Educator Newsletter #103

January 2, 2012

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: Making the New Year Intentional
5. Teacher Talk Tip: "Can you turn that statement into a question?"
6. Under Construction


1. Quote

"The strength of the United States is not the gold at Fort Knox or the weapons of mass destruction that we have, but the sum total of the education and the character of our people."
 
Claiborne Pell


2. Spirit Whisperer Contemplation

 
Pretend you and your students are new to each other. Can you see everything as if you were seeing it for the first time? Look this new year with beginner's eyes.
 
Get a full year of SW Contemplations free when you order the Spirit Whisperers book.        

CLICK HERE TO ORDER.

3. Bumper Sticker

Spotted on a white Chevy Nova in Ann Arbor, MI:
 
PBS mind in a YOUTUBE world.


4. Article: Making the New Year Intentional

Chick Moorman and Thomas Haller
 
In 2012, I intend to help my students appreciate that there is no such thing as failure, only temporary results that they can use as feedback to determine their next step.
 
I intend to fix problems rather than fix blame by maintaining a solution-seeking mindset and teaching my students a problem-solving process.
 
I intend to aid my students in their efforts with autonomy by creating a balance of power through a shared-control style of teaching.
 
I intend to remember that I want students to behave in ways that reflect what THEY find unacceptable, not in ways that I, the teacher, find unacceptable.
 
I intend to welcome interpersonal skill errors as learning experiences and as important opportunities to implement consequences.
 
I intend to teach in a way that demonstrates that I believe the only authority students take with them everywhere they go is their inner authority.
 
I intend to allow my responses to my students to reflect a knowing that some lapses in self-control are developmentally appropriate. I will remember that they behave in certain ways because they are five- or eight- or fourteen-years-old.
 
I intend to teach in a way that reflects my belief that the process is as important as the product.
 
When I am stumped and don't know how to respond to one of my students, I intend to ask myself, "What would love do now?". I also intend to listen internally for an answer.
 
I intend to recall that I can choose to see any teaching situation differently from the way I have been seeing it. I will remember that perception is always a choice.
 
I intend to relax, while remembering that relaxing does not mean resigning.
 
I intend to make my approach to teaching reflect the notion that educating a student is more about drawing out what already exists in a youngster rather than about putting in to fill perceived deficiencies.
 
I intend to focus on the main purpose of education: the creation of who and what we really are as human beings.
 
I intend to remember that "being right" doesn't work.
 
I intend to teach as if I believe that a student's I AM (I am athletic, I am creative, etc.) is more important than his or her IQ.
 
I intend to live today as if attitudes were more easily caught than taught.
 
I intend to help my students and myself stay conscious of the choices we are making.
 
I intend to remember the adage, "If you want a behavior, you have to teach a behavior," and I resolve to put that adage into practice in my classroom.
 
I intend to see the hurting child in the child that hurts others.
 
I intend, in my professional practice, to "be" the change I wish to see in my students.
 
I intend to talk less and listen more.
 
I intend to remember that experience can be messy. I will allow my students to learn from the messes they make and the cleanup that follows.
 
I resolve to hold my students accountable for their actions and choices with gentleness and love. I will implement consequences consistently and allow my students to experience the related, respectful, reality-based consequences that flow directly from their actions.
 
I intend to make myself dispensable and assist my students in becoming increasingly in charge of themselves and their own lives.
 
I intend to refrain from making my students wrong for their choices, even as I hold them accountable for their actions.
 
I intend to recognize that my students are in my life as much so I can learn from them as they are so they can learn from me. I will be open to the lessons my students offer me and honor them for helping me learn and grow.
  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 the newsletters or learn more about the seminars they offer teachers and parents, visit their websites today: www.chickmoorman.com and www.thomashaller.com


Teaching the Attraction Principle to Children

CLICK HERE TO ORDER.

5. Teacher Talk Tip: "Can you turn that statement into a question?”

Learning to ask questions is a skill that is fundamental to learning. Does your Teacher Talk communicate that significance? Does it encourage students to delve deeper into their thinking and promote a sense of wonder? Have you heard yourself giving any of these verbal responses lately?
 
"What question could you ask that might help you get unstuck?"
 
"What question might help you explore how the colonies were the same and different?"
 
"What question could you ask that would encourage you to take a guess?"
 
"Give me a question that asks for more than a one-word answer."
 
"Ask a question that would generate more than one correct answer."
 
"Do you have a question that would motivate you to search for answers?"
 
"Put your list of questions in order from most to least important."
 
"Put your list of questions in two categories: open-ended and close-ended."
 
"Can you change that question so it would require more thinking?"
 
Are you asking the kinds of quality questions that help students ask quality questions?


6. Under Construction

Teacher Talk Essentials: The Five Voices of Effective Teaching, to be published in four months. This important book includes extensive chapters that describe verbal skills to Structure, Nurture, Teach, Debrief, and Build Accountability in your classroom.
 
Watch this space for an exciting opportunity and prepublication offer. Coming soon to a school near you.



Chick Moorman

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

CLICK HERE TO VISIT CHICK'S WEBSITE.

Thomas Haller

Contact Thomas at:
 
989-686-5356
www.facebook.com/thomas.b.haller

CLICK HERE TO VISIT THOMAS' WEBSITE.

