A Cat in the Doghouse Worksheets

Name:_____________________________________________ Date:___

I-1 (p. 6) Educational BinocularsThink of your dog and cat students and how they do in the two tubes of the educational binoculars.

A. Initials of two students who are more dog-like: ___ ___ & ___ ___What are 2-3 traits that indicate that they are dog-like:

B. How do they do in terms of the management tube? Are they easy, average or hard to manage? Explain your answer.

C. How independent are they academically when they are given an assignment with few guidelines? Explain your answer.

D. Initials of two students who are more cat-like: ___ ___ & ___ ___What are 2-3 traits that indicate that they are cat-like:

E. How independent are they academically when they are given an assignment with few guidelines? Explain your answer.

Reflection: Explain if you agree or disagree with this statement, “Dogs are easier than cats to manage, but cats can handle unstructured learning better than dogs.”

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Name:_____________________________________________ Date:___

I-2 (p. 8) Benefits There were 12 benefits listed on p. 8. List three of them and explain the benefits you have found from A Cat in the Doghouse.

1st Benefit

2nd Benefit

3rd Benefit

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Name:_____________________________________________ Date:___

I-3 (p. 9) CautionsA Cat in the Doghouse suggests three cautions:

1. The concept of dog and cat are not absolute but a continuum from Golden Retrievers to German Shepherds to Burmese to Siamese. Describe what degree of dog or cat you are as a teacher:

2. The concept is based on the culture you come from. Describe the family / community that you come from:

3. The culture that you are in now (e.g., what grade level you teach and if the school is elementary, middle school, or high school).

4. Describe when you increase your dog-ness and when you increase your cat-ness:

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Name:_____________________________________________ Date:___

I-4 (p. 10) Bake like a Dog; cook like a CatA Cat in the Doghouse ends the Introduction with the suggestion that you have a dog part of you and a cat part of you. Schools have seasons. Some seasons have lots of routines and other times there are breaks in routines (first snow fall, early release, last days before a holidays).

Explain when it is appropriate to increase your cat part and why.

Explain when it is appropriate to increase your dog part and why.

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Name:_____________________________________________ Date:___

Ch. 1-1 (p. 12) Origins of My Self-ImageOur self-image is formed mainly from our family and school social life. Use the following graphic:

Put the appropriate letter next to your parents and grandparents:• a lowercase “c” if the person was somewhat of a cat.• a capital “C” if the person was definitely a cat.• a lowercase “d” if the person was somewhat of a dog.• a capital “D” if the person was definitely a dog.

Using this informal genealogy, describe your attitude towards Cat, cat, dog, and Dog and how it affects your self-image. If pertinent, mention if there is any family tradition of dog and cat being connected to gender.

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Name:_____________________________________________ Date:___

Ch. 1-2 (p. 13) Cat & Dog Chart Page 14 lists 25 categories where one’s dog-ness and cat-ness could appear. Because A Cat in the Doghouse encourages teachers to see themselves as having dog parts and cat parts, do the following activities:

Dog-partSelect two categories where your dog part increases. Name of categories: ________________________ & ____________________Describe evidence of how your dog part is exhibited in these two categories:

Cat-partSelect two categories where your cat part increases. Name of categories: ________________________ & ____________________Describe evidence of how your cat part is exhibited in these two categories:

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Name:_____________________________________________ Date:___

Ch. 1-3 (p. 15) Position and Person AxesThere are four quadrants in the graphic on page 16. Select people (real or fictional [movies, TV, books]) other than yourself for each of the four quadrants.

High person and low positionWhat is the name or initials of the person:________________What are two examples/traits of this person:

High position and low personWhat is the name or initials of the person:________________What are two examples/traits of this person:

Low person and low position: What is the name or initials of the person:________________What are two examples/traits of this person:

High person and high positionWhat is the name or initials of the person:________________What are two examples/traits of this person:

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Name:_____________________________________________ Date:___

Ch. 1-4 (p. 18) First Correlation: Grade levelWhat grade level(s) do you teach:_________Describe how much you operate from your dog part and how much you operate from your cat part.

Describe how your operating style matches or mismatches your innate personality/temperament:

Initials of a teacher whose personality/temperament mismatches what is the operating norm that the teacher teaches____

What are some consequences of the mismatch:

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Name:_____________________________________________ Date:___

Ch. 1-5 (p. 19) Second Correlation: Number of studentsGive an estimate of the number of students you are responsible for in a week:________.

Comment if there is a correlation between your level of dog-ness vs. your level of cat-ness (you might find it profitable to discuss this concept with several teachers who have a variety of students they are responsible for in a week):

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Name:_____________________________________________ Date:___

Ch. 1-6 (p. 19) Third Correlation: Years of TeachingHow long have you been a teacher:_______Mention any pertinent variables (continuous years vs. breaks; number of years on the grade level that you are currently teaching; your age when you started to teach full time):

Share your reflections on any differences between new teachers vs. veteran teachers regarding the degree of dog-ness or degree of cat-ness they operate from:

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Name:_____________________________________________ Date:___

Ch. 1-7 (p. 20) Increase your catA Cat in the Doghouse suggests that as one’s level of responsibility increases, it is appropriate to increase operating from one’s cat part.

“Increase in levels” Least RecommendedDescribe a situation (at school or home) where you or someone else (it is OK to use a movie scene, TV, or literature) had an increase in their level of responsibility and DID NOT increase their cat:

Describe what happened (for example the person felt sorry for themselves, became exhausted…):

“Increase in levels” Recommended Describe a situation (at school or home) where you or someone else (it is OK to use a movie scene, TV, or literature) had an increase in their level of responsibility and DID increase their cat:

Describe what happened:

“Decrease in levels” Least RecommendedDescribe a situation (at school or home) where you or someone else (it is OK to use a movie scene, TV, or literature) had a decrease in their level of responsibility and DID NOT decrease their cat:

Describe what happened:

“Decrease in levels” RecommendedDescribe a situation (at school or home) where you or someone else (it is OK to use a movie scene, TV, or literature) had a decrease in their level of responsibility and DID decrease their cat:

Describe what happened:

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Name:_____________________________________________ Date:___

Ch. 1-8 (p.22) ChallengeThe book shared the story of the legendary William “Red” Hill … a person who accepted several challenges to rescue people. The extreme end of cats is pioneers and peak performers. Share a story about someone who pioneered something or accepted a challenge. Mention any obstacles they had to overcome. And if pertinent, write how “cats land on their feet.”

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Name:_____________________________________________ Date:___

Ch. 1–9 (p. 24) Review in third person; program in first personDescribe a day that was difficult:

Describe how you would normally review that day in first person:

A. Rewrite the review in third person (e.g. “the teacher…”).

B. Describe how you laughed at least twice.

C. Describe how you programmed how you’ll (first person) plan to handle similar situations in the future.

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Name:_____________________________________________ Date:___

Ch. 1-10 (p. 25) AmbitionInitials of someone you know (it is OK if it is you) who was/is ambitious: ___ ___

Describe the objective, outcome, or goal that they sought:

Describe what they did to gain what they sought and mention any obstacles they overcame. If pertinent, mention the three stages they may have gone through:

A. Their distaste for the norm.B. Their attempt to do anything but the norm (often done randomly).C. Where they finally ended up.

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Name:_____________________________________________ Date:___

Ch. 1-11 (p. 26) RiskThe initials of someone you personally know (sorry, can’t use someone you have not met) who does risky things ___ ___

Describe one or two things that this person did that is/was risky (“risky” can be physical, emotional, cognitive, professional, etc.)

What is the riskiest thing that you have ever done? Explain/describe what was risky about doing this activity/adventure.

Share your reflections on the following: What is your criteria that determines if any activity/adventure is risky? What are the conditions where you won’t do an activity/adventure? What have you learned about yourself?

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Name:_____________________________________________ Date:___

Ch. 1-12 (p. 27) TensionWhat level of tension is comfortable/acceptable for you? Is the amount of tension that is acceptable different in various arenas (physical, emotional, cognitive, professional)? Explain:

What are the initials of someone who operates on a higher tension level: ___ ___Interview the person and write up their experience of tension; if pertinent, describe if the tension is connected to creativity. Are they in the arts / performance / high levels of expertise?

Share your reflections on the following: What is your criteria that determines if tension is acceptable or not? What are the conditions where you won’t accept a certain level of tension? What are the conditions where you will accept a higher than normal level of tension? What have you learned about yourself?

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Name:_____________________________________________ Date:___

Ch. 1-13 (p. 30) Cat Teachers Becoming Charismatic: Dog-ability[Worksheets Ch. 1-13 and Ch. 1-14 are a pair; as are Ch. 1-15 and Ch. 1-16. Either fill out the first set or the second set on yourself.]

What are three evidences/examples that you operate like a cat:

On pages 29-30 there are eight (bullets) suggestions for increasing your dog-ability. Select three of them and practice doing them for a week and then report on what you do and effects on others:

First suggestion:Describe how you specifically practice this skill:

Describe the effect of practicing this skill had on you and/or others: Second suggestion:

Describe how you specifically practice this skill:

Describe the effect of practicing this skill had on you and/or others:

Third suggestion:Describe how you specifically practice this skill:

Describe the effect of practicing this skill had on you and/or others:

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Name:_____________________________________________ Date:___

Ch. 1-14 (p. 31) The Cat Teacher Practices Approachability [Worksheets Ch. 1-13 and Ch. 1-14 are a pair; as are Ch. 1-15 and Ch. 1-16. Either fill out the first set or the second set on yourself.]

On pages 30 (bottom) - 31 (top half) there are nine (bullets) suggestions to increase your approvability. Select four of them and practice doing them for a week (it can NOT be the same week you do Ch.1-13), then report on what you do and its effects on others:

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Name:_____________________________________________ Date:___

Ch. 1-15 (p. 33) Dog Teachers Becoming Charismatic: Cat-ability[Worksheets Ch. 1-13 and Ch. 1-14 are a pair; as are Ch. 1-15 and Ch. 1-16. Either fill out the first set or the second set on yourself.]

