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The Response-Able Educator Newsletter 9
October 15, 2002

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Welcome! This is a free newsletter on becoming a Response-Able teacher and developing Response-Able students.

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MISSION STATEMENT

My mission is to inspire, encourage and uplift the spirits of educators so they can in turn inspire, encourage, and uplift the spirits of their students.

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IN THIS ISSUE

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1. Quotes [back to top]

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"We find public schools under attack not because they are deemed ineffective, but because they are public."

-----David Labaree

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2. Idea Exchange [back to top]

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Reflection Card for Sixth-Grade Math

I recently attended parent/teacher conferences for my two grandchildren. I received valuable feedback from a variety of high school and middle school teachers. My favorite, and the most enlightening, information was contained on a self-reflection sheet that my grandson Austin had filled out at the direction of his sixth-grade math teacher. A reproduction of the self-reflective document follows:

1.) One thing I did well on in Math this marking period was ____________________ ______________________________________________________________________ Because______________________________________________________________

2.) In Math this marking period I had the most difficulty with ____________________ ______________________________________________________________________ Because______________________________________________________________

3.) My behavior in Math has been _________________________________________ ______________________________________________________________________ Because______________________________________________________________

4.) My homework is done/not done on a daily basis________________________ ______________________________________________________________________ Because______________________________________________________________

5.) My goal(s) for the next marking period is (are) ____________________________ ______________________________________________________________________ 6.) Mark the following with: M=most of the time, S=sometimes, N=not really.

A. _____ In the classroom I work quietly and independently.
B. _____ I pay attention and concentrate during class.
C. _____ I network with other students to discuss my assignments.
D. _____ My work is well organized in a 3-ring binder.
E. _____ I show my parents my tests and quizzes and they sign them.
F. _____ I show all my work/steps in my homework as required by the teacher.
G. _____ I turn in my assignments on a daily basis.
H. _____ I use my best handwriting in my homework.
I. _____ My homework is completed and looks neat before I turn it in.
J. _____ I receive help at home with my assignments.
K. _____ I receive help from my teacher after/during school.
L. _____ I bring my calculator T130X to class every day.

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3. Spirit Whisperer Contemplation [back to top]

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How would it change your day if your role were to elicit questions rather than to ask them?

 

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“Teacher Talk: What It Really Means” by Chick Moorman and Nancy Weber is available from Personal Power Press, $13.95 by calling toll free, 877-360-1477 or emailing IPP57@aol.com.

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4. Manage Your Subscription [back to top]

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A.) If you are receiving the newsletter as a forward and would like to insure that you get your personal free subscription, e-mail ipp57@aol.com and request to be added to the educator newsletter.

B.) To remove yourself from this list, e-mail ipp57@aol.com and ask to be deleted from the educator newsletter.

C.) Back issues of the Response-Able Educator Newsletter can be found here.

D.) Are you interested in receiving our parenting newsletter? If so, e-mail ipp57@aol.com and request to be added to the parenting newsletter list.

E.) Please recommend this free e-newsletter to any teachers you know who are interested in adding tools to their teaching tool boxes.

F.) Please notify us if your e-mail address is about to change. Send your name and new e-mail address to ipp57@aol.com. Be sure to let us know your old e-mail address so we can unsubscribe it.

 

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5. Humor [back to top]

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A sign displayed in an English teacher's classroom: I am here to stamp out, eradicate, and eliminate superfluous redundancy.

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6. Teacher Talk [back to top]

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Questions to Which You Already Know the Answers

Beware of questions to which you already know the answers.

"Do you know where your seat is?"
"Where were you when I explained this?"
"What did I just tell you?"
"Didn't I just explain that?"
"Haven't you started yet?"

These are not questions. They are thinly veiled accusations full of sarcasm and ridicule. They require no answers. In fact, if a student did answer one of these questions, he or she would be accused of insolence. Imagine this exchange:

"Do you know where your seat is?"
"Yes, it's right over there, third row, fourth one back."

Most likely, the student would be considered disrespectful. Actually, in this case the teacher fired the first shot.

