The Response-Able Educator Newsletter 36
November 8, 2004
Welcome! This is a free newsletter on becoming a Response-Able teacher
and developing Response-Able students.
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
IN THIS ISSUE
- Bumper Sticker
- Spirit Whisperer Contemplation
- Talk Sense Tip
- Sign Language
- Lessons from the Geese
- Article: Bringing it All Back Home
- Back Issues
- Managing Your Subscription
"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."
2. Bumper Sticker
Spotted on a blue Ford truck in Columbus, Ohio:
My Quarter Horse Is Smarter Than Your Honor Roll Student.
3. Spirit Whisperer Contemplation
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?
4. Talk Sense Tip
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.
5. Sign Language
Sign spotted in a high-school English class:
"Steer clear of incorrect forms of verbs that have snuck in the
6. Lessons from the Geese
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.
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.
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.
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.
We need to make sure our honking from behind is encouraging - not something
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.
If we have as much sense as the geese, we'll stand by one another like
(Agricultural Notes, Issue 97, Merle W. Boos, Editor, ELCA)
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
The "Johnny can't read" theme appears to be changing to "Johnny
8. Bringing It All Back Home
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
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
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
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.
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 firstname.lastname@example.org or call (toll-free) 877-360-1477 to discuss
possible dates and topics.
9. Back Issues
Back issues of the Response-Able Educator Newsletter can be found at
www.chickmoorman.com. Click on "Newsletter Archives."
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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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To find out more about workshops, seminars, and keynote addresses
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