The language of learning shapes how students think about themselves, their abilities, and the learning process itself. Metacognitive thinking – the ability to reflect on how you learn – doesn’t happen by accident. It’s developed through deliberate use of metacognitive phrases in conversations, questions, and encouragement.
Using metacognitive phrases deliberately in the classroom helps students become active, strategic learners. They move beyond simply completing tasks and begin to understand how they learn best. Here are some powerful phrases to embed into your everyday teaching:
“What strategy are you using?”
This question prompts students to slow down and think about the methods behind their choices, rather than just rushing to an answer.
“What could you try if this doesn’t work?”
Encouraging contingency thinking helps pupils become more flexible and resilient when they encounter challenges.
“How did you decide to do it that way?”
Reflecting on their decision-making process strengthens students’ ability to plan, monitor, and adapt their learning.
“What would you do differently next time?”
Normalising reflection after success or struggle reinforces a growth mindset and encourages continuous improvement.
“What helps you focus when things get tricky?”
Helping students identify their own self-regulation techniques builds independence and ownership of learning.
Embedding this kind of language of learning into daily routines creates a culture where reflection, strategy, and adaptation are celebrated. It shifts the classroom focus from simply getting it right to understanding how success happens.
It’s not about scripting conversations or forcing unnatural dialogue. A strong learning dialogue grows from authentic curiosity about students’ thinking processes – and from valuing those processes just as much as final outcomes.
When students hear the language of learning consistently, they begin to internalise it. Over time, they don’t just answer questions, they ask better ones of themselves. Using metacognition has a lot in common with coaching, particularly using questions to unpack your thinking and choose your next steps. Get in touch if you’d like to know more about how I can help you embed metacognition and coaching culture in your institution: rachel@concentriccoaching.co.uk
