Bathroom Reading for the Devoted Classroom Teacherthebusyeducator.com/wp-content/uploads/2018/07/Bonus... · 2018-07-24 · I want my actions to be my best effort always so… I truly

Bathroom Reading for the

Devoted Classroom Teacher

Bonus eBook

25 of the Very Best "Reflective Quickies™" for Teachers

Paul Jackson

eBook Authoring Services http://www.ebookwritingandpublishing.com

Bathroom Reading for the Devoted Classroom Teacher Paul Jackson

© 2007 Paul Jackson http://www.ebookwritingandpublishing.com 2

Publisher Data & Legal Information Copyright © 2007,Paul Jackson. All rights reserved. Contact the Author at: [email protected] No responsibility is assumed by the authors/publishers for any injury/and or damage and/or loss sustained to persons or property as a matter of the use of this product’s liability, negligence or otherwise, or from any use of operation of any products, methods, instructions or ideas contained in the material herein. All rights reserved. No part of the eBook may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or otherwise without express written permission of the author. The material in this electronic publication can be stored only on one computer at one time and is intended for use by the purchaser. You may not forward, copy, or transfer this publication or part thereof, whether in electronic or in printed format, to another person or entity.

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This free copy of Bathroom Reading for the Devoted Classroom Teacher – 25 of the Very Best "Reflective Quickies™” for Classroom Teachers is distributed on behalf of Paul Jackson and Marjan Glavac as a Bonus for teachers availing themselves of the incredible professional development opportunity through the teleseminar, "How to Thrive and Survive in Your Classroom" at http://www.thebusyeducator.com .



Bathroom Reading for the Devoted

Classroom Teacher

25 of the Very Best "Reflective Quickies™" for Classroom Teachers

INTRODUCTION – PREAMBLE

DEFINITION What is a “reflective quickie”? Each of the reflective quickies in this book is designed as a “trigger” for your thought processes. Each thought or idea should force you to reflect on that idea or concept. Each one will likely trigger other ideas as well for a cumulative effect. Since each reflective quickie is read and digested in short order you spend very little time getting to the heart of the matter. So, a “reflective quickie” is an idea quickly grasped in order to provide you with the raw material for reflection. Reflection is one-on-one time with your own thoughts.

TRIGGERS Triggers may be defined as anything which causes you to pause, reflect, and consider new ideas, strategies, or action plans. Triggers for reflective thinking come to you in a variety of ways. This eBook provides a more formal delivery system of ideas, thoughts, concepts, possibilities… You come across triggers all the time. Conversations trigger ideas you want to think more about. Fiction and non-fiction reading, advertisements, quotes, slogans, daydreams, night dreams, movies, television… all could act as a trigger for reflective thought. Relaxing in your favourite place allowing your thoughts to freely flow produces triggers as well. Of course you can deliberately trigger reflective thoughts as a part of the learning process and that is ultimately what you should get in the habit of doing. It is imperative that you record the triggers and your initial response to it so you won’t forget it. You can return to that “train of thought” at your leisure. Establish a location for recording your personal “triggers” and the ideas these triggers generate. This recording of your initial reactions to a trigger allows your subconscious to start working on the idea. There will be more about this later in the introductory material.



“REFLECTOLOGIST”

I consider myself a “reflectologist”, a term I created during one of my reflection sessions. A reflectologist believes in the importance of reflection for growth and change. A reflectologist takes the time to build reflection into all activities. Reflectologists spread the word about the importance of taking time to reflect. Reflectologists use reflection to bring direction, peace, and understanding to life. I’m proud to consider myself a reflectologist both personally and professionally.