What are three evidences/examples that you operate like a dog:

On pages 32-33 there are eight (bullets) suggestions for increasing your cat-ability. Select three of them and practice doing them for a week, then report on what you do and its effects on others:

First suggestion:Describe how you specifically practice this skill:

Describe the effect of practicing this skill had on you and/or others: Second suggestion:

Describe how you specifically practice this skill:

Describe the effect of practicing this skill had on you and/or others:

Third suggestion:Describe how you specifically practice this skill:

Describe the effect of practicing this skill had on you and/or others:

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Name:_____________________________________________ Date:___

Ch. 1-16 (p. 35) The Dog Teachers Practices Credibility [Worksheets Ch. 1-13 and Ch. 1-14 are a pair; as are Ch. 1-15 and Ch. 1-16. Either fill out the first set or the second set on yourself.]

On page 35 there are seven (bullets) suggestions to increase your approvability. Select four of them and practice doing them for a week (it can NOT be the same week you do Ch.1-15), then report on what you do and its effects on others:

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Name:_____________________________________________ Date:___

Ch. 1-17 (p. 35) Influence and Power Describe if you are more comfortable with operating from Influence or more comfortable with operating from Power:

Describe two behaviors you practiced/did this last week that were the style (influence vs. power) that you are least comfortable with:

Describe how you felt practicing these two behaviors.

Describe how others responded to you practicing these two behaviors.

Share your reflections on the need to be comfortable with operating both from power and from influence. Also mention how your first preference is to operate from influence (the exception is a dysfunctional class).

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Name:_____________________________________________ Date:___

Ch. 2-1 (p. 43) If you kick …Have a chat with one or more of your colleagues, then write up two examples of students that are in an abusive/neglected environment and yet don’t want to risk changing to a new living arrangement or they unfairly blame themselves or life circumstances.

A. Student’s initials: ___ ___Describe the situation the student is in:

Describe their distorted view of the situation:

Describe any attempts to change their perspective and their reactions:

B. Student’s initials: ___ ___Describe the situation the student is in:

Describe their distorted view of the situation:

Describe any attempts to change their perspective and their reactions:

C. The examples above indicate that students can feel responsible for chaotic conditions. Share your reflections of the class feeling guilty/unsafe when a teacher inappropriately and harshly manages a cat student.

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Name:_____________________________________________ Date:___

Ch.2-2 (p.46) Is the student operating from a lose-lose? The second prerequisite for being an effective manager is checking the template the cat student is operating from.

A. Initials of a cat student operating from “win-lose:” ___ ___.

Describe the behaviors that led you to see the student as operating from win-lose:

Describe what you did, and what the effect on both the student and the class was:

B. Initials of a cat student (it can be the same student as above) operating from “lose-lose:” ___ ___.

Describe the behaviors that led you to see the student as operating from lose-lose:

Describe what you did, and what the effect on both the student and the class was:

Share your reflections on how responding to a student operating from win-lose is different than a student operating from lose-lose:

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Name:_____________________________________________ Date:___

Ch. 2-3 (p.47) Can the class function with the student in the room? A. Initials of a student who has shocked or confused the class: ___ ___

Describe the evidence that the class is either shocked or confused by the inappropriate behavior(s) of the student:

Describe the student’s inappropriate behavior(s):

Describe the evidence that the class is either shocked or confused:

Your goal is to try to keep the student – who is acting inappropriate – as a member of the class. Describe your attempts and the class’s response to your attempts:

B. Initials of a student who has annoyed the class: ___ ___

Describe the student’s inappropriate behavior(s):

Describe the evidence that the class is annoyed by the inappropriate behavior(s) of the student:

Your goal is to try to either remove the student or teach the class to ignore the inappropriateness of the student. Just report on your attempt to remove the student.

Describe your attempts and the class’s responses to your attempts:

Share your reflections on how the class’s reaction to the inappropriateness of the student directs your goals and the course of action you take.

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Name:_____________________________________________ Date:___

Ch. 2-4 (p. 51) Ignoring Initials of a student (acting inappropriately) that the class is annoyed at and you are unable to remove: ___ ___

Describe the student’s inappropriate behavior(s):

Describe the evidence that the class is annoyed by the student:

Describe your attempts to remove the student:

Describe your attempts to teach the class to ignore the student’s inappropriate behavior(s) and the class’s reactions:

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Name:_____________________________________________ Date:___

Ch. 2-5 (p. 52) Removing a Student Initials of a student (acting inappropriately) that the class is annoyed at and you are able to remove: ___ ___

The methods/timing of removing a student can take several forms based on what you estimate the student’s level of cooperation will be. Describe:

Your estimation of the student’s level of cooperation. What that’s based on. What method/timing did you attempt. Whether your estimation was accurate.

Share your reflections on how you can improve your estimation of the student’s level of cooperation, and what other methods/timing you could consider in the future.

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Name:_____________________________________________ Date:___

Ch. 2-6 (p. 54) Gender Differences and Recovery TimeThis worksheet is intended for you to chat with several adults of both genders – both at school as well as in your private world.

HomeDescribe a situation that can occur in someone’s private work, where there was a difference between how the different genders reacted:

Describe how the female reacted and how long before she was able to calm down:

Describe how the male reacted and how long before he was able to calm down:

School Describe a situation that can occur in a professional setting, where there was a difference between how the different genders reacted:

Describe how the female reacted and how long before she was able to calm down:

Describe how the male reacted and how long before he was able to calm down:

Share your reflection on the differences between female and male reactions to situations, the length of time it took to recover and how you understand yourself better.

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Name:_____________________________________________ Date:___

Ch. 2-7 (p. 56) Lower MetabolismA Cat in the Doghouse pages 54-55 list eight behaviors that can lower a student’s metabolism (as well as your own).

Describe a situation that warranted lowering a student’s metabolism:

Describe one of the eight behaviors you attempted:

Describe the effect on the student (and yourself):

Select at least three of the eight techniques and write how you might use them.

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Name:_____________________________________________ Date:___

Ch. 2-8 (p. 58) Influencing Another’s Breathing – Simple Method(This technique is similar to whispery voice mentioned in Ch.2-8)Describe a situation that warranted lowering a student’s breathing:

Describe how you talked more softly and more slowly:

Describe the effect on the student (and perhaps on yourself):

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Name:_____________________________________________ Date:___

Ch. 2-9 (p. 58) Influencing Another’s Breathing – Sophisticated Method(You are strongly encouraged to practice this technique before trying it in a severe situation).

Reading Bedtime Story (an opportunity to practice)Put someone to bed (e.g., child) and sit so you can hold a book and see over the top as the covers move up (expand) and down (contract). When the covers move down, the listener is exhaling – that is when you read aloud. When the covers move up, the listener is inhaling – be silent.

Describe the situation of this reading – mention the age of the person, your relationship to them, and how you position your body so you could see the covers move up and down:

Describe your attempt to only read aloud when the listener is exhaling and be silent when the listener is inhaling:

Describe the effect (of course, you have to read aloud without speaking in sync with the listener’s breathing to compare the effect):

Share your reflection on what you are learning and how you plan to practice more:

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Name:_____________________________________________ Date:___

Ch. 2-10 (p. 62) Flexibility and Visual/Kinesthetic Equivalents(You are strongly encouraged to practice this technique with a family or a colleague before trying it in a severe situation). Each exhalation releases chemicals of calmness. Each inhalation releases chemicals of fight or flight.

When Listening – Visual TechniqueHave someone talk to you while you silently listen. When the person starts to speak (this is the start of their exhale) make eye contact with the speaker; as they speak, move your head down towards your chest. When the person pauses (they are inhaling) move your head back in the raised head position. This way you are ready to move your head down again when they speak. Continue to have your head move in sync with their breathing.

Describe your practice of this visual way of influencing the speaker’s breathing:

Describe the speaker’s reaction to this technique:

Share your reflection about the following:The science of visually influencing another’s breathing is outlined above. After doing the head high-to-low as the person speaks, hold a pinch longer before moving your head back up – this is the art. The purpose is to influence the speaker to exhale longer, thus releasing more chemicals of calmness.

When Touching – Kinesthetic Technique(In an educational setting, it is usually not advisable to touch people; in other settings, such as medical, it is. Only use this technique when appropriate.)

Spread out your fingers as you lay your hand on someone (e.g., shoulder). It is probably best to be next to the person – avoid being in front of them. As you see/feel the person inhale (e.g., their shoulder rises) have your hand rise with their shoulder; when the person exhales, have your hand fall. Once you are in rhythm with the person, you have the science of this technique. For the art, wait a pinch longer before letting your hand rise again. The purpose is to influence the speaker to exhale longer thus releasing more chemicals of calmness.

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Name:_____________________________________________ Date:___

Ch. 2-11 (p. 65) I Don’t Get to DecideThis concept looks at the teacher’s side of the student-teacher relationship. As giving people, we are sometimes baffled when our attention and caring is not reciprocated.

Initials of a cat student that you sometimes can reach and sometimes can’t: ___ ___

Describe a situation when the student was receptive to your attention and time:

Describe a situation when the same student was not receptive to your time and attention:

Share your reflection on the temptation to think that when the student is NOT receptive, it must have been something you were doing wrong … in other words, you are responsible for the relationship.

Initials of a cat student that you could NOT reach (or it took a long while): __ __

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Name:_____________________________________________ Date:___

Ch. 2-12 (p. 66) Circle of Concern and Circle of InfluenceThis worksheet can apply to your personal world as well as your professional school setting.

