 GUIDING QUESTIONS › WHAT WILL TEACHERS GIVE STUDENTS TODAY? › WHAT WILL TEACHERS TAKE FROM STUDENTS TODAY? › WHAT WILL TEACHERS DISCOVER IN STUDENTS TODAY? › WHAT WILL TEACHERS DEVELOP IN STUDENTS TODAY?

THE DEVELOPMENT OR DIMINISHMENT OF HUMAN LIFE IS WHAT IS GOING ON IN SCHOOL TODAY!

 THE REVOLUTION – EMPOWER YOUTH AND TEACHERS TO MAKE A POSITIVE DIFFERENCE IN THEIR LIVES. › POWER - BELIEF IN POSSIBILITIES  HOPE – THE BEST FOR CHILDREN  PARTNERSHIP – VOCATION AS TEACHERS, PARENT DESIRES, & NEEDS OF CHILDREN TO CREATE NEW POSSIBILITIES  PROVIDE EACH STUDENT WITH A TOP 20 TEACHER.

 THE REVOLUTION – NO EDUCATION WITHOUT PARTICIPATION. › FUEL – COMMUNICATE AWARENESS  SCHOOL IS A TERRIBLY IMPORTANT PLACE.  EVERY ENCOUNTER BETWEEN STUDENT AND TEACHER CREATES A POSSIBILITY FOR LEARNING.  COMMUNICATE TO EACH OTHER WHAT IS REALLY GOING ON IN STUDENTS AND OURSELVES.

 TEACHERS ARE BUILDERS – BUILD RELATIONSHIPS THAT ENABLE STUDENTS TO REACH NEW PLACES, PLACES WHERE THEY EXPEREINCE THEIR OWN DISCOVERIES AND OPPORTUNITIES TO GROW AND CREATE. › SUCCESS = GR + GR  GR = GREAT RESULTS  GR = GREAT RIDE

 TEACHERS ARE BUILDERS › POTENTIAL – BELIEVE…POWER IN EACH PERSON THAT WANTS TO MAKE A POSITIVE DIFFERENCE. › STAGES  UNDEVELOPED – REMAIN DORMANT  COMMONLY EXPECTED – ACHIEVE REASONABLE GOALS AND GET ALONG FINE  EXPLODES – EXPERIENCE GREAT RESULTS AND A GREAT RIDE

 TEACHERS ARE BUILDERS › LEVELS OF OPERATION  TOP 20 – TLC IS HIGHLY EFFECTIVE  BOTTOM 80 – TLC FAILS TO SOLVE PROBLEM…MAKES THEM WORSE › IQ OR EQ  IQ – REMAINS CONSTANT  EQ – EMOTIONAL QUOTIENT…AWARENESS OF SELF AND OTHERS…INTERNAL POWER TO THINK, LEARN, AND COMMUNICATE EFFECTIVELY

 TEACHERS ARE BUILDERS › THE LIE: SUCCESS = HIGH IQ  KNOWLEDGE OF ACADEMIC SUBJECTS  BOTTOM 80 TEACHERS ARE CONCERNED WITH HIGH IQ › TRUTH: SUCCESS = IQ X EQ  PERSON’S AWARENESS OF SELF AND OTHER PEOPLE  TOP 20 TEACHERS ENRICH EQ TO BRING OUT TRUE IQ

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › THE FRAME  SEE – HOW WE THINK ABOUT; OUR BELIEFS, PERCEPTIONS OR OPINIONS  FEEL  DO – BEHAVIOR OR ACTIONS  GET - RESULTS (REINFORCES HOW WE SEE IT)

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › WHAT MATTERS IS HOW WEE SEE IT  TOP 20s REALIZE THAT WHAT THEY ARE GETTING OUT OF LIFE OR A CETAIN EXPERIENCE HAS TO DO WITH HOW THEY ARE SEEING IT.  BOTTOMS 80s BLAME SOMETHING EXTERNAL; SPOUSE, BOSS, STUDENTS, OR ENVIRONMENT

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › RESPONSES TO NOT GETTTING DESIRED RESULTS  BOTTOM 80s  CHANGE NOTHING – EXPECT THINGS TO GET BETTER  CHANGE WHAT WE DO – WILL CHANGE WHAT THEY GET, SOMETIMES WORKS, AND IS SHORT LIVED  BLAME – DYSFUNCTIONAL, GIVE UP POWER, AND STAY STUCK IN YUCK.  HAVE A NEED TO BE RIGHT.

