ||
| Compromising Pedagogical Choices | Expressing Doubt in Pedagogical Choice | Supporting Learning through Teaching Choices | Explaining Pedagogical Choices |
| Using Convenience to Drive Teaching Choices | Using Student Work to Drive Teaching Choices | ||
| Connecting Biology to the Real World and Career | |||
| Teaching to a Subset of Students | Discussing How People Learn | ||
| Focusing on the Grade/Short Term | Fostering Learning for the Long Term | ||
| Sharing Personal Judgment | Sharing Self-Judgment/Self-Pity | Recounting Personal Information/Anecdotes | Sharing Personal Experiences |
| Distancing from Student Experiences | Relating to Student Experiences | ||
| Masking Science | Being Implicit about the Nature of Science | Being Explicit about the Nature of Science | Unmasking Science |
| Intimidating Students from Science | Promoting Diversity in Science | ||
| Fostering Wonder |