Educator Newsletter #106

April 22, 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: They Don't Even Look at My Comments!
5. At the Printers
6. Humor
7. Sneak Preview of the 300+ Teacher Talk Quick Tips

1. Quote

"When you take the free will out of education, that makes it schooling."
John Taylor Gatto

2. Spirit Whisperer Contemplation

What if your job is not to help students go outside and make a difference in the world? What if it is to help them go inside of themselves and make a difference in their world?
Get a full year of SW Contemplations free when you order the Spirit Whisperers book.        


3. Bumper Sticker

Spotted on a green Ford Fusion in Albuquerque, NM:
Speak the Way
You Would Want to Be Spoken To

4. Article: They Don't Even Look at My Comments!

By Chick Moorman and Thomas Haller
As a new teacher, Jason Haraz found a number of student behaviors surprising during his first semester in the classroom. Several students would show up to his writing class without a pencil. Some misplaced, lost or forgot their writing journal. Others misinterpreted his directions and did not follow through with assignments in a timely fashion. All of these behaviors were puzzling to him that first year, but the one behavior that surprised and concerned him the most was how his high school students reacted when he returned  their writing papers.
Jason took his responsibilities as a professional educator seriously. He committed long hours to reading students' writing assignments and adding his instructional and encouraging comments to them. Instead of pointing out weaknesses he gave examples of how they could make their papers stronger. He wrote messages that affirmed students' abilities and efforts. He made suggestions designed to point students toward improved writing. He added detailed explanations about the parts that created an emotional impact on him. He mentioned the humor, insight, detail, empathy, and passion that he noticed. He informed students about which sections or sentences piqued his curiosity and which parts led him to want to read more. When Jason Haraz reacted to students’ writing papers, he was more than thorough. He did indepth analysis, investing his time, effort, energy, and insight.
So what did Jason’s high school students do with their papers when they got them back? Most of them looked to see what grade they got. Few gave more than a cursory glance at his comments. Many just shoved the papers in their writing folders. Jason found some of the assignments he had commented on deposited in the wastebasket near the hall doorway.
How did Jason react to this apparent disinterest in his efforts to give students helpful feedback? He began by complaining. "They don't even look at my comments!" he announced loudly in the teachers' lounge. "They don't even care what I wrote," he grumbled to the teacher across the hall. "They don't want my feedback. They don't want to improve," he whined to his spouse when he got home.
The whining, grumbling, and complaining lasted one day. Then Jason took a different tack. "What is, is" he thought to himself. "And all the wishing, hoping, complaining, and whining I do isn't going to change anything." Jason decided to take action. He wanted a different behavior from his high school students. Because he wanted a different behavior, he decided to teach a different behavior. He designed a lesson to teach his students how to respond to his written comments effectively.
The following day Jason explained and assigned a new writing project to his students. A day later, as directed, they turned it in. That night Jason completed his typical, thorough review of their papers, making detailed comments about the completed assignment.
When the bell rang the next morning to signal the beginning of class, Jason held the papers in his hand and held them up for the class to see. "I have your papers here," he announced. "In a minute I am going to be passing them back. Before I do I want to tell you about today’s writing assignment."
Jason walked to the white board and wrote the words, "Reacting to Teacher's Comments." Then he underlined them.
Reacting to Teacher's Comments
"I am going to pass out your assignments from yesterday shortly," Jason said. "You will see that I wrote some comments on them. Sometimes I wrote a lot. Sometimes I wrote a little. And I wrote on every one of them. The first part of your assignment for tomorrow is to read all the comments I wrote on your paper." He then added the additional part of the assignment to the white board.
Reacting to Teacher's Comments
  1. Read all the comments.
"Then I want you to decide which comments you agree with and which ones you don't agree with," Jason continued. "Circle the comments you agree with." Again he added the direction to the evolving assignment.
Reacting to Teachers Comments
  1. Read all the comments.
  2. Decide which ones you agree with and circle them.
"Pick one comment you did not agree with and tell me why. Then pick one comment you did agree with and tell me why. This is to be done on a blank sheet of paper and turned in tomorrow attached to your assignment from yesterday that I will soon be returning to you." An increasing number of students began to take notice and pay attention.
"And yes, it will be graded and it will count toward your grade." Even more students tuned in to what was going on. Jason then added that part of the assignment to the growing list of directions.
Reacting to Teacher's Comments
  1. Read all the comments.
  2. Decide which ones you agree with and circle them.
  3. Pick one you agree with and tell me why.
  4. Pick one you disagree with and tell me why.
"The final part of this assignment is to select one of my comments that you agree with and put it to use," Jason told the class. "I want you to alter your paper based on something I wrote that you think could make your paper even stronger. Take any comment of your choice and redo that section of your paper. You will have time to work on it this morning in class. If you do not finish, you are free to take it home and complete it. This new assignment is due first thing tomorrow morning."
Jason then completed the written assignment on the board.
Reacting to Teacher's Comments
  1. Read all the comments.
  2. Decide which ones you agree with and circle them.
  3. Pick one you agree with and tell me why.
  4. Pick one you disagree with and tell me why.
  5. Implement one suggestion by rewriting that section of your paper.
Although he had a serious look on his face, Jason was smiling inwardly as he passed out the papers he had invested so much time on the previous night.
How did his students react? What happened the next day? How were his students reacting by the end of the semester? To get the answers to those questions you will have to wait until the next installment of this newsletter.
To be continued . . .
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: and