Personal WorldDescribe a situation where your circle/level of concern and your circle/level of influence were the same:

Describe your emotional reaction to the situation:

Describe a situation where your circle/level of concern was higher than your circle/level of influence:

Describe your emotional reaction to the situation:

Professional WorldDescribe a situation where your circle/level of concern and your circle/level of influence were the same:

Describe your emotional reaction to the situation:

Describe a situation where your circle/level of concern was higher than your circle/level of influence:

Describe your emotional reaction to the situation:

Share your reflections on the differences between your emotional reaction when your Circles were the same (in order words, you were able to do something about what was going on) and when your concern was greater than your influence:

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Name:_____________________________________________ Date:___

Ch. 2-13 (p. 66) Loved and Known This worksheet can apply to your personal world as well as your professional school setting.

Personal WorldInitials of someone who wanted to be loved and accepted before revealing their warts:___ ___

Describe the sequence/situation:

Initials of someone who wanted to be known before accepting another person’s love: ___ ___

Describe the sequence/situation:

Professional WorldInitials of someone who wanted to be loved and accepted before revealing their warts:___ ___

Describe the sequence/situation:

Initials of someone who wanted to be known before accepting another person’s love: ___ ___

Describe the sequence/situation:

Share your reflections of when you have been one or both of the above styles; make sure you include what you have learned about yourself:

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Name:_____________________________________________ Date:___

Ch. 2-14 (p. 67) Caring for Dogs vs. CatsIn filling out this worksheet, the examples you provide can be from your interactions with students or another educator’s interactions. If needed, you can use (either educational or non-educational) examples from literature, TV, and movies.

RecommendedInitials of a “definitely” dog student: ___ ___Describe the evidence that supports the student being definitely a dog:

Describe how giving time and attention fosters the relationship (mention the student’s responses to your attempts):

Initials of a “definitely” cat student: ___ ___Describe the evidence that supports the student being definitely a cat:

Describe how teasing fosters the relationship (mention the student’s responses to your attempts):

Least RecommendedInitials of a “definitely” dog student: ___ ___Describe the evidence that supports the student being definitely a dog:

Describe how teasing does NOT foster the relationship (mention the student’s responses to your attempts):

Initials of a “definitely” cat student: ___ ___Describe the evidence that supports the student being definitely a cat:

Describe how giving time and attention does NOT foster the relationship (mention the student’s responses to your attempts):

Share your reflections on the following:Describe how you are increasing your speed and accuracy of detecting dog students and cat students:

Describe your innate style to foster relationships – time & attention or teasing: Describe what are you doing to increase your least natural style:

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Name:_____________________________________________ Date:___

Ch. 2-15 (p. 68) Cats don’t have to like each otherIn filling out this worksheet, the examples you provide can be from your interactions with students or another educator’s interactions. If needed, you can use (either educational or non-educational) examples from literature, TV, and movies.

Inflexible StyleInitials of someone whose view of a relationship with students is one of rapport and closeness: ___ ___

Describe their view (if appropriate, interview the person):

Describe how the person’s perspective works when the interaction is/was with a dog student and how it flopped when it is/was an interaction with a cat student:

Initials of someone whose view of a relationship with students is/was very flexible working relationships: ___ ___

Describe their view (if appropriate, interview the person):

Describe how the person’s perspective works when the interaction is/was with a cat student and how it flopped when it was an interaction with a dog student:

Flexible Style Initials of someone whose view of a relationship with students was a flexible one ranging from rapport & closeness to working relationships: ___ ___

Describe their view (if appropriate, interview the person) and mention how they know when to use which style:

Share your reflections of what your innate view was and how you are increasing your perspective. Mention how you are OK when the relationship with a cat is just a working level:

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Name:_____________________________________________ Date:___

Ch. 2-16 (p. 69) When Teachers Confuse their CirclesIn filling out this worksheet, the examples you provide can be from your interactions with students or another educator’s interactions. If needed, you can use (either educational or non-educational) examples from literature, TV, and movies.

Describe a situation where an educator didn’t get the compliance s/he wanted from a cat student, breathed high, and in so doing exacerbated the situation (mention the student and class’s reaction to the situation):

Describe a situation where an educator didn’t get the compliance s/he wanted from a cat student, yet breathed low and was OK with the situation (mention the student and class’s reaction to the situation):

Share your reflections on this statement: “when a teacher needs the student to comply for the teacher’s well-being, the teacher opens the door for the student to ‘jerk the teacher around’.”

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Name:_____________________________________________ Date:___

Ch. 2-17 (p. 71) Never Give Attention…The essence of this skill is to be attentive to the class instead of the individual student you are managing.

In filling out this worksheet, the examples you provide can be from your interactions with students or another educator’s interactions. If needed, you can use (either educational or non-educational) examples from literature, TV, and movies.

Describe a situation where you (or someone in charge) gave attention (eye contact, length of verbiage, proximity to the student) more than was needed to stop an inappropriate behavior:

Describe the student and class’s behavior over the next time period:

Initials of an educator (or someone in charge) you interviewed who believes that the purpose of managing an individual is to get compliance (there are plenty of them so they will be easy to find): ___ ___

Describe the person’s beliefs:

Initials of a second educator (or someone in charge) you interviewed who believes that the purpose of managing an individual is to get compliance: ___ ___

Describe the person’s beliefs:

Share your reflections on this statement: “The purpose of management isn’t necessarily to get compliance from the individual student, it is to provide safety and sanity to the class:”

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Name:_____________________________________________ Date:___

Ch. 2-18 (p. 74) Attention There are three levels of attention: none, negative, and positive. Attention is eye contact, verbiage, proximity. Humans who are not getting enough attention would rather receive negative attention than no attention.

Initials of the first student who you suspect may not get enough attention at home and is getting attention (admittedly negative) at school by being inappropriate:___ ___

Describe any evidence regarding the student “not getting enough attention at home” and “getting attention when inappropriate at school”:

Describe how, for two weeks, you intentionally gave minimal attention when stopping inappropriate behavior and increased attention when the student was appropriate:

Describe the student’s change of behavior: Initials of the second student who you suspect may not get enough attention at home and is getting attention (admittedly negative) at school by being inappropriate:___ ___

Describe any evidence regarding “not enough attention at home” and “getting attention when inappropriate at school:”

Describe how, for two weeks, you intentionally gave minimal attention when stopping inappropriate behavior and increased attention when the student was appropriate:

Describe the student’s change of behavior:

Share your reflections of what you learned from this project:

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Name:_____________________________________________ Date:___

Ch. 2-19 (p. 75) First Component – Level of IntensityYou are strongly encouraged to complete Ch. 2-19, before approaching this activity.

Using Jon Saphier’s scale of intensity on page 73, record your management interactions with two students over the course of a week.

Initials of first student:___ ___

List the date, approximate time and the Saphier label that most closely describes the intensity level you use: Date Time Label ____ ____ ________________ ____ ____ ________________

____ ____ ________________

____ ____ ________________

____ ____ ________________

____ ____ ________________

Initials of second student:___ ___

List the date, approximate time and the Saphier label that most closely describes the intensity level you use:

Date time label ____ ____ ________________ ____ ____ ________________

____ ____ ________________

____ ____ ________________

____ ____ ________________

____ ____ ________________

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Share your reflections on the following suggestions: Overall goal: keep management to a minimum. Attempt to select the lowest level of intensity that will work. If that level doesn’t work, DON’T select the next item up because that may

make the student’s tolerance greater; instead jump 2 or 3 items up. Whichever level works, try to use a lesser item in subsequent management

interactions. The goal is to deduct what you have to do to get the same intended results.

Remember to give an increase attention for appropriate behavior.

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Name:_____________________________________________ Date:___

Ch. 2-20 (p. 77) Visual Teaching StrategyStudy the pertinent pages before filling out this worksheet.

Visual vs. OralDescribe the difference in results when you or another educator do two different approaches: Orally give directions when releasing the class to do work Visually (as well as orally) give directions(What you want to notice is that visual directions allow the students to re-access the information without the teacher’s involvement; in other words, the class is empowered to work and the teacher is free to work one-on-one with students.)

Gesture vs. Gesture & EyesDescribe what happens when the educator presents visual directions in two different approaches: Points with a hand gesture towards the visual directions, but keeps eye

contact with the class Both points with a hand gesture towards the visual directions as well as looks

at the visual directions(What you want to notice is that the class follows the educator’s eyes, not the gesture; in other words, a gesture, without eye support, flops.)

Hand Closest vs. Hand Farthest Describe what happens when the educator gestures and looks at the visual directions in two different manners: The hand closest to the class (and farther from the board) The hand closest to the board (and farther from the class) (What you want to observe is that when the educator is gesturing with the hand closest to the class [the first style] the teacher has a harder time turning and looking at the class. Whereas when the educator is gesturing with the hand closest to the board, the teacher is more likely to turn and make eye contact)

Two-Hand Gesturing This next investigation only occurs when an educator has “control of their eye” – in other words, they can use either hand to gesture towards the visual directions.Describe what happens when a teacher gestures in two different manners: Gestures to the visual directions only with the hand closest to the board; the

gesture and eyes are looking in the same direction Gestures to the visual directions with the hand closest to the board while

looking at the directions; the educator then keeps the gesture pointing towards the directions while looking at the class and gesturing towards the class with the other hand. When the educator looks back at the directions, the gesture towards the class is not used

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(What you want to observe is the educator is doing two-hand gesturing – one hand is for the directions and the other hand builds relationships with the class.)

Share your reflections of the four variation of Visual Teaching Strategy:Visual vs. oralGestures vs. Gestures & handHand Closest vs. Hand FarthestTwo-Hand Gesturing

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Name:_____________________________________________ Date:___

Ch. 2-21 (p. 79) Second Component – Amount of Contact This skill was first alluded to in “Ch. 2-20 Share Reflections” – the danger of gradually increasing management techniques; it is dangerous because the class becomes conditioned to the level of intensity and needs more intensity over time to respond.