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › RESPONSES TO NOT GETTTING DESIRED RESULTS  TOP 20s  KNOW THAT WHAT THEY ARE GETTING IS THE RESULT OF HOW THEY ARE SEEING  ASK QUESTIONS: HOW CAN I SEE THIS DIFFERENTLY? HOW CAN I SEE THIS OTHER PERSON DIFFERNTLY? HOW CAN I SEE MYSELF DIFFERENTLY?  USE CURIOSITY TO SEE THINGS DIFFERENTLY

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › RIGHT VS CURIOSITY  RIGHT – DON’T LISTEN, GET LOUDER, AM COCKY, SMUG OR ARROGANT, DEFENSIVE, DON’T ASK QUESTIONS, CLOSE MINDED, ARGUE MY POINT, & BLAME  CURIOUS – LISTEN, CALM, HUMBLE, OPTIMISTIC, ASK QUESTIONS, OPEN MINDED, VALUE OTHERS’ IDEAS, & SEARCH FOR OTHER POSSIBILITIES

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › TOP 20s  FOSTER CHILDREN’S CURIOSITY  OPEN TO SEEING WAYS BY WHICH THEY MAY BE DAMAGING STUDENT CURIOSITY  ASSIST COLLEAGUES AND ENTIRE TEACHING PROFESSION IN BECOMING AWARE OF WAYS CURIOSITY IS DIMINISHED IN OUR CLASSROOMS AND SCHOOLS

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › THREE RIGHTS  R = R: WHEN WE THINK WE’RE RIGHT, WE’RE SURE WE’RE RIGHT. DON’T CONSIDER OTHER POSSIBILITIES OR OPTIONS. (BOTTOM 80)  R = W: WHEN WE THINK WE’RE RIGHT, WE’RE AWARE THAT WE MIGHT BE WRONG BUT JUST HAVEN’T DISCOVERED WHAT WE ARE WRONG ABOUT YET…LEADS TO CURIOSITY. (TOP 20)

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › THREE RIGHTS  R = R+: WHEN WE THINK WE’RE RIGHT, WE ARE RIGHT, BUT WE BELIEVE THERE IS STILL SOMETHING MORE THAT WE ARE NOT SEEING…MAINTAIN CURIOSITY. (TOP 20)  DO YOU SEE OR ARE YOU BLIND › FUNDAMENTAL QUESTION: DO WE SEE? › WE DON’T OFTEN SEE WHAT IS OBVIOUS. › WE THINK WE SEE THINGS THE WAY THEY ARE…WE GET LOCKED IN.

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › PARADIGM – THE PATTERNED WAY WE SEE REALITY. OUR PERSPECTIVE.  THEY CAN GOVERN OUR FRAME….WHAT WE SEE, WHAT WE FEEL, WHAT WE DO, & WHAT WE GET.  PARADIGM SHIFT  DIFFERENT RESULTS  ARE INCOMPLETE – ALWAYS MORE THAN MEETS THE EYE  TOP 20s – KNOW THEY DO NOT SEE VERYTHING…OPEN TO SEEING WHAT THEY DO NOT SEE.  BOTTOM 80s – DO NOT KNOW IT.

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › PARADIGM – THE PATTERNED WAY WE SEE REALITY. OUR PERSPECTIVE.  PARADGM SHIFT – SEEING THINGS DIFFERENTLY  CRISIS  ASK OTHERS HOW THEY SEE IT  CHANGE ROLES  SAY “MAYBE” – TOP 20s PUT MAYBE BEFORE JUDGMENTS. IT CREATES CRACKS…SOMETHING ELSE MIGHT GROW...SOMETHING ELSE IS POSSIBLE.

 JUDGMENTS HAVE POWERFUL IMPACTS ON LEARNING EXPERIENCES › TWO PATHS  BOTTOM 80 – I DON’T SEE; BECAUSE I DON’T KNOW THAT I SON’T SEE; I THINK I SEE EVERYTHING EXACTLY THE WAY IT IS; THEREFORE, I THINK I’M RIGHT; THEN I BLAME; I LOSE POWERP; I’M A VICTIM; I STAY STUCK IN YUCK  TOP 20 – I DON’T SEE; BECAUSE I KNOW THAT I DON’T SEE, I KNOW I DON’T SEE EVERYTHING EXACTLY THE WAY IT IS; THEREFFOR; I AM CURIOUS; THEN I LEARN; I SEE MORE; I’M A DIFFERENCE MAKER; I GET A BETTER EXPERIENCE