The language we use to speak about teaching is based on metaphors which may influence how we think, or may contradict what we are trying to say. Locating ‘frozen metaphors’ and intentionally replacing them with ways of speaking which are more accurate can make it easier to try out new ideas and possibilities.

If someone says “I didn’t get that idea across to them” or “they didn’t get the idea” or “I gave a lesson on ….” or “I don’t get the point”, there is an underlying sense of teaching and learning as conveyance: passing knowledge from one person to the other.  It treats teaching as a process of bundling up knowledge and passing it across. Even if that is not what is in the speaker’s mind, there is a good chance that the language informs and influences their thinking. 

A frozen metaphor is a metaphor which is so embedded in the way people speak that they don’t even always notice its presence.

If someone writes that teachers are required to “ensure that learners …”, there is an underlying image of teachers as enforcers who are charged with making something happen, perhaps even against learners’ will.

Some people think of ‘teaching as gardening’, with the teacher offering nutrient and other care to support and amplify the natural growth of the plant (learner).

Some people think of ‘teaching as communication’, which holds the possibility of two-way not just one-way communication.

Some people think of ‘teaching as enculturation into social practices’.

Some people think of ‘teaching as guiding’ in the sense of a tour guide

Metaphors for Learning