REFLECTION

Reflection is a personal and a professional development activity. Effective and meaningful reflection is done deliberately. You don’t accidentally reflect on something about which you are very interested. Positive change does not occur without deliberate reflection. Whether you realize it or not you use reflective stems to help you with the reflective process. I have coined a phrase – RaW Stems™ - that is useful in understanding the power of reflection. A RaW Stem™ refers to an open-ended statement or question that leads you mind to reflecting on the past, in the present and/or for the future. The ‘R’ stands for reflective; the ‘a’ stands for and; the ‘W’ stands for writing. A stem is like a sentence completion or question which allows you to fill in your thoughts. RaW Stems™ are useful. It is very important that you both reflect on something and make some written notes as well. The writing is the doing part of thinking. Writing is important because it allows the mind to continue to work on things after you have stopped deliberately thinking about them. Reflection without writing can be frustrating. Many a great idea has been lost because it wasn’t recorded, in detail, when it was first conceived. Writing is the initial doing part of reflection. Writing is a trigger for the subconscious mind to begin working. Writing leads to more reflection. It is a record of previous thoughts and the starting point for new considerations.



Here are some Raw Stems™ of a general nature to help you understand the concept. The better you become at creating your own stems for the topic you wish to pursue the better off you will be. It will focus your reflective process, generate ideas, and bring results sooner. This turned out this way because… If I were doing it over again I would… I want my actions to be my best effort always so… I truly believe… The practicalities of this are… When I’m done I hope that… Others have said that… I realize now that… I’m really good at… Next time, I’ll… The learning curve this time… I’ve learned in the past that… I’ve always wondered… It seems reasonable to me that… Reflection is a concept by itself. It is often ignored as unimportant. It is far more important that most people think. Reflection is a skill. As a skill it can be learned. We can teach ourselves and others to make reflection time an integral part of both the personal and



professional sides of our lives. Reflection should be a daily occurrence but not in a haphazard fashion. Consider the concept of reflection in terms of time. You can reflect on the past in terms of what has already taken place and that can’t be changed. This is past tense reflection. You can also reflect in the present as you are in the process of doing something. This present tense reflection allows changes to be made as you go along. By now you’ve guessed there is also a future tense of reflection for the future. This could be called many things including dreaming, goal setting, aspiring… Reflection time gives you total control of the past, present and future. Reflection deals with doing something. Reflection without doing is a waste of time. There is doing and not doing, there is no such thing as trying. You have already done something, are currently doing something, or will be doing something. Effective use of reflection time is made effective only if actions are taken. Ideas born out of reflection that do not lead to action render the ideas inert and of little or no value to anyone, least of all you. The tenses of reflection are: REFLECTION ON THE PAST REFLECTION IN THE PRESENT REFLECTION FOR THE FUTURE

WISDOM FROM REFLECTION “Without reflection, experience is not cumulative.” Reflection plays a major role in acquiring wisdom. Wisdom comes with knowledge and experience with enough reflection to create your own personal brand of wisdom unique to you. No two people bring the same wisdom to a situation. Wisdom is unique to the individual. Consider the following equations: INFORMATION + EXPERIENCE = KNOWLEDGE KNOWLEDGE + EXPERIENCE + REFLECTION = WISDOM



When learning anything for the first time you need information in terms of data, vocabulary, facts, information, skills, attitudes in order to learn to do something which then becomes your experience and yours alone. Knowledge is the result of information plus experience. You accumulate knowledge in a variety of ways and in many aspects of life. But knowledge by itself isn’t wisdom. Wisdom comes from the knowledge you have gained through previous experiences. As you attempt more difficult tasks and activities using your acquired knowledge you gain wisdom. Wisdom requires reflection on top of experience and knowledge. It’s the reflective process that allows you to use the knowledge to solve bigger problems, to analyze and synthesize, create, imagine, explore,… With wisdom born of reflection you are able to contribute more, teach others, inspire individuals, provide a new point of view or perspective, combine disparate ideas/concepts to produce new ideas, give new direction to old pathways, influence others, attract disciples, be seen as an innovator,… leave a legacy.

