The Response-Able Educator Newsletter
June 30, 2004
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Welcome! This is a free newsletter on becoming a Response-Able
teacher and developing Response-Able students.
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MISSION STATEMENT
My 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
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- Quote
- Facts
- Spirit Whisperer Contemplation
- Teacher Talk Tip
- Bumper Sticker
- Book Report
- Lessons We'd Learn if Dogs Were Teachers
- Article: Little Things Mean a Lot
- Training Opportunity
- Sister Publications
- Manage Your Subscription
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"There is no scientific evidence that paddling works.
There is only anecdotal evidence of people who say, 'I was
hit and I turned out all right.' The only benefit is immediate,
short-term behavior change. It doesn't teach anything except
might makes right."
----Jimmy Dunne
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Texas leads the nation in school paddlings. According to
the Center for Effective Discipline in Harris County, Ohio,
75,000 students were paddled in Texas in the year 2000.
Twenty-eight states have banned the practice of paddling in
public schools.
More than 50 percent of school districts have a policy that
allows paddling.
Southern states have the most incidents of corporal punishment.
Mississippi and Arkansas are ranked first and second in percentage
of students paddled. Texas is seventh.
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3. Spirit Whisperer Contemplation [back
to top]
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If your students were already who they were going to become,
why would they need to go to school?
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The Character Support Statement
Positive behavior needs to be reinforced. Many educators
and parents do that using evaluative praise: "You did
a good job on that," "Your effort was excellent."
An alternative to evaluative praise is the Character Support
Statement. This important
piece of Teacher Talk consists of two elements: a descriptive
comment and a character
connection. Examples follow:
"Bill, I noticed you ignored Carlos' teasing and returned
to work (descriptive comment). When you do that, you demonstrate
self-control" (character connection).
"Marlene, you have revised this report five times (descriptive
comment). This shows
determination and persistence on your part" (character
connection).
"I see, Latrell, that you shared the blocks with Latisha
(descriptive comment). You are learning about cooperation"
(character connection).
By using Character Support Statements instead of evaluative
praise, you leave room for the student to draw the conclusion.
You then allow the evaluation to come from the inside out
rather than attempting to take it from the outside and put
it in. Character Support Statements affirm what has been done
and reveal the character connection so students can make sense
of their behavior in terms of their developing characters.
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The Teacher Talk Seminar is currently one of our most requested
seminars. Skill-based and practical, this verbal skills training
offers teachers strategies they can put to use
immediately. Chick Moorman is currently booking summer and
back-to-school programs.
To reserve your date, contact Chick at ipp57@aol.com.
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Spotted on a blue Ford Focus in Chandler, AZ:
Driver carries no cash. Daughter goes to Xavier.
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Recently received email:
Hello Chick,
I was so impressed with the "Spirit Whisperers"
book that I bought another copy and donated it to my children's
school to share with the teachers. Actually, I left the book
in the teacher's lounge for them to browse through. I am hoping
they get inspired to purchase a copy for themselves.
Grateful Parent and Teacher
Hello Grateful,
I love your idea and hope it catches on around the nation.
The thought of thousands of "Spirit Whisperer" books
anonymously showing up in teachers' lounges throughout the
country sounds deliciously subversive to me.
Thanks,
Chick
To support this idea, I am offering anyone who buys a "Spirit
Whisperer" book in July or August a second copy at half
price so they can sneak one into their teachers' lounge. Call
877-360-1477 or email ipp57@aol.com
and ask for the Teachers' Lounge Special.
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7. Lessons We'd Learn If Dogs
Were Teachers [back
to top]
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Thrive on attention and let people touch you.
Avoid biting when a simple growl will do.
No matter how often you are scolded, don't buy into the guilt
thing and pout. Run right back and make friends.
On warm days, stop to lie on your back in the grass.
On hot days, drink lots of water and lie under a shady tree.
When you are happy, dance around and wag your entire body.
If what you want lies buried, dig until you find it.
