March 18, 2025 • 16 mins
Have you ever caught yourself rambling to a classroom of increasingly glazed-over eyes? You're not alone.
Inspired by Henry Winkler's candid admission about losing acting roles due to excessive talking, this episode dives deep into the complex world of classroom communication. As someone who self-identifies as verbose, I share personal strategies for managing my "gift of gab"—including the somewhat humbling practice of giving students permission to call me out when I talk too much. But this isn't just about those of us who can't stop talking; it's equally relevant for the quiet educators who might need to step further out of their shells.
Throughout our conversation, we explore both ends of the communication spectrum, from the rambling storyteller to the terse responder, examining how each approach affects student engagement and comfort. I share revealing anecdotes about student interactions, like discovering fourth-graders prefer substitutes who use their generation's slang, and how my tendency to launch into tangential stories sometimes leaves students more confused than before I tried helping them.
The goal isn't to fundamentally change your personality but to find that elusive communication sweet spot where students feel both guided and respected. Whether you're naturally talkative or reserved, achieving the right balance makes you both approachable and efficient—the hallmark of truly effective teaching.
Ready to reflect on your own classroom communication style? Listen now, and maybe catch yourself before your next five-minute explanation turns into a fifteen-minute monologue that has students wondering what the original question was!
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Greg Collins Substitute Teacher's Lounge.
This is the March 18, 2025episode, episode number 283.
I can't believe that I havebeen reading or, I guess,
listening to an audio bookcalled being Henry the Fonz and
Beyond, written by Henry WinklerFonzie from Happy Days in the
(00:21):
70s, and he said a word in therethat I said you know, I'm going
to base a podcast on that word.
He talked about how he thinkshe lost some parts because he
was so verbose and the way hewas using it was that he talked
too much.
And, boy, if that ever fitssomebody, that fits me.
(00:43):
So I thought I would talk aboutit.
And we're going to talk aboutverbose substitute teachers.
We're going to talk about whatto do if you're one.
We're going to talk about whatto do if you're the opposite end
of the spectrum, thenon-verbose substitute teacher.
We'll talk about that.
I'll share some stories thatwill go along with that.
(01:07):
Well, we're not going to saywhat's best being verbose or not
but in preparation for thisepisode, I said well, let me
look up the dictionarydefinition of what verbose
really means really means andthe definition is actually using
(01:31):
or expressed in more words thanare needed, and the example
they use was much academiclanguage is obscure and verbose.
So I thought about it for awhile and I'm thinking, man,
that definition describes me tooSubst loud.
All right, I'm going to let youin on a little secret.
(01:55):
You probably realized it anyway.
This podcast used to be quite abit longer, maybe 10 minutes
longer, and it's pertaining tothe topic we're talking about
today.
There were times when I thought, well, if I don't hit over 20
minutes, I'm not giving you agood podcast, when, in actuality
(02:18):
, if I just draw things out andsay things over and over and
just talk and talk and talk,well, that will take away from
the podcast.
So that's kind of how wesettled on the current type of
timeframe.
Another story I want to talk toyou about sort of verbose.
I went to a workout at a YMCAin my local town once and they
(02:43):
normally have towels setting onthe tabletop when you first go
in and there were none.
So I looked up at one of theguys and real friendly person
and said do y'all have any cleantowels?
Well, he launched into a what,what seemed to me like a
(03:04):
40-second description and ordealabout why they didn't have any
towels and at the end of it Ijust looked at him and said, was
that a yes or a no?
And he just laughed.
He said, boy, you're one ofthose that just wants to get to
the point, and I am.
I'm a 90% left brain guy.
So even though I'm verbose, Ilike to get things to the point.
(03:27):
I'm a logical thinker.
I just want this just toaccomplish something and move on
, that type of thing.
So I've got all that type ofstuff wrapped up in this.
You know, I just listened backto some that I had already
recorded today and I'm thinkingyou know you all can probably
tell by the excitement in myvoice that I kind of like this
(03:48):
topic.
I like to talk.
Unfortunately, I probably liketo hear myself talk.
Let me describe first how youmay be verbose and not even
realize it.
