Educator Newsletter #134
March 7, 2016
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: The Most Important Words
5. Update: Teacher Talk Advantage Super Site
1. Quote
"The object of education is to prepare the young to educate themselves throughout their lives."
 
∼ Robert M. Hutchins
2. Spirit Whisperer Contemplation
How can I see this differently? How can I think about this differently? How can I respond to this differently? Ask these questions of yourself often today. See if you create different outcomes.
3. Bumper Sticker
Spotted on a blue Dodge Journey in Cary, IL:
 
If You Think Teachers Are Overpaid
Check Out My Car
4. Article: The Most Important Words
 
 
By Chick Moorman and Thomas Haller
 
The words students put in a term paper or book report are important words.
 
The words students write in their journals are important words.
 
The words bystanders say when they see someone being bullied are important words.
 
The words students articulate when desiring help or understanding are important words.
 
The words youngsters use to respond to an essay question are important words.
 
The words students utter when delivering a seven-minute speech on a topic they feel passionate about are important words.
 
The words a student selects to put on a poster that announces her candidacy for a class office are important words.
 
The words young people use when apologizing and informing the injured party what they learned and intend to do next time are important words.
 
OK, by now you get it. There are a lot of important words that students write or verbalize during the day. Many of these important words are words that educators have helped students learn and use appropriately. Educators generally love important words and relish the opportunity to share that love and those important words with the students they serve. Helping students learn to speak and write accurate, helpful, powerful words is a mission that many teachers embrace and enjoy. It's an art. That’s probably why it's called Language Arts.
 
There is one situation, one important time, however, when we don’t get to read the words or hear the words students use. We believe that important time is a critical one and is comprised of the most important words students use during the day. That time and those words are called self-talk.
 
Yes, students talk aloud a lot during the day. They often write multiple paragraphs and pages filled with words. They text words. They type words on a computer. They print or use cursive. As they use any of those ways to communicate with words, they are regularly getting an earful of words from themselves, an earful of words from their inner voice, an earful of words called self-talk. That earful of words can take the form of nagging, motivating, warning, cheerleading, criticizing, evaluating, sabotaging, approving, dismissing and more.
 
Do your students talk to themselves? Of course they do. All students talk to themselves, and they do it often. Eighty percent of talk is self-talk. The remaining twenty percent is directed at others. Since all students talk to themselves, it seems it would be beneficial to help them become conscious of what their internal talk is and the effect it's having on their school performance and their lives.
 
It appears that in many schools teachers invest more time in getting students to stop talking aloud than in helping them examine how they talk to themselves when they're not talking aloud.
 
As educators, we often design lessons to teach students what to say when they are giving their speech to others. Rarely do we help them learn how to talk to themselves before, during, and after their speech. We teach them what to say in writing their book report but not what to say to themselves while they are constructing a book report. We teach them words of influence to put on their poster but not words to influence themselves while constructing the poster.
 
If you help students become aware of, take charge of, and construct helpful self-talk, you are a rare adult in their lives. Please keep on keeping on. And consider using the tips that follow.
 
1. Teach students to talk to themselves as they would to a good friend. Negative talk to a friend creates distance and resistance. The same happens when they use negative self-talk on themselves. They wouldn't tell a friend, "You're not very good at math. You probably won't do well." They would council that person with "You've got this. Lighten up. You are prepared." Encourage them to use the same compassion with themselves they would use when talking to a friend.
 
2. Teach students to eliminate permanence from their self-talk language patterns. This can be done as simply as adding the words "yet," "so far," "at this time," or "right now" to their sentence.
 
"I can't understand fractions” then becomes "I can't understand fractions yet." Feel the difference? "I don't understand this" is now changed to "I don't understand this at this time." "I can't get my papers in on time” is altered to "I can't get my papers in on time so far."
 
3. Teach students to keep their goal in mind. Challenge them to determine where they want to go and what they want to accomplish before they talk to themselves. If their goal is to master a technique, invite them to use reminder language. "Look at your audience first," "Stand up straight," "Use hand gestures," and "Vary your volume" work well for giving an effective speech. If self-motivation is the goal, "Act as if you can," "Just take the next step," "Keep on keeping on," and "You've got this" are helpful.
 
4. Teach students to speak of behaviors instead of inferences. "I'm a klutz" is an inference. "I was uncoordinated with that move" is a behavior. Notice the difference in the following sentences. In each case the inference comes first. "I'm a liar" or "I wasn't truthful that time." "I'm a slow learner" or "It took me a week to understand dividing fractions." "I'm a loser" or "I failed the chemistry test."
 