If you were to select one advanced concept from this chapter, we recommend this skill. It is advanced in that it is only appreciated when an educator can reflect on about two or more years of managing. If appropriate, you have permission to copy pages 79-92 and engage several colleagues to discuss this concept.

Stairs Stepping UpIneffective management is when it takes more time and effort on the teacher’s part to get the same results.

Describe the increase in energy an educator had to do over one of the following time periods (include how each increase in energy becomes the new baseline.)

September October November DecemberMonday Tuesday Wednesday Thursday Friday9:00 9:10 9:20 9:30 9:40

Describe your discussions with colleagues on Why Anger Doesn’t Work (share the passage in the book); include everyone’s reactions to this quote, “We are not paid to feel when we manage. We are paid to feel when we teach.”

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Name:_____________________________________________ Date:___

Ch. 2-22 (p. 82) Baseline BehaviorsYou are strongly encouraged to complete Ch. 2-22 before addressing this skill. If your colleagues found Ch. 2-22 interesting, ask them to be involved here.

Fill out the following chart on yourself. The first column is the name of the Non-Verbal categories. The second column is your baseline (what you normally do). The third column is your amplifying (increase) from your baseline. The fourth column is your de-amplifying (decrease) from your baseline.

V

A

K

Initials of another educator: ___ ___Fill out the same chart: V

A

K

Share what you are learning about the following concepts: baseline behaviors, amplifying, and de-amplifying.

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Name:_____________________________________________ Date:___

Ch. 2-23 (p. 84) Stairs-Stepping Down You are strongly encouraged to complete Ch. 2-23 before filling out this concept. Ch. 2-23 stabilized the three concepts of baseline behaviors, amplifying, and de-amplifying. Ch. 2-24 addresses the timing and sequence of using these concepts.

Good teachers have a system of consistent management techniques. Outstanding teachers have inconsistent management techniques that are systematically done. Outstanding management is when, if the day is normal, the educator de-amplifies (decrease) their non-verbals. When the days are not normal the educator amplifies (increase) their non-verbals.

Average DayDescribe the evidence (what the class and individual students do) that this is an average day in school:

Describe your baseline behaviors (they probably were listed in Ch. 2-23):

Non-average Day Describe the evidence (what the class and individual students do) that this is a non-average day in school:

Describe your amplified baseline behaviors (they probably were listed in Ch. 2-23):

Return to Average DayDescribe the indicators that the day is back to being average:

Describe how you are stair stepping down (de-amplifying) your management techniques. Some teachers find that they have to continue the stepping down below their previous baseline to “reset” the system:

Share your reflections on sequence and timing of being an outstanding manager.

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Name:_____________________________________________ Date:___

2-24 (p. 88) Good vs. Artistic TeacherDescribe your Visual, Auditory, and Kinesthetic non-verbals at the start of school:

Visual

Auditory

Kinesthetic

What are the variables/conditions that indicate there has been several consecutive normal days?

Describe how you are decreasing your non-verbals and how the class is still responding in a manner you are seeking (in other words, you are describing a change of the baseline):

Describe how you will increase the non-verbals if the day isn’t normal:

Share your reflections of how you alter your non-verbal baseline based on whether you are experiencing a series of normal days or transitioning out of normal days.

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Name:_____________________________________________ Date:___

Ch. 2-25 (p. 92) Third Component – AmnesiaIneffective Amnesia is when the teacher is surprised by a student’s inappropriate behavior. Effective Amnesia is when the teacher “can see it coming.” Because of this early awareness, the teacher remains cool and dispassionate as they manage.

Ineffective AmnesiaDescribe a situation when you were surprised at a student’s inappropriate behavior (who has done this inappropriate behavior before) and were breathing too high/shallow to be effective:

Initials of another educator who shared when they did Ineffective Amnesia:___ ___

Describe the situation the educator shared with you (mention the teacher’s breathing and the specifics of being ineffective):

Effective AmnesiaDescribe a situation when you “saw it coming” (mention the early indicators that clued you in):

Describe how during and after the management you were breathing fine:

When managing, being comfortable with yourself (as evidenced by low breathing) gives you options. Describe how once the management is complete, the student returns to having all the rights of a member in your classroom:

Initials of another educator who shared when they did Effective Amnesia:___ ___

Describe how during and after the management the educator was breathing fine:

When managing, being comfortable with yourself (as evidenced by low breathing) gives you options. Describe how once the management is complete, the student returns to having all the rights of a member in your classroom:

Share your reflections on what the difference is between when you are “caught off guard” vs. when you can “see it coming.” Most teachers say they are caught off guard when they are either fatigued or pre-occupied.

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Name:_____________________________________________ Date:___

Ch. 2-26 (p. 96) The Hooks of EscalationThis is the favorite skill of teachers of grades 6-10. There are three kinds of jobs: working with hands, working with people, and working with ideas. Working with people is the most stressful of the three types of work. Teachers are human beings; we are all susceptible to being hooked. Real fish are hooked by the mouth or eyes. So too, with educators, we see or hear something that triggers us into being agitated. The purpose of this skill is to realize what those hooks are and how, by visually displaying our expectations, we can decrease being hooked (you may want to jump ahead to page 124 to read up on the importance of visual information).

Describe three situations where you were hooked by a “Calvin” student. Be specific as to what hooked you – was it a look, or was it what was said?

First situation details:

Second situation details:

Third situation details:

Describe three situations where a student was inappropriate and instead of engaging in eye contact and being verbal, you pointed and LOOKED at a visual display of expectations (they can be what the student was supposed to be doing or a poster of classroom rules).

First situation details:

Second situation details:

Third situation details:

Share your reflections on what the hooks are that you have to be aware of, and how referring to a visual display of expectations made a difference.

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Name:_____________________________________________ Date:___

Ch. 3-1 (p. 105) Last Word – Teacher or Cat?Interview at least three educators (try to chat with someone from a school that has different grade levels than your school) and ask them, “On a scale of 1-10 (10 = You totally agree), how much do you agree or disagree with this statement: ‘In a confrontation between a teacher and student, whoever has the last word wins’?”

Describe what you found in their answers:

Talk either with secondary teachers or educators who have teenagers at home. Chat about how most teens know that brazenly questioning authority is inappropriate, and yet they are often overridden by their impulsiveness to join in the cabaret.

Describe what you found in their answers:

Now share your own answer to the question, “The one that has the last word wins.”

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Name:_____________________________________________ Date:___

Ch. 3-2 (P. 108) How to Respond? Most educators and parents of teens agree that the inappropriate adolescent can’t have the last word. And at the same time – when the adult has the last word at the end of a confrontation – they don’t feel like a winner.

“Winning” is when the adult doesn’t let a management situation escalate into a discipline confrontation.

Interview at least three secondary teachers or educators who have teens at home. Share with them the quote, “Arguing with a teenager is like mud wrestling with a pig; you both get dirty and one doesn’t mind.”

Describe what you found in their answers:

Now share your own perspective on this issue. A Cat in the Doghouse suggests that responding non-verbally to a cat’s initial flippant remark disengages the teacher.

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Name:_____________________________________________ Date:___

Ch. 3-3 (p. 109) Indirect ApproachCh. 3-4 and Ch.3-5 are based on this Ch. 3-3 concept. The concept of cat and dog is context specific. To refresh this understanding, fill out this form.

Describe two contexts (situations/circumstances) where you operate more from your dog part than you normally do:

Describe two contexts (situations/circumstances) where you operate more from your cat part than you normally do:

Share on your reflection that sometimes it is not just situations/circumstances that alter which part of you operate from – sometimes it is the people you are around. How do you change when surrounded by very definite cats; how about when surrounded by definite dogs?

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Name:_____________________________________________ Date:___

Ch. 3-4 (p. 110) Two Dogs Passing Each Other A Cat in the Doghouse provides an exercise where two dog colleagues pass each other. This worksheet is a report on a situation that actually occurred. It can be about you with someone or a report on other people. It can be at school or away from school.

Initials of the two dog-like people: __ __ and __ __

Describe two traits/behaviors that each person exhibits that leads you to see them as dog-like:

Describe the encounter/passing. Mention if they seem to linger longer than people who are more cat-like; also mention if one said that they need to go somewhere or meet someone, and the listener asked about the place/person:

Share your reflections on what you are learning about yourself and others:

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Name:_____________________________________________ Date:___

Ch. 3-5 (p. 111) Two Cats Passing Each Other A Cat in the Doghouse provides an exercise where two cat colleagues pass each other. This worksheet will be a report on a situation that actually occurred. It can be about you with someone or a report on other people. It can be at school or away from school.

Initials of the two cat-like people: __ __ and __ __Describe two traits/behaviors that each person exhibits that leads you to see them as cat-like:

Describe the encounter/passing. Mention if they seem to pass each other quickly, maybe didn’t ever make eye contact, or perhaps said little or nothing:

Share your reflections on what you are learning about yourself and others:

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Name:_____________________________________________ Date:___

Ch. 3-6 (p. 111) A Dog & A Cat Ineffectively Passing Each Other A Cat in the Doghouse provides an exercise where a dog and cat colleague ineffectively pass each other. This worksheet will be a report on a situation that actually occurred. It can be about you with someone or a report on other people. It can be at school or away from school.

Initials of a dog-like person: __ __Describe two traits/behaviors that lead you to see them as dog-like;

Initials of cat-like person: __ __Describe two traits/behaviors that lead you to see them as cat-like:

Think of an encounter/passing where there’s evidence that the dog engaged longer than the cat wanted to. Check which items applied to the encounter:

___ The dog was disappointed that the encounter wasn’t longer___ If the dog seemed in any way guilty___ The dog felt inadequate to engage the cat or take up the cat’s time

Describe the details of the encounter:

Share your reflections on what you are learning about yourself and others (see if you can reference the quote, “After a hard day, it is emotional suicide for a teacher to drive home as a dog”).

