Educator Newsletter #94

December 7, 2010

Welcome! This is a free educator newsletter offered to you by Chick Moorman and Thomas Haller.

Mission Statement

Our 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.

In This Issue

1.  Quote
2.  Spirit Whisperer Contemplation
3.  Bumper Sticker
4.  Article: Keep a Straight Face
5.  Teacher Talk
6.  Sign Language

1. Quote

"Every decision you make – every decision - is not a decision about what to do. It is a decision about Who You Are. When you see this, when you understand it, everything changes. You begin to see life in a new way. All events, occurrences, and situations turn into opportunities to do what you came here to do."
Neale Donald Walsch

2. Spirit Whisperer Contemplation

Silence can be a powerful communicator. Can you find a way to use it effectively today? Will you add it to your day with intentionality?
Get a full year of SW Contemplations free when you order the Spirit Whisperers book.


3. Bumper Sticker

Spotted on a red GMC Yukon in Joliet, IL:
Please don't drink and derive.
Alcohol and calculus don't mix.

4. Article: Keep a Straight Face

Chick Moorman and Thomas Haller
Wouldn't it be nice if it didn’t matter at all to seventh graders who they had for a partner when cooperating on a shared assignment? Yes, it would be nice, a nice fantasy. It isn't going to happen. They do care who they work with. Many students want to work primarily with a few friends. Others prefer to work only with their best friend. Still others will work with anyone except Willy or Rolanda. Few are gracious and mature enough to work happily with any of their classmates. That's why a structured process is necessary when you assign partners.
We have seen partners assigned in several ways.
"Everybody find a partner and come up with some ideas about why the main character in the story we read made that choice." Forget that process. The same students will always be left out. No one picks them for a partner. Assigning partners is not a process that can be left to the students. This situation requires teacher structure.
We have seen teachers structure pairs in several ways.
  1. "The first row turn to the second row and the third row turn to the fourth row, etc. The person across from you is your partner."
  2. "Count off from one to twelve. When you get to twelve, start over. Now find someone in the room who has the same number as you. He or she is your partner for this next activity."
  3. "I will be passing out cards with a number on the back. Two of you will have the same number. Find that person and sit next to them for this activity."
  4. "You will be getting a popsicle stick with a color on the end. Find the person who has the same color. That's your partner."
  5. "Get out your Interaction Pal sheet. Today I want you to work with person number five on your list."
  6. "On this chart I have assigned pairs. When I turn the cover sheet over you will find your name and the name of the person you will be working with today."
Any of the half-dozen ideas above are adequate for assigning partners. But none of them go far enough to insure mutual respect and emotional safety during the delicate partnering process. What is needed in each case is a "keep a straight face" lecture burst and direct teaching piece on the part of the teacher. That lecture burst could sound like this:
"I am getting ready to assign partners for the day. As in the past, this is not your partner for the rest of the year or even for this month. This is the person to work with today when I ask you to share with a partner. You will only work with this person today. Tomorrow you will have a different partner. In time, you will get an opportunity to work with all your classmates.
"If you happen to be partnered with a friend, you won't be tomorrow. If you don’t get your best friend today, you will later. You will get to work with everyone in the class at one time or another.
"When you find out who your partner is, I don’t want you to react verbally or nonverbally. No verbal reactions. When you find out who your partner is I don’t want to hear any groans. Nor do I want to hear, 'Oh darn,' or 'That stinks.' Those verbal responses are not respectful of your classmates and do not create the accepting and affirming environment we are building in this classroom. I will not allow anyone in this classroom to say those things about you and I will not allow you to say them about anyone else. Also refrain from saying, 'Yippee, I got a good one,' or 'Yes!' No positive comments. No negative comments."
"Nonverbally means no facial expressions or gestures.  No eye rolling. No disgusted looks. No thumbs up. No smiles. I want you to keep a straight face. Let’s practice that now. Everybody put on your straight face. Place your hand on your head. Now bring it down slowly across the front of your face, wiping off all expressions as you go. A couple of you are smiling. See if you can wipe that off your face."
"Looks like you all have it. Now let's practice the no verbal or nonverbal responses as I pull the map up and reveal today's partners."
By teaching students to keep a straight face in this situation you teach them that disrespect will not be tolerated in your classroom. You help them appreciate that respect and tolerance is something that all of us need to practice with intentionality and regularity in order to honor the diversity and uniqueness that exist in our classroom and in our world.
Chick Moorman and Thomas Haller are the coauthors of Teaching the Attraction Principle to Children: Practical Strategies for Parents and Teachers to Help Children Manifest a Better World. They are two of the world's foremost authorities on raising responsible, caring, confident children. They publish a free monthly e-zine for educators and another for parents. To sign up for them or learn more about the seminars they offer teachers and parents, visit their websites today: and

