top 20 teachers chapters 5 & 6 presented by nelda calderon & sonia m. ramos
TRANSCRIPT
TOP 20 TEACHERS
Chapters 5 & 6
Presented by
Nelda Calderon & Sonia M.
Ramos
CHAPTER 5
MOST POWERFUL
A “belief” in the potential of
their students, their belief
that their students can learn.
TWO TYPES OF BELIEF
Potential Activating
Beliefs
Potential Limiting Beliefs
BELIEFS ARE FORMED
Remain outside
messages until we
accept them as true.
CIRCUMFERENCE MESSAGES
Other People’s Opinions
Other People’s Expectations
Other People’s Agenda
TOP 20 TEACHER’S RESPONSIBILITY
To have OPINIONS that recognize the true
identity and worth of a child,
To have EXPECTATIONS that draw forth the
unique potential of a child,
To have an AGENDA that empowers a child to
become his True Self.
POWER OF MESSAGES & BELIEF
3 core messages – intended to direct the
individual's life towards fulfillment.• Identity
It is the “uniqueness” each individual’s essence
• Worth A person’s self value
• Purpose Be your true self
LAWS OF BELIEF
Law of beliefs• Whatever we believe is real for us
The Law of “I AM”• Whatever we say after we say “I AM” is what
we will become or experience
The Law of Conviction• The more we believe something to be true,
the more real it feels for us
REDUCING THE POWER
Name it (+ change)
Claim it (responsibility)
Tame it (weaken the
conviction)
TAME IT?
An “INTENTIONAL” effort to go from a higher
conviction to a lower conviction
Easing UP
Say “Not Now” Say “Maybe”
State the “Opposite” Look for
“Evidence”
Fake it till you “Make It”
TOP 20 TEACHERS REALIZE
The most powerful thing they
bring to the classroom each day
are the beliefs they have about
their students and the messages
they communicate.
CHAPTER 6
CREATE CONNECTIONS – “The revolution in our
classrooms will not require more books, computers or
smart boards. Top 20 Teachers know three more
valuable resources that are crucial to student learning:
NAME
VOICE
BELONGING”
NAME
If a student hears their name throughout the day in
a respectful manner they are beyond present they
are engaged
It communicates you are somebody, you are valued,
you matter
Students are more than a category, PEIMS coding
etc. they are people, they are individuals
VOICE
He/she is saying I am here and represents their
presence
The longer a student’s voice is not heard the more
disengaged they are and disappear into the
background
There voice is important, they have things to
contribute, and Teachers must create a platform for
this
BELONGING
Belonging occurs when we are part of something
larger than ourselves
Creating an environment of risk taking and safety
If a student perceives they are not in a safe
environment they withdraw into self preservation
and disengage
Belonging matters
“The message needs to be sent: You matter to me as a person first, a
learner second.”
Top 20 teachers deliberately prepare a student for learning by intentionally creating
safety in the classroom. This occurs when
emotional connections are made. It occurs when
name, voice and belonging matter.
People do not care how much you know until they know how much you care. – John
Maxwell