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Name:_____________________________________________ Date:___

Ch. 3-7 (p. 112) A Dog & A Cat Effectively Passing Each Other A Cat in the Doghouse provides an exercise where a dog and cat colleague effectively pass each other. This worksheet will be a report on a situation that actually occurred. It can be about you with someone or a report on other people. It can be at school or away from school.

Initials of a dog-like person: __ __ Describe two traits/behaviors that lead you to see the one person as dog-like;

Initials of cat-like person: __ __Describe two traits/behaviors that lead you to see the one person as cat-like:

Describe the encounter/passing. What did the dog-like person say or do to increase the cat’s interest in the dog?

Share your reflections on what you are learning about yourself and others (see if you can reference the quote, “Please the dog and tease the cat”).

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Name:_____________________________________________ Date:___

Ch. 3-8 (p. 118) Teasing the Cat StudentsTo cement this concept, you will report on using this technique with two different cat students.

Initials of first cat-like student: __ __Describe two traits/behaviors that lead you to see them as cat-like:

Describe how you teased the cat, mention how the cat increased its interest in what the tease was about:

Initials of second cat-like student: __ __Describe two traits/behaviors that lead you to see them as cat-like:

Describe how you teased the cat, mention how the cat increased its interest in what the tease was about:

Share your reflections about how you can entice a cat student (mention Bach’s idea of seeking/chasing and having to reverse directions to create a healthy/balanced relationship):

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Name:_____________________________________________ Date:___

Ch. 3-9 (p. 124) Visual Information vs. Oral InformationAs mentioned in the book, this is the more valuable concept in this chapter. Make sure you are well versed in 2-point and 3-point communication before filling out this worksheet.

Least RecommendedDescribe a situation where a 2-point communication was done by an educator and it was inappropriate because the situation was volatile (mention the reactions of the parties involved):

Describe a situation where a 3-point communication was done by an educator and it was inappropriate because the situation was positive and the educator missed an opportunity to increase the relationship level with the other party (mention the reactions of the parties involved):

RecommendedDescribe a situation where a 2-point communication was done by an educator and it was appropriate because the situation was positive (mention the reactions of the parties involved):

Describe a situation where a 3-point communication was done by an educator and it was appropriate because the situation was volatile (mention the reactions of the parties involved):

Share your reflection on the importance of when to use 2-point and when to use 3-point, and the effect both on you as well as the other people involved:

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Name:_____________________________________________ Date:___

Ch. 3-10 (p. 126) Exit Directions EmpowerThe most important time to use visual information is when releasing students to “reinforce their learning.” The activity is referred to as “Exit Directions” because the teacher is exiting the “Teaching” phase; the teacher is leaving the front of the room to work one-on-one with students who need assistance. For more important information on this concept see: ENVoY – Your Personal Guide to Classroom Management.

Least RecommendedDescribe a situation where an educator ORALLY released the class to do “reinforcement work” (sometimes referred to as “Seatwork”). Indicate the complexity of the directions/expectations, the amount of times that the teacher had to repeat the information and the class’ reactions. RecommendedDescribe a situation where an educator VISUALLY released the class to do “reinforcement work” (sometimes referred to as “Seatwork”). Indicate the complexity of the directions/expectations, the amount of times that the teacher had to repeat the information and the class’ reactions.

Share your reflections on the differences that VISUAL Exit Directions make. Mention how the degree of complexity of the Exit Directions exasperates the situation. (By the way, if an educator thinks the students will understand what ORAL Exit Directions are, then when the teacher answers any queries during the “reinforcement work” it is suggested that the teacher VISUALLY write the information on the board as well as ORALLY answer the queries.)

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Name:_____________________________________________ Date:___

Ch. 3-11 (p. 128) Getting the Students to Seek the Teacher When a teacher has students visually following the lesson, the teacher can make facial expressions and gesture signals towards students who are being inappropriate without the rest of the class noticing. Simply, the management is done with privacy. Whereas if the inappropriate student is not following the lesson, the teacher has to say the student’s name, thus making the class aware of managing occurring.

First Example:Date of a situation where an educator asked the student to focus on something but the request could only be understood if the students were LOOKING at the board/teacher: ______Describe the content: what was orally said and what was visually shown:

Describe the teacher’s non-verbals:Did the teacher pause with a frozen hand gesture pointing to the visual information? Was the teacher looking at the visual information?

Describe which students looked up at the teacher and what their reactions were:

Second Example:Date of a situation where an educator asked the student to focus on something but the request could only be understood if the students were LOOKING at the board/teacher: ______Describe the content: What was orally said and what was visually shown:

Describe the teacher’s non-verbals:

Did the teacher pause with a frozen hand gesture pointing to the visual information? Was the teacher looking at the visual information?

Describe which students looked up at the teacher and what their reactions were:

Share your reflections. Mention your understanding on how having the curriculum be done visually sets up the management to be private.

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Name:_____________________________________________ Date:___

Ch. 3-12 (p.132) Exiting from and Approaching a Cat Student One of the purposes of this concept is to provide the educator with more choices when approaching and exiting from a cat student. This means that one approach (“Power” vs. “Influence”) is not better than the other, but certainly increases the educator’s toolbox of management. These are management techniques; remember to ask yourself, “Can the student do the work?” If the answer is “no” then the student doesn’t need a manager – the student needs a teacher.

A Cat in the Doghouse (starting on p. 132) offers five factors that affect the approach and exit that a teacher does. Attempt to use as many of these factors as possible in your report:

1. Approaching from the backside 2. Approaching from the front 3. Approaching from the side, looking at the student’s head 4. Looking at the student’s desk, gesturing with the farthest arm/hand 5. Gesturing with the closest arm/hand

Successful Power Approach Initials of student off-task: __ __Description of a teacher successfully approaching the student and staying until the student was on-task. Include the student’s reaction and how long the student stayed on-task.

Unsuccessful Power Approach Initials of student off-task: __ __Description of a teacher unsuccessfully approaching the student and staying yet the student didn’t go on-task. Include the student’s reaction and how long the student stayed off-task.

Successful Influence Approach Initials of student off-task: __ __

Describe a teacher successfully approaching a student who is off-task. Mention how the teacher stayed until the student shifted from off-task to “neutral,” then left. Also mention what the teacher did, how long the student remained on-task after the teacher left, how the student reacted, and how long the student stayed on-task.

Description of a teacher successfully approaching the student and staying until the student went from being off-task to “neutral”, and then left. The student remained on-task after the teacher left. Include the student’s reaction, how long the student stayed on-task and what the teacher had to do.

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Unsuccessful Influence Approach Initials of student off-task: __ __Description of a teacher unsuccessfully approaching the student and staying until the student was no longer off-task, then left. The student did not go on-task after the teacher left. Include the student’s reaction, how long the student stayed off-task and what the teacher had to do.

Share your reflections. What are the differences between when an approach worked and when it didn’t? How did the five factors affect the interactions? Some educators claim it is their ability to detect if the student: A. Can do the work. B. Did go to Neutral.

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Name:_____________________________________________ Date:___

Ch. 3-13 (p.137) Interacting with a student in an academic context Worksheet Ch.3-12 was about management situations. This worksheet is about academic contexts.

A Cat in the Doghouse (pages 137-140) offers four factors that affect the interaction when an educator is approaching and exiting a student who is capable of doing the academic work.

Approaching Describe a situation where an educator approached a student who was on-task and interacted with a two-point style (mention the time spent on academic subjects and the amount spent socializing):

Describe a situation where an educator approached a student who was on-task and interacted with a three-point style (mention the time spent on academic subjects and the amount spent socializing):

Exiting Describe a situation where an educator exited from a student and did so with a two-point style. Mention how long it took to complete the exiting and whether the student remained on-task:

Describe a situation where an educator exited from a student and did so with a three-point style. Mention how long it took to complete the exiting and whether the student remained on-task:

Share your reflections on the effect that two-point vs. three-point approaching and exiting has on the interaction:

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Name:_____________________________________________ Date:___

Ch. 3-14 (p. 141) Surprise – The Enemy of CompetenceThere are several sub-concepts attached to this particular concept.

First Example of SurpriseDescribe a situation where an educator was surprised.

What was the setting and circumstance?What were the verbals or non-verbals that triggered the surprise? How did the educator react? Most importantly, can the teacher recognize a similar event in the future?What would the educator call the situation/circumstance?

Second Example of SurpriseDescribe a situation where an educator was surprised.

What was the setting and circumstance?What were the verbals or non-verbals that triggered the surprise? How did the educator react? Most importantly, can the teacher recognize a similar event in the future?What would the educator call the situation/circumstance?

Share your reflections about “Surprise” and the four steps of Non-Verbal Intelligence (Recognize, Label, Predict, and Respond). It is recommended that when surprise occurs for the first time, give yourself G R A C E (Unmerited Favor) and only analyze the past event so that you are more ready for a similar future event.

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Name:_____________________________________________ Date:___

Ch. 4-1 (p. 149) CongruencyWorksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets.

Least RecommendedDescribe an educator (teacher or administrator) who is charismatic except when managing. What are the descriptors of the educator’s style/personality/success when not managing? What are the descriptors of this educator’s style/personality/success when managing?

RecommendedDescribe a situation where an educator (teacher or administrator) who is charismatic when not managing. What are the descriptors of the educator’s style/personality/success when not managing? What are the descriptors of this educator’s style/personality/success when managing?

Reflections: Share your reflections about how critical it is for an educator’s charisma to be congruent when managing.

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Name:_____________________________________________ Date:___

Ch. 4-2 (p. 150) A. Eye Contact & (p. 152) B. No Blinking – Eyes Wide OpenWorksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets. This particular worksheet is designed for you to observe another educator who is ambivalent about managing.

