"I guess I need to train harder", "That was an extremely hard obstacle, but I enjoyed the challenge", "I guess I need to work on my grip strength", "My balance just wasn't what it needed to be so I will work harder in the gym", "The course gets harder every year so I need to train harder."
Those are just a few examples but almost all of the competitors said something similar. Can you tell what is the same?
They all took responsibility and put the burden on themselves. Not one said, that obstacle wasn't fair, or if my finger wasn't injured I could have make it across ect... I never hear any excuses and I never hear any blame not even those competitors who were competing with a disability.
For some reason as I watched all I could think about was how many times I make excuses or look to place blame in situations that I feel I have not be successful in or have failed. Many of those who compete have trained for years and then maybe their foot slips on the first obstacle and they say things like, "I guess I need to train harder."
I want to be that type of person who enjoys the challenge, who takes responsibility for failure and then vows to TRAIN HARDER every year!
Me too! What hit me the most from chapter 15 is treating everyone as if they were good and being uncomfortable will cause change. The way we approach a situation makes all the difference in the world! Chapter 16 really brings home the need to develop those positive relationships with each student so that we can empathize and understand why they are the way they are. Then we can model expected behaviors because our modeling may be the first time the student has ever been exposed to such expectations. TW has an amazing ability to hit the nail on the head every time.
ReplyDeleteI strongly believe that we should develop a positive relationship with each student. This will allow teachers to learn about each student so the teacher knows how to effectively communicate with them. A positive relationship with each student will develop trust and positive behaviors from them. Both the teacher and student will benefit from developing a positive relationship.
DeleteTrying to understand where each of our students is coming from can be a difficult task. "Most teachers come to realize that students bring the world into their classrooms." The diversity of our classrooms can make teaching/behavior management challenging at times. I may not understand where the student is coming from, but that doesn't have to prevent me from showing empathy and understanding. Positive relationships are definitely key!
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DeleteGreat analogy relating the ANW when one Ninja would miss their goal. They never blamed anyone for their failures but always say they need to train harder.
DeletePositive relationships are so important! We do need our students to feel they can trust us. We must focus on teaching "people skills" also. I see great teachers doing this every day at our school!
DeleteIf students are unable to trust us then we have created a barrier that not only effects students socially but it also effects them academically as well.
DeleteIf students are unable to trust us then we have created a barrier that not only effects students socially but it also effects them academically as well.
DeleteChapter 15 Reflection: #comfortable #uncomfortable This chapter really makes perfect sense. We get caught up in the stresses of the day and fail to remember the importance of asking this question, “Who is most comfortable?” Granted, there are times when the best teachers need to be pushed out of their comfort zones in order to grow, but TW highlights a very important point that we should all take into consideration. Making our best students, staff, and parents feel uncomfortable can make or break an atmosphere or relationship in a heartbeat. We want to keep our BEST comfortable while pushing to make our least effective to the point of change by allowing them to feel uncomfortable. This doesn’t always mean addressing each situation individually with least effective people. TW states that this can be reinforcing the good behavior by treating everyone as if they are good. We should always ask ourselves, “How will our best feel as a result of our decisions?”
ReplyDeleteIt’s human nature and a natural tendency to treat our best as if they are good and have no bad intentions, while on the other hand, we tend to jump to immediately accusing or jumping to conclusions based on past behaviors of our least effective. It’s definitely more challenging to treat everyone as if they are good, but TW proves in Chapter 15 that this strategy is very effective and yields positive results. TW also states that “it is part of our job as teachers to teach people appropriate ways to behave, not just help them refine the inappropriate skills they already have in abundance.” This involves self reflection first. If we seek input from the BEST of the BEST we are more likely to make the right choices. ~Holly Engberg, LES, 5th grade
Chapter 16 Reflection: #putyourselfintheirposition TW states that this is the key to connecting and working effectively with every group of students. Because students bring the world into our classrooms, we must embrace these challenges and work to see the world the way each student does. We teach more than academics. We also “give equal weight to teaching ‘people skills’. We must work to shape the good neighbors, responsible citizens, and capable parents of tomorrow.” We must model the behavior we expect!
ReplyDeleteBefore we begin to understand others and put ourselves in their position, we must have our own self-awareness. We must recognize our own strengths and weaknesses and make them known. We know that we are not perfect. Effective people monitor their actions and reflect on their behavior and performance.