When someone is having a bad day, be silent, sit close by,
and nuzzle that person gently.
Delight in the simple joy of a long walk.
Let others know when they have invaded your territory.
Take naps.
Stretch before rising.
Run, romp, and play daily.
Eat with gusto and enthusiasm. Stop when you have had enough.
Be loyal. Never pretend to be something you are not.
When loved ones come home, always run to greet them.
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8. Article: Little
Things Mean A Lot [back
to top]
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by Ellie Braun-Haley
Is it possible to alter the actions of school children? To
take the focus from bullying and
from reporting inconsequential tales that find fault?
Well, one young woman thought so, and she worked a year to
achieve this goal. Laurie
Braun, a concerned and caring mother — a woman with a lot
of imagination and the
determination to make a difference — became the mighty force
behind an avalanche of
kindness in a Canadian elementary school.
Laurie wanted to help the students to focus on positive actions
and words. After gaining the approval of the principal, she
developed and operated a program that would do just that.
She set about to inspire and motivate hundreds of children
to file reports on one another for their kind gestures, no
matter how small the deed.
"The interesting thing about it all," said Laurie,
"is that it truly was the little things that they all
began noticing."
She picked up two reports at random and read them:
"When I was by myself, Jeffrey sat on the swing with
me."
"I slipped and cut myself on the ice, and Sara sat with
me."
These and other similar reports handed in by the school children
eventually soared from the hundreds to well over the thousand
mark.
"The children revealed a lot about what their concerns
are during these early school years. I saw a noticeable pattern
regarding the reports," said Laurie. "They (the
children) spoke a lot about their appreciation for being included,
their appreciation for having someone to play with, and their
relief and appreciation when another student comforted them
after a spill."
The response was magnificent; student participation increased
weekly. In fact, the load
of volunteer work for this one parent increased by leaps and
bounds. Students filed sixty
reports of kindness in one week alone.
"It became a challenge," said Laurie, "to
fit everything on the bulletin board and to keep it sparkling
and colorful. I think the kids loved the glitter of the displays
the most!"
Ms. Braun devoted well over 170 hours working both at home
and at the school to prepare materials and build weekly displays
to keep the children interested.
As time went by, the elementary school began to change conspicuously.
Kids were sharing lunches and opening doors for one another.
Kindness thrived!
Even the crossing guard at the crosswalk was reported for
her acts of kindness. "The
wonderful thing about this," commented Laurie, "was
that the report was put in by a youngster who was so shy he
had never even spoken to the crossing guard, although the
guard had spoken words of encouragement to this one particular
youngster many times."
A child who had a reputation of being arrogant was suddenly
helping another clean out her desk. One lonely child reported
of a classmate, "When I needed a friend to play with,
she was there."
The number of reports went up weekly, but not just as ordinary
reports. Over the weekend, the innovative and artistically
inclined Laurie chose a theme so that every single report
was set on special paper, highlighted with sparkling glitter.
One week she placed the names of the youngsters on lightning
bolts, another week every report was done on teddy bears,
and yet another time reports appeared on little T-shirts,
all hanging on a clothesline.
The bulletin board was so eye-catching that it drew crowds.
Soon parents, teachers, and other staff were gathering around
to take in the theme and designs for each new week.
When the school year drew to a close, Laurie took each and
every "good deed" report filled in by students and
teachers and attached them to one long continuous roll of
paper. Once posted, this was to be the final reminder to all
that little things do make a difference.
She chose a time when only teachers were at the school, and
she and her young daughter literally wrapped the school walls
with over a thousand kindness reports.
What was it that motivated this woman? She said, "It
all came about because I could see that some of the younger
children in the elementary school were worried over bullying.
Some concentrated too much energy on reporting the wrong choices
of others. I was looking for something to counteract this
when I came up with the idea of reporting one another's acts
of kindness. I sincerely believed, and still do, that an act
of kindness should receive ten times the attention given to
a deed that comes about because of wrong choices. I wanted
my program to encourage both students and adults to focus
on the positive, on what is appreciated — not what is annoying
or hurtful."
