Part 3

"Students will perform better both academically and behaviorally if they trust the teacher."
- Todd Whitaker

Reflect on these ways of establishing trust:
-Be there.
-Show you care.
-Communicate regularly.
-Celebrate success.
-Value diversity and dissent.
-Address underperformance.
-Demonstrate personal integrity.

Which of these ways of establishing trust is easier for you than others?
If any are difficult, why? And what steps can you take to help make them easier?
What other ways can trust be established?
How can trust be broken?

To do: 

Post a response to the following question and reply to another's post.

How does trust impact your relationship with students, parents and staff?

Part 2

"Great teachers are very clear about their approach to student behavior. They establish clear expectations at the start of the year and follow them consistently as the year progresses." 

- Todd Whitaker

In Chapter 3, Todd talks a lot about expectations, rules, and consequences.  Expectations speak volumes when it comes to everyday behavior for everyone, not just students.  There are expectations at work, at home, on the road, at the store....everywhere.  So, as educators, what do our expectations entail and how do we go about communicating that every moment of every day to our students and community and ourselves?

What does your expectation look like? How is it communicated?  

?Is it a banner that is hung on the wall?  

?Is it a poster that has the "steps to greatness"? 

?Is it is a song that is sung over and over again? 

?Is it a "bought package" that is distributed to everyone? 

OR

?Is it a mindset?  

?Is it the way we interact and the language we use?  

?Is it the relationships that we establish?

?Is it the overall climate of a campus and is engrained in every facet of everything that we do every day? 

Reflect:  

1. What do you do to communicate your high expectations to your students? 
2. Are your expectation for your students different than your expectations for yourself?  
3. How much do you use "consequences" as a motivator to "greatness"?
4. How much does a relationship play into anyone's willingness to achieve "greatness"? 

Watch this video, many of you have seen it before but it is a great reminder for us all:  Rita Pierson

To Do:  

Post an expectation that you have for your students and how that expectation is communicated to both students and parents.

Part 1

"Who we are as teachers and what we do as teachers are more important than what we know." - Todd Whitaker

A 5th-grade teacher that taught for 38 years was asked how she kept her spark, energy and stayed inspired...."This is my 38th year of teaching 5th grade, but for these students, it's the first time around."

Reflect on the statement above and ask yourself:

1. What does it take to have this type of enthusiasm and dedication to teaching? 
2. What types of things do you do to stay energized, excited and loving your job? 
3. What things get in your way or make it difficult to stay energized and excited? 
4. If there are things that get in your way, what can you do to help make a change so that your enthusiasm and love of teaching is not hindered?

To Do:  Post a picture/quote in the comments below (with your name) that either:  1. summarizes your enthusiasm and love of teaching or 2. exemplifies what you do to stay energized and excited about teaching.

Ingia: