As always there is so much wisdom in each chapter it is hard to isolate only a few to focus on in my posts. (I will give it a try)
Chapter 9: Ten Days Out of Ten! This sounds simple but in reality can be very difficult to live out day to day. Especially on those days when it seems everything is going against you and you have your own personal rain cloud following you around. When that happens I think I will take TW words as a challenge to exchange that cloud with sunshine since, as we have already learned we are the ONE variable that we can control!
Chapter 10: This chapter was one that caused me to examine and reflect on the power of our influence as educators. When I (the variable) don't filter my response the repercussions can have a ripple effect that can go on for days or even years. It made me think about that old saying, "Think before you speak."
"Great teachers consistently filter out the negatives that don't matter and share a positive attitude."
What would our school look like if we ALL did this Ten days Out of Ten?
Tuesday, June 28, 2016
Monday, June 20, 2016
Hello Summer Bloggers, sorry I am late starting our chapter 7 & 8 POST. I am in Missouri on vacation but I did not forget everyone. Right from the start the titles of chapters 7 & 8 really catch our attention. Who is the Variable and Focus on Students First.
As always TW is asking those tough questions that require me to reflect and examine myself, "When we center on our own behavior, we feel empowered to make a difference." And "Accepting responsibility is an essential difference between more effective and less effective employers, teachers, principals-even parents."
I must admit that there are those times when I am in the midst of dealing with difficult parents, students, and even current legislation and mandates that I can lose my focus. I can be drawn into the external forces that cause the stress and the anxiety when I need to remain focused on the ONE variable I can control and that is myself and how I respond to those situations. Next year when I find myself losing that focus amidst a storm I am going to remind myself to ask, "Who is the Variable?" (And then do something about it by changing myself, my approach, my strategy ect.)
Chapter 8 chargers teachers with the task of truly putting students first, being positive, encouraging, supporting, and remembering why we chose education in the first place.
I LOVE THIS BOOK! (Even reading it for a third time) :o)
As always TW is asking those tough questions that require me to reflect and examine myself, "When we center on our own behavior, we feel empowered to make a difference." And "Accepting responsibility is an essential difference between more effective and less effective employers, teachers, principals-even parents."
I must admit that there are those times when I am in the midst of dealing with difficult parents, students, and even current legislation and mandates that I can lose my focus. I can be drawn into the external forces that cause the stress and the anxiety when I need to remain focused on the ONE variable I can control and that is myself and how I respond to those situations. Next year when I find myself losing that focus amidst a storm I am going to remind myself to ask, "Who is the Variable?" (And then do something about it by changing myself, my approach, my strategy ect.)
Chapter 8 chargers teachers with the task of truly putting students first, being positive, encouraging, supporting, and remembering why we chose education in the first place.
I LOVE THIS BOOK! (Even reading it for a third time) :o)
Sunday, June 12, 2016
Week 3
TW, " We all know we can't change what has already happened. What's the point of directing our energy there? Let's work instead to prevent the misbehavior from happening again." There is so much wisdom in those three sentences. In my experience a consequence given to a student due to poor behavior has to be paired with building trust, looking past the behavior and seeking the motive/reason behind the students actions. Doing this takes time and requires me to treat the student with respect regardless of the behavior that landed them in trouble in the first place. I would like to say that I have always followed this truth but there have been times when I focused more on the "WHAT" they did not the "WHY". Building relationships /trust with your students and yes that means administration with students as well is one of the most important things we can do to focus more on prevention.
TW, " We all know we can't change what has already happened. What's the point of directing our energy there? Let's work instead to prevent the misbehavior from happening again." There is so much wisdom in those three sentences. In my experience a consequence given to a student due to poor behavior has to be paired with building trust, looking past the behavior and seeking the motive/reason behind the students actions. Doing this takes time and requires me to treat the student with respect regardless of the behavior that landed them in trouble in the first place. I would like to say that I have always followed this truth but there have been times when I focused more on the "WHAT" they did not the "WHY". Building relationships /trust with your students and yes that means administration with students as well is one of the most important things we can do to focus more on prevention.
Friday, June 3, 2016
Week 2 (Started a little early)
Chapter 3 is FULL of so many things to think about and consider. I will just share my favorite Quote:
"Great teachers expect good behavior, and generally that's what they get."
**I may have to try the "I do not want to hear a single peep" in the next faculty meeting just to see who will "PEEP" first! :o)
Chapter 3 is FULL of so many things to think about and consider. I will just share my favorite Quote:
"Great teachers expect good behavior, and generally that's what they get."
**I may have to try the "I do not want to hear a single peep" in the next faculty meeting just to see who will "PEEP" first! :o)
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