Copyright

Copyright 2012 Chick Moorman Seminars and Thomas Haller Seminars, all rights reserved. Share this with your circle.
_________________________________________________________

Jump start the New Year with one of these exciting and skill-oriented programs for your staff.
1.  Practical Strategies for Managing Angry, Aggressive and Impulsive Students with Thomas Haller
  • Highly practical strategies for working effectively with angry, aggressive and impulsive students.
  • Critical skills for reducing behaviors that can threaten the safety of all concerned.
  • Key methods for teaching angry, aggressive and impulsive students essential skills for managing their own behavior.
  • Powerful ways to effect long-term, positive changes in behavior for those students in the most need of change.
  • New prevention and intervention techniques that are effective in different educational settings.
 
CLICK HERE FOR A DETAILED DESCRIPTION OF THIS SEMINAR.

2. Motivating the Unmotivated with Chick Moorman
Underachieving students often fail to turn in assignments. They fail to attend class regularly, fail to build positive relationships, and fail to steer clear of self-defeating behaviors. Underachievers fail to find meaning in schoolwork, fail to ask for help, and fail to see the connection between effort, success, and failure.
 
Failure hurts. Failure encourages impulses to escape, attack, cheat, withdraw, distract, and give up. 
  • Learn to break the cycle of failure in your underachieving students . . . so they can improve their performance and maximize their potential.
  • Learn to put attribute theory into practice in your classroom . . . so that underachievers understand the relationship between their behavior and their performance.
  • Help underachievers give up the victim stance and assume more responsibility over their school lives . . . so you can spend less time motivating and more time teaching.
  • Help underachievers develop an "I can" stance toward life . . . so they can think, act, and be more successful.
  • Dramatically decrease the number of students who choose to underachieve by learning how to manage your classroom and your own mind . . . so you can positively impact your "at risk" students.

CLICK HERE FOR A DETAILED DESCRIPTION OF THIS SEMINAR.

Product of the Mounth
THE SPIRIT WHISPERER BOOK STUDY KIT IS NOW AVAILABLE 
 
This important kit includes:
 
1.  A hardback copy of Spirit Whisperers: Teachers Who Nourish a Child’s Spirit. This best-selling book from Personal Power Press is the staple for educators who desire to become the teacher they always wanted to be.
 
2.  A copy of the Spirit Whisperers workbook. This 34-page manual includes questions, quizzes, and opportunities to personalize the material presented in Spirit Whisperers. It can serve as the foundation and organizational structure for your book study group or individual professional development effort.
 
3.  Spirit Whisperers in Action, an e-book with 77 stories of Spirit Whisperers modeling helpful techniques, inspiring attitudes, and Spirit Whisperer energy. These stories of real teachers working with real students in real schools are instructive, invigorating, and motivational.
 
4.  7 audio recordings by author Chick Moorman introducing each section of the book study kit, posing questions, suggesting discussion topics, and giving clarifying information. Audios range from 20 to 35 minutes in length and are created to help you hear new insights directly from the author.
 
5.  180 Spirit Whisperer Contemplations that will be sent to you at the rate of one per school day. These are short, thought-provoking questions intended to be a daily voice to remind you to celebrate the human side of teaching and put Spirit Whisperer energy to use in your classroom today.
 
 
What are my choices of what to order?
 
You have 3 choices of how to get involved with the Spirit Whisperers book study.
 
1.  A building level kit for your entire staff or book study group.
 
2.  An individual kit just for yourself.
 
3.  An individual kit minus the Spirit Whisperers book (for people who already have Spirit Whisperers: Teachers Who Nourish a Child's Spirit).
 
Click here to order.

Special Event
The Parent Talk System Training of Trainers
 
Bay Valley Resort & Conference Center
2470 Old Bridge Road
Bay City, MI 48706


Schedule
Jan. 9 - Minneapolis, MN.
Motivating the Unmotivated presented by Chick Moorman, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or www.ber.org.
 
Jan. 10 - Chicago South, IL.
Motivating the Unmotivated presented by Chick Moorman, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or www.ber.org.
 
Jan. 11 - Chicago North, IL.
Motivating the Unmotivated presented by Chick Moorman, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or www.ber.org.
 
Jan. 12 - St. Louis, MO.
Motivating the Unmotivated presented by Chick Moorman, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or www.ber.org.
 
Jan. 13 - Denver, CO.
Motivating the Unmotivated presented by Chick Moorman, 8:00 am – 4:00 pm. Contact Bureau of Education & Research (BER) at 1-800-735-3503 or www.ber.org.
 
Jan. 16 - Grand Rapids, MI.
Sounds of Spirit Whispering presented by Chick Moorman, 9:30 am - 3:00 pm. Stepping Stones Montessori School. For information contact Libby Kreiner (Head of School) at libbykreiner@steppingstonesgr.org or Misty Goins (Admin. Assistant) at mistygoins@steppingstonesgr.org
 
Jan. 16 - Grand Rapids, MI.
Parent Talk: Words that Empower, Words that Wound presented by Chick Moorman, 6:00 pm - 8:00 pm. Stepping Stones Montessori School. For information contact Libby Kreiner (Head of School) at libbykreiner@steppingstonesgr.org or Misty Goins (Admin. Assistant) at mistygoins@steppingstonesgr.org

Links

Contact
Personal Power Press
1-877-360-1477

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