If the majority of theconversations you have you see
people kind of gloss over, oryou can tell they're just kind
(04:13):
of waiting for you to befinished, or they can respond to
you, or maybe they're verboseand whatever you say, they're
not going to listen to.
They just want you to listen tothem.
All that has to do.
I think the word is verbosity.
I hope I didn't just make thatup, but that is what being
(04:33):
verbose is.
Let me tell you how I try tohandle my situation, because I
like to talk a lot and Iprobably sometimes talk longer
than I need to to accomplish thetask at hand.
Now let's not be confused.
(04:53):
Sometimes a certain degree ofover-talking, I think, is
required to be friendly.
If you just give kids three,four word answers, that's not
going to come across as veryhelpful.
Yeah, you helped them, but thenyou moved on to somebody else.
If you instead say oh, youreally gave it a good try, let's
(05:19):
try it this way, see if youlike it better, well, I could
have just said no, you're wrong,but I think the first version
was a better version, eventhough by definition that was
probably a little bit verbosebecause I use more words than I
really need it to.
So there's a happy medium there.
(05:39):
I talk so much in class that thelast class that I had for more
than one day, I gave thempermission by day two to say
raise their hand and say MrCollins, you're talking a lot.
Again, we can't get our workdone, you know, and some of them
would say it and they wouldlaugh about it.
They probably thought it wasthird grade, they probably
(06:00):
thought it was cool to saysomething like that.
But they were right and thenI'd say, okay, I'll try to
settle down for the next 10minutes.
I don't know if I ever gotthrough 10 minutes without
talking, even though one of mydisciplinary actions is they
just won't be quiet.
I'll tell them all right, youare required now to be quiet for
the next 10 minutes and thenyou can talk again.
(06:23):
But if anybody talks I'm goingto add five minutes to that.
You know that used to work goodin middle school.
It doesn't anymore.
We've talked about that inpodcasts past.
But those are different thingsthat I try.
But being verbose is kind ofcomical.
A lot of it comes naturally.
(06:44):
My father always told me that Iwas shy going into college.
I was an introvert going intocollege and I came out after
year one an extrovert, and Iguess he was right.
I mean, I give some credit tomy fraternity.
I was a Lambda Chi Alpha and Ienjoyed it.
(07:06):
We were founding fathers at myparticular university.
I was elected treasurer in myfirst full year because I was
studying accounting.
I was elected president in mynext year, probably because I
talk so much, I don't know.
But you know I like to getthings done.
I like to talk and be friendlyto people.
Sometimes that just naturallyrequires you to talk more to
(07:32):
come across as friendly ratherthan just abrupt conversation.
Now let's flip it a little bitand talk about non.
Let's talk about extreme, theopposite extreme.
In fact, I'm going to look upright now in my antonym
dictionary, type in the wordverbose, and see what they say
(07:55):
is the opposite of verbose.
All right, I'm looking at itright now and it's very
interesting.
The first two antonyms listedare almost ones.
The first one is positive, thesecond one's negative.
The first one is concise,that's okay.
The second one is terse, that'sa negative word.
Succinct is a positive, that'sa negative word.
Succinct is a positive word,blunt is a negative word.
(08:18):
So I'm not even sure thedictionaries can figure out what
the opposite of verbose is.
But if you're not a talker, okay, I'm going to talk to you again
before this podcast is overabout what I do as a talker.
But if you're not a talker, Iwould still encourage you not to
be verbose or not to talk whenunnecessary, like I often do.
(08:42):
But I would encourage you totry to come out of your shell a
bit.
Okay, don't.
Just, I don't know why Ithought of an officer and a
gentleman.
I just watched that old movielast week and two of the girls
that went to the base of the AirForce were trying to find a man
(09:05):
to fall in love with.
They went to a party where theyhad to be introduced by
officers and one of them wasjust talking and talking, and
talking and you could tell shethought she was doing the right
thing, showing how she knew alot.
And really the officer finallylooked at her and said ma'am,
(09:27):
you'll have to move along.
Well, she was embarrassed, shehad talked too much.
I do that sometimes.
If you don't talk enough, Iwould encourage you.
You at least need to figure outhow to be.
