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TOP 20 TEACHERS

TOP 20 TEACHERS. INTRODUCTION, CHAPTER 1 AND CHAPTER 2 BERNADETT (DEE DEE) CACERES. ADELA G. TRONCOSO & GREGORIO ARELLANO JR. INTRODUCTION. GUIDING QUESTIONS WHAT WILL TEACHERS GIVE STUDENTS TODAY? WHAT WILL TEACHERS TAKE FROM STUDENTS TODAY?

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TOP 20 TEACHERS

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  1. TOP 20 TEACHERS INTRODUCTION, CHAPTER 1 AND CHAPTER 2 BERNADETT (DEE DEE) CACERES. ADELA G. TRONCOSO & GREGORIO ARELLANO JR.

  2. INTRODUCTION • 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?

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

  4. INTRODUCTION • 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.

  5. INTRODUCTION • 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.

  6. CHAPTER 1HAVE POWER TO MAKE A POSITIVE DIFFERENCE • 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

  7. CHAPTER 1HAVE POWER TO MAKE A POSITIVE DIFFERENCE • 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

  8. CHAPTER 1HAVE POWER TO MAKE A POSITIVE DIFFERENCE • 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

  9. CHAPTER 1HAVE POWER TO MAKE A POSITIVE DIFFERENCE • 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

  10. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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)

  11. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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

  12. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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.

  13. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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

  14. CHAPTER 2KNOW HOW 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

  15. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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

  16. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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)

  17. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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.

  18. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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.

  19. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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.

  20. CHAPTER 2KNOW HOW TO SEE THINGS DIFFERENTLY • 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

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