5. Teach students to distance themselves from their own self–talk. This can be accomplished by replacing "I" with "you" and by adding their own name. Self-talk that asks "Why am I so upset?" is language that invites students to take the circumstance personally. "Why are you so upset, Yolanda?" is self-talk that creates psychological distance and leaves the student in a better space to handle their emotions. "How can I improve?" can add pressure. "What could you do to improve, Willy?" is self-talk that is more likely to be received as a challenge.
 
6. Teach students to replace evaluation with description. "Lousy," "messy," "sloppy," "disgusting," "terrible," "poorly done" and "boring" are words that evaluate. They are often taken as criticism and in not being instructive, they are nonproductive. What was terrible about it? What was boring? What is lousy? Descriptive comments, on the other hand, are often received as constructive feedback. "Sloppy" is evaluative. "My paper has a rip on it, three smudge marks and an eraser hole" is descriptive. It provides useful information. "Messy" evaluates my science notebook and fails to point to possible corrective action. "There are several loose papers that haven't been filed yet and a couple of papers that I filed but haven't been able to find" is descriptive and points toward improvement.
 
7. Teach students to remove "should" from their self-talk repertoire. "Should" creates anxiety about what is to come, as in, "I should study harder." "Should have" produces guilt about the past, as in, "I should have studied harder." Encourage students to replace "should" with "could." "I could study harder" and "I could have studied harder" are void of guilt and anxiety and help the student see studying harder as a choice they can make. Or not.
 
Chances are you are presently talking to yourself about the ideas above. If so, play with them a bit. Pick a couple of the suggestions and put them into practice with your most important words right now. See what happens. If you like the results you get, pass them on to others. You know who.
 
Chick Moorman and Thomas Haller are the coauthors of The Teacher Talk Advantage: Five Voices of Effective Teaching. 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 their newsletters or learn more about the seminars they offer teachers and parents, visit their websites today: www.chickmoorman.com and www.thomashaller.com.
The Teacher Talk Advantage
  
 
5. Update: Teacher Talk Advantage Super Site
Important Changes to the Teacher Talk Advantage Super Site
 
The Teacher Talk Advantage Super Site, created and maintained for serious Teacher Talk practitioners, has just become MORE SUPER.
 
You might be wondering, "How can it become more super?" After all, the Super Site already includes articles, tips, videos, audios, research and much more to help educators using the Teacher Talk skills to become even more skilled and to have an ever-greater advantage when working with their students. All of that and it only cost $59.95 for a one-year subscription with new material added bi-weekly.
 
That's a package full of valuable resources. Here's how it became even more SUPER. We decided to give it away for free!
 
You read that right. That's free, as in FREE.
 
The Teacher Talk Advantage site now has:
 
41 articles never before published. FREE.
29 video instructions. FREE.
39 audio reactions. FREE
501 Teacher Talk Quick Tips. FREE.
Research data, FREE
Forms to use. FREE.
 
In addition, we have added the bonus of coupons (changed bi-weekly) for discounts on books, seminars and training of trainers.  NO CHARGE
 
This web site is a place to find support, ask questions, get answers, and become increasingly skilled at becoming the teacher you really want to be. PRICELESS.
 
The Teacher Talk Advantage web site is now free. Totally.
 
You might be wondering, "So how can you give this incredible value away for free?"
 
We are both of a belief that what you give away returns in one way or another. The energy invested in that site will go out into the universe. It will attach to like-energy and come back to us from some unexpected source. It might be in the form of money. It might not. We don’t care.
 
We both charge for our services. We don't give them away. Thomas charges clients who see him in his professional practice. We both charge for seminars and workshops. They are fairly priced in a way that we receive remuneration, and educators and parents can afford to attend and improve their skills of working with children. Our books and other materials are also fairly priced. We don't give them away, either. We price them so the ideas contained within them can get out into the universe in more hands and hearts, making positive changes in the world.  And we get financially compensated for that.
 
The Teacher Talk Advantage web site is presently free and available for your use. Check it out at www.teachertalkadvantage.com. Share with your circle. And watch for regular announcements telling when new things are posted.
 