Some of you don't want to bepopular, but you need to be
popular with those students fromthe standpoint of they feel
(09:50):
comfortable walking up to youand asking a question.
I'll be very honest with themIn English, for instance, or
maybe it's best to say socialstudies.
I'm not a very good socialstudies student or I got A's,
but I didn't enjoy the class.
My wife is a teacher and sheenjoys that kind of stuff.
(10:11):
In fact, when we watch Jeopardyin the evening.
Yes, we're old people.
When we watch Jeopardy in theevening.
Yes, we're old people.
When we watch Jeopardy in theevening and it comes up with a
history question, I always askher in case she's involved with
something else, and she usuallyknows the answer, but not me.
I like to.
If you're not the kind, Ishould say, to interact with
(10:33):
students a lot, I want you to bemore popular.
You're going to be more popularby interacting.
I ran into some of the fourthgrade students the other day
that they tell me that I'm theirfavorite substitute teacher,
and then they went on to say,yeah, we like Mr this guy as
well.
And I got to.
(10:54):
I tried to get them to say whydo you like him?
And one of them one of themsaid he uses words like slay,
which, if you don't know, is aword that the Gen Z generation
uses for something that's reallydone well, so to speak.
Now that was what they came upwith.
(11:15):
They like that other substituteteacher, who I'm sure is
younger than me, because theyuse words like slay.
Now, I didn't have the heart totell those kids that at your
age you're not Gen Z anymore,you're Generation Alpha and
you've got your own set of words.
So I jokingly told them and ofcourse this is being verbose
again because it's a descriptionthat I probably didn't need to
(11:35):
told them, and of course this isbeing verbose again because
it's a description that Iprobably didn't need to tell
them.
But I told them you're notallowed to use the word slay
anymore because you're not Gen Z.
Oh, and I had them tore up too.
But then it was interesting withthe last five minutes of class.
They asked permission to lookup Generation Alpha words and of
course I had to be carefulbecause I didn't know what they
were going to look up generationalpha words and of course I had
(11:56):
to be careful because I didn'tknow what they were going to
come up with.
So I let them look for a whileand they said, ok, here's what
we're going to have, we're goingto start talking and all that
kind of stuff.
So I thought that was cool.
We have different ways.
We are verbose.
If you're very shy, don'tchange because of this podcast
(12:17):
episode.
But I would encourage you totry to come out of that shell
some, so that I think the morestudents tell me this all the
time, the more interaction youhave with them, the more
friendly you are going to comeacross to them and the more
helpful On the flip side, on myside the more you show them that
(12:38):
you're not.
You're going to tell theminteresting stories, but you're
not just going to waste theirtime.
I've told you the cafeteriastory on here before.
I always tell every new groupthat seems to fascinate them
more than any, because it wasback when I was in the school,
when you never locked the doorsof the school and people could
(12:59):
just wander in and I told them astory related to that.
That is my verbosity.
I struggle with it sometimes.
I interrupt people.
Sometimes, ironically, thepeople that I interrupt most
seem to be the ones thatinterrupt me as well, and that's
(13:19):
probably just part of it.
Think about which category youfall into Verbose or just using
the perfect amount of words allthe time.
I guess the second is optimumwords all the time.
I guess the second is optimum.
That makes you both come acrossas friendly but helpful, to the
(13:43):
point of not wasting their time.
If every time some, a student,asks me a question and I walk
back to help them and I wouldsay do it this way.
This reminds me of a situationI ran another school and then I
(14:06):
reel off a five minute story ofa situation at another school
when all they really wanted tohelp.
I've probably hurt more thanhelp.
I've given them guidance to howto answer their question, but
yet I've shared something withthem that by the time I'm
finished they may be so confusedthey don't even remember the
answer I told them or are goingto be led astray for their next
(14:27):
question.
So those of us that I hate tocall it the gift of gab, I'm
going to do it just for my sake.
I have the gift of gab.
It's hard for me to stoptalking.
I'm going to start working onit, just like Henry Winkler did
in his book.
He went on to say that he had toreally work on putting on the
(14:47):
brakes and the amount that hewas talking so that he could get
more jobs.
