TEACHERS.NET GAZETTE JANUARY 2002 Volume 3 Number 1 COVER STORY Harry & Rosemary Wong say, "All effective schools have a culture and it is the information one gets from a culture that sends a message to the students that they will be productive and successful." This month the Wongs offer more examples of successful school and classroom management... COLUMNS Effective Teaching by Harry & Rosemary Wong Promoting Learning by Marv Marshall 4 Blocks by Cheryl Sigmon Ask the School Psychologist by Beth Bruno Online Classrooms by Leslie Bowman The Eclectic Teacher by Ginny Hoover The Busy Educator's Monthly Five (5 Sites for Busy Educators) by Marjan Glavac Around the Block by Cheryl Ristow Ask the Literacy Teacher by Leigh Hall The Visually Impaired Child ARTICLES Teaching Is... Avoiding the 'Stares' When Intellectually Challenging Disadvantaged Students: Partnership Lessons from the HOTS Program Why Use an Interactive Whiteboard? A Baker’s Dozen Reasons! The Effects Of Diet Bully Advice For Kids Teaching Gayle to Read (Part 2) Both Sides Now in Gifted Education What Are We Aiming At--What Do We Really Want To Aim At? Teaching Graph from the Grassroots Why Teachers Need Tenure A Different Perspective to the Holidays TEACHER INSPIRATION FEATURE A Lesson Learned FICTION FEATURE Follow The Wonder REGULAR FEATURES The Lighter Side of Teaching YENDOR'S Top Ten Outlandish Versus Outrageous Schoolies Woodhead Handy Teacher Recipes Classroom Crafts Help Wanted - Teaching Jobs New in the Lesson Bank Upcoming Ed Conferences Letters to the Editor Chatboard Poll FYI eIditarod 2002 Planetary Society Protests Stop to Near-Earth Object Observations Presidential Award for Excellence in Mathematics and Science Teaching 7th Annual Multidisciplinary Symposium on Breast Disease Arab American Students in Public Schools School Bus Subsidies for Field Trip to 2002 Tour De Sol Gazette Home Delivery: About Marvin Marshall... Marvin Marshall is a professional speaker and seminar leader who presents his program, "Discipline without Stress, Punishments, or Rewards - Raise Responsibility and Promote Learning," to schools across the world. His program was developed upon his returning to full-time teaching after 24 years of counseling, supervision, and administration. He has taught primary and upper elementary grades and has been an elementary school principal. He has taught all middle grades and has been a middle school counselor and assistant principal. He has taught all high school grades and has been a high school counselor, assistant principal of supervision and control, assistant principal of curriculum and instruction, and high school principal. He has also served as a district director of education. Dr. Marshall, who is certified by the William Glasser Institute, presents for Phi Delta Kappa International, for several leading seminar companies, and for schools and school districts. His presentation schedule is on the calendar of his website. In his book Discipline without Stress, Punishments, or Rewards - How Teachers and Parents Promote Responsibility & Learning, he clearly and concisely demonstrates how the external approaches of relying on rules, imposing consequences, rewarding students for appropriate behavior, and punishing students to make them obey are all counterproductive. The book can be purchased from the National Association of Elementary School Principals, the National Association of Secondary School Principals, the National School Boards Association, Phi Delta Kappa, at local bookstores, or from his website www.MarvinMarshall.com. Questions submitted to Kathleen Carpenter at kathleen@teachers.net will be considered by Marv Marshall for responses in future monthly columns in the Teachers.Net Gazette. Click to visit Marvin Marshall's Homepage.

Promoting Learning by Dr. Marvin Marshall Positivity, Choice, and Reflection Exercise for Students Gratitude is not only the greatest of all the virtues, but the parent of all the others.           Cicero With the exception of my "Learning Climate" article in the December issue, all my 2001 Gazette articles focused on the power of positivity, the empowerment of choice, and the importance of reflection and self-evaluation. The following exercise combines these three practices of positivity, choice, and reflection. Hal Urban has conducted the exercise for many years with amazing results. Since young people think about what they lack -- more often than they think about what they have -- the exercise is a wonderful way to start the New Year. Inform your students to conduct themselves for the next twenty-four hours without complaining. Tell them not to stop the experiment even if they do complain. Just have them see how few complaints they can make in one day. Give each student a blank card, such as 3 x 5 or 4 x 6. This makes it convenient to note each time a complaint comes forth and each time they catch themselves about to complain. The next day, ask: What was the purpose of the assignment? What did you learn from doing it? Students will have discovered the frequency and smallness of their complaints. Then, have students label a paper, "I am thankful for," and make three columns: Column 1    Things They list all the material things they are glad they have. Column 2    People They list all the people they appreciate. Column 3    Other What will emerge will be freedom, opportunity, friendship, love, intelligence, abilities, health, talents, peace, faith, God, security, learning experiences, beauty, kindness, and the list continues. Instruct students to review the list four (4) times within the next twenty-four hours: In the afternoon After dinner Before going to sleep Before school the next morning When attention is given to the positive, when the option of choice is recognized, and when reflection is employed, stress is reduced, life is conducted more successfully, and greater pleasure results. Subscribe to the free monthly newsletter, PROMOTING RESPONSIBILITY, at http://www.MarvinMarshall.com . Enter e-mail address and click on "Subscribe." Past Gazette Articles by Dr. Marshall: Visualization (June 2008) Promoting Responsibility - Or How Not To (May 2008) Immaculate Perception (April 2008) A System Is Superior To Talent (Mar. 2008) To promote responsibility, Elicit Rather Than Impose (Feb. 2008) Understanding Boys (Jan. 2008) Descartes' Error: I think; therefore, I am (July 2003) Metacognition -- Thinking about Thinking Is Essential for Learning (June 2003) Listening Lessons -- How to Help Kids Learn and Comprehend (May 2003) Approaches of Outstanding Teachers (Apr 2003) Using a Discipline Approach to Promote Learning (Mar 2003) Curriculum, Instruction, Classroom Management, and Discipline (Feb 2003) Learning and Relationships, The two are inseparable (Jan 2003) Accountability in Schools (Dec 2002) Suggestions For Motivation (Nov 2002) Given Names - When NOT to Use Them and when TO Use Them (Oct 2002) The Power Of Hierarchies (Sept 2002) Use the Language You Want Learned (Aug 2002) Observations From Last Year (July 2002) How The Horse Whisperer Trains a Wild Mustang in 30 Minutes (June 2002) Using Breath Management for Better Listening and Voice Preservation (May 2002) Reducing Stress By Promoting