www.chickmoorman - www.thomashaller.com April 20, 2006
The Response-Able Educator Newsletter #51

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



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.

------------------------------------------------------------------------------

If you are unable to receive HTML format emails, please copy and paste the link below to view this Newsletter.

http://www.mynewsletterbuilder.com/tools/view_newsletter.php?newsletter_id=1409568805

------------------------------------------------------------------------------

In This Issue

1. Quote
2. Humor
3. Bumper Sticker
4. Spirit Whisperer Contemplation
5. Sign of the Times
6. Article: The Art of Language
7. Teacher Talk Tip
8. New Products
9. Did You Know?
10. Spread the Skills
11. Schedule of Events


1. Quote

"The most important thing in science is not so much to obtain new facts as to discover new ways of thinking about them."

Sir William Bragg


2. Humor

A kindergartener came home following her first day at school. Her mother asked, "What did you learn in school today?"

"Not enough, I guess," responded the young child. "They told me I have to come back tomorrow."


3. Bumper Sticker

Spotted on a Ford Focus in Nashville, TN:

Well-Behaved Women
Rarely Make History.


4. Spirit Whisperer Contemplation

What if every judgment, every blessing, every criticism, every affirmation you send outward travels inward as well? Would that change what you send to your students today?


5. Sign of the Times

Seen in a language arts classroom on a wall near the teacher's desk:

Analogies in writing are like feathers on a snake.


6. Article: The Art of Language

By Chick Moorman and Thomas Haller

Sean Tucker teaches a variety of language arts classes in a middle school in Central Illinois. Some might say he has led a charmed life since he graduated from college two years ago. After all, he lucked out by getting a teaching job in his hometown. Fortunately, a veteran teacher resigned at the last minute, one day before Sean was scheduled to interview. It looks like he just happened to be in the right place at the right time.

You might say and think those things, but Sean Tucker wouldn't. You see, Sean is a language teacher. Words, phrases, and language patterns matter to him. He senses the art inherent in language and is careful about how he talks and thinks. Consequently, he chooses not to use the language of luck.

The words charmed life, lucked out, fortunately, and right place at the right time that appear in the opening paragraph are not part of Sean's vocabulary. Nor does he use good fortune, chance, magic, or coincidence. According to Sean Tucker, these words "embellish the myth that luck exists and is at work in our lives." Assigning the success of his job hunt to luck would be disowning the part he played in that success. It would be giving up personal responsibility and giving it to something else: in this case, "luck."

"Who do you think wrote my resume?" he asked. And who earned the grades that appear on his transcripts? And what about the relationships he has built up over the years with the current school personnel? Is that luck? "Hardly," Sean states, steadfastly refusing to use the language of luck to diminish his sense of personal power. He chooses not to give some mysterious external force credit for his success or his failures.

Sean Tucker also teaches his students about the language of luck. "I guess it wasn't in the cards," one of his seventh-graders announced after hoping for an "A" and not receiving it on a vocabulary test. Mr. Tucker used that occasion to abandon his scheduled lesson on dangling participles and teach instead about the many words and phrases in our language that refer to the concept of luck. He talked to his students that day about the results of assigning responsibility to fate or fortune when things do or do not go well. "You can assign the results that show up in your life to fate or luck, or you can take the responsibility yourself instead," he told them. "Where you place the responsibility goes a long way in determining what you can and will do about it. If you talk as if you are responsible and see where you are responsible, you are more likely to take responsibility to do something about it. If you assign the results to luck, you tend to see yourself as someone who cannot affect the results. The choice of how to see these situations is yours."

During the year Sean Tucker heard other students disowning responsibility for the results they produced. "I didn't have any luck with him at all," one student said after an unsuccessful attempt to talk another student into loaning him a pencil. Other examples of disowned responsibility he heard included:

"Unfortunately, everything went wrong with my presentation."
"I just fell into it."
"I stumbled into it in the library."
"It came my way as I was sitting there thinking."

In each case, this second-year teacher stopped his planned lesson and pointed out the use of the language of luck. His efforts helped his students become conscious of using this style of language and the effect it was having in their lives.

Sean Tucker is aware that the language of luck is not mentioned in his sixth- or seventh-grade curriculum guides. He knows that it is not one of the concepts tested on the state assessment instruments he is expected to administer each year. Yet, he never wavers in his insistence on helping his students appreciate the importance of this language concept. "I am a language arts teacher," he says with great pride and emotion. "I am expected to teach the parts of speech, how to diagram sentences, and how to construct a meaningful paragraph, among other things. Those are all important mechanics for children to learn. And I do a good job teaching the mechanics of English. But I am more than a mechanic. I am an artist. My job is also to teach the art of language. And I do that equally well."

To say that his students are lucky to have him as a teacher would not be an appropriate ending to this piece, would it? Let's just say that we're hopeful Sean Tucker's students are alert enough to appreciate and recognize the important contribution this teacher is making to their understanding of the power of words and the importance of language.


