Response-Able Educator Newsletter #68

January 3, 2008

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.

In This Issue

1. Quote
2. Spirit Whisperer Contemplation
3. Bumper Sticker
4. Humor
5. Article: The Energy Releaser
6. Schedule

1. Quote

"Most children can't wait to start kindergarten and approach the beginning of school with awe and anticipation. Kindergartners often talk passionately about what they learn and do in school. Unfortunately, the current emphasis on standardized testing and rote learning encroaches upon many students' joy. In their zeal to raise test scores, too many policymakers wrongly assume that students who are laughing, interacting in groups, or being creative with art, music, or dance are not doing real academic work. The result is that some teachers feel pressure to preside over more sedate classrooms with students on the same page in the same book, sitting in straight rows, facing straight ahead."

Judy Willis
Educational Leadership, Summer 2007, Volume 64

2. Spirit Whisperer Contemplation

Who can you support today in helping their dreams come true? A student? A parent? A colleague? By helping them believe in their dream, you just might be helping yourself believe in yours.


3. Bumper Sticker

Noticed on a black Ford truck in Tulum, Mexico:

God Bless Everyone.
No Exceptions!

4. Humor

Teacher: Now, Sam, tell me frankly, do you say prayers before eating?

Student: No sir. I don't have to. My mom is a good cook.

5. Article: The Energy Releaser

By Chick Moorman and Thomas Haller

Anthony Walker teaches sixth grade in Georgia's Clayton County Public Schools. This year, one of his sixth-grade students showed up with a first-grade reading level, low energy, and not much evidence that would lead one to predict a successful school experience for the forthcoming year. Not much, that is, except a former special education teacher who was prepared to handle such situations.

Sammy, the low ability sixth-grader, had somehow slipped through the cracks. He had made it all the way to sixth grade without receiving special education or other intervention services. By sixth grade Sammy exhibited a variety of avoidance behaviors. He became frustrated and gave up easily. He often whined, "I can't do it," and "I don't get it." He hesitated to take risks such as participating in class or answering questions. He refused to read aloud. He often sat in his seat staring out the window. His energy level was low.

Mr. Walker found Sammy's frustration with school frustrating himself. It's not easy trying to motivate a student who is five years behind in reading. Nor is it easy finding appropriate reading materials or designing ability-driven assignments every day.

After accepting his own frustrations and moving beyond them, Mr. Walker began to empathize with Sammy. He came to understand on a gut level that Sammy had not put himself in the present situation but that somewhere, somehow, he had been neglected. He began to view Sammy as deprived rather than as unmotivated.

Mr. Walker, like most Spirit Whisperers, knows there is a source of energy inside every one of us that we can draw on. He also knew that Sammy's energy was shut off so that he was unable or unwilling to call it forth. Sammy was blocking his own inner energy source by closing his heart, sealing his mind, and retreating inwardly into self-restriction. Mr. Walker's first goal became getting Sammy to stop hiding in the darkness within him. To do that he needed to get the energy unblocked and flowing so that Sammy's true spirit could surface.

"My first response at this point to get Sammy's energy flowing was to help him be successful by first appearing successful," Mr. Walker explained. "I told him that I wanted him to look good in front of his peers and that I had a plan that could make that happen. He was intrigued. I then explained my hand-raising plan to him."

The hand-raising plan was a simple construct with profound implications. Mr. Walker informed Sammy that he wanted him to raise his hand in class no matter what question was asked. With Sammy raising his hand so frequently, his peers would see him participating in the class and begin to view him in more positive ways. What the rest of the class didn't know is that Sammy and his teacher had made a special deal.

"I told him to raise his right hand only if he knew the answer and his left hand if he did not," Mr. Walker explained. "I told him I would only call on him if he knew the answer (right hand raised). If his left hand was raised I called on other students and he heard their answers. Sammy immediately began to show more energy in class. Just the act of raising his hand many times a day got him more involved."

Mr. Walker did not stop with the hand-raising deal. "I also worked out some hand signals for multiple choice questions so that I would occasionally give him a correct answer. I explained to him that I would not give him all the answers and that he would have to begin to pull himself out of his situation by pushing himself to learn how to read." The prime-the-pump strategy of providing occasional answers also encouraged Sammy to release more of his own energy.

As Sammy activated his own energy from within, he became more easily motivated from the outside as well. With his energy flowing more freely, he became more open to receive the energy of others and entered more fully into the pace and flow of the classroom. Arrangements were made through the school counselor to get Sammy some tutoring in reading, further uplifting his spirit and his ability to read.

Small actions taken by one concerned teacher helped this student activate his inner energy. As Sammy began to look better in front of his peers and found someone willing to help him with his predicament, he became more internally motivated.

