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