He was not getting acting jobsbecause he came across maybe the
right word in his case.
He didn't use this, but maybehe was a little full of himself.
He never really thought ofhimself as a Fonzie type.
He was short.
(15:09):
He jokes how he never was coolin a day in his life.
I've said that about being asubstitute teacher the only time
I ever heard the word cool usedlike we've got the cool sub
today was as a substituteteacher.
I didn't get a whole lot ofthat when I was in high school
or college.
But anyway, work on thatperfect pattern of talk level so
(15:33):
that you know how to help thosestudents.
I'll work on my verbosity andthe rest of you can work on the
other situations from a talkingstandpoint that you find
yourself in as well.
Greg Collins Substitute Teacher's Lounge.
This is the March 18, 2025episode, episode number 283.
I can't believe that I havebeen reading or, I guess,
listening to an audio bookcalled being Henry the Fonz and
Beyond, written by Henry WinklerFonzie from Happy Days in the
(00:21):
70s, and he said a word in therethat I said you know, I'm going
to base a podcast on that word.
He talked about how he thinkshe lost some parts because he
was so verbose and the way hewas using it was that he talked
too much.
And, boy, if that ever fitssomebody, that fits me.
(00:43):
So I thought I would talk aboutit.
And we're going to talk aboutverbose substitute teachers.
We're going to talk about whatto do if you're one.
We're going to talk about whatto do if you're the opposite end
of the spectrum, thenon-verbose substitute teacher.
We'll talk about that.
I'll share some stories thatwill go along with that.
(01:07):
Well, we're not going to saywhat's best being verbose or not
but in preparation for thisepisode, I said well, let me
look up the dictionarydefinition of what verbose
really means really means andthe definition is actually using
(01:31):
or expressed in more words thanare needed, and the example
they use was much academiclanguage is obscure and verbose.
So I thought about it for awhile and I'm thinking, man,
that definition describes me tooSubst loud.
All right, I'm going to let youin on a little secret.
(01:55):
You probably realized it anyway.
This podcast used to be quite abit longer, maybe 10 minutes
longer, and it's pertaining tothe topic we're talking about
today.
There were times when I thought, well, if I don't hit over 20
minutes, I'm not giving you agood podcast, when, in actuality
(02:18):
, if I just draw things out andsay things over and over and
just talk and talk and talk,well, that will take away from
the podcast.
So that's kind of how wesettled on the current type of
timeframe.
Another story I want to talk toyou about sort of verbose.
I went to a workout at a YMCAin my local town once and they
(02:43):
normally have towels setting onthe tabletop when you first go
in and there were none.
So I looked up at one of theguys and real friendly person
and said do y'all have any cleantowels?
Well, he launched into a what,what seemed to me like a
(03:04):
40-second description and ordealabout why they didn't have any
towels and at the end of it Ijust looked at him and said, was
that a yes or a no?
And he just laughed.
He said, boy, you're one ofthose that just wants to get to
the point, and I am.
I'm a 90% left brain guy.
So even though I'm verbose, Ilike to get things to the point.
(03:27):
I'm a logical thinker.
I just want this just toaccomplish something and move on
, that type of thing.
So I've got all that type ofstuff wrapped up in this.
You know, I just listened backto some that I had already
recorded today and I'm thinkingyou know you all can probably
tell by the excitement in myvoice that I kind of like this
(03:48):
topic.
I like to talk.
Unfortunately, I probably liketo hear myself talk.
Let me describe first how youmay be verbose and not even
realize it.
If the majority of theconversations you have you see
people kind of gloss over, oryou can tell they're just kind
(04:13):
of waiting for you to befinished, or they can respond to
you, or maybe they're verboseand whatever you say, they're
not going to listen to.
They just want you to listen tothem.
All that has to do.
I think the word is verbosity.
I hope I didn't just make thatup, but that is what being
(04:33):
verbose is.
Let me tell you how I try tohandle my situation, because I
like to talk a lot and Iprobably sometimes talk longer
than I need to to accomplish thetask at hand.
Now let's not be confused.
(04:53):
Sometimes a certain degree ofover-talking, I think, is
required to be friendly.
