www.chickmoorman.com --- www.thomashaller.com September 6, 2005
The Response-Able Educator Newsletter #45

Welcome! This is a free newsletter about becoming a Response-Able educator who develops Response-Able students.

1. 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. Bumper Sticker
3. Spirit Whisperer Contemplation
4. Humor
5. Article: Tattle Tales
6. Good News about American Education
7. Transforming Aggression in Children
8. Fred the Mouse
9. Schedule of Events

1. Quote

"A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron."

Horace Mann, educational reformer, 1796-1859

2. Bumper Sticker

Spotted on a Chevy Astro van in Silt, CO:

Don't confuse me with the facts.
My mind is made up.

3. Spirit Whisperer Contemplation

Is there really such a thing as a permanent record?

4. Humor

Actual absence excuses written by parents:

1. Please excuse Ray Friday from school. He has very loose vowels.
2. Please excuse Sarah for being absent. She was sick and I had her shot.
3. Dear School: Please excuse John from being absent on January 28, 29, 30, and also 33.
4. Chris will not be in school today because he had an acre in his side.
5. Please excuse Diane from being absent yesterday. She was in bed with gramps.
6. Please excuse Blanche from jim today. She is administering.
7. Please excuse Johnnie for being. It was his father's fault.
8. My son is under a doctor's care and should not take fizical education. Please excuse him.
9. George was absent yesterday because he had a stomach.
10. Ralph was absent yesterday because he had a sore trout.
11. Please excuse Joyce from P.E. for a few days. She fell off a chair and misplaced her hip.
12. John has beenabsent because he had two teeth taken off his face.

Source: Dr. Bob Kizlik

To be deleted from this newsletter list or to send a copy to a friend, scroll down to the bottom of the page and make the appropriate choice.

5. Article: Tattle Tales by Chick Moorman and Thomas Haller

Children tattle. They do it at daycare. They do it at home. It happens in the primary grades and continues into high school. Regardless of the grade you teach, tattling will occur in your classroom.

Many teachers don't like tattling and have devised plans to reduce its occurrence and eliminate it from their classrooms. For example:

"I use a Tattleman, which is a stuffed teddy bear that I keep in the back of the room," says a veteran kindergarten teacher. "I tell the students that if they're tattling because they're upset, go tell it to the Tattleman. Many kids whisper in Tattleman's ear throughout the year and it has significantly cut down the amount of tattling in my classroom."

"I keep a plastic tree in the back of my second-grade classroom. If the tattling is not about the 3 B's, blood, barf, or being hurt, I tell my students to tell it to the tree."

"I teach my children to only come to me for medical emergencies," a middle-school teacher announced. "When they come to tattle I ask them if it's a medical emergency. When they say no I simply send them on their way. It takes about a month or two, but tattling ends quickly in my classroom. I just don't tolerate it."

"I made a Tattle Tail," one early childhood educator announced. "When kids tattle, they carry the stuffed tail with them for a portion of the day. It works."

While the ideas expressed above may be well intentioned, the results do not serve to create self-responsible, thinking, caring children. Let's take a closer look.

Understand tattling. Tattling is a necessary and desirable part of the developmental sequence. Knowing that it is normal and inevitable will help you be less resentful of it and more likely to deal with it effectively.

Rename tattling. Tattling is a negative word with negative connotations. Because we call it tattling and define that as bad, we work to eliminate it in classrooms. Why not just give tattling a new name. We suggest you call it "reporting." Reporting doesn't have a negative association attached to it. In fact, we even pay people in our society to do reporting. Don't we all wish someone had reported the possibility of violence before the Columbine massacre?

When to report. Some teachers help children determine when reporting a situation, behavior, or circumstance is appropriate and when it is not. The teacher who wants to hear only if it involves "the 3 B's"barf, blood, or being hurt" is one example. Another is the instructor who asks of a child who wants to report something about a classmate, "Is it going to get them in or outof trouble?" If it's going to get them out of trouble, she wants to hear the report. If the reporting is designed to get the other child into trouble, this teacher instructs the reporter to keep it to himself.

Our position is that there is no inappropriate time to report. Instruction on when and when not to report is misguided and unhelpful to the student's development as a self-responsible human being. It is always valuable to report.

The right person. The important issue in helping children learn about appropriate reporting behavior is not when to report. Nor is it the consideration of what to report. The critical decision about reporting involves WHO to report to. We must help children learn to report to the right person.

When a child reports to you that a classmate was passing rubbing alcohol around on the bus and asking students to sniff it, he is reporting to the right person. If a child tells you his friend got sick in the bathroom, he is reporting to the person who needs to hear the report.

The wrong person. If a student reports to you that another student won't give him a turn on the swing, he has reported to the wrong person. Your job in this instance is to help him find the correct person to report to and teach him how to do it effectively. Say, "Sounds like you're wanting a turn. That's something you need to report to Cherrie. Would you like me to help you come up with an appropriate way to tell her?" Then accompany the child to the scene and coach him through the dialog, making sure he is heard. Later, after a few attempts with you being present, you can send the child off alone to report his feelings and desires to the person who most needs to hear them.

High school students can be taught to report to the person sitting next to them that they don't like it when answers are copied from their paper. The correct person to report to in this case is the person doing the copying. If several instances of reporting to this correct person are unsuccessful, a new "correct person" emerges to report to�the teacher.

Young children can be taught to report to the person who steps on their toe, not to the teacher. Middle-school students can be taught to report bullying when they notice the victim is unable or unwilling to stand up for herself. First, they can report their feelings to the bully. If that doesn't work, they can report to an adult.

