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The Response-Able Educator Newsletter 36

November 8, 2004

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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. Quote
    2. Bumper Sticker
    3. Spirit Whisperer Contemplation
    4. Talk Sense Tip
    5. Sign Language
    6. Lessons from the Geese
    7. Facts
    8. Article: Bringing it All Back Home
    9. Back Issues
    10. Managing Your Subscription

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1. Quote

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"We prepare the pupil for employment, for holding a job. We do not teach him how to be a person, how to resist conformity, how to grow inwardly. We teach him how to adjust to the public; we do not teach him how to cultivate privacy. How to save the inner man from oblivion--this is the major challenge we face. We train the outward man; we must not neglect the inner man. We impart information: we must also foster a sense of appreciation. We teach skills, we must also stimulate insight."

--Abraham Heschel

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2. Bumper Sticker

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Spotted on a blue Ford truck in Columbus, Ohio:

My Quarter Horse Is Smarter Than Your Honor Roll Student.

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3. Spirit Whisperer Contemplation

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Are you as comfortable sharing what you don't know with students as you are with sharing what you do know? What is it that you don't know that you would be willing to share with them today?

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4. Talk Sense Tip

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HOW ARE YOU TALKING TO YOURSELF?

Do you talk to yourself? Of course you do. Eighty percent of your talk is self-talk. The remaining twenty percent is directed at others. Since everyone talks to themselves, an important question to ask is "How am I talking to myself?"

Many people are surprised at how many negative messages they give themselves during the course of a day. Do you begin your day with "I'm going to have a great day today" or "Oh, no, I have to face that third-hour class again today"? When you leave lesson plans for the substitute teacher, do you think to yourself, "I pity whoever gets called to deal with this group"?

This week pay attention to your inner dialogue. Notice that you talk to yourself much of the time. Tune in to what you say to yourself as you proceed through your teaching day. Are your thoughts positive or negative?

Self-talk is programming that affects your mind. It helps create beliefs that influence your actions. When you tell yourself, "They probably won't like this new activity," you are programming yourself for failure. If your inner dialogue is "No one is going to like the assignment I'm giving today," you are setting yourself up to lose.

When you notice negative self-talk, stop. Listen to it, and then change it. Reprogram "This is a terrible time to be giving a test on westward expansion" to "Offering a test at this time will help students learn to make choices and set priorities." Change "There's never enough time" to "I always accomplish the most important tasks."

The words you use to talk to yourself are like seeds you plant in your mind. They sprout quickly, take root, and grow strong. Be careful what you plant in your mind. It will affect what you harvest in the future.

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5. Sign Language

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Sign spotted in a high-school English class:

"Steer clear of incorrect forms of verbs that have snuck in the language."

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6. Lessons from the Geese

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LESSONS FROM THE GEESE

As each goose flaps its wings, it creates an "uplift" for the bird following. By flying in a "V" formation, the whole flock adds 71% more flying range than if each bird flew alone.

 

LESSON:

People who share a common direction and sense of community can get where they are going quicker and easier because they are traveling on the thrust of one another.

When a goose falls out of formation, it suddenly feels the drag and resistance of trying to fly alone and quickly gets back into formation to take advantage of the lifting power of the birds immediately in front.

 

LESSON:

If we have as much sense as a goose, we will join in formations with those who are headed where we want to go.

When the lead goose gets tired, it rotates back into the formation and another goose flies at the point position.

 

LESSON:

It pays to take turns doing the hard tasks and sharing leadership - with people, as with geese - interdependent with one another.

The geese in formation honk from behind to encourage those up front to keep up their speed.

 

LESSON:

We need to make sure our honking from behind is encouraging - not something less helpful.

When a goose gets sick or wounded or shot down, two geese drop out of formation and follow their fellow member down to help provide protection. They stay with this member of the flock until he or she is able to fly again or dies. Then they launch out on their own, with another formation, or to catch up with their own flock.

 

LESSON:

If we have as much sense as the geese, we'll stand by one another like they do.

(Agricultural Notes, Issue 97, Merle W. Boos, Editor, ELCA)

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7. Facts

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The reading of books is on the decline in America. Between 1992 and 2002, the number of non-reading adults increased by more than 17 million.

Only 47% of American adults read literature.

Those reading any books at all in 2002 fell to 57%, down from 61% a decade earlier.

The "Johnny can't read" theme appears to be changing to "Johnny won't read."

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8. Bringing It All Back Home

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BRINGING IT ALL BACK HOME

By Chick Moorman

Participants from all over the country attend my public seminars. Whether attending the Teacher Talk Seminar: Achievement Motivation and Behavior Management, Teaching for Respect and Responsibility, or one of my other offerings, most attendees invest some of their own time, effort, and energy. My belief is they do that because they want to grow professionally and personally and bring it all back home.

With any seminar, the degree of back-home implementation is one measure of success. If participants don't learn, retain, and apply much of the relevant information presented, the seminar has not maximized its value.

To make sure you bring it all back home from the next conference or seminar you attend, consider the following:

First, spend some time thinking about why you are attending. Is there one student who requires that you learn new skills? Is there a problem with your third-hour class that you're having difficulty solving? Having a purpose will help guide your behavior throughout the seminar or weekend conference.

Next, set your priorities in advance. Most national conferences send a preview of the program ahead of time. Study it in depth and make your selections based on your previously stated purpose.

Another strategy that will help you bring it all back home is to take someone with you. A spouse, friend, or colleague can help you process the experience and make personal or professional meaning of the events. Sharing ideas, strategies, visions, and commitments with one another is fun and rewarding. Having two or more professionals from one staff attend a conference increases the odds that good intentions become back-home implementation.

Commit to meeting new people. Some of the best learning at a conference comes from the other participants. Sign up for the dinners and network with other participants to help you achieve your goals.

Journals are a great conference strategy to aid reflective thinking, note-taking, and goal-setting. I find that my journal serves as a useful review days, weeks, and even months later.

Purchase books. Buying tapes or books is an excellent way to bring part of the conference home. It keeps the learning going and allows you to go further in depth in areas of particular interest.

Create an implementation plan on the flight or car trip home. The plan needs to include something you can do right away. The longer you wait until you implement something, the greater the chance that you will implement nothing.

One final strategy to use after you get home is to talk about the conference to others. Explaining what you learned and sharing personal experiences with colleagues, friends, and relatives helps deepen your understanding and lengthens the retention of your learning.

Whether you're attending one of my seminars or someone else's, the ideas above can help you maximize your training experience. Fit the ideas to you. Adapt and adopt until you create your own unique plan for bringing it all back home.

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Chick Moorman and Thomas Haller are available to keynote your conference or present one of their highly acclaimed full-day seminars for your building or district staff.

Their most popular seminars are:

    • Celebrate the Spirit Whisperers
    • Transforming Aggression in Children
    • Teaching for Respect and Responsibility
    • Brain Functioning Behavior in Children
    • Achievement Motivation and Behavior Management

Contact them at ipp57@aol.com or call (toll-free) 877-360-1477 to discuss possible dates and topics.

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9. Back Issues

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Back issues of the Response-Able Educator Newsletter can be found at www.chickmoorman.com. Click on "Newsletter Archives."

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10. Manage Your Subscription [back to top]

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To find out more about books, tapes, and materials by Chick Moorman, contact him at (toll-free) 877-360-1477 or on the web at www.chickmoorman.com.

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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 on the web at www.chickmoorman.com.

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Copyright 2004 Chick Moorman Seminars, all rights reserved. Share this with your circle.

 

 
 
 
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