Use Teacher Talk that communicates respect in the midst of frustration and irritation. Instead of "Do you know where your seat is?" say, "Bill, I need you in your seat, now!" Replace "Haven't you started yet?" with "Beth, it's past time to begin. I'll be back in one minute to check your progress."

To use Teacher Talk that is clear, direct, and respectful, eliminate questions to which you already know the answers.

(Adapted from "Teacher Talk: What It Really Means," by Chick Moorman and Nancy Weber. This popular book has just gone into its eleventh printing, a run of 2,000 that brings the total number of copies in print to 32,500. To celebrate, we have decided to offer a September/October special price of $10.00 (plus $3.74 shipping and handling). Call for quantity discount prices.)

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7. Article [back to top]

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"Eighteen ninety-two! Wow!"

by Chick Moorman

"Hey, look at that big one over there!" "This guy lived over seventy years." "Eighteen ninety-two! Wow!" "What's this name?" "I don't know, but look at this!" And the excitement raged on.

These comments came from third-grade students in a rural Michigan town. They were engaged in learning in the middle of a cemetery within walking distance of their school. The students' teacher, Helen Haggerty, and the students themselves had planned and conducted the trip.

These third-graders were doing what increasing numbers of school children of all ages are doing: they were making constructive use of the environmental resources close to their school. The immediate neighborhood became the raw material for study, the motivational tool for piquing student interest, and the delivery system for interrelating the curriculum.

Helen Haggerty is a teacher who believes that school walls confine learning. She recently scouted the area surrounding her school and found several areas of potential study. One that stood out as a natural was the old cemetery a few blocks away.

Helen suggested to the class that they investigate the cemetery. Her students responded with enthusiasm and immediately began to create a plan. Questions arose: "Where do we go?" "What do we want to find out?" "What data shall we collect?" "What questions do we want answered?" "What materials do we need?"

The class decided to organize themselves into teams, each team being responsible for one section of the cemetery. How each team went about completing its tasks was left up to its members.

Helen laid out minimum assignments and conducted a brainstorming session with her class about additional options. Each team then discussed the optional tasks and made decisions as to what elective assignments to complete.

At the graveyard students participated in a wide variety of experiences. They took notes on information copied from tombstones, measured distances, computed ages, did tombstone rubbings, and wrote in their journals. They listed facts, compiled unanswered questions, made sketches, and accumulated names and dates.

The students were fascinated by such unfamiliar first names as Elijah, Agnes, Sophie, and Pharoshima. They discovered that some last names were also the names of streets in their community. They were surprised by the beauty of their tombstone rubbings, and that activity quickly became a favorite of many.

When students returned to the classroom that day, they continued their in-depth study. Subject area lines blurred as students regularly crossed disciplines to complete their investigations. They wrote stories and created displays. Follow-up reading, recording of experiences, combining data, creating a replica to scale, solving math problems, building graphs, writing poems, arranging bulletin boards, and making diagrams resulted from this experience at the cemetery.

These third-graders returned to the cemetery three more times to collect additional data and search for answers to their questions. They found it to be a fascinating place, one in which history, art, math, and language arts came alive for them in new and unexpected ways.

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8. Respect and Responsibility Seminars [back to top]

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"Teaching for Respect and Responsibility" workshops are now being offered around the country. The fall schedule includes:

Lansing, Michigan
November 14th

Milwaukee, Wisconsin
November 18th

Atlanta, Georgia
November 21st

This full-day seminar will help you reduce power struggles in your classroom, cope effectively with disrespectful behaviors, increase respectful/responsible behaviors in your students, and help students assume increasing amounts of control over their school lives.

For a full brochure and registration materials, call (toll-free) 877-360-1477 or email ipp57@aol.com.

 

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Subscriber comments, ideas, and concerns are valued. Email your

comment to IPP57@aol.com

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Privacy Statement: Under no circumstances do we sell, trade, or exchange your email address, ever. It is safe with us. Always!

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To find out more about workshops, seminars, and keynote addresses presented by Chick Moorman contact him at toll free, 877/360-1477 or email IPP57@aol.com

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Copyright 2002 Chick Moorman Seminars, all rights reserved. Share this with your circle.

 

 
 
 
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