Tentative language is characterized by language that contains hedges ("kind of"), hesitations ("um"), intensifiers ("certainly"), tag questions ("give me the remote, won't you"), and deicitic phrases ("over there"). This type of language is often perceived as being unsure of one's self and as lacking control when communicated in both written and spoken form. It allows the communicator to avoid commitment to a statement. The majority of communication is damaged by any amount of tentative language, and communicators need to be careful about using this language style. Tentative language use has been researched in a variety of settings, but one area that could be severely affected by its use is by educators in the classroom, where first impressions play a critical role and learning is a necessary outcome.

Though many studies occur outside the classroom, inferences can be made as to what effect tenative language may have within the classroom by an educator's use of the language. Before the effects can be discussed, it [sic] essential to establish tenative language as an issue for both male and female teachers to consider. Both genders in a professorial position can use the language. Educators should be aware of the language style for both its effect on the audience and for its effect on themselves, including professional development. despite some documented positive effects, educators need to avoid the langauge, with very rare exception, in both written and spoken form. The influence of gender is questioned as studies have recently pointed to a significant gender bias in the classroom, suggesting that female educators in particular may suffer the most regarding the effects of tentative language use. Finally, broader implications are discussed for both the educator and for the audience, reinforcing the importance of an awareness of the speech style and actions that need to be taken to protect both teachers and the learning process.