THE SUBCONSCIOUS AND REFLECTION The mind operates at two levels of awareness. In the present tense while doing something your conscious mind operates to help you function. While doing something you draw from your conscious mind the attitudes, skills, and knowledge you need to complete the task or handle the situation. Your subconscious mind comes in to play when you aren’t directly thinking about something. This mind operates behind the scene so to speak. Your attitudes, beliefs, self-talk, values, thoughts and feelings are most important to this subconscious mind. This description of the dual nature of our minds – conscious and subconscious is also described in other ways including objective vs. subjective; waking and sleeping minds; voluntary and involuntary; surface thinking and deep thinking. Whatever the terms, the brain is capable of acting on one level, the subconscious, while you are also working at the conscious level. You do not need to “consciously” activate your subconscious mind. It will operate on its own. It is there in all of us. We are aware of it from time to time. You hear from this part of the mind when you suddenly realize a solution to a problem, get a ‘brilliant’ idea, feel comfortable with a position you have taken regarding an issue, realize the goal you wish to attain is within your reach, or have that “aha” feeling. When something comes to you unexpectedly “out of the blue” it really isn’t out of the blue. Your subconscious mind has been working on it and has led you to where you are at the present time.



You must feed the subconscious the right information in order for it to work effectively. Reflection is one of the things you can do to feed it information. You must believe that reflection feeds the subconscious and the subconscious feeds you solutions, insights, realizations and directions in your life. The subconscious is particularly effective in solving complex rather than simple problems. Of utmost importance is that you feed your subconscious positive thoughts not negative ones. You must believe there is a solution to the problem and continually gather information to help solve the problem. By writing down your reflections you give your subconscious mind something concrete to work on. The subconscious is capable of solving virtually any problem if you feed it with good information and positive thoughts. It does this while you’re busy ‘living’ day to day. The subconscious is subject to what the conscious mind feeds it. Reflection leads to goals and objectives out of the free-flowing reflective thought process. Change is a necessity to survive. Growth is imperative. Goal setting is often the result of reflective activity. Through goals we motivate ourselves to do things – to change. Once a goal is determined you should write it down. Share it with others to help ensure you act on it. Determine what it is you will actually have to do in order to reach your goal. Establish a method of measuring progress. This is the action plan of attaining your goal. Throughout your actions you will also reflect. You will modify and refine your goals and action plan. Your subconscious will assist you. It’s a wonderful process and it’s easy to do. Simply make reflection a regular part of your daily life. Take the time for reflection. See reflection time as important enough to engage in it on a daily basis.



QUOTES Here are some quotes that paints a picture of the importance of this thought process: Without reflection, experience is not cumulative. - Unknown The great thing in this world is not so much where we are, but in what direction we are moving. - Oliver Wendell Holmes Whatever you can do, Or dream you can, begin it. Boldness has genius, power and magic in it. - W.H. Murray, The Scottish Himalayan Expedition Did you ever stop to think, and forget to start again? - A.L. Milne in Winnie the Pooh Don’t be a prisoner of your past but the architect of your future. - Unknown Imagine! - John Lennon



25 of the Very Best Reflective Quickies™ for Classroom Teachers

HERE THEY ARE!

The following Reflective Quickies ™ are taken from the FIRST and SECOND volumes of Bathroom Reading for the Devoted Classroom Teacher. The numbers refer to the Quickies as numbered in these two volumes. To make the best use of these Reflective Quickies it is suggested that you… 1. Read one Reflective Quickie™ at a time. OR select one Reflective Quickie™ among the many you may have read. 2. Reflect on the message contained in the Reflective Quickie™. 3. Write your personal response to the Reflective Quickie™. 4. Establish a goal that comes from reflecting on the specific Reflective Quickie™. 5. List the actions you must take to reach that goal. 6. Do something! Implement the actions listed above in order to reach that goal. 7. Reflect on the changes that have occurred and what actions need to be taken next. 8. Celebrate your success!!! 9. Select a new Reflective Quickie™ and repeat the process.



25 of the Very Best Reflective Quickies™ for Classroom Teachers

Reflective Quickies™

2. Teach students self-evaluation techniques

Teach students to self-evaluate their work and their progress toward a finished product. This is a skill which can be learned but must be taught in most cases. It does not always come naturally. Involve them in the process of assessment. Cooperatively establish rubrics as well as the criteria to be used to determine each step of the rubric hierarchy.

5. What is your personal philosophy of education? Write it down.

Write down your personal philosophy of education. Whether you are a parent or educator you must know where you are coming from before you can help others. Include positive statements not negative ones. Don’t include what you don’t believe! . Take your time writing it down. It may take months to get it “right”. Revise when needed. Read it often at the beginning. Share it with others. Do absolutely nothing in your teaching which doesn’t fit into your established philosophy. Your philosophy is the ‘big picture’ that allows you to deal with the day to day teaching-learning process without getting sidetracked. It keeps life simple.