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. They publish a free monthly e-zine for educators. To sign up for it or obtain more information about how they can help you or your group meet your professional staff development needs, visit their website today: www.personalpowerpress.com.


Spirit Whisperers: Teachers That Nourish a Child's Spirit

CLICK HERE TO ORDER THE SPIRIT WHISPERERS BOOK.


7. Teacher Talk Tip: "Alec, you seem upset."

You know the nonverbal signals. A clenched fist, a face full of frustration, a defiant stare. These and other clues signal an angry, frustrated student. At times, it is helpful to give students who seethe with anger an opportunity to vent.

When you can, talk to the student privately. Use Teacher Talk that communicates that you recognize and honor the student's feelings. With a gentle yet concerned tone, say, "Alec, you seem upset. I may or may not be picking up your feelings accurately, but I'm wondering if you�d like to talk about it."

Giving a person who is full of emotion an opportunity to share those feelings serves as a relief valve to release pressure before it explodes. Don't allow student emotion to boil over. Use your Teacher Talk skills to avoid an explosion by saying, "Brenda, I'm picking up some angry vibes from you. Maybe I've misinterpreted your feeling. Do you have something going on inside that you would like to share with me?"

CLICK HERE TO ORDER THE TEACHER TALK BOOK.


8. New Products

A.) Spirit Whisperer Contemplations

Do you have those down moments during the school day when you could use a shot in the arm, a new way of looking at things, a more positive attitude? Now you can get an uplifting message delivered daily to your e-mail inbox . . .180 days a year.

Spirit Whisperer Contemplations, inspiring and transformational messages, will help you create a fresh outlook and an emotionally healthy way of looking at your classroom, your students, and the educational process in general. And you'll get one every day of the school year. Spirit Whisperer Contemplations just like the ones you get once a month in this newsletter will come to you every day of the school year for 180 days. Once you sign up, your contemplations will begin arriving on May 2 and will be delivered to your e-mail account Monday through Friday until June 1. The Spirit Whisperer Contemplations will not be delivered over the summer or during a two-week holiday break at the end of December. Daily arrival of the Contemplations will resume the first week of September and continue until your 180 Contemplations are exhausted.

CLICK HERE TO ORDER THE SPIRIT WHISPERER CONTEMPLATIONS.

CLICK HERE (then click on Educator Materials) FOR MORE INFORMATION ON SPIRIT WHISPERER CONTEMPLATIONS.


B.) Winning the Whining Wars

A DVD presentation featuring Thomas Haller

Are you ready to put an end to your students' whining, lying, cussing, put-downs or other unwanted behavior? Do you feel like you've tried everything and are not sure what to do next? If so, this DVD is for you. In this presentation, Thomas provides practical tools that will help you stop the whining or other irritating, annoying, frustrating behaviors your students may be exhibiting. Learn effective interventions that teach them how to start living responsible, caring, confident lives.

DVD run time: 86 min. ($19.95)

Perfect for staff meetings.

CLICK HERE TO ORDER THE WINNING THE WHINING WARS DVD.

CLICK HERE (then click on Parent Materials) FOR MORE INFORMATION ON WINNING THE WHINING WARS DVD.


9. Did You Know?

A.) Sixty percent of high school dropouts eventually earn a high school credential, in most cases a GED. Almost half of those who earn secondary credentials enroll in two- or four-year colleges; however, less than ten percent of those who enroll in postsecondary education earn a degree.

B.) In one study, by Civic Enterprises, almost ninety percent of dropouts had passing grades when they left school. According to Johns Hopkins University researcher Robert Blum, forty-seven percent of dropouts left school because classes weren't interesting, and eighty-one percent called for "real-world" learning opportunities.

C.) Reese Haller, the youngest published fiction author in America, recently met with Michigan's governor, Jennifer Granholm. She named him the Michigan Ambassador for Reading and Writing to all the youth of Michigan. Way to go, Reese. Also, the popular Literacy Day program that Reese and Thomas Haller do for schools is booked up to the end of the school year. This incredibly popular program has several September and October dates booked already. Call now to make sure your school and students don't miss out this fall (989-686-5353).

D.) We have a new website designed to make it easier to contact us. At www.personalpowerpress.com you can order books, sign up for electronic courses, find out about our workshops and seminars, and glean information about our CDs and DVDs. Check it out.

E.) This probably won't surprise you. A study conducted by the McCormick Tribune museum found that less than one percent of Americans could identify the five protested rights in the First Amendment. However, more than half the people questioned could name more than two of the family members on The Simpsons.

F.) This one won't surprise you either. Students remember more of the advertising than they do the news stories on Channel One, a daily public affairs program shown in 12,000 U.S. schools. No wonder Channel One gives free televisions and satellite dishes to schools that show the program on ninety percent of school days.

--------------------------------------------------------------------------------

10.
Spread the Skills

WANTED: Interested teachers to become local facilitators of the Parent Talk System's Language of Response-Able Parenting model.

