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