Sincerely,
 
Chick Moorman and Thomas Haller
 
Chick Moorman
 
Contact Chick at:
 
1-877-360-1477 (toll-free)
e-mail ipp57@aol.com
www.chickmoorman.com 
www.twitter.com/chickmoorman
www.facebook.com/chick.moorman
 
CLICK HERE TO VISIT CHICK'S WEBSITE.
Thomas Haller
 
Contact Thomas at:
 
989-686-5356
e-mail thomas@thomashaller.com
www.thomashaller.com
www.twitter.com/tomhaller
www.facebook.com/thomas.b.haller
 
CLICK HERE TO VISIT THOMAS' WEBSITE.
Copyright
Copyright 2016 Chick Moorman Seminars and Thomas Haller Seminars, all rights reserved. Share this with your circle.
The Teacher Talk Advantage
Facilitator Training
July 18 - 20, 2016
 
Bay Valley Resort & Conference Center
2470 Old Bridge Road
Bay City, MI 48706

 
 
 
Parent Programs: Bring one of these to your school this winter.
Most Popular Programs
 
Parent Talk: Words That Empower, Words That Wound
 
The Only 3 Discipline Strategies You Will Ever Need
 
The 10 Commitments: Parenting with Purpose
 
Transforming Aggression in Children: The Critical Strategies for Managing Aggressive Behavior
 
The 6 Best Parenting Strategies You’ll Ever Need: Effective and Practical Parenting Strategies
 
Help parents of students in your school get on the same page as the teachers. All workshops offer effective Verbal Empowerment Skills for raising responsible, caring, conscious children. Call Thomas Haller or Chick Moorman today.

 
Contact Thomas at:
989-686-5356
e-mail thomas@thomashaller.com
 
Contact Chick at:
1-877-360-1477 (toll-free)
e-mail ipp57@aol.com
 
Thomas Haller in Action
This power-packed 16-minute video will show you what Thomas Haller can do for your Student Council, National Honor Society, or other student leader organization.
 
Watch the customized talk he gives to welcome new Ecclesia members into this important organization at Bay City Central High School.
 
Know he can do this for your student organization and leave members feeling valued, affirmed and important.
 
Interested? E-mail Thomas Haller at thomas@thomashaller.com or call him at 989-686-5356 to find out more about this dynamic presentation.

 
CLICK HERE TO WATCH TOM IN ACTION.
Parent Talk System Training of Trainers One-on-One via Skype
"Thank you so much for all that you are, to me and to my work. I am finding the training so valuable in ALL aspects of my life. See you Friday!"

Those are the final three sentences of a communication Chick received from a client in Australia at the completion of one of our Skype sessions. He has just about finished the Parent Talk System Training of Trainers, and her questions are stretching him to expand his knowledge and application of the important verbal skills he teaches others. Win/win.

In addition to polishing the verbal skills Chick so strongly believes in, he is learning about the advantages of one-on-one training sessions. They include:

The client gets all their questions answered NOW.

They get full-time access to the originator of the material.

Neither of us has to travel.

We both sit in comfortable chairs in our offices.

There is a week in between each session, providing ample time to implement the skills.

Regular e-mails answer questions and concerns, and adjustments can be made immediately.

Personalizing the material is at its peak.

One-on-one allows for greater personal connection than one-with-twenty.

You could be one of the one-on-one clients to work with Chick Moorman this new year. Four people (it's already down to one opening) are all he will do this with in the coming year. Interested? E-mail Chick Moorman at
ipp57@aol.com and he will send you the FULL details about this exciting opportunity.
Workshops 
March 10 - Brighton, MI
The Only 3 Discipline Strategies You Will Ever Need presented by Chick Moorman, 6:00 pm - 9:00 pm. Maple Tree Montessori. For more information contact Sue Cherry at 810-599-3326 or email info@mapletreemontessori.com.
 
March 11 - Saginaw, MI
Answering Questions from Foster Grandparents on How to Make the Family Stronger presented by Thomas Haller, 12:30 pm to 1:30 pm, The Marie Davis Senior Center, 233 N. Second St., Saginaw, MI. For More information contact Vera at 797-6871.
 
March 14 - Alsip, IL
Parent Talk: Words That Empower, Words That Wound presented by Chick Moorman, 6:30 pm - 8:30 pm. Atwood Heights School District 125. Alsip-Merrionette Park Public Library, 11960 S. Pulaski. For more information contact Lisa West, Principal, Hamlin Upper Grade Center at 708-597-1550 or email LWest@ahsd125.org.
 
March 15 - Alsip, IL
Motivating the Unmotivated presented by Chick Moorman, 8:30 am - 2:30 pm. Atwood Heights School District 125. For more information contact Lisa West, Principal, Hamlin Upper Grade Center at 708-597-1550 or email LWest@ahsd125.org.
 