Self-evaluation skills are life-enhancing skills.



12. Responsibility is a learned skill not a natural occurrence.

Provide regular jobs for students to teach them responsibility, give them a feeling of being needed, and instill in them the concept of teamwork. Focus on the child’s responsibilities as a student in the classroom. Students should be doing virtually everything in the classroom they can possibly do. This includes organizing materials, doing bulletin boards, preparing for and cleaning up for lessons like art, keeping accurate records of things like homework checks, … Students helping students and relying on each other is an important aspect of establishing a positive climate in the classroom.

17. The KISS of learning is to ASK!

KISS stands for Keep It Simply Simple or something closely resembling that. ASK stands for Attitudes, Skills and Knowledge. Keep teaching simple (Oh, how we wish! ) by focusing on the only three kinds of things we can teach - attitudes, skills, knowledge. Teaching is a complicated task - a juggling act of the impossible. All things learned can be put into perspective much better if you keep the big picture in mind - ASK - the only three things you can teach. If you consider what you are teaching in terms of incorporating all three of these aspects into your lessons you will have a balanced program and be successful.

20. That elusive 100 % effort in everything you do!

Imagine a world where everyone put out 100% effort 100% of the time! It is exhausting just thinking about it. Unrealistic to expect that! When will /should a person put out 100%? When it matters to them personally; when someone else is depending on them; when they are being judged; when they voluntarily took on a task; when they want to impress themselves or others. Looks like this list covers most of the time! A worthy target - 100% effort. Pacing yourself is also important and so is being realistic about the payback for such an effort. Food for thought as you start a new project.

If better is possible, good is not enough!



30. Improvement is the primary goal of education.

Learning occurs at many speeds. There are spurts, stagnations, plateaus and yes, even regression. As a teacher you must take advantage of the “right times” to prolong the spurts, jolt students from stagnation, survive the plateaus with encouragement and reinforced learning. Remember, the real goal of your teaching is improvement. Realistically, there can’t be any predetermined time lines.

35. The relationship between a teacher and a learner is the foundation for success.

Being respected is better than being liked. Being liked is a bonus and comes with the respect. Years from now when a former student meets you in some unlikely place the thing that student will credit you with will probably be connected to your attitude, your personality, your passion, your caring, your motivation, your professionalism, your openness. In other words you are just as important as what you are teaching. Be the best you can be for yourself and your students.

Performance is your reality. Forget everything else. – Harold Geneen

I praise loudly; I blame softly. – Catherine II



41. Marking schemes and rubrics - no surprises please!

Make sure the marking scheme or rubric expectations are clearly understood and are visible on the test or assignment. Take the time to explain what is expected of the students for each of the items. This way students know what to do, the teacher knows what to look for, and the parents understand where the mark came from. It’s a more objective marking method. Also, make sure part marks are awarded for incorrect or incomplete answers where the work is shown. Don’t use an all or none marking method. Give credit where credit is due. Knowing something is a celebration even if you don’t have the final correct response.

44. Do it yourself!

How often do you as a teacher / administrator actually do the assignments you are giving to your students / staff? Having actually done the assignment you can: modify the instructions if necessary, provide some additional information that would lead to better success, change the focus, decide where the emphasis should be, help determine the marking scheme if applicable, have a better idea of how much time it will take to complete the assignment, have answers ready for any questions that may arise, determine if the assignment is relevant, speak from experience when giving the assignment, save the embarrassment of giving poor instructions or including material that is irrelevant...

Your last mistake is your best teacher.



55. Are all of your students getting their fair share of your attention?

Take a week to do some data collecting. Use a single sheet of paper. Section it off into 5 days for each day of the week dividing each day into quarters or other units if you see more than one class in a day. After each quarter day record the initials of each student with whom you have had direct contact excluding questions the student asked/answered and disciplinary contacts. At the end of the week tally the contacts for each student on a class list. Check the data for patterns. Note what may be the reason for that particular pattern. Note what needs to be done, if anything, to make an improvement. Leave the data collecting process for a week. Teach with this new information in mind. Repeat the data collecting process noting any changes. Positive change often occurs simply because of "awareness" that a problem exists.

