5 Words Teachers Should Never Say (and Better Options)

Teachers should never say words that damage a student’s sense of identity, worth, or belonging—yet some phrases, though well-meaning, do just that. Every word spoken in the classroom shapes more than behavior; it shapes how students see themselves, how they feel about learning, and how safe they feel to participate. The power of language in education goes far beyond instruction—it directly influences student motivation, self-esteem, and emotional well-being.

Teachers play one of the most significant roles in a child’s development, and often, the language used in moments of correction, praise, or feedback becomes deeply internalized by students. This is especially true for students from historically marginalized backgrounds, who may already feel invisible, stereotyped, or underestimated. Phrases that seem harmless or routine can carry unintended messages that reinforce those feelings—subtly telling a student they are not enough or do not belong.

To foster an inclusive, growth-oriented, and affirming learning environment, it is essential to recognize the words teachers should never say and replace them with intentional language that uplifts and empowers.

Let’s explore five commonly used words or phrases that educators should avoid—and what to say instead.

1. Teachers should never say “Smart” (as a fixed identity)

Labeling a student as “smart” may appear positive, but it can lead to a fixed mindset, where intelligence is viewed as something innate rather than developed. Students praised only for being smart may avoid risks or challenges for fear of no longer appearing “smart” if they fail.

Say this instead:

• “I see how much effort you put into solving that.”
• “You’re growing because you’re willing to try new strategies.”

Praising effort and perseverance promotes a growth mindset and builds long-term resilience.

2. Teachers should never say “Lazy”

This word blames students for disengagement without exploring the root cause. When students are called “lazy,” it often masks deeper issues—such as learning difficulties, trauma, or lack of motivation due to disconnection.

Say this instead:

• “I noticed you’re having a hard time getting started—how can I help?”
• “Let’s figure out what’s holding you back.”

Using empathetic, supportive language communicates that you see the student’s potential and want to help them succeed.

3. Teachers should never say “Disruptive”

Calling a student “disruptive” may seem like a classroom management shortcut, but it often singles out students unfairly and disproportionately affects students of color. It labels behavior without context and can damage relationships and trust.

Say this instead:

• “Let’s take a moment to reset—what do you need right now?”
• “Can we work together to make this space work for everyone?”

Shifting to restorative language helps maintain a sense of belonging and encourages self-regulation.

4. Teachers should never say “Wrong” (without encouragement)

Telling a student they are “wrong” without offering constructive guidance can shut down participation and discourage learning. Mistakes should be framed as natural and necessary steps in the learning process.

Say this instead:

• “You’re on the right track—let’s take another look.”
• “That’s an interesting approach—what else might work?”

This helps students feel safe to take risks and stay engaged.

5. “English only”

In multilingual classrooms, telling students to speak only English can invalidate their cultural identity and suggest that their home language is inferior. This can create emotional distance and reduce engagement.

Say this instead:

• “Feel free to use your home language to support your learning.”
• “How do you say that in your language? Let’s compare ideas.”

When students see their language and culture as assets, they feel more confident, respected, and ready to contribute.

Final Thoughts

Intentional language is a foundational part of equitable teaching. By removing the words teachers should never say and replacing them with inclusive, growth-oriented alternatives, educators communicate trust, belief, and respect. These subtle shifts can have a profound impact on how students see themselves—not just in school, but in life.

Remember, the goal isn’t perfection—it’s awareness. With each word we speak, we have the opportunity to build stronger connections and safer spaces where every student can thrive.

Dr. Derrick Campbell

CEO

moreinfo@quarantineracism.com