Least Recommended: Two-Point Initials of observed educator: ___ ___Describe a situation where the educator knew that management was warranted, yet felt bad/reluctant to manage (ambivalent). Describe how the educator did the management and include whether the educator was using eye contact.

Describe the educator’s non-verbals (facial expressions, voice, body language) that indicated the educator’s ambivalence:

Describe the student’s reactions (and if appropriate, the class’ reactions) to the educator’s ambivalence:

Recommended: Three-Point Describe a situation where the educator managed without eye contact. The situation could have been where the educator knew that management was warranted, yet felt bad about having to manage. Or the educator could have not been ambivalent. Specifically describe where the educator’s eyes were during the management.

Describe the educator’s non-verbals (facial expressions, voice, body language):

Describe the student’s reactions (and if appropriate, the class’ reactions) to the educator’s management:

Least Recommended: BlinkingThere are several variations of being incongruent. The educator could be managing with two-point and blinking. Or the educator could be doing a three-point management, the student is watching the educator’s face and the educator is blinking. Observers interpret an educator’s blinking as the educator being incongruent. Blinking more frequently than normal is often a result of the educator breathing high, which indicates they are not comfortable doing the management.

Describe a situation where the educator was managing and blinking:

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Describe the recipient’s reaction(s):

Recommended: No Blinking – Eyes Wide OpenOne of the strongest indicators that an educator is congruent is being able to deliver a directive with the eyes open and low breathing.

Describe a situation where the educator had the eyes wide open when managing. What was the evidence the recipient(s) interpreted the teacher as congruent?

Reflections: Share your reflections on how an educator’s two-point (eye contact) vs. three-point communication (blinking vs. eyes wide open) adds to how the educator is seen as congruent.

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Name:_____________________________________________ Date:___

Ch. 4-3 (p. 152) C. Short Phrases and (p. 153) D. Pause Often Worksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets.

Least Recommended:Describe a situation where the educator used long-winded phrases and sentences and didn’t pause frequently.

Describe the recipient(s) reactions to whether the educator was congruent or not.

Recommended:Describe a situation where the educator used short phrases and sentences and therefore paused often.

Describe the recipient(s) reactions to whether the educator was congruent or not.

Reflections: Share your reflections on how an educator’s short pauses and frequency of pausing adds to how the educator is seen as congruent.

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Name:_____________________________________________ Date:___

Ch. 4-4 (p. 153) E. Frozen Gesture and (p. 153) F. Head and Body Still Worksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets.

Least Recommended:Describe a management situation where the educator either didn’t gesture or did gesture but moved the gesture during pauses.

Recommended:Describe a management situation where the educator did gesture when speaking and froze the gesture during pauses.

Least Recommended:Describe a management situation where the educator didn’t hold head and body still during both the speaking phase as well as the pausing phase.

Recommended:Describe a management situation where the educator held head and body still during both the speaking phase as well as the pausing phase.

Reflection Share your reflections on how an educator’s speaking with gestures, freezing hand gesture, keeping the head and body still during the pause adds to how the educator is seen as congruent.

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Name:_____________________________________________ Date:___

Ch. 4-5 (p. 153) G. Breathe Through Nose and (p. 154) H. Use Softer Voice Worksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets.

Least RecommendedDescribe a management situation where the educator was a mouth breather (that is, during a pause the mouth/jaw was open when inhaling):

Recommended:Describe a management situation where the educator was a nose breather (that is, during a pause the mouth/lips closed when inhaling. Note that it is very acceptable for a female to have her lips parted [teeth showing] as long as the jaw is closed.)

Least Recommended:Describe a management situation where the educator had the student’s attention and was using a loud voice:

Recommended:Describe a management situation where the educator had the student’s attention and was using a soft voice:

Reflection Share your reflections on how an educator’s breathing through the nose and using a softer voice adds to how the educator is seen as congruent.

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Name:_____________________________________________ Date:___

Ch. 4-6 The Voice Patterns (p. 156)There are two voice patterns. The credible voice pattern (which is flat and business-like) is sending information – the students interpret that the message is not open to negotiation. The approachable voice pattern (which is rolling and friendly) is seeking information – the students interpret the message as the educator eliciting input.

Least Recommended:Describe a situation where the teacher used a credible voice pattern when requesting a class discussion or used an approachable voice pattern when demanding compliance.

Recommended:Describe a situation where the teacher used a credible voice pattern when demanding compliance or an approachable voice pattern when requesting a class discussion.

Reflection Share your reflections on how important it is for an educator to match their verbal messages with an appropriate voice pattern.

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Name:_____________________________________________ Date:___

Ch. 4-7 The Breathing Patterns (p. 156)There are four categories of non-verbal communication: Visual, Auditory, Kinesthetic, and Breathing. Breathing is the more important non-verbal for a teacher to have CATNIP.

Least Recommended:Describe a situation where an educator did one or more of the following:

Used a credible voice pattern with high breathing.What is the evidence that the recipients interpreted the educator as angry?

Used an approachable voice pattern with high breathing What is the evidence that the recipients interpreted the educator as pleading?

Recommended:Describe a situation where an educator did one or more of the following:

Used a credible voice pattern with low breathing What is the evidence that the recipients interpreted the educator as definitive?

Used an approachable voice pattern with low breathing What is the evidence that the recipients interpreted the educator as seeking information?

ReflectionsShare your insights that the breathing pattern changes how the recipients interpret an educator’s message.

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Name:_____________________________________________ Date:___

Ch. 4-8 Timing (p. 157)This worksheet is an expansion of “4-4” (p. 153). Use gestures while talking and keep the hand frozen during the pause. The frozen hand gesture during the pause indicates the teacher has more to say.

Least Recommended:Describe a situation where the educator did one or more of the following:

Did not talk with gestures

Did talk with gestures but did not pause when talkingWhat is the evidence that the recipients were not attentive?

Recommended:Describe a situation where the educator did the following:

Did talk with gestures and did freeze the gesture during pauses. What is the evidence that the recipients were attentive?

ReflectionsShare your insights how the frozen hand during speaking adds to the message and how the frozen hand gesture during the pause indicates the educator has more to say.

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Name:_____________________________________________ Date:___

Ch. 4-9 Frozen Hand Gesture Refinement: Amplification (p. 159)It is recommended that you complete worksheet 4-8 before doing this worksheet. This worksheet addresses two questions: 1. How far to extend a gesture? 2. How long to hold a pause?

The worksheet asks the observer to report on two situations where the following variables change:

Size of the groupLength of time the group has been togetherThe members’ degree of familiarity with each other

Only report on the applicable sections of this worksheet.

Scenario A:Describe a situation (compared to Scenario B below) where the size was larger, the length of time (or frequency) the group has been together was short, and the members have a low degree of familiarity with each other:

Least Recommended:Describe how the speaker used smaller gestures and had short pauses.

Recommended:Describe how the speaker used larger gestures and had longer pauses.

Scenario B:Describe a situation (compared to Scenario A above) where the size was smaller, the length of time (or frequency) the group has been together was long, and the members have a high degree of familiarity with each other:

Least Recommended:Describe how the speaker used larger gestures and had long pauses.

Recommended:Describe how the speaker used smaller gestures and had short pauses.

ReflectionsDescribe the effect on the audience when the recommended approach was used.In Scenario A did the communicator seem more hierarchical, more positional, credible and intelligent? In Scenario B, did the communicator seem more collaborative, more personal, friendly and approachable?

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Name:_____________________________________________ Date:___

Ch. 4-10 High Expectations (p. 160)The last several worksheets focused on the educator when speaking. This worksheet addresses when the educator is not speaking.

Describe a situation where an educator was in a professional setting and was not talking?

Least Recommended:Check off which of the following postures did the educator exhibit?

__ Arms folded__ Hands on hips__ Hands in figleaf posture__ Hands behind back

Describe in detail the items checked:

Recommended:Check off which of the following postures did the educator exhibit?

__ Hands at side__ Hands parallel (some editions of the book mistakenly said “forearms”)__ Combination

Also, did the educator have an object in hand (paper, pencil, marker, remote)?If the occasion arose, did the educator have a marker or remote in the non-dominant hand? When the device was switched to the dominant hand, did the students indicate that they knew the educator was switching from an oral format to a visual format?

ReflectionsDescribe any evidence that other people responded to the educator as the educator being intelligent/credible.

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Name:_____________________________________________ Date:___

Ch. 4-11 Nose Breather (p. 163) This is an expansion of Ch. 4-5 “Breathe Through Nose.” Please complete 4-5 worksheet before tackling this worksheet. You are asked to focus on how you and others inhale during the pause.

Having completed 4-5 worksheet you know how to breathe through your nose. Here are some refinements: Gender DifferencesNote that it is very acceptable for a female to have her lips parted (teeth showing) as long as the jaw is closed.

Natural TendenciesSit in a comfortable setting – a setting where you won’t be disturbed. Read these instructions and then do the activity. You will be closing your eyes and holding out a frozen hand gesture (make sure your elbow is not resting on furniture). You want to internally notice the hand tends to rise during an inhalation and decend during an exhalation. Intentionally let your head pull back and up naturally during an inhalation, then move forward and down during exhalation.

Do the activity and describe what you notice:

New Habit The purpose of the above activity is to become aware of the natural movement of your head and your gesturing during breathing. To increase your CATNIP, we need to resist the temptation to move the head back and the let gesture float up during inhalation. Sit in a comfortable setting. Keep your eyes open and make sure your hand gestures do not float up during the inhalation.

Implementation For the next few days when communicating in a professional setting, increase your ability keep your head and frozen hand gesture still during inhalation. Describe any differences on how people respond to you.

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Name:_____________________________________________ Date:___

Ch. 4-12 Imperfection and Recovery (p. 164)I stopped counting the number of classrooms I have observed and given feedback in at 6,000. The difference between a good teacher and a great teacher is not that the great teacher is more perfect than the good teacher – it is that the great teacher recovers faster and better than the good teacher. If you are ambitious, this is a critical skill to take you to your next level of professionalism.