77. Half of life is “If”!

Part of the word life is the word ‘if’. What is on your “If” list to guarantee success? If only I would: volunteer more; learn to ask for help; win a lottery; finish things I start; surround myself with the right people; learn to say no; become an expert in at least one area; get the necessary education for advancement or to satisfy myself; get a mentor; accurately assess my strengths and use them to my advantage; stand up for myself; take advantage of opportunities that come my way... What are your “What if’s”? Begin today to eliminate this list. “There is doing and not doing, there is no such thing as trying.”

Eighty percent of success is showing up. – Woody Allen



94. “I see myself as a … “

There is an invisible line over which we all pass with many aspects of our lives. This invisible line separates the ‘becoming” from the “I’ve arrived”. This applies to things such as a bicycle rider, a reader, a writer, a mathematician, a cook, a woodworker, a parent, a coach… You suddenly realize you are what you wanted to become. ‘I can actually call myself a woodworker’. You suddenly realize you have arrived at your destination. The journey is over. You can call yourself, with pride, a teacher, writer, reader, woodworker… Celebrate that change. Recognize that change.

108. You Sometimes Have to Teach the Parents too.

Albert Schweitzer once said about parenting, “They (parents) might not mean to but they fill you with the faults they had. And add some extra, just for you.” An exaggeration but the fact is parenting skills are not taught. Children learn more by example than any other way. You, as teacher, have an obligation to parents to inform them what children in your grade level are like. What are the “norms” for this age group? What are the social, emotional, and academic behaviours which typify this age group and are “within the normal range” of expected behaviours? Do you help parents by reminding or informing them of these behaviours? If so, how do you do it? How could you do a better job of it? How important is it?

Losers visualize the penalties of failure.Winners visualize the rewards of success. - Dr. Rob Gilbert



113. Are you wasting your time?

It may be time to do a time analysis. For the next week, keep track of the following information: What jobs could be eliminated? What can be delegated? What tasks could be done less often? What are you doing that is a great idea but really isn’t worth the time and effort required to carry out this task? What can you do about the data you have collected? How many minutes per day or week can you use more productively by making some changes? Take back more control of your day by analyzing how you spend your time currently and what changes you can make. Make a plan. Plan for change.

126. The First 5 Minutes

What do you do in the first 5 – 10 minutes of class each day? Is this time period well planned? This is probably the most important part of the day. The same thing applies to beginning the afternoon as well. How do you use this time? Are the students actively engaged in learning – time on task? Are routines well established so students immediately get ready for the first class even before the teacher gives any verbal instructions? Is the day’s work outlined for the students? Are written instructions available for students to get ready for the first class? Even if opening exercises are done first thing, there is plenty of time wasted unless students are getting ready immediately upon entering the room. Discipline problems are minimal under these circumstances as well. What do you actively do to start each day?



130. Short Assignments – Better Success

Too often the majority of students are overwhelmed by the magnitude of an assignment. Many students lack the skills needed to organize themselves to complete the task. Consider giving several smaller assignments then putting them together into one larger one. Break a large assignment into more manageable parts assessing and evaluating each part as the work progresses and each part is completed. You want students to be successful not fail. You want learning to take place. You should also be spending time explaining why you are doing what you are doing and teach students how to organize the work they are assigned to be successful and reach targets. Organizational skills must be taught. Build marks into each assignment that rewards organizational efforts.

133. The “Scatterbrain” Teacher

Let’s begin by defining scatterbrain as used here. Any teacher who is unpredictable in terms of behaviour, expectations, organization, administering consequences, using praise/admonishments… is a scatterbrain. The term was chosen to get your attention not to be demeaning in any way. From the perspective of the students, this type of teacher does not allow students to relax within a predictable learning environment. Consider what this kind of behaviour does for most students. How does the ‘sensitive’ student, the student going through a personal rough time, a disorganized student, a ADHD student, a special needs student, a weak academic student… respond to a scatterbrain teacher? Predictability of the teacher’s behaviour and a well organized learning environment benefit everyone including the teacher. If you see yourself in this description, consider doing something about your behaviour to enhance the learning environment.