Self-reporting. On occasion, children need to report to themselves. If the behavior is not bothering anyone and is not potentially harmful, the child may need to say something to himself, such as, "This isn't my issue," or "This is not a major concern."

Children will tattle. Why not relax and accept it as normal and inevitable? Why not see it as an opportunity to help your students learn about the importance of reporting to the right person?

Chick Moorman and Thomas Haller are the authors of The 10 Commitments: Parenting with Purpose. They are two of the world's foremost authorities on raising responsible, caring, confident children. To obtain more information about how they can help you or your group meet your staff development needs, visit their websites today: www.chickmoorman.com or www.thomashaller.com.

6. Good News About American Education

A.) Between 1985 and 2002 the percentage of adults age 25 and older who had completed high school rose from 74 percent to 84 percent.

B.) The percentage of high school graduates completing a core academic curriculum�including 4 years of English and 3 years each of mathematics, science, and social studies quadrupled between 1982 and 2000, from 14 percent to 57 percent.

C.) Enrollment in advanced placement courses has skyrocketed since the early 1980s. Between the school years 1983-84 and 2003-04, the number of students taking AP exams rose from more than 177,000 to more than 1.1 million. During the same period, the number of AP exams taken grew from almost 240,000 to more than 1.8 million.

D.) Between the school years 1983-84 and 2003-04, the percentage of students with disabilities educated in regular classrooms with non-disabled students for most of the school day grew substantially from 28 percent to 50 percent.

E.) U.S. students ages 9 and 13 are scoring better than ever in math, according to the long-term trend tests of the National Assessment of Educational Progress. Both 9- and 13-year-olds scored significantly higher in 2004 than they had in 1982. All major ethnic groups have shown progress.

Source: Center on Education Policy, Washington, DC

7. Transforming Aggression in Children: Critical Strategies for your School and Classroom - Grades K-12

Announcing the premier presentation of an exciting new skill-based workshop. Transforming Aggression in Children is destined to change the culture and climate of your classroom and your school in emotionally healthy, positive ways.

Check dates and locations to see if one of these high-impact seminars is coming to an area near you.

Indianapolis, IN November 10, 2005
Lansing, MI November 16, 2005
Atlanta, GA November 17, 2005

Thomas Haller and Chick Moorman present a full-day seminar that will give you.

���� Practical tools to make your school a friendlier, safer place.

���� Indispensable techniques to help you create a culture of accountability in your classroom.

Usable strategies to help young people grow in their ability to handle anger constructively.

���� Effective classroom interventions that teach students how to maintain self-control.

E-mail ipp57@aol.com today for a full brochure. Seating is limited. Find out about our early-bird discount and our multiple registration discounts.

The synergy created by the partnership of a therapist (Thomas) and an educator (Chick) is an experience you won't want to miss. Sign up now.

8. "Fred the Mouse" - by Reese Haller

An exciting new book for young readers is now available. Fred the MouseTM: The Adventures Begin is written by 8-year-old author Reese Haller. It is a delightful story about a field mouse who learns to trust his intuition at the Mouse Scurry and Scamper School. As a young author, Reese writes what young children love to read. Your students will be inspired by the story and encouraged by its message. This delightful book can be shared as a read-aloud with young children and as an independent reading book for second- and third-graders. Order your copy today at www.reesehaller.com for only $4.97.

Reese's Website

9. Schedule of Events

Sept. 7 - Lansing, MI
3:00 pm - 5:00 pm, The Teacher Talk System presented by Chick Moorman, St. Thomas Aquinas School, Lansing, MI. For information contact Mary Jo Scofes at 517-281-9949 or email mjosie7@aol.com.

Sept. 7 - Lansing, MI
7:00 pm - 9:00 pm, Parent Talk: Words That Empower, Words That Wound presented by Chick Moorman, St. Thomas Aquinas School, Lansing, MI. For information contact May Jo Scofes at 517-281-9949 or email mjosie7@aol.com.

Sept. 15 & 16 - Traverse City, MI
9:00 am - 3:00 pm (Sept. 15th), 9:00 am - 11:00 am (Sept. 16th), The Verbal Response System presented by Chick Moorman, Eaton County Juvenile Justice Association, Shanty Creek Resort, Traverse City, MI.

Sept. 12 - Bay City, MI
6:30 pm - 7:30 pm, Winning the Whinning War presented by Thomas Haller, MacGregor Elementary, Bay City, MI.

Sept. 26 - Bay City, MI
6:30 pm - 7:30 pm, How To Get Your Kids To Do Homework presented by Thomas Haller, MacGregor Elementary, Bay City, MI.

Sept. 28 - Cambridge, MA
6:00 pm - 9:00 pm, Parent Talk: Words That Empower, Words that Wound Presented by Chick Moorman, Bright Horizons, Technology Children's' Center, MIT Campus, Cambridge, MA. For information contact Gina Tzizik at 617-253-1482 or email gtzizik@mit.edu.

More Dates

Chick Moorman

Contact Chick at 1-877-360-1477 (toll free) or email him at ipp57@aol.com.

Chick's Website

Thomas Haller

Contact Thomas at 1-989-667-5654 or email him thomas@thomashaller.com.

Thomas' Website

Spirit Whisperers: Teachers Who Nourish a Child's Spirit

Preview Book

Copyright 2005 Chick Moorman Seminars and Thomas Haller Seminars, all rights reserved. Share this with your circle.

• • • •

Subscribe Unsubscribe Preferences Send To A Friend
Powered by Mynewsletter Builder  
A member of The ByRegion Network  

report spam