The program also had some unforeseen side benefits. The reports
often indicated when
problems were at hand, and Ms. Braun was able to alert the
school authorities.
"I noticed one week that many of the reports spoke of
various individuals being helped up after falling on the ice.
I contacted the school, and they were able to alleviate the
ice problem."
On the final day of the school year, Laurie asked the principal
if the children could leave their classrooms and walk about
to view the huge accumulated list of their good deeds and
thoughtfulness. Students were told that any reports that featured
their names could be taken home as souvenirs. Laurie watched
as the excited students gathered around the reports, first
reading them, then commenting and remembering, and finally
reaching to retrieve the reports to take them home as mementos.
"I watched those youngsters that day and felt so proud
of their accomplishments. I thought, Look at the huge amount
of kindness you all gave to one another. You all noticed even
the smallest of gestures, and you have made such a difference
in the lives of one another."
Choked with emotion, Laurie shed tears and felt an overwhelming
warmth of pleasure for the success of her quest.
Is it possible to alter the actions of school children? To
take the focus from bullying and
fault finding?
One woman proved that anything is possible when you follow
your instincts and your dreams.
(As seen at Heartwarmers.com)
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Ellie lives in Alberta, Canada, and wrote this story about
her middle child. She says, "I've always been amazed
at Laurie, at her resilience and her determination. I'm proud
of her for her willingness to share with others and for the
care she demonstrates toward family, friends, and even strangers."
Ellie has a number of stories and books published and is the
author of "A Little Door A Little Light," a book
she was challenged to write following the death of her 17-year-old
son Jason. Ellie presents talks on the material from the book,
hoping to help ease the pain of others due to a death. You
can reach her at ms.ellie@eaglecreek.org
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Chick Moorman is available to keynote your back-to-school
inservice day, fall staff development meeting, conference,
or recognition dinner with "Celebrate the Spirit Whisperers."
Contact him at ipp57@aol.com or call (toll-free) 877-360-1477.
Full-day seminars include the following topics: "Teaching
for Respect and Responsibility" and "Achievement
Motivation and Behavior Management."
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9. Training Opportunity
[back to top]
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There is still time and space available to take advantage
of this exciting training opportunity.
WANTED: Training facilitators to learn the Parent Talk System's
Language of
Response-Able Parenting model.
GOAL: To help parents learn effective verbal skills to use
with their children.
Take a giant step toward helping the parents in your school.
Become a skilled facilitator of the Parent Talk System by
attending our summer facilitator training. Join the growing
number of people from around the world (USA, Mexico, Spain,
Australia) 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 school, church, 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 Details:
July 29, 30, 31
Dearborn , MI
Spring Arbor University Campus
Facilitated by Chick Moorman and Judith Minton
Limited to 25 participants. Graduate credit
available.
To request a detailed brochure, email
ipp57@aol.com. (Be sure to include your mailing address.)
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10. Sister Publications [back
to top]
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Are you receiving our two sister publications, The Response-Able
Parenting Newsletter and our Couple Talk Newsletter? If not,
and if you would like to receive them, email ipp57@aol.com
and tell us which one you would like to receive.
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11. Manage Your Subscription
[back to top]
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E.) Please recommend this free e-newsletter to any teachers
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Be sure to let us know your old e-mail address so we can unsubscribe
it.
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To find out more about books, tapes, and materials by Chick
Moorman, contact him at (toll-free) 877-360-1477 or on the
web at www.chickmoorman.com.
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Subscriber comments, ideas, and concerns are valued. Email
your
comment to IPP57@aol.com
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trade, or exchange your email address, ever. It is safe with
us. Always!
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To find out more about workshops, seminars, and keynote
addresses presented by Chick Moorman contact him at toll free,
877/360-1477 or on the web at www.chickmoorman.com.
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