March 18 - Phoenix, NY
The Only 3 Discipline Strategies You Will Ever Need presented by Chick Moorman, 8:00 am - 9:45 am, 10:00 am - 11:45 am and 1:15 pm - 3:00 pm. Phoenix Central Schools. For more information contact Christopher Byrne at 315-695-1641 or email cbyrne@phoeixcsd.org.
 
March 23 - Manchester, NH
Motivating the Unmotivated presented by Chick Moorman, 8:00 am - 4:00 pm. Bureau of Education & Research (BER). For more information contact BER at 1-800-735-3503 or www.ber.org.
 
March 24 - Burlington, VT  
Motivating the Unmotivated presented by Chick Moorman, 8:00 am - 4:00 pm. Bureau of Education & Research (BER). For more information contact BER at 1-800-735-3503 or www.ber.org.
  
March 31 - Lansing, MI
The New Face of CBT: Verbal Empower Therapy presented by Thomas Haller, 1:30 pm - 3:00 pm, NASW-Michigan 2016 Annual Conference, Lansing Center. For more information visit: http://www.nasw-michigan.org/?Conference
 
March 31 - Lansing, MI
The Elements of Praise presented by Thomas Haller, 3:30 pm - 5:00 pm, NASW-Michigan 2016 Annual Conference, Lansing Center. For more information visit: http://www.nasw-michigan.org/?Conference
 
April 16 - Fulton, NY
Keynote: The 5 Commitments: Parenting with Purpose and Concurrent Sessions: Good Praise/Bad Praise and Eliminating Negative Behaviors presented by Chick Moorman. Parent University Conference. For more information contact Betsy Conners at 315-593-5480 or email econners@fulton.cnyric.org.
 
April 18 - Salt Lake City, UT
Restorative Discipline: Help Your Students Improve Their Behavior and Strengthen Their Learning presented by Chick Moorman, 8:00 am - 4:00 pm. Bureau of Education & Research (BER). For more information contact BER at 1-800-735-3503 or www.ber.org.
 
April 19 - Ontario, CA
Restorative Discipline: Help Your Students Improve Their Behavior and Strengthen Their Learning presented by Chick Moorman, 8:00 am - 4:00 pm. Bureau of Education & Research (BER). For more information contact BER at 1-800-735-3503 or www.ber.org.
 
April 20 - Anaheim, CA
Restorative Discipline: Help Your Students Improve Their Behavior and Strengthen Their Learning presented by Chick Moorman, 8:00 am - 4:00 pm. Bureau of Education & Research (BER). For more information contact BER at 1-800-735-3503 or www.ber.org.
 
April 23 - Dearborn, MI
Dimensions of Discipline presented by Chick Moorman, half-day. Michigan Montessori Society. For more information contact Heidi Gauger at hwgmontessori@gmail.com.
 
April 25 – 28 - Chicago South, IL
Reducing Disruptive Behaviors to Increase Learning: Strategies That Work (6th - 12th) Training of Trainers presented by Chick Moorman, 8:00 am - 4:00 pm. Bureau of Education & Research (BER). For more information contact BER at 1-800-735-3503 or www.ber.org.
 
Media Schedule
 
Thomas on television answering viewer questions:
 
WNEM - Family Matters - Three new questions addressed every week.
 
Wednesdays at 12:15 pm on WNEM TV5, Family Matters segments, Dr. Thomas Haller answers viewers’ questions regarding parenting and relationships. Streaming live on www.wnem.com.
 
Saturdays at 8:45 am on WNEM TV5, Family Matters segments, Dr. Thomas Haller answers viewers’ questions regarding parenting and relationships. Streaming live on www.wnem.com.

 
Sundays at 7:45 am on WNEM TV5, Family Matters segments, Dr. Thomas Haller answers viewers’ questions regarding parenting and relationships. Streaming live on www.wnem.com.
Links
CHICK MOORMAN
THOMAS HALLER
PERSONAL POWER PRESS
THE ABRACADABRA EFFECT
SPIRIT WHISPERER SANCTUARY
TEACHER TALK ADVANTAGE
REESE HALLER
PARKER HALLER
Personal Power Press • P.O. Box 547 • Merrill • MI • 48637
http://www.personalpowerpress.com
Subscribe | Unsubscribe | Preferences | Send to a Friend | Report Spam