141. Duties

Every role has certain responsibilities that come with the role. Some are legal, some moral, some institutional. Legal responsibilities carry external consequences. Moral responsibilities carry more internal than external consequences. Institutional responsibilities carry both. Do you engage in inappropriate behaviour that may be observed by others or that can be traced through paper work? Do you do things that others are unlikely to be aware of but they are still inappropriate? Remember that your reputation is the most important thing you have going for you in situations where your are challenged morally and/or legally. Don’t do anything that will negatively affect your reputation. You have a responsibility to carry out the responsibilities defined by the role. If you don’t agree with the responsibilities assigned to you, work to have them changed. There will always be things you are expected to do that you don’t want to do. As a teacher, there is an expectation of higher than normal moral, ethical and legal responsibility. It may not be right but that is the way it is.

150. Quickie Quizzes

Unannounced tests! What a mean teacher! How dare you! What is your classroom policy regarding unannounced tests, regularly scheduled review tests, surprise tests with limited warning? Give this some thought as part of the assessment process. What are the advantages of these types of tests? Can any harm come from them? Will these tests make your overall assessment easier or more difficult? Are these tests motivators? Are these types of tests good for diagnostic purposes for the teacher? The student? What percentage of the final mark should these tests make of the final mark? Could students be given the option of counting the test results? Can some of them be used as bonus marks? Would these tests help students get themselves organized and stay on track? How do other teachers feel about this topic?



159. Ignorance is Bliss!

When it comes to misbehaviour, ignoring the situation is never bliss. Ignoring misbehaviour means the behaviour will continue. Ignoring misbehaviour is enabling the person who is misbehaving. Your future problems will be bigger than your present problems. Have you ever avoided a section of the yard while on yard duty because you know something is going on that shouldn’t be? Are you reluctant to discipline students from another teacher’s class? As a secretary or custodian, do you ignore misbehaviour? All misbehaviours should be dealt with by anyone in authority (adults) at any time. It’s not how much discipline is meted out that counts, it’s the fact that a student isn’t allowed to misbehave without at least a reminder of the rules and a cessation of the misbehaviour. This must occur “every time” a person in authority sees misbehaviour. It truly takes everyone to have a school of self-disciplined students.

167. Lecturing – The Common Method of Instruction

Do you “lecture” students? Do you spend more time talking during a lesson than students do working? Do you work harder than the students? Lecturing is considered the least effective method of instruction yet it is the most widely used even in elementary school! It is just as ineffective at the college or university level. How do you assess if you are predominately a lecturer? Keep track for the next week what percentage of each lesson was lecturing. How do you effectively teach without lecturing? Try using a problem solving approach to introduce new information. Use questions that require new knowledge to answer. Start with surveys of present attitudes, skills, and knowledge and work from there. Try getting students talking, doing something, creating something, playing with ideas, having fun! Try anything but don’t lecture. Discuss the problem with colleagues. Just being aware of your teaching style will make a difference. Give the students a break. They will be subjected to enough lecturing when they are in institutions of “higher” education.



176. Testing has two major purposes

Whenever you test a student through an assignment or a formal test, there are two purposes for the test. The obvious one is for the student to demonstrate what he/she has learned. Equally important, but often overlooked, is to determine how well the teacher has taught the material being tested. Are there gaps in knowledge? Are there attitudes, opinions, judgements… reflected in the questions and answers which should have been learned but were not demonstrated in the test results or assignment? Did you cover all the things you were supposed to cover? Did you teach to the test? Did you compare the post-test with the pre-test of the same material? Did you… You must take the time to not only look at what the students learned but at what you must do now to make up for teaching omissions or what you must emphasize next time you teach the material. Make notes for future reference. Put the notes in with the curriculum documents for consideration when you return to this unit of study.

183. You Can’t Teach What You Aren’t Yourself!

As a teacher, you have credibility only in so much as you walk your talk. Students pick out “phonies” very quickly. If you don’t value learning, don’t work hard, don’t finish what you start, don’t practice life-long learning, don’t continue to learn on your own, don’t treat people decently and with empathy, don’t follow rules… and a myriad of other things that make you a very special person – a teacher – you will never be truly successful. Students love, respect, and follow the lead of real teachers – genuine teachers. Be a genuine teacher.