If you just give kids three,four word answers, that's not
going to come across as veryhelpful.
Yeah, you helped them, but thenyou moved on to somebody else.
If you instead say oh, youreally gave it a good try, let's
(05:19):
try it this way, see if youlike it better, well, I could
have just said no, you're wrong,but I think the first version
was a better version, eventhough by definition that was
probably a little bit verbosebecause I use more words than I
really need it to.
So there's a happy medium there.
(05:39):
I talk so much in class that thelast class that I had for more
than one day, I gave thempermission by day two to say
raise their hand and say MrCollins, you're talking a lot.
Again, we can't get our workdone, you know, and some of them
would say it and they wouldlaugh about it.
They probably thought it wasthird grade, they probably
(06:00):
thought it was cool to saysomething like that.
But they were right and thenI'd say, okay, I'll try to
settle down for the next 10minutes.
I don't know if I ever gotthrough 10 minutes without
talking, even though one of mydisciplinary actions is they
just won't be quiet.
I'll tell them all right, youare required now to be quiet for
the next 10 minutes and thenyou can talk again.
(06:23):
But if anybody talks I'm goingto add five minutes to that.
You know that used to work goodin middle school.
It doesn't anymore.
We've talked about that inpodcasts past.
But those are different thingsthat I try.
But being verbose is kind ofcomical.
A lot of it comes naturally.
(06:44):
My father always told me that Iwas shy going into college.
I was an introvert going intocollege and I came out after
year one an extrovert, and Iguess he was right.
I mean, I give some credit tomy fraternity.
I was a Lambda Chi Alpha and Ienjoyed it.
(07:06):
We were founding fathers at myparticular university.
I was elected treasurer in myfirst full year because I was
studying accounting.
I was elected president in mynext year, probably because I
talk so much, I don't know.
But you know I like to getthings done.
I like to talk and be friendlyto people.
Sometimes that just naturallyrequires you to talk more to
(07:32):
come across as friendly ratherthan just abrupt conversation.
Now let's flip it a little bitand talk about non.
Let's talk about extreme, theopposite extreme.
In fact, I'm going to look upright now in my antonym
dictionary, type in the wordverbose, and see what they say
(07:55):
is the opposite of verbose.
All right, I'm looking at itright now and it's very
interesting.
The first two antonyms listedare almost ones.
The first one is positive, thesecond one's negative.
The first one is concise,that's okay.
The second one is terse, that'sa negative word.
Succinct is a positive, that'sa negative word.
Succinct is a positive word,blunt is a negative word.
(08:18):
So I'm not even sure thedictionaries can figure out what
the opposite of verbose is.
But if you're not a talker, okay, I'm going to talk to you again
before this podcast is overabout what I do as a talker.
But if you're not a talker, Iwould still encourage you not to
be verbose or not to talk whenunnecessary, like I often do.
(08:42):
But I would encourage you totry to come out of your shell a
bit.
Okay, don't.
Just, I don't know why Ithought of an officer and a
gentleman.
I just watched that old movielast week and two of the girls
that went to the base of the AirForce were trying to find a man
(09:05):
to fall in love with.
They went to a party where theyhad to be introduced by
officers and one of them wasjust talking and talking, and
talking and you could tell shethought she was doing the right
thing, showing how she knew alot.
And really the officer finallylooked at her and said ma'am,
(09:27):
you'll have to move along.
Well, she was embarrassed, shehad talked too much.
I do that sometimes.
If you don't talk enough, Iwould encourage you.
You at least need to figure outhow to be.
Some of you don't want to bepopular, but you need to be
popular with those students fromthe standpoint of they feel
(09:50):
comfortable walking up to youand asking a question.
I'll be very honest with themIn English, for instance, or
maybe it's best to say socialstudies.
I'm not a very good socialstudies student or I got A's,
but I didn't enjoy the class.
My wife is a teacher and sheenjoys that kind of stuff.
(10:11):
In fact, when we watch Jeopardyin the evening.
Yes, we're old people.
When we watch Jeopardy in theevening.
Yes, we're old people.
When we watch Jeopardy in theevening and it comes up with a
history question, I always askher in case she's involved with
something else, and she usuallyknows the answer, but not me.
