Response-Able Educator Newsletter #69

February 18, 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.

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In This Issue

1. Quote
2. Spirit Whisperer Contemplation
3. Bumper Sticker
4. Sign of the Times
5. Article: Silent Mentoring
6. Teacher Talk Tip

1. Quote

"I do not teach children. I give them joy."

Isadora Duncan

2. Spirit Whisperer Contemplation

Why not take your inner child to school today? How would it change your day? How would it change your teaching?


3. Bumper Sticker

Noticed on a silver Toyota on Long Island, NY:

Save Trees

Don’t Do Homework

4. Sign of the Times

A.)   Observed in a middle school staff lounge:

      Classroom control is like controlling a fire. Catch it early for
 best results.

B.)    Seen on a T-shirt in a suburban middle school:

      Just be happy I’m not a twin.

C.)   Noticed in an elementary school cafeteria:

      Save a place in line for your friends.

5. Article: Silent Mentoring

By Chick Moorman and Thomas Haller

"Hello, Jasmine," Mrs. Roberts said as she passed the thirteen-year-old middle-schooler in the hall between classes. Deliberate and sustained eye contact accompanied the simple greeting. Jasmine nodded, and both student and educator continued on their way toward separate destinations.

The scenario described above appears to be a typical exchange between a teacher and her student, the kind of thing that occurs routinely in any middle school, on any day, in any part of the world. But, in reality, it is far from typical. Mrs. Johnson does not have Jasmine as a student, and the greeting was planned deliberately, with specific intention. It is part of a much larger effort called silent mentoring.

Silent Mentoring is a program currently being implemented in many schools in which there is concern about students who do not appear to be connected. These isolates have few friends and spend much time alone. They eat by themselves, study by themselves, and walk the halls by themselves. They seem to be on the outside looking in and are never really part of the action. Silent mentoring is an effort by professional educators to reach out to these students and connect with them. Students are identified as candidates for this program based on observations made by teachers, administrators, and counselors. The students are not told they have been selected. They are matched with a volunteer educator, one who does not currently have the student in class. Not every teacher in these schools participates. 

Once the educator and student are matched up, the educators are expected to make three reach-out efforts a week. Reach-out strategies can include morning greetings, asking the student how he or she liked the assembly, or commenting on the book he or she selected in the media center. Other strategies that are detailed in the silent mentoring handbook include:

A.     Sending "I noticed" statements

"I noticed you like to wear red."
"I noticed you read a lot of sports books."
"I noticed you got here a little late this morning."

"I noticed" is not designed to evaluate, as in "I noticed you did a good job." It is intended to deliver an important message: "I see you. You are not invisible here."

B.      Touching with your eyes

Use sustained eye contact. Eyes say, "I care about you. You are important to me."

C.     Engaging in proximity behavior

This strategic-placement move puts you in the proximity of the student you wish to influence. Purposefully be in the vicinity of that student more than you normally would. Making a conscious effort to be around him or her shows interest and concern. And this happens simply by your presence.

D.     Smiling

Do this with intentionality. Be genuine and sincere.

E.      Using names

The sweetest sound in any language is the sound of your own name.

"Good morning, Juan."
"Melinda, you look like you’re in a hurry."
"Is this seat taken, Tevi?"

Silent mentoring takes its name from the fact that no formal announcements are made that the event is happening. There is no structured time in which it has to occur. No newspaper articles are written. No sound bites are delivered. The entire process is pretty much a secret.

Silent mentoring happens best and has the biggest impact when students least expect it. That's why students are not assigned to their regular teacher. If the reach-out program is implemented in the classroom, students often think you are doing it because it’s your job. After all, you are their teacher. You are being paid to like them. Reach out in the hall, in the lunchroom, and at the basketball game. Do it if you run into the student downtown or in the mall. 

Do not require students to respond. You might say hello and get nothing back. Eye contact and smiles may not be returned. Keep reaching out anyway. You are touching this student on some level, whether you see the results or not.

Do you know an isolated student who feels that no one likes them? Do you see someone who doesn't seem to fit in or belong? Are you aware of someone who needs some connectedness in their life? Do you know that before relationships in general can improve for this student he or she has to develop a relationship with someone and realize that someone likes them? Guess who has the best chance of becoming that person for this student.

Why not become a silent mentor? 

Thomas Haller and Chick Moorman are the authors 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. 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. Teacher Talk Tip

"Please make a BE choice."

Students can't always control what they "do" in your classroom. You decide if they are to work cooperatively or independently. You decide whether they are to do a one- or two-page report. You decide if they work on fractions or long division. You decide when time is up.

Although you often decide what they will do, students always decide how they will "be" when they do what they do. A "be" choice is always under their control. They choose how they will "be" during the assembly, while working on math, or doing a science project with a partner.