186. Parent “Interviews”

Is this the term you use for scheduled talks with parents? Is there not a better term? Are you really “interviewing” parents? Who is interviewing whom? What is the purpose of these discussions? What would be a better term? Parent-teacher conferences might be a better term. Even better would be parent-teacher-student conferences. What about “discussions” instead of conferences? What about “progress report” meetings? How about using the term “meetings”? Try to use as friendly a term as possible but interviews isn’t it! You might as well use the term interrogate!!!

190. Influence

Related to the power each of us wants over ourselves and our environment is the concept of influence. Effective teachers use influence as their best strategy to control behaviour as well as support students to continue to work continuously and diligently. Expecting blind obedience from students in this day and age simply because of your position as teacher is unrealistic. You influence others only after gaining their respect. Being a hard-working, professional, compassionate, warm, friendly, honest, and empathetic teacher is the only way to earn the respect of your students and thus be able to influence them.



191. “I can’t.”

Do you believe that many students start each assignment with an “I can’t” attitude? For some students this is true for all subjects while for other students it may be subject specific. Perhaps it’s math or creative writing or physical education. As a teacher, you are able to influence this pre-determined attitude. Perhaps you can spend time to remind students what they have already learned that will make this new work easier to do. Perhaps you can relate this new learning to other things you have already done. You can demonstrate the final product of this new learning until students feel comfortable about it. Use capable students to demonstrate parts of the new learning and less capable students to demonstrate parts you know they can do. Be aware of students who have this attitude and be prepared to deal with them early on in the introduction of new learning objectives.



READ ON!!!! READ ON!!!! READ ON!!!! READ ON!!!! If you found these Reflective Quickies™ of use you may very well be interested in reading more of them. Additional Quickies can be found in eBooks written by Paul Jackson, a retired educator with over 32 years of classroom teaching experience and elementary school administration. Visit Paul Jackson's website, eBook Authoring Services to find additional eBooks for Educators. Click on the Navigation Bar titled, "eBooks for Educators" to find the following eBooks…



An invitation to… SHARE YOUR WISDOM WITH OTHERS… Using the format in this Bonus eBook for Reflective Quickies™ send your valuable Quickie to Paul Jackson for possible inclusion in his next collection of Reflective Quickies™. You will be acknowledged with your name accompanying the Quickie idea should it be chosen for inclusion in the next eBook. You will not only be sharing your reflective wisdom with other classroom teachers but you will also be giving yourself the opportunity to explore what it is that you do right and separates you from the rest. It's a tremendous feeling to share your knowledge, skills and attitudes with others who greatly appreciate it. Send your Reflective Quickie™ ideas to: mailto:[email protected] or visit http://www.ebookwritingandpublishing.com or use Contact Us at http://www.ebookwritingandpublishing.com/contactus.html . Classroom Teachers have so much wisdom to share with others. They have strategies and techniques; attitudes and beliefs; methods and procedures; units of study; approaches to teaching and learning; experience dealing with difficult students; ideas how to deal with difficult circumstances; personal and professional experiences that others don’t have; a desire to teach others; a love of life-long learning; expertise that needs to be shared…



So why not write an eBook yourself. eBook Authoring Services is the place to get the kind of help that will "help you help yourself" in authoring and publishing an eBook from the idea stage to the published eBook. Classroom teachers in a school setting have all the expertise needed to solve any teaching/learning problem. The difficulty is finding a method to share what each of you knows individually with others who need to know. The eBook is a perfect way to do that. Not only that but teaching your students to write, format, edit, and ePublish eBooks is a tremendous motivator to learn those language skills in the context of becoming a published author whose eBook can be sent to anyone in the world simply as an email attachment. Write an eBook yourself then teach your students how to do it. The journey to becoming a published eBook author will be a life-altering experience for you and your students. I can guarantee that! Paul Jackson Sarnia, Ontario, Canada eBook Authoring Services [email protected]

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