We can’t control the actions and choices of others, but we can work on improving ourselves. This starts with taking care of our bodies. Do we need a snack, hydration, exercise? If our basic needs are met, we can then work to meet the needs of others.
If we put ourselves in our students’ situations, we can connect more effectively and work to understand what we do not. My goal is to “aim to be the teacher I want my own children to have!” ~Holly Engberg, LES, 5th grade
Chapter 16 is a chapter that I can actually relate to personally. Growing up I had a severe speech impediment that required me to receive services. My 6th grade teacher began working with me because she recognized the sign NOT the label that had been put on me. I had a label placed on me at a very young age - poor, parents will not be able to help so let's just get her to the next grade. But, as TW describes what great teachers do differently, my teacher, Mrs. Mallett, put herself in my shoes. As she began working with me she soon realized that I had hearing loss in both ears. She immediately became that great teacher TW describes in Chapter 18:"Effective teachers have a strong core of beliefs-principals that guide their decisions, touchstones that help them distinguish right from wrong, goals, that define their vision for the school year." Mrs. Mallet showed me and the rest of my classmates that it was "cool to care" for others.
DeleteNow that I am in my 23 1/2 yr of teaching, there are times that I still refer to my 6th grade Reading teacher who put herself in my shoes and helped me succeed. She cared! Because of the great teacher she was, I eventually received hearing aids and intensive speech therapy and very quickly moved out of the bottom reading group to the top group all because ONE teacher chose to care!
Wow, Angela! Thank you for sharing that!
DeleteThat is amazing! And you had to go all the to 6th grade before you found that teacher - it should have been so much earlier. (Thank goodness you found her, though!)
DeleteAngela, thanks for sharing your story! It really shows how we as teachers can touch a student's life forever!
DeleteThank you for sharing your post! This is so encouraging as we all start a new year with new students that we need to show that it is "cool to care."
DeleteHolly, I agree with you as well. Sometimes we do forget that we need to work on improving ourselves. TW says by doing so we can "get out of our own way." My goal also is to "aim to be the teacher I would want my own children to have." 😊
ReplyDeleteMichelle, I loved that statement at the end of Chapter 16 as well:) It really brings a personal mindset to how we handle and treat our students on a day to day basis.
DeleteIt is very important to remember to make those who do right feel comfortable. This is great advice for working with co-workers, parents, and students. I also liked the points made about modeling the behavior you want to see. I try to model polite behaviors in front of my students. For example, I often answer students by using yes ma'am or yes sir. Then I notice they use it with me as well. I don't require them to say it, but more often than not, they do! Also, focusing on taking care of yourself as a teacher is important. I am going to work harder at that this year as well. I can't be my best if I'm not taking care of myself. I have really enjoyed this books! Todd Whitaker rocks :)
ReplyDeleteTW's thoughts on modeling behaviors we want to see in the classroom made me think not only about the "manners and social behaviors" we want to model for students, but also the day-to-day, real life things we want to model for them. For instance, if the schedule is suddenly changed or a lesson isn't going as we'd planned, it would be easy to model the wrong behavior and become frustrated. TW reminded me that those little eyes in our classrooms see EVERYTHING! They "pick up" on so much! Once again, I'm reminded of our huge responsibility as educators. It's gigantic!
DeleteYes, Jennifer. We've got to take care of ourselves too! See you at Zumba and Pound! ;)
Absolutely we tend to get frustrated just like the students do. So it would be best to set out to make every situation positive.
DeleteI could just say "ditto" to everything that has been said (but then I might not get my CEU credit! Haha) I'm really bad about not taking care of myself. It somehow seems selfish to me, but if I look at it like I can help others more when I take care of myself it makes it easier. Also, I've always heard that you get what you expect and it is so true. Students will meet your expectations so if you think "they won't do their homework" they probably won't, but if you think "these students can be responsible students" then they will. Modeling has a great effect on student behavior. Good or bad. Have you ever noticed that a class can take on the personality of the teacher? They really do watch us and imitate our actions and attitudes! Scary!
