Listen like a sponge, speak like a scientist.

Kids, I want you to try a little trick with me: listen like a sponge, speak like a scientist. As your teacher, I watch how words can be small but mighty — they can cool a worry, open a door, or help us fix a problem together. Listening like a sponge means soaking up what someone says without squeezing out judgement. When your friend tells you they’re upset, you don’t have to rush to fix it; absorb the feeling, hold it gently, and let them know you’re there. Speaking like a scientist means being curious and clear: describe what you notice, ask careful questions, and try small experiments to see what helps. That way, your words don’t blame or guess; they explore.

Here are a few short phrases we’ll practice that do a lot of good when times are hard: - “I’m here with you.” / “Tell me more.” / “That sounds really hard.” / “I noticed you seem quiet today.” / “What do you think might help?” / “We can try one small step.” / “It’s okay to feel this way.” / “I’m proud of how you tried.” / “Let’s name that feeling.” / “Would you like company or space?”

When you say “I’m here with you,” you’re offering safety. When you say “Tell me more,” you become a scientist trying to learn, not a judge trying to fix. “That sounds really hard” shows you’re listening and understanding, which makes someone feel less alone. Naming feelings (like “angry,” “worried,” or “sad”) helps make big, fuzzy emotions smaller and easier to work with. Asking “What do you think might help?” gives control back to the person who’s struggling, and that empowers them.

Tone matters as much as words. Try to keep your voice calm and open. If someone’s upset, lower your volume and slow your speech a little; it can make them feel safer. Be patient: silence is okay while you listen. Being a “sponge” sometimes means sitting quietly so someone else can wash their thoughts out loud.

We also practice small experiments together. If a friend is anxious about a test, instead of saying “Don’t be nervous,” try “I wonder if studying for 10 minutes now might help you feel better — want to try?” Scientists test hypotheses; we test tiny, kind actions. Celebrate effort, not just success: “I’m proud of how you tried” teaches resilience. If things don’t work, say, “That didn’t help — what next?” and keep exploring.

Using these phrases again and again makes them part of your classroom language. They help build trust and make our classroom a place where it’s safe to feel, to ask for help, and to learn from mistakes. I’m not a doctor, but I’m a teacher who cares, and I’ve seen how small, kind words can change a day. Let’s practice listening like sponges and speaking like scientists — together we can make hard moments easier to get through.