NDSU Distance & Continuing Education (DCE)

Bringing Education to You

Course Descriptions

Verbal Skills for Educators (P-12)

EDUC 600

Students will learn the theoretical basis for the course together with the underlying principles and concepts. Participants will also learn the verbal skills for nurturing, structuring, teaching, debriefing, and holding students accountable. They will learn to structure classrooms that involve ritual and order creating stability and decreasing anxiety. The will learn the verbal skills to create a safe and orderly emotional climate in the classroom that students can expect and rely on.

Students will learn verbal skills that enable them to nurture to demonstrate concern, caring and show genuine interest in a student’s well-being. Participants will learn to build relationship by learning appropriate skills to recognize and respond to feelings as well as to words.

This course will help educators address the entire educational trilogy of mind, body and spirit. They will learn how to help students learn how to work in groups, make decisions and find solutions, increase their personal responsibility, manage anger and resolve conflict.

Participants will learn the verbal skills necessary to challenge student to think critically and stay conscious of the choices they are making as well as the effect those choices have on themselves and others. They will learn how to help students become proficient at self-examination, and self-evaluation.

In this course participants will learn how to allow student to come face-to-face with personal responsibility by experiencing the related, reasonable, and respectful consequences of their actions. Additional verbal skills will help teachers help students to see themselves as cause of the outcomes they generate. 

Learning Objectives:

Participants will:

  1. Possess a working knowledge of the research on educator verbal skills.
  2. Understand the principles, theories, and concepts related to classroom structure, the value of nurture, teaching of responsibility and behavioral skills, and creating a culture of accountability within the classroom.
  3. Know how to verbally enhance the structure, ritual and routine in their classrooms.
  4. Know when and how to use nurture in appropriate and emotionally healthy ways.
  5. Implement ways of speaking that build relationship through the nuse of empathy, understanding, and mutual respect.
  6. Be able to use verbal skills to redirect inappropriate behaviors in respectful, helpful ways.
  7. Learn to design and use debriefing statements to help students self-examine, self-evaluate, and become increasingly self-responsible.
  8. Use strategies that reduce power struggles and learned helplessness.
  9. Learn the verbal skills necessary to hold students accountable for their actions in ways that help students come face-to-face with personal responsibility and the cause and effect relationship of their actions.
  10. Be able to demonstrate in a plan of action an ability to synthesize, and evaluate competencies required.
  11. Have designed a plan of action that incorporates implementation strategies for themselves and for their students.
  12. Know how to implement strategies and activities that will have an impact on the twin outcomes of increased student behavior and increased student achievement.


The required reading is found in the texts and a series of article reprints. The required texts are:                    

Moorman, C., & Haller, T. (2012). The teacher talk advantage: Five voices of effective teaching. Merrill, MI: Personal Power Press

Moorman, C., & Weber, N. (1989). Teacher talk: What it really means. (P.O. Box 547, Merrill, MI 48637): Personal Power Press.