"Please make a 'be' choice" is Teacher Talk that helps students stay conscious of the fact that they are choosing how to "be." A third-grade teacher announced, "We're getting ready to see an art demonstration by Jenny's father, Mr. Hanson. Please make a 'be' choice for how you want to be during his talk. Pick from the list on the board. We'll talk about the results of your 'be' choice after he leaves." The list included: friendly, interested, helpful, respectful, polite, alert.

Being gives birth to doing. If a student learns to be friendly, friendly acts follow. If a child chooses to be helpful, helpful acts flow from that decision. Add "Please make a 'be' choice" to your Teacher Talk repertoire and help your students access a piece of their personal power.



Feb. 29 – Grand Blanc, MI
Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Grand Blanc Schools, Grand Blanc, MI.

Feb. 29 – Philadelphia, PA
8:00 pm - 9:30 pm, Keynote presented by Chick Moorman, Montessori Speaker Event, Chestnut Hill College, Montessori Teacher Education Program, Philadelphia, PA. For information contact Michelle Carr, Montessori Director CHC at 215-248-7123 or email

March 1- Brighton, MI
2:00 pm - 4:00 pm, Transformational Parenting presented by Chick Moorman, Maple Tree Montessori Academy, Brighton, MI. For information contact Sue Cherry at 810-225-8321 or email

March 3 – Clinton Township, MI
Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Ottawa Elementary School, Clinton Township, MI.

March 3 – Clinton Township, MI
P.M. Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Huron Elementary School, Clinton Township, MI.

March 4 – Macomb, MI
A.M. Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Shawnee Elementary School, Macomb, MI.

March 4 – Macomb, MI
P.M. Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Sequoyah Elementary School, Macomb, MI.

March 5 – Macomb, MI
A.M. Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Fox Elementary School, Macomb, MI.

March 5 – Macomb Township, MI
P.M. Catching the Writing Bug Literacy Day presented by Reese and Thomas Haller, Mohawk Elementary School, Macomb Township, MI.

March 5 – Farmington Hills, MI
6:15 pm - 8:15 pm pm, Parent Talk: Words That Empower, Words That Wound presented by Chick Moorman, Farmington Hills, William Grace Elementary, Farmington Hills, MI. For information contact Pam Green at 248-489-3747 or email

March 8 – Livonia, MI
Concurrent Sessions, Turning Your Daughter into a Solution Seeker and Developing an Attitude of Gratitude presented by Chick Moorman and Thomas Haller, Schoolcraft College, Girls Matter Conference. For more information contact Kimber Bishop-Yankee at

Product of the Month

Teaching the Attraction PrincipleTM to Children, by Thomas Haller and Chick Moorman

Coming Any Day Now!

We know that millions of people are currently using the Attraction Principle to produce their ideal mate, create a meaningful job, build wealth, and attract health for themselves. Few are purposefully teaching this valuable and life-changing concept to their students. This phenomenon occurs not because teachers do not want to teach the Attraction Principle to students. It occurs because they do not know how.

Teaching the Attraction Principle™  to Children contains practical strategies for parents and teachers to help them and their children put this significant principle to use immediately.

You can order Teaching the Attraction Principle™ to Children today and save. This hardback book has a retail value of $24.95 and is currently being offered in our prepublication sale package for a whopping 20 percent discount.  Pay only $19.95 today and we will throw in the postage.  That’s right, free postage and a 20 percent discount if you act now.  (Postage offer good in USA only.)

This offer ends March 1, 2008, so order today.


Featured Workshop

Teaching Respect and Responsibility

Do you notice disrespectful, unself-responsible behaviors in students at your school? Are you hearing an increase in put-downs, sarcastic remarks, and rude suggestions? Have you seen students acting, talking, and thinking like victims, without taking responsibility for their own behavior?

If so, this seminar is for you and your staff!

Respect and responsibility don’t just happen. They don’t happen by luck or magic or because you put a few character-education posters in the hall and held an assembly to pass out awards to students of the month. Respect and responsibility only occur in schools where the entire staff sets out to create them with intentionality, skill, and a unified attitude.

At this seminar your staff will learn to create a classroom atmosphere that models and invites respect and responsibility. Included are techniques for defining, teaching and debriefing respect issues so that students internalize the concepts. Skills to encourage self-responsibility and respond effectively to counter-productive behaviors are also included to help teachers react confidently.

This practical, skill-based workshop will give you the tools you need to immediately get your students choosing responsible, respectful behaviors.

To schedule this practical and stimulating workshop for your staff, call 877-360-1477 or e-mail 

Coming Attraction

Teaching the Attraction Principle™ to Children

With Thomas Haller and Chick Moorman together again.

Ann Arbor, Michigan
May 17, 2008

This will be an exciting adventure for educators and parents alike as Thomas and Chick present the concepts of their new book in workshop form. Mark your calendars now.

More information coming soon. Watch this space.

The Parent Talk System - Training of Trainers

July 31 - Aug. 2
Spring Arbor University
19855 West Outer Drive
Suite 300 E
Dearborn, MI 48124


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


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

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