DeleteI wholeheartedly agree with many of the comments above. We do, at times, forget to take care of ourselves, and when we do this, we are not setting the most effective example for our students. Getting so focused on the results that we are attempting to get, or on the problems at hand, can create an uncomfortable situation for our students, ourselves, and our coworkers. When we do this, problems can loom larger than they actually are. We focus on "putting out the fires", and tend to ignore the reliable, well-behaved students (ie: Count our blessings!). We should keep in mind that treating everyone as if he or she is good will make many students rise to the task, and indeed, be more productive in an atmosphere where there is comfort.
DeleteTaking care of ourselves physically tends to also help mentally. I have to make it a point to take time for me (for me it's exercise and quiet time) so that I have what it takes for my babies at home and school.
DeleteI liked this thought, too. I don't often think about who I want to be comfortable. If we think about it, it is never going to be the sqeaky wheel although we may do things to stop the noise. Who should we focus on more are the silent achievers and rule followers who are trying to do what we ask? These children are often a big reason we love to do what we do.
ReplyDeleteI loved the metaphor TW gave in Chapter 15 about his friend who fixed up apartment buildings and how he dealt with undesirable tenants: "If there are tenants I would rather not have, I just remodel their apartment. They're not used to living in a nice place, so they either start behaving as if they deserve to stay there or they become so uncomfortable that they move out."
ReplyDeleteThis really registered with me-It's all about expectations :)
Me too Jac! Loving that metaphor! Clear expectations are a must! They crave the structure and thrive on knowing what to expect!
DeleteI also loved this. It's so true.
DeleteThat was also one of my favorite things from chapter 15 Jaqueline. "When people become uncomfortable, they change." I guess I had never thought of it that way.
DeleteI loved this too!
DeleteI also loved this!
DeleteThis was a great metaphor! Loved this as well! :)
DeleteI loved Chapter 15's idea of who you make most comfortable and uncomfortable and treating everyone as if they were good. It all comes down to transforming negative thoughts and comments into positive thoughts and comments. I have already found myself applying it at home and out in public. I also appreciated Chapter 16's focus of understanding students individually based on their situation, of modeling behaviors, & of taking care of ourselves as well. It all comes down to making the most of situations and to treating others (and even yourself) with kindness.
ReplyDeleteI love how TW tied all of the behaviors described in the book together in Chapter 18, "Make It Cool to Care." He talks about how the best teachers are able to inspire their students to not only care, but to care deeply. They achieve this by "treating everyone with respect and dignity; always taking a positive approach; always modeling how to treat others; understanding that what matters is people, not programs; making every decision based on the best people." If we create an environment where it is cool to care, anything becomes possible, and there are no wrong decisions. What a simple and profound idea! Love, love, love Todd Whitaker! I now want to read every book that he's written. :)
ReplyDeleteChapter 18 is definitely one of my favorite chapters! Especially the section "Touch the Heart, Then Teach the child." We have a legacy to leave and it is up to us to define that legacy. Our students come in with all types of emotions. It is up to us to meet them where they are. In order to do that, we must take time to get to know them. Sometimes that is hard to do, but so worth it in the end. It is cool to care!!
DeleteAbsolutely! This is why I love the beginning of the year so much. It's a fresh start for everyone and it's fun to figure out each little person in our classroom!
DeleteI also loved how TW described in the book "Make it Cool to Care". WOW! What a way to come across and this is really what we want from our students, to believe whatever is happening in our class or what we are teaching is cool to learn, we just have to remember how to always approach this with our students. We have to believe it first in order for it to come across that way with our students. To get them to care about what happens in the classroom. I also love what TW says about "Just do what is right, no matter what others do around you." One of my favorite saying to my students is "Make good choices". We can use this advice as teachers as well.
DeleteI love the positive behavior approach that T.W. describes in chapter 15. "Treat everyone as if they were good." I enjoy the way he emphasizes reinforcing the good behavior. It encourages the ones who are doing well and makes the others uncomfortable. It's simple and genius at the same time.
ReplyDeleteI loved this too. It would totally change the vibe of the classroom! Something I'm definitely trying this year :)
DeleteI like that chapter 17 addresses standardized testing as it is such a heated topic. I think it is so interesting that T.W. says that effective principals and teachers described student achievement as multi-faceted, including the students' social skills, behavior, and school involvement. As a school counselor, this warmed my heart. Children are definitely more than a test score, and the study T.W. refers to shows that the most effective educators can educate the student where he or she will perform well on a state test but they will also recognize and care for the other dimensions of that student. That makes a wonderful teacher!
