Students listen to the words you say. They also listen to your tone, read your body language, and try to assess what you think of them.
As I started high school, I chose to take advanced math and science courses but opted for regular English and social studies. At age 14, I was already more interested in math and science and was perfectly content not to work too hard in other areas.
While most of our work in English class at the beginning of the year was answering specific questions about our readings, eventually we were asked to write an essay. All I could tell you about the essay itself is that I didn’t try very hard. I can’t remember what it was about or how long it was. What I do remember, clear as day, was when my teacher handed me my paper back with a (well-deserved) low grade. He said as he handed it to me, “Well, I hope you don’t ever plan to be a writer.”
I can still hear those words. I heard them when I chose to major in mathematics, at least partly because I thought it would require less writing. I heard them when I decided on a master’s thesis that was technical, as I thought I would be safer with technical writing. When I considered pursuing a doctorate in policy, those words echoed in my mind, reminding me that I would have to work doubly hard to learn policy but also to develop into a writer. I realized I had avoided this challenge long enough and decided it was time to face it head-on.
At the university I attended, there was one primary way to get help with writing, which was called the Undergraduate Writing Center. I sheepishly took my first-year Ph.D.-student-self there for help on my first writing assignment. I asked lots of questions and had them review every page I wrote to provide feedback. After multiple visits, my tutor eventually said, “Why do you come here? You are a good writer. You don’t need this.” Those words stayed with me, too—but in a completely different way.
In the years since, I’ve written a dissertation, published articles, contributed to varied professional publications, and even written these president’s messages. I’ve grown to enjoy writing and still greatly value the process of asking for feedback and improving my work. Yet, I still think about those words from my teacher. For too long, they held power over me and my choices. They no longer steer my decisions, but they remind me of how much influence words can have.
The messages we give—spoken or unspoken—shape how others see themselves and their potential. We contribute to their identities. As leaders, educators, and colleagues, our words can build confidence or create doubt.
What words will you choose today? How will you use your voice to affirm the potential of your students, colleagues, and even yourself?
Reflect on the messages you’ve received and the ones you now have the power to give. Whether it’s an encouraging word to a student, a thoughtful comment to a colleague, or a moment of self-compassion, your words matter.
Commit to being intentional with your messages. Ensure they reflect the belief that every person we encounter has the capacity to grow, learn, and achieve. Because sometimes, the right words at the right time can change a life.
With gratitude for the work you do every day,
— Katey Arrington, NCSM President
NCSM's vision is to be the premier mathematics education leadership organization, ensuring all students have access to high-quality, equitable mathematical experiences that empower them to use mathematics effectively and improve the world.