Spirit Whisperers: Teachers Who Nourish a Child's Spirit


5. At the Printers

The Teacher Talk Advantage: Five Voices of Effective Teaching is now being printed. We expect to have copies in our storage and shipping facility by the first week of May.
Our "better-than-chocolate-knock-your-socks-off" prepublication offer ends the day this important book arrives at our facility. This prepublication offer will not be repeated.
Freebies include access to our Teacher Talk Super Site, which features: 
  1. 300 Teacher Talk Quick Tips
  2. A question and answer section with guaranteed priority response to your concerns, problems, frustrations, and successes.
  3. Video clips of Thomas Haller and Chick Moorman explaining, demonstrating, and teaching practical Teacher Talk skills.
  4. Radio outtakes of Chick and Thomas responding to current events in the crucial profession of education.
  5. Exclusive articles featuring real teachers using real Teacher Talk verbal skills with real students.
This prepublication offer includes discounts on future workshops and seminars.

Click here to see the full details here. Order today before the books arrive and the offer ends.

6. Sneak Preview of the 300+ Teacher Talk Quick Tips

Parent Talk Tip #207:
"Here is something I learned from you" affirms your students and helps them see themselves as valuable.
Parent Talk Tip #206:
"How could you change the way you look at that?" helps students realize perception is a choice.
Parent Talk Tip #205:
"Seems like a lot of chaos. Let’s sit and count to twenty to ourselves" allows students to experience silence.
Parent Talk Tip #204:
"What's your plan?" Asking works better than telling.
Parent Talk Tip #203:
Your students can tell more about you by what you say about others than they can by what others say about you.
Parent Talk Tip #202:
"How well does that fit who you want to be?" helps students learn to be loyal to themselves first.

Chick Moorman

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


Thomas Haller

Contact Thomas at:



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

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

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.


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.

Product of the Month
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.

Radio Every Thursday
The Morning Shift with Dr. Tom
Thomas Haller
7:00 - 8:00 am WIOG-FM 102.5
Parenting and relationship tips and current events.
Also streaming live at
TV Schedule WNEM-TV
Family Matters with Thomas Haller
Fridays at noon, Saturdays at 8:45 am, Sundays at 7:45 am and 8:45 am
Also streaming live at
May 3 - Sarnia, Ontario, Canada.
Parent Talk: Words That Empower, Words That Wound presented by Chick Moorman, 7:00 pm – 9:00 pm. Kumon of Bright's Grove. For information contact Jenny Cho-Young at 519-899-2329 or email
May 29 - Kearny, AZ.
Motivating the Unmotivated presented by Chick Moorman, 8:30 am - 3:30 pm. Ray Unified School. For information contact Rochelle Pacheco at 520-363-5511 or email


Personal Power Press


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