Teaching the Attraction Principle to Children


5. Teacher Talk

What did you say this week that increased your students' emotional intelligence?
"Tell me what you’re feeling and what you attribute it to."
"You get to be angry here. And you don't get to choose that angry act."
"Thank you for sharing your feelings with me."
"You seem irritated."
"Are you mad, sad, glad, or scared?"
"Did you recognize the feeling at the time?"
"Let me teach you a positive way to manage anger."
"Sounds like you chose to be frustrated with that."
"What thought preceded that feeling?"
"I have a strange feeling in my gut. I think that's annoyance. Yep. I'm annoyed all right."

6. Sign Language

Hanging in the hallways in a school in St. Paul, Alberta, Canada:
1.  Has anyone important been to your school? Yes, thousands of kids.
2.  Mission Statement
At this school we value kids;
Their thoughts;
Their feelings;
Their troubles and triumphs.
And we promise to do all we can
To prepare them for their future.
3.  We're not born winners.
     We're not born losers.
     We're born choosers.

Chick Moorman

Contact Chick at:
1-877-360-1477 (toll-free)


Thomas Haller

Contact Thomas at:



Copyright 2010 Chick Moorman Seminars and Thomas Haller Seminars, all rights reserved. Share this with your circle.


An Extraordinary Opportunity
The Parent Talk System Training of Trainers
  • Make a real difference in the lives of parents and children.
  • Get parents and teachers on the same page using the same effective verbal skills.
July 27 - 29, 2011
Ann Arbor Regent Hotel and Suites
2455 Carpenter Road
Ann Arbor, MI  48108

Featured Presentation
With Thomas Haller
December and January dates available!
Call 989-686-5356.
Students will learn . . . 
  • How to accept responsibility for their actions.
  • How and why to speak with respect.
  • How to focus on a goal and strive for success.
  • How to use their thoughts and words to produce results in their lives.
  • How to take 100 percent ownership of what has shown up in their lives.
  • How to soar like an eagle and become successful in today's world.
Do your students know about the myth of the glass head?
Do they know how language can change one's level of responsibility?
Do they know what it means to turn your pencil around?
Do they know about the Statue of Responsibility?
For a detailed description of what happens at this exciting student assembly, click on the link below.
To bring this inspirational assembly to your school, contact Thomas at or call 989-686-5356.

Product of the Month
Parent Talk Essentials: How to Talk to Kids about Divorce, Sex, Money, School and Being Responsible in Today’s World has over 300 pages jam-packed with verbal skills for effective parent/child communication.
In addition to helping your children, the verbal skills presented in this book can help you change your parenting life. By finding and using the language you need to empower your children, you will empower yourself. By choosing language patterns that help your children feel connected, you will increase your personal bond with them. By speaking honestly and directly, you will increase your own level of integrity. By identifying and implementing the verbal skills in Parent Talk Essentials that fit with your core beliefs and family values, you will move closer to becoming the parent you always wanted to be.
Beyond that, the verbal skills contained in this book can help you alter the experience of the members of your family tree for generations to come. What you learn and use here will likely be learned and used by your children and in turn by your grandchildren. Your legacy as a parent who helped raise responsible, caring, conscious children can be passed on and lived by family members for years to come.

Back Issues
Want to read some back issues of our educator newsletter? This is number ninety-two. All ninety-one of the previous newsletters can be found in the archives.

The Responsibility Room
We have had many requests from educators wanting to hear more about the Responsibility Room and what to have students do there. So, here you go. Check out these ideas.

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Dec. 8 - Missoula, MT.
Motivating the Unmotivated, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or
Dec. 9 - Spokane, WA.
Motivating the Unmotivated, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or
Dec. 10 - Boise, ID.
Motivating the Unmotivated, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or
Dec. 13 - Hartford, CT.
Motivating the Unmotivated, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or
Dec. 14 - Providence, RI.
Motivating the Unmotivated, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or
Dec. 15 - - Manchester, NH.
Motivating the Unmotivated, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or
Dec. 16 - Burlington, VT.
Motivating the Unmotivated, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or


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