Least Recommended:Describe a day when you were not pleased with how you did and you drove home emotionally beating yourself up. List some of your internal self-talk.

Recommended:Now rewrite the same sentences using either your title or your gender. Here are a few examples:

“The teacher really blew it.”“She missed the cue of…”

ReflectionsDescribe your breathing level when you review your day in third person (“The teacher…” “…she…”) compared to reviewing in first person?

ImplementationPut the following post-it (with tape) on your steering wheel:

1. She2. Ha, Ha,3. What I plan to do

After reviewing in third person (#1), laugh, take a breath and laugh again (this is #2 and the most critical element), then with the most arrogant cat you can muster up inside of you say, “I would never do that. What I plan to do is…”

Reflections Share your insights on how feeling guilt (review in first person) doesn’t produce change. By the way, when something happens for the first time – give yourself grace (this is a Hebrew term meaning “Unmerited favor”). Share how you feel differently about being in a similar situation again so you can test out your new options.

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Name:_____________________________________________ Date:___

Ch. 4-14 Breathing (p. 168) and Look Intelligence (p. 168)Worksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets. The concepts of Breathing and Look Intelligent have been covered in several other worksheets. This worksheet reviews the concepts in a different twist.

BreathingTalk to several colleagues and brainstorm teachers that you and your peers have had as instructors. Discuss their reaction to this statement, “accelerated learning is when the students are safe and relaxed, yet there is an alertness.” How is the teacher’s calmness (breathing) an essential part of that atmosphere? Describe your and others’ thoughts.

Look IntelligenceWrite the initial of someone in your private world that is definitely a dog: __ __Write the initial of someone in your professional world that is definitely a dog:__ __Write the initial of someone in your private world that is definitely a cat: __ __Write the initial of someone in your professional world that is definitely a cat: __ __

Which of the above two people would you and others classify as intelligent?Which of the above two people would you and others classify as more stressed?Which of the above two people would you and others classify as less intelligent?Which of the above two people would you and others classify as more stressed?

The book suggests there is a correlation between cats being intelligent and yet more stressed. And dogs being less intelligent and less stressed.

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Name:_____________________________________________ Date:___

Ch. 4-15 Academic Learning (p. 170) and Joining (p. 170) and Separating (p. 171) Worksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets.

The vast majority of this books focuses on management. This worksheet looks at curriculum and the non-verbals associated with good learning. Academic LearningLeast Recommended:Intentionally teach related pieces of content poorly by not freezing your hand gesture during pauses.

Describe how the class responded:

JoiningRecommended:Intentionally teach related pieces of content well by freezing your hand gesture during pauses.

Describe how the class responded:

SeparatingWhile the concept of Joining is ideal for related pieces of content, Separating is the method when wanting to separate a piece of content from other, unrelated, pieces of content.

Describe a situation where it was appropriate to separate a particular content piece. Include when it was appropriate to separate and how the separation was done.

ReflectionsThe three above concepts are all part of PAWS (pauses). Share your reflections on how these concepts increase your ability to be a charismatic teacher.

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Name:_____________________________________________ Date:___

Ch. 4-16 Observing (p. 172)Worksheets Ch. 4-1 through Ch. 4-5 are aspects of the same concept. They are intended to be short worksheets. So far you have been noticing how your non-verbals affect the learning in your classroom. This worksheet allows you to observe in someone else’s classroom.

Using the concepts of worksheets 4-12 through 4-15, select one or more of the following concepts: __ Breathing__ Look Intelligent__ Academic Learning__ Joining__ Separating

Describe how the concept was done Least Recommended or Recommended and the effect on the class:

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Name:_____________________________________________ Date:___

Ch. 5-1 A KAT (p. 178)The four letters represent the four categories of school felines.

First candidate to be labeled A KATInitials of the student: __ __Check off which of the follow characteristics the student displays:__ A – Adolescents

Age or grade level ____

__ K – Kinesthetic-orientedWhat is the evidence that the student is kinesthetic and/or self-selective in forming relationships?

__ A – At-riskWhat is the evidence of the student NOT joining the classroom community?

__ T – Talented and giftedWhat is the evidence that the student is talented and/or gifted?

Second candidate to be labeled A KATInitials of the student: __ __Check off which of the follow characteristics the student displays:__ A – Adolescents

Age or grade level ____

__ K – Kinesthetic-orientedWhat is the evidence that the student is kinesthetic and/or self-selective in forming relationships?

__ A – At-riskWhat is the evidence of the student NOT joining the classroom community?

__ T – Talented and giftedWhat is the evidence that the student is talented and/or gifted?

ReflectionsShare your insights how the more a student qualifies in the four categories the stronger the student is A KAT. What strategies will be you using with each of the candidates?

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Name:_____________________________________________ Date:___

Ch. 5-2 Adolescent’s Victim (p. 180)It is OK to use a teenaged student or a teenager from your private world for this worksheet.

First teenagerInitials of the teenager: __ __Check off which of the follow characteristics the teen displays:__ Withholds Information and Time__ Feels sorry for him/herself__ Feels bad and wants others to suffer also__ Is emotional reactive (as opposed to proactive)__ Wants authority to explode at him/her so that the teen has proof that others are picking on him/her__ Doesn’t want to be empowered__ (This might be the most important indicator) Wants “Freedom from…” as opposed to “Freedom to…”

Provide details of the items checked above:

Second teenagerInitials of the teenager: __ __Check off which of the follow characteristics the teen displays:__ Withholds Information and Time__ Feels sorry for him/herself__ Feels bad and wants others to suffer also__ Is emotional reactive (as opposed to proactive)__ Wants authority to explode at him/her so that the teen has proof that others are picking on him/her__ Doesn’t want to be empowered__ (This might be the most important indicator) Wants “Freedom from…” as opposed to “Freedom to…”

Provide details of the items checked above:

ReflectionsFor us to work effectively with teens we have to recognize the adolescent inside ourselves. Share when you feel sorry for yourself; when do you want freedom from…? Such reflections will increase your empathy towards the teen and most importantly, help you avoid managing a teen in his/her adolescence when you are also in your adolescence.

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Name:_____________________________________________ Date:___

Ch. 5-3 Specificity (p. 182)This worksheet is specifically design for secondary teachers (middle school and high school).

First example of interactions with student(s) from povertyDescribe the evidence that either an individual student is from poverty or the classroom in general has students from poverty:

Either in your own room, or better yet while observing in another classroom, write out three curriculum sentences/statements that the teacher said:1.

2.

3.

Either in your own room, or better yet while observing in another classroom, write out three management sentences/statements that the teacher said:1.

2.

3.

ReflectionsShare your reflections – what are the differences in the degree of specificity between the curriculum and management sentences/statements? What evidence was there that the student(s) from poverty thought that the teacher was nitpicky about the curriculum requests and vague about the management requests?

Second example of interactions with student(s) from povertyDescribe the evidence that either an individual student is from poverty or the classroom in general has students from poverty:

Either in your own room, or better yet while observing in another classroom, write out three curriculum sentences/statements that the teacher said:1.

2.

3.

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Either in your own room, or better yet while observing in another classroom, write out three management sentences/statements that the teacher said:1.

2.

3.

ReflectionsShare your reflections – what are differences in the degree of specificity between the curriculum and management sentences/statements? What evidence was there that the student(s) from poverty thought that the teacher was nitpicky about the curriculum requests and vague about the management requests?

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Name:_____________________________________________ Date:___

Ch. 5-4 Nagging (p. 183)This worksheet is a further refinement of worksheet 5-3 on Specificity. You are encouraged to fill out that worksheet before tackling this one.

This worksheet can be a focus at school or in your private world, as long as you are interacting with a teenager. You are requested to notice if there is a difference between how females and males manage teens. The book mentions the concept of sequestered – it would be ideal if you are a parent of a teen. It might be interesting to see if there are any differences between female and male parenting style.

Only fill out the pertinent sections, but make sure you fill out the Reflections.

Age of teen: ___ Your gender: ___ Your relationship to teen:

An interaction with a teen in their dog mental stateEvidence that the teen was in their dog mental state:

Short description of your interaction with the teen in a management context (include how direct or indirect the management request was):

Your second interaction with a teen in their dog mental stateEvidence that the teen was in their dog mental state:

Short description of your interaction with the teen in a management context (include how direct or indirect the management request was):

An interaction with a teen in their cat mental stateEvidence that the teen was in their cat mental state:

Short description of your interaction with the teen in a management context (include how direct or indirect the management request was):

Your second interaction with a teen in their cat mental stateEvidence that the teen was in their cat mental state:

Short description of your interaction with the teen in a management context (include how direct or indirect the management request was):

Other parent’s interaction with a teen in their dog mental stateEvidence that the teen was in their dog mental state:

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Short description of the interaction with the teen in a management context (include how direct or indirect the management request was):

Other parent’s second interaction with a teen in their dog mental stateEvidence that the teen was in their dog mental state:

Short description of the interaction with the teen in a management context (include how direct or indirect the management request was):

Other parent’s interaction with a teen in their cat mental stateEvidence that the teen was in their cat mental state:

Short description of the interaction with the teen in a management context (include how direct or indirect the management request was):

Other parent’s second interaction with a teen in their cat mental stateEvidence that the teen was in their cat mental state:

Short description of the interaction with the teen in a management context (include how direct or indirect the management request was):

ReflectionsMaking management requests to a teen is one of the least favorite things a parent does. We certainly don’t want to be the cause of their angst, nor possibly jeopardize our relationship with our teen.