I like to.
If you're not the kind, Ishould say, to interact with
(10:33):
students a lot, I want you to bemore popular.
You're going to be more popularby interacting.
I ran into some of the fourthgrade students the other day
that they tell me that I'm theirfavorite substitute teacher,
and then they went on to say,yeah, we like Mr this guy as
well.
And I got to.
(10:54):
I tried to get them to say whydo you like him?
And one of them one of themsaid he uses words like slay,
which, if you don't know, is aword that the Gen Z generation
uses for something that's reallydone well, so to speak.
Now that was what they came upwith.
(11:15):
They like that other substituteteacher, who I'm sure is
younger than me, because theyuse words like slay.
Now, I didn't have the heart totell those kids that at your
age you're not Gen Z anymore,you're Generation Alpha and
you've got your own set of words.
So I jokingly told them and ofcourse this is being verbose
again because it's a descriptionthat I probably didn't need to
(11:35):
told them, and of course this isbeing verbose again because
it's a description that Iprobably didn't need to tell
them.
But I told them you're notallowed to use the word slay
anymore because you're not Gen Z.
Oh, and I had them tore up too.
But then it was interesting withthe last five minutes of class.
They asked permission to lookup Generation Alpha words and of
course I had to be carefulbecause I didn't know what they
were going to look up generationalpha words and of course I had
(11:56):
to be careful because I didn'tknow what they were going to
come up with.
So I let them look for a whileand they said, ok, here's what
we're going to have, we're goingto start talking and all that
kind of stuff.
So I thought that was cool.
We have different ways.
We are verbose.
If you're very shy, don'tchange because of this podcast
(12:17):
episode.
But I would encourage you totry to come out of that shell
some, so that I think the morestudents tell me this all the
time, the more interaction youhave with them, the more
friendly you are going to comeacross to them and the more
helpful On the flip side, on myside the more you show them that
(12:38):
you're not.
You're going to tell theminteresting stories, but you're
not just going to waste theirtime.
I've told you the cafeteriastory on here before.
I always tell every new groupthat seems to fascinate them
more than any, because it wasback when I was in the school,
when you never locked the doorsof the school and people could
(12:59):
just wander in and I told them astory related to that.
That is my verbosity.
I struggle with it sometimes.
I interrupt people.
Sometimes, ironically, thepeople that I interrupt most
seem to be the ones thatinterrupt me as well, and that's
(13:19):
probably just part of it.
Think about which category youfall into Verbose or just using
the perfect amount of words allthe time.
I guess the second is optimumwords all the time.
I guess the second is optimum.
That makes you both come acrossas friendly but helpful, to the
(13:43):
point of not wasting their time.
If every time some, a student,asks me a question and I walk
back to help them and I wouldsay do it this way.
This reminds me of a situationI ran another school and then I
(14:06):
reel off a five minute story ofa situation at another school
when all they really wanted tohelp.
I've probably hurt more thanhelp.
I've given them guidance to howto answer their question, but
yet I've shared something withthem that by the time I'm
finished they may be so confusedthey don't even remember the
answer I told them or are goingto be led astray for their next
(14:27):
question.
So those of us that I hate tocall it the gift of gab, I'm
going to do it just for my sake.
I have the gift of gab.
It's hard for me to stoptalking.
I'm going to start working onit, just like Henry Winkler did
in his book.
He went on to say that he had toreally work on putting on the
(14:47):
brakes and the amount that hewas talking so that he could get
more jobs.
He was not getting acting jobsbecause he came across maybe the
right word in his case.
He didn't use this, but maybehe was a little full of himself.
He never really thought ofhimself as a Fonzie type.
He was short.
(15:09):
He jokes how he never was coolin a day in his life.
I've said that about being asubstitute teacher the only time
I ever heard the word cool usedlike we've got the cool sub
today was as a substituteteacher.
I didn't get a whole lot ofthat when I was in high school
or college.
But anyway, work on thatperfect pattern of talk level so
(15:33):
that you know how to help thosestudents.
I'll work on my verbosity andthe rest of you can work on the
other situations from a talkingstandpoint that you find
yourself in as well.
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