ReplyDeleteI really liked chapter 18, "make it cool to care". TW explains that we have to connect with our students emotionally in order to connect with their minds. This is so true and really resonated with me. I want my students to know that I truly care for them above all else!
ReplyDeleteThis is also my favorite part of chapter 18, "make it cool to care". It is vital for our students to know that we truly care for them and want them to succeed in all areas. This all goes back to establishing great relationships from the very beginning and cultivating those relationships throughout the school year. When students connect with us emotionally, they are more eager to please and want to perform their best.
DeleteI like the way in Chapter 15 how TW guides you to put a positive spin in letters home rather than a negative spin that is only meant to address a few.
ReplyDeleteI like the positive letters home too! I'm also reading TW's book about student behavior and he suggests that a note about a negative behavior should be written by the student so that you're never the one writing the negative from your perspective.
DeleteThe portion of chapter 16 that talked about maintaining our expectations even though the students that we teach may not have the same background to which we are accustomed. We certainly must recognize that aspect and welcome the challenge. If our students have not learned proper "people skills," respect for authority, etc., that doesn't mean that we excuse their behavior. TW says we model the correct behavior for our students. Teaching people skills is just as important as the other skills we teach. TW says we should think of it as "shaping the good neighbors, responsible citizens, and capable parents of tomorrow." I love that!
ReplyDeleteLove it too! Some kids don't get much "home training" and just don't know any better. So, it's important that we not only teaching academic skill but also model proper "people skills".
DeleteI totally agree. The modeling of these skills is very important.
DeleteI agree! Modeling these manners/behaviors, and promoting them throughout the year, are of utmost importance. It seems in our fast-paced, plugged-in modern world, that more and more students are coming to us with a need for instruction/modeling of these skills (ie: common courtesy, manners, polite, civil behavior toward those with whom you many disagree). After all, we want to grow them socially and emotionally, as well as academically. At times, I have found myself offended at a student's lack of courtesy or manners. I have come to realize that many (most) times, that this is not personal. The child has simply not been taught or had an effective role model for this type of behavior. The poem, "Children Learn What They Live" comes to mind! This poem hung in my room as a child, and I frankly, did not "get it"or think much about it back then. Those words now come back to me and inspire me as a parent and an educator. I plan to hang a copy of that poem on my classroom walls as a reminder of these principles which seem such as small thing, but are in fact, big things that matter.
DeleteAllyson I also liked Cool to Care. Over the past few days of reading I have reflected over ways to show students this very idea. Sitting with them at lunch and playing a simple game. Making certain to hug more often or ask about their pet, these are touches of caring that can make all the difference in a child.
ReplyDeleteI agree! I think many times these are the kinds of memories that students take with them. The teachers I remember most are the ones that were kind and made an effort to get to know me.
DeleteI agreed with Whitaker's ideas on treating everyone as if they were good, and have always tried to employ that tactic first, even when it more closely resembles reverse psychology. I also LOVE the "make it cool to care" philosophy, and often feel as though I am quite the nerd in that area myself!
ReplyDeleteChapter 17 reminds me of the seminar I attended on Friday and Saturday. I was shocked to hear that someone thought that standardized tests did not measure what the students knew but rather measured the teacher's teaching ability. In chapter 18, "Mrs. Heart wasn't preparing her students for the state tests. She was preparing her students for life." The story of the preschoolers really touched my heart! And knowing my core values and beliefs as a teacher is so important because it determines how I run my classroom. I have really enjoyed this book and learned so much!
ReplyDeleteYes, absolutely true. We are preparing students for life, not a test. Life is the true test, after all. If we are attending to students' learning (socially, academically, and emotionally), the tests should be no problem at all.
DeleteChapter 17 Reflection: #bestforstudents This is the key of Chapter 17! TW states that hot button issues shouldn’t bring our morale down or shift our focus on what truly matters. “Standardized tests measure only a part of what schools should be doing.” It can be tempting to get caught up in the focus of test scores, but I am proud to say that I work at a school where this is not the main focus. Instead it’s about taking the “data” from those tests and continuing to do what is best for students. I have heard my own administrator say this on more than one occasion. It is felt and seen at our school. Data is important, but effective teachers also understand that social skills, self-worth, behavior, responsibility, involvement in school, and other important components of student achievement are just as important.