Comment on whether the indirect management request (it is only nagging if the request is repeated more than once) worked better when the teen was in their dog than when the teen was in their cat. Was your ability to make a direct request correlated with whether you were in a calm cat mental state? Was it true for the other parent also? Was there any correlation between the gender of the parent and the frequency of direct vs. indirect management requests? And finally, was the statement, “Nagging a cat backfires” (that is, “the parent feels unappreciated and the teen is also frustrated”) helpful or were there other variables that make the statement too simplistic?

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Name:_____________________________________________ Date:___

Ch. 5-5 Cross-cultural Understanding (p. 185)Please pick from the following concepts that you want to reflect on. Please keep in might this worksheet is about students from poverty.

Describe an experience where a student gave you a hard time all year and only after the year was over did you learn that the student was testing you. They wanted to see if you could be consistent with having them toe the line without losing your cool. They never offered a clue that they cared that you cared.

Describe an experience where you dealt with a student’s external cultural norms/behaviors and over time created enough safety that you were able to interact with the student as a unique person.

Describe a situation where you had a fine – or at least a working – relationship with a student(s) from poverty, except around holidays where there was no school. The book suggests that you may have been one of the first adults in the student’s life where they felt cared for. But the “School Closed” time period made them feel abandoned. They returned from the holiday distant.

Describe a few cross-cultural management situations. Is there a correlation between non-verbal management being understood better than verbal management? If possible, dialogue about this with colleagues.

ReflectionsShare your insights on how you may have mistaken a student’s behavior because you interpreted their actions from middle class lens. Comment on your reaction to the statement, “First try to understand the student’s culture, then try to understand the student as an individual.”

Perhaps share how you have traveled to another region of the country or the world and had to work at not being ethnocentric – how can you transfer those insights to the classroom?

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Name:_____________________________________________ Date:___

Ch. 5-6 Adolescents and Sarcasm (p. 188)This concept was introduced in Chapter One. This is a tricky concept – take your time learning its importance. This is a favorite worksheet for middle school teachers. You are asked to share your private and professional worlds experiences.

Only fill out the pertinent sections but remember to do the Reflections.

Early teens: Males vs. Females Describe how much more acceptable it is for females to physically make contact with each other compared to males. Describe your observations of early teens passing in the hallways. How are the males interacting with males compared with females and females?

Literature [optional activities]Speak with middle school English teachers about the emotions (i.e., internal focuses) contained within books read by females compared to the number of external focuses (actions, external challenges) found in books read by male students.

OR

Grab two popular books – one read by female students and one read by male students – and read 10 pages from each book. What kind of focuses did you find in each book?

Skin deprivationAs one of our sons entered his early teens, my wife missed the physical contact that she previously had with him. She found if she got down on all fours on the floor, he was happy to show off the latest wrestling move he had learned… and she got contact with her son. As a parent, do you have a similar experience?

SarcasmObserve for a week how males and females in their early teens are similar or different in terms of sarcasm.

ReflectionsHow would you describe/define sarcasm? Is this statement a good starting point: “Sarcasm is indirect attention”?

Now, a difficult question: “What are the conditions for sarcasm to be effective?”

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May I suggest that the sender of the sarcasm:1. Has to have a relationship with the recipient.2. Has to be breathing low.3. Has to be when you’re operating from your own cat.

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Name:_____________________________________________ Date:___

Ch. 5-7 Giving feedback to at-risk students (p. 189)Chapter 5 has the most sophisticated worksheets – be patient implementing the concepts. Only fill out the pertinent sections, but remember to do the Reflections.

Guilt Describe yours or another educator’s experience giving feedback to a student who was much more cat than the educator, and describe how the educator walked away from the interaction feeling guilty. What is your reaction to this statement: “Guilt is a dog teacher’s self-sabotaging trait”?

Least Recommended when interacting with an off-task student:It is ironic that we often learn more from our mistakes than we do from our successes. In fact, we are often successful because of our ability to effectively reflect on past mistakes.

Describe when feedback was given to an at-risk student who was OFF-task and the interaction didn’t go well. Which of the following ingredients were present:

__ 1. The inappropriate behavior of the cat student was addressed by the educator in emotional, unspecific terms, and the educator spoke in interpretative language.__ 2. The behavior that the educator wanted from the student was unclear.__ 3. The consequence for being OFF-task was not enforced.__ 4. The teacher approached from the front.__ 5. The exchange was oral.

Provide details of the above items that were checked:

Recommended when interacting with an off-task student:Being successful and not understanding why you were successful limits your ability to replicate the success.

Describe when feedback was given to an at-risk student who was OFF-task and the interaction went well. Which of the following ingredients were present:

__ 1. The educator described what the cat student was doing in specific, non-interpretive words.

__ 2. The behavior that the educator wanted from the student was clear.__ 3. The consequence of being OFF-task was enforced.__ 4. The teacher approached from the side or at a 90°.__ 5. There was something visual (paper) that the student had or could see.

Provide details to the above items that were checked:

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Least Recommended: Giving a compliment to an individual at-risk studentWas there evidence that one or more of the following occurred:

__ The compliment was too generalizing.__ The student felt pressure to fulfill these expectations regularly.__ The educator stayed longer than her relationship with this cat warranted.__The educator’s non-verbals and verbals were too profuse.

__ The educator had a lot of eye contact.

Provide details to the above items that were checked: Recommended: Giving compliment to an individual at-risk studentWas there evidence that one or more of the following occurred:

__ The compliment was specific.__ A compliment about the specific work that the student had done was well-

received as evidenced by the student being relaxed.__ The educator stayed an appropriate length of time; in fact, it seemed the student may have wanted more time with the educator.__The educator’s non-verbals were placid and factual.

__ If the educator did make eye contact, they broke contact before the student did.

Provide details to the above items that were checked:

Giving a compliment to cats in a group setting What was the length of the compliment:

Least Recommended Recommended__ long __ short__ generalized compliment __ specific compliment__ emotional non-verbals __ placid & factual__ educator at the end __ educator immediately transitioned

Provide details of the above items there were checked:

ReflectionsThis worksheet was part of Cross-cultural Understanding. Share your increased understanding of the culture of poverty or the culture of cats.

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Name:_____________________________________________ Date:___

Ch. 5-8 Approaching and Exiting from Students of Poverty (SOP) (p. 191) This worksheet is somewhat of a summary of this chapter’s worksheets.

Have the students adapted to middle class standards?Describe educators who believe that students of poverty need to adapt to middle class standards and norms; make sure one of the educators is successful in achieving his/her goal, and mention one who is not successful in achieving his/her goal. Why is one successful and one not?

Dual NormsDescribe an educator who doesn’t indicate that the student has to disregard their home/neighborhood norms. In fact, abandoning home/neighborhood norms could make the student unsafe when away from school. Instead, the educator successfully explains that there are sets of norms that are context specific… for instance, how you behave at a wedding is very different than how you act at a funeral. So, too, the norms at school and the norms at home can be very different and equally as useful.

Reflections

Reflect on the difference between those who are successful at getting students to adapt to middle class standards while at school and those who are not. The successful educator has strong relationships based on a management system of influence. The unsuccessful educator is relegated to a management system of power. Share your own reactions on the previous statements.

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Name:_____________________________________________ Date:___

Ch. 5-9 Like and be Liked (p. 193)This worksheet is designed for educators who have more dog-like qualities than a balance of dog-like and cat-like qualities.

Least Recommended:Describe a situation where you could not find anything you liked about a cat student. Mention how this hampered your ability as an educator.

Describe a situation where you, for whatever reason, needed to be liked by the cat student. Mention how this hampered your ability as an educator.

Recommended:Describe a situation where you did find something you liked about a cat student. Mention how this increased your ability as an educator.

Describe a situation where you, for whatever reason, didn’t need to be liked by the cat student. Mention how this increased your ability as an educator.

ReflectionsRead and share your reactions to the following statement:“As important as it is to find something you like about the cat student, it is equally important to not have to be liked by your cat student.”

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Name:_____________________________________________ Date:___

Ch. 5-10 Direct Approach (p. 194) and Indirect Approach (p. 195)

Least Recommended:Check off the items of the Direct Approach an educator used with a student and the interaction did not work: __ In front of the student__ Leaning toward the student__ Having soft eye contact__ When listening making encouraging sounds__ Saying the person’s name and asking questions

Provide details of the above items there were checked:

Recommended:Check off the items of the Direct Approach an educator used with a student and the interaction did work: __ In front of the student__ Leaning toward the student__ Having soft eye contact__ When listening making encouraging sounds__ Saying the person’s name and asking questions

Provide details of the above items there were checked:

ReflectionsShare your reflections to this question, “Which type of student (cat or dog) is the Direct Approach most successful with and least successful with?”

Indirect Approach with a Cat (You are encouraged to “enjoy” doing this section with cats at home.)

Describe when one or more of the following items occurred:__ The cat touched or moved closer to me.__ When I touched or moved closer to the cat, the cat pulled away.

__ When the cat wants to talk, the cat expects me to listen; in fact, it seems like it is an honor that I get to listen. __ When I want to talk, the cat seems like it has the right to be disinterested.

__ When the cat wants to look, sometimes, even stare, at me – it seems like I should feel privileged.__ When I start to look at the cat, there is a yawn that indicates I have

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overstayed my welcome.

Provide details of the above items there were checked:

ReflectionsShare your reflections and insights on how our interactions with cats are so different from interactions with dogs.

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Name:_____________________________________________ Date:___

Ch. 5-11 Cats and Dogs in the Movies (p. 196)This is intended to be an open-ended, short worksheet. Pick a movie, other than those mentioned in the book, in which there is a cat-like character and a dog-like character in the script.

Describe the behaviors that qualify the cat-like character(s) as a cat.

Describe the behaviors that qualify the dog-like character(s) as a dog.

Check the interactions between one or more of the following exchanges:__ Two cats__ Two dogs__ Between a dog and a cat

Describe in details how the norms of the cat and the norms of the dog are both different and are likely to be understood by the other animal.

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