This is an important opportunity for you to spread the Parent Talk skills to the parents of your community, school, or church group. You could be the one, the influential person, who helps parents in your area learn effective verbal skills to use with their children.

Take a giant step toward helping the parents in your community. Become a skilled facilitator of the Parent Talk System by attending our July facilitator training. Join the growing number of people from around the world (USA, Mexico, Australia, Spain, Canada) who have learned how to help parents raise responsible, caring, confident children. We will help you learn to put the highly effective Parent Talk skills into the hands of parents in your church, school, or organization.

You will leave this three-day training with the skills and confidence to touch the hearts and minds of parents in your community!

Parent Talk System Training Schedule:
July 27-29, 2006
Dearborn, MI
Spring Arbor University

Facilitated by Chick Moorman and Judith Minton. Limited to 25 participants.

Act now and get the early bird discounted rate. CLICK HERE TO REGISTER.

FURTHER INFORMATION AVAILABLE ONLINE. CLICK HERE FOR A DETAILED BROCHURE OUTLINING THIS EXCITING OPPORTUNITY.


11. Schedule of Events

We would be honored to speak at your conference or staff development day on Achievement Motivation and Behavior Management or The 5 Voices of Classroom Discipline. Check us out at www.personalpowerpress.com.

April 22 - Aurora, IN
9:00 am - 10:00 am, Watch Your Language presented by Chick Moorman, SIEOC/Child Abuse and Neglect Conference, site undetermined, Aurora, IN. For information contact Tory Meinders at 1-800-755-8558 ext. 236 or e-mail torymeinders@yahoo.com.

April 22 - Aurora, IN
10:15 am - 1:15 pm, Concurrent sessions: The 10 Best/10 Worst Things to Say to a Child, Good Praise/Bad Praise, and Celebrate the Spirit Whisperers presented by Chick Moorman, SIEOC/Child Abuse and Neglect Conference, site undetermined, Aurora, IN. For information contact Tory Meinders at 1-800-755-8558 ext. 236 or e-mail torymeinders@yahoo.com.

April 24 - Bay City, MI
6:30 pm - 8:30 pm, Week 1 of 10 Commitments 4-week study course presented by Thomas Haller. Offered through the Bay City Public Schools Parent Involvement and Education Grant. Location to be announced. To register please contact Sue Murphy at 989-671-8180 or murphys@bcschools.net. (Class continues on May 1, 15, 22.)

April 25 - Bay City, MI
9:00 am - 11:00 am, Week 4 of 10 Commitments 4-week study course presented by Thomas Haller. Offered through the Bay City Public Schools Parent Involvement and Education Grant. Location to be announced. To register please contact Sue Murphy at 989-671-8180 or murphys@bcschools.net.

April 27 - Detroit, MI
9:00 am - 11:30 am, Secretary Appreciation Day, Taking Care of Yourself While You Take Care of Others presented by Chick Moorman, Archdiocese of Detroit, Sacred Heart Seminary, Detroit, MI. For information contact Beth Burns at 313-237-5776 or e-mail burns.elizabeth@aod.org.�

May 1 - Bay City, MI
6:30pm - 8:30pm, Week 2 of 10 Commitments 4-week study course presented by Thomas Haller. Offered through the Bay City Public Schools Parent Involvement and Education Grant. Location to be announced. To register please contact Sue Murphy at 989-671-8180 or murphys@bcschools.net.

May 8 - Bay City, MI
6:30 pm - 7:30 pm, Tips for Making Your Summer Vacation the Best Ever presented by Thomas Haller, MacGregor Elementary, Bay City, MI. Free to the public. To register, contact the school at 989-892-1558.

May 11 - St. Johns, MI
Afternoon, Peer Pressure presented by Chick Moorman, St. John's Middle School, St. Johns, MI. For information contact Bud Delavan at 989-227-4316.

May 11 - St. Johns, MI
7:00 pm - 9:00 pm, Parent Talk: Words That Empower, Words That Wound presented by Chick Moorman, St. John's Middle School, St. Johns, MI. For information contact Bud Delavan at 989-227-4316.

May 15 - Bay City, MI
6:30 pm - 8:30 pm, Week 3 of 10 Commitments 4-week study course presented by Thomas Haller. Offered through the Bay City Public Schools Parent Involvement and Education Grant. Location to be announced. To register please contact Sue Murphy at 989-671-8180 or murphys@bcschools.net.


Chick Moorman

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

CLICK HERE TO VISIT CHICK'S WEBSITE.


Thomas Haller

Contact Thomas at 989-686-5356 or e-mail him at thomas@thomashaller.com.

CLICK HERE TO VISIT THOMAS' WEBSITE.

Copyright 2006 Chick Moorman Seminars and Thomas Haller Seminars, all rights reserved. Share this with your circle.


• • • •

Subscribe Unsubscribe Preferences Send To A Friend
MyNewsLetterBuilder Link

report spam