Educator Newsletter #105

March 26, 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: Graduation Rate on the Rise
5. Under Construction
6. The Teacher Talk Advantage excerpt


1. Quote

"Using employee evaluations to embarrass people is something a smart firm like Microsoft would never even contemplate, much less publish in a newspaper."
 
Bill Gates


2. Spirit Whisperer Contemplation

What if what you know in your gut is more important than what you learn from a book? Do you know how to read your gut? Do your students know how to read theirs? Whose job is it to teach them?
 
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 blue Dodge Caravan in Princeville, HI:
 
Teachers Are the Answer
Politicians Are the Problem


4. Article: Graduation Rate on the Rise

By Chick Moorman and Thomas Haller
 
Good news. More high school students are graduating on time. The graduation rate is up from 72 percent in 2001 to 75.5 percent in 2009, according to the Everyone Graduates Center at Johns Hopkins University. Wisconsin leads the nation with a 90 percent graduation rate. Vermont is close behind with 89.6 percent .
 
The report details the percent of graduates by race and state and highlights one county that made significant progress in the graduation rate. It also gives information on the economic impact, citing the increased number of dollars graduates can expect to earn over their lifetime and the tax dollars that income would generate for the country. If you are looking for statistics, this report can supply them.
 
We are looking for more than statistics. We are looking for reasons and ways to keep this trend going.
 
First of all, congratulations, teachers. You are the ones who did this. You are the ones moving this graduation rate in a positive direction. Take a bow. You get such little affirmation since the war on teachers began a few years ago. You won't be getting any credit in the media or in state legislatures for this. Yet, know deep down that we know who did this. So do you. Celebrate.
 
Second, let's articulate some helpful questions—questions which might supply answers that could continue to increase the graduation rate. Ask these questions of yourself, your colleagues, your administrators, your students' parents, and your legislators.
  1. Do you really think that replacing veteran teachers with new educators because it is cheaper will improve schools?
  2. Is the constant drumbeat that blames teachers and holds them totally accountable for student learning advancing the agenda of improving schools or is it building the case to privatize them?
  3. Are we really encouraging the best and brightest to make this most important profession their life's work?
  4. Who do we want teaching our children? Professionals who are universally respected, or workers who are held in low regard? Those who are monetarily rewarded in line with the important responsibility they are entrusted with, or those who are losing benefits, the right to bargain, and ground in their efforts to keep up with the cost of living?
  5. Is testing the answer? Do high-stakes tests motivate kids to stay in school? Are students excited to get out of bed, get to school, and take the test that tells whether or not they are ready to take the real test?
  6. Is relying on external rewards, which attempt to motivate kids from the outside in, really as effective as motivating them from the inside out? Are stars and stickers, smiley faces, award assemblies, grades, pizza parties, and performance charts anything more that a quick fix that serves to deaden internal motivation mechanisms? Are we being research based here?
  7. Isn't improving schools, the graduation rate, etc., a bigger problem than just a school problem? Isn't this a cultural, social, and economic problem? If so, who is holding parents and legislators accountable?
  8. Does it really serve school improvement efforts to omit asking teachers for suggestions, opinions, and advice? Is mandating procedures from the top down really working or simply creating pecking orders of powerlessness?
  9. What does poverty have to do with student learning and the graduation rate? Are teachers responsible for that, too?
  10. What can I do as a professional educator to build a better connection with my students? Isn't relationship, bonding, and attachment to an adult that a student cares about an important determinant of his or her behavior, attitude, effort, and achievement in school?
  11. How can I make homework more meaningful, reducing it in volume while increasing it in value?
  12. Why are we racing to the top? Does it need to be a competition? Can't we join hands, cooperate, and move together toward the top?
  13. What is the top, anyway? Is it worth attaining? Are we racing somewhere meaningful? Did local schools have much say in where they want the top to be for their children?
  14. Does rating, ranking, and judging our unique, totally different, very special children really motivate them to achieve and stay in school?
  15. What makes us think that when graduation rates increase we now have a quality school?
  16. Have we ever figured out what got left behind when we demanded that no child be left behind, underfunded the program, and generated data that proved to the world, that schools were doing an inadequate job? How well did that work?
  17. How does publishing test scores in the newspapers help schools improve? Isn't that an effort to shame rather than inform? Is that a useful service or a disservice?
  18. What can I do as a professional educator to promote student engagement with school, peers, adults, and activities when we are so busy test-prepping on a narrow range of objectives that will prove to others that we have a quality school?
  19. What is my definition of a quality school, and am I being true to that definition today?
Just asking.
 
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. Under Construction

The Teacher Talk Advantage: Five Voices of Effective Teaching, to be published in two 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.


6. Excerpt from the forthcoming book, "The Teacher Talk Advantage."

"Who would be willing to read the paragraphs?"
 
       One high school teacher uses file cards and his teaching voice to have students create what he calls "paragraph piles." Once a week he designs an opinion-seeking question and allows students five minutes to write a paragraph on a file card, stating their opinions.
 
      He collects the completed cards and puts them in a pile on his desk. Two students then split the piles and alternately read the opinions expressed on the cards. No names are attached to the cards. A class discussion follows. Emphasis is on hearing and understanding the different opinions. There are no right or wrong answers. Not all opinions are agreed with. All opinions are respected.


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


A Back-to-School Staff Development Program That Will Last All Year
Motivating the Unmotivated, with Chick Moorman
 
Some August dates are still available.
 
Book now!
 
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 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.

Jump-start the new school year with this exciting, skill-oriented program for your staff.
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.

Product of the Month
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.

Schedule
March 27 - Algonac, MI.
The 10 Commitments: Parenting with Purpose presented by Chick Moorman, 7:00 pm - 9:00 pm. St. Clair County Great Start Collaborative. For information contact Riley Alley at 810-455-4397 or email alley.riley@sccresa.org.
 
March 28 - Marysville, MI.
The 10 Commitments: Parenting with Purpose presented by Chick Moorman, 7:00 pm - 9:00 pm. Woodlawn Developmental Center. For information contact Riley Alley at 810-455-4397 or email alley.riley@sccresa.org.
 
April 2 - Wichita, KS.
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.
 
April 3 - Oklahoma City, OK.
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.
 
April 4 - Phoenix, AZ.
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.
 
April 5 - Albuquerque, NM.
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.

Links

Contact
Personal Power Press
1-877-360-1477

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