ReplyDeleteA point that TW mentioned that really hit home with me was that by making state standards, testing, etc. the center of the school or classroom, we are in for an awakening when they eventually change because in time, change is inevitable. This just reinforces the importance of turning our focus towards the real issue of student learning. TW suggests taking the new mandates and programs and fitting them into what we already do that is “BEST FOR STUDENTS!” We must keep hot button issues in perspective. ~Holly Engberg, LES, 5th grade
Holly, I love how you said, "Data is important, but effective teachers also understand that social skills, self-worth, behavior, responsibility, involvement in school, and other important components of student achievement are just as important." This is so, so important!" As TW stated in Chapt. 7, "Great Teachers focus on students first, with a broad vision that keeps everything in perspective!"
DeleteI really liked the way Ch. 15 continued the main theme from Ch 14 which is to make decisions on the best people (students). I have never been a fan of punishing a whole group for the actions of a few. Have I done that? Yes. Sometimes out of complete frustration I have issued a consequence for the whole group, and I have always regretted it afterwards. My goal is to focus on the best students and make decisions, academic or behavior, based on them.
ReplyDeleteCh. 18-19 are great wrap up chapters. Treating everyone with dignity and respect, being a role positive role model, understanding people (not programs), and make decisions based on the best people create an environment where it is cool to care. Above all, I am the filter for everything that happens in my classroom and can make a difference. Great book!
TW spoke to so many of my core beliefs in these chapters. Treat everyone as if they are good. When people are uncomfortable, they change (hopefully for the better). Don't argue with difficult people; they have a lot more practice at it! Make the people who do the right thing the most comfortable. Put yourself in someone else's shoes; see the world the way each student does. Make it cool to care! Touch the heart, then teach the child. Do what is right, no matter what else is going on. Make a difference.
ReplyDeleteThis was an AWESOME book to begin reading at an end of a school year and finishing at the beginning of a new school year! It has given me so much motivation, wonderful techniques to take to my classroom and some things I have always believed in and used in the past, but have gotten rusty on using over the years. I love what TW says about connecting with our students emotionally in order to connect with their minds. This is a book I will go back and read over and over and review things I have highlighted, underlined, and remembered in order to make my classroom and students the best they can be! "Seventeen Things That Matter Most", will definitely be copied and placed beside my desk with the words "Great Teachers" highlighted!
DeleteI think Chapter 18 has a great section that seems to sum up all that TW is teaching us in his book. On page 112 in the second paragraph he states the following: "Once it is cool to care, anything is possible. All the behaviors we have described in this book lead to this: treating everyone with respect and diginity; always taking a positive approach; always modeling how to treat others; understanding that what matters is people, not programs; making every decision based on the best people. Each of these behaviors helps create an environment where it is cool to care."
ReplyDeleteI think we as teachers all strive for that. I truly hope that as the school year progresses that all these wonderful gems we've gained from reading this book and sharing on this blog will be the tools we need to have that "Cool to Care" classroom. I think it will be a better experience for us as teachers and our students if we can. I have gained so much from this experience.
Me too, Yolanda! I know that we DO strive to care and nurture our students throughout the year. I look forward to going "back in" with many of TW's thoughts on my mind. :-)
DeleteChapter 15: "Treat everyone as if they were good" I liked the example Whitaker gave about the apartment building. "When people become uncomfortable, they change." I really like the idea of making decisions that will make the "best" students feel comfortable as opposed to uncomfortable. We want the students who are misbehaving to change instead of the "best" students.
ReplyDeleteI, too, loved that statement about treating everyone as if they were good. It blends with TW's previous statement about treating students the way you would want to be treated. It is also linked to his suggestion from an earlier chapter to treat students as though their parents were in the room. This is great advice, especially here at the beginning of the year. I hope to get some of the more difficult students on my side by naming them to be class helper , librarian, bathroom monitor,etc. Maybe the respect they receive from me will encourage good on-task behavior.