Sammy still has a long way to go, but he is on his way to full energy and increased productivity and vitalization. Asked to reflect on the whole experience, Mr. Walker said, "This has been a life-changing experience for me, and I hope for him."

Without a doubt, Mr. Walker. Without a doubt!

Chick Moorman and Thomas Haller are the authors of The Only Three Discipline Strategies You Will Ever Need: Essential Tools for Busy Parents. 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 to obtain more information about how they can help you or your group meet your professional staff development needs, visit their website today:

6. Schedule

Jan. 7 - Columbus, GA
8:30 am - 3:30 pm, Motivating the Unmotivated presented by Chick Moorman, Davis Elementary School, 1822 Shepherd Drive, Columbus, GA.

Jan. 14 - Allentown, PA
Motivating the Unmotivated: Practical Strategies for Teaching the Hard-to-Reach Students presented by Chick Moorman, Allentown, PA, Bureau of Educational Research. For information call 1-800-735-3503.

Jan. 15 - Newark, NJ
Motivating the Unmotivated: Practical Strategies for Teaching the Hard-to-Reach Students presented by Chick Moorman, Newark, NJ, Bureau of Educational Research. For information call 1-800-735-3503.

Jan. 16 - New Brunswick, NJ
Motivating the Unmotivated: Practical Strategies for Teaching the Hard-to-Reach Students presented by Chick Moorman, New Brunswick, NJ, Bureau of Educational Research. For information call 1-800-735-3503.

Jan. 17 - Long Island, NY
Motivating the Unmotivated: Practical Strategies for Teaching the Hard-to-Reach Students presented by Chick Moorman, Long Island, NY, Bureau of Educational Research. For information call 1-800-735-3503.

Jan. 18 - Ithaca, MI
Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, North Elementary School, Ithaca, MI.

Jan. 22 - Santa Barbara, CA
Educator in Residence presented by Chick Moorman, Crane Country Day School, Santa Barbara, CA. For information email Joel Weiss at

Jan. 24 - 26 - Grand Rapids, MI
8:30 am - 4:00 pm, The Parent Talk System Training of Trainers presented by Chick Moorman, Spring Arbor University, Grand Rapids, MI. For information contact Chick Moorman at 1-877-360-1477 (toll-free) or email him at

Jan. 25 - Grayling, MI
Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Grayling Elementary School, Grayling, MI.

Jan. 26 - Farmington Hills, MI
Concurrent Sessions including The Only Three Discipline Strategies You Will Ever Need presented by Thomas Haller, Midwestern Fathers Conference, North Farmington High School, Farmington Hills, MI. For information email

Jan. 31 - Okemos, MI
6:30 pm - 9:00 pm, Parent Talk: Words That Empower, Words That Wound presented by Chick Moorman, Okemos Public School, Chippewa Middle School, Okemos, MI. For information contact John Zappala at


Copyright 2008 Chick Moorman Seminars and Thomas Haller Seminars, all rights reserved. Share this with your circle.

Phoenix-Scottsdale Area

Chick Moorman will be in the Phoenix-Scottsdale, AZ area the week of February 17-24. A 50% discount on speaking fees and no travel expenses is available to the first two schools to book a parent evening during that week.

Entertaining two-hour skill sessions are available in these topic areas:

* Parent Talk: Words That Empower, Words That Wound
* The Only Three Discipline Strategies You Will Ever Need
* Parenting with Purpose: Raising Responsible Children

Call today to receive this incredible discount. 877-360-1477


Product of the Month

Our Classroom: We Can Learn Together

by Chick Moorman and Dee Dishon

Hardcover book, 215 pages ($19.95)

This book will help K-6 teachers create a classroom environment where discipline problems are less likely to occur and where students are less likely to activate the new three Rs -- Resistance, Reluctance, and Resentment. It will show you how to build an atmosphere of togetherness that focuses on strategies that foster cooperation, interdependence, and mutual respect.


Featured Workshop

Motivating the Unmotivated

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.

  • Dramatically decrease the number of students who choose to underachieve by learning how to manage your classroom and your own mind to positively impact your “at risk” students.

The Parent Talk System - Training of Trainers

January 24 - 26, 2008
Spring Arbor University
1550 E. Beltline
SE Grand Rapids, MI


Coming Attraction

Teaching the Attraction PrincipleTM to Children

by Thomas Haller and Chick Moorman

Coming in February 2008!

Maybe you haven't heard about it, read about it, or figured it out yet, but there is a powerful principle at work in your teaching life. The Attraction Principle is helping you create your own classroom reality. Soon, with this exciting book, you can teach the Attraction Principle to your students.

Chick Moorman

Contact Chick at 1-877-360-1477 or e-mail him at


Thomas Haller

Contact Thomas at 989-686-5356 or e-mail him at




Personal Power Press

• • • •

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

report spam