DeleteChapter 18 Reflection: #cooltocare Making it “cool to care” can be challenging. TW states that it’s possible though even in our older students. The Mrs. Hearts among us never lose sight of the big picture. They prepare their students for life, and this is what teaching is all about. Making it “Cool to Care” involves being transparent with our students. Letting those students see the human in us. Gaining their input and listening to their feelings while providing structure and guidance for their young minds. I have seen with my own eyes what’s it’s like to have a class that “cares”! It’s the best feeling and makes learning and accomplishing goals in the classroom a lot easier. When students help run the classroom and guide one another, it’s becomes more about working as a team to make things happen instead of the teacher pulling the weight. Making it “cool to care” doesn’t happen overnight, but once it does, TW states that anything is possible. It does take extra effort from the teacher, but it is worth it!
ReplyDeleteOne of my favorite suggestions that TW makes in regards to being put in a negative situation is to simply, “Do what is right, no matter what others do around you.” “Don’t laugh or participate.” GULP! Yes, this may not be the “cool” thing to do at the moment, but it’s all about doing the right thing. This is what “great” teachers do. This same advice can and should be shared with our students. If students learn this at a young age, they will always have this tool to use throughout their lives.
TW reinforces what he has stated throughout this book. “When a teacher’s sensitivity to students increases so does the opportunity to reach them. Until we connect with them emotionally we may never be able to connect with their minds.” Wise words and so true! #doyouknowyourstudents
“Students care about great teachers because they know great teachers care about them.” #teachergoals
~Holly Engberg, LES, 5th grade
Doing right by our students is always right but sometimes it's never the easiest in the face of adversity. Use rule of thumb: Make decisions with your heart and not your head when caring for others. "Love your student, parent, or peer as yourself."
DeleteAbsolutely, teaching is a work of heart. Knowing there will be challenges and facing them is part of it. This keeps us humble. There is always room for growth. My students are worth it, and that is who I'm there for! :)
DeleteAbsolutely, teaching is a work of heart. Knowing there will be challenges and facing them is part of it. This keeps us humble. There is always room for growth. My students are worth it, and that is who I'm there for! :)
DeleteChapter 19 Reflection (Final): #trustyourheart #clarifyyourcore TW states that every teacher’s experience is unique and every classroom is different, but as teachers we have many things in common no matter where or whom or what we teach. #areweaimingforgreat Aiming for great lies within our core beliefs, and this is where we as teachers can differ.
ReplyDelete“We are the filter for whatever happens in our classrooms. #noexcuses The quality of teacher determines the quality of the school. No matter the program, success comes from the people. Treating others with respect and dignity every day sets us apart.”
God has placed me in an amazing profession. TW states that it is challenging, dynamic, energizing, draining, and lonely at times. I couldn’t agree more. Most of all it is rewarding. Seeing the fruits of my labor and the impact made, out trumps any challenge I face.
After reading through this book, I have gained far more insight and validation than anything I have read before. I have found areas of growth, but I also have confidence in my firmly help core beliefs. My focus is what is right for my students no matter the price tag because as TW states, “Every teacher has an impact, but GREAT teachers make a POSITIVE difference!” I aim to be GREAT! What about you?
Thank you, Mrs. Nye and Mrs. Samples, for this awesome opportunity. I have learned many things from my colleagues. I appreciate the transparency and the meaningful conversations. See you all this afternoon. Thank you for your input and time!
#greatprincipalsandteachersatwork
~Holly Engberg, LES, 5th grade
I love that we are wrapping up this book right before school begins again. It's very motivating!
ReplyDeleteHaving the opinions of my best students has helped me in planning for this next year
I like how chapter 16 reminds us to take care of ourselves and put ourselves in the children's shoes.
I love data and numbers, but chapter 17 reminds us that effective teachers focus on behaviors that lead to success and they don't let the tests take over the class! It's all about perspective. I also want to strive for that "cool to care" classroom. Society teaches us how to seperate and find differences, but we are much more successful when we promote positive environments in which we understand everyone has a part. Every part of what we do is a challenge, but we must react in an impactful way that makes a difference.
I loved the part that mentioned putting ourselves in the children's shoes! Many times I react without thinking how they would feel or respond to my reaction.. I am so excited to start this year after having read this book! So many great ideas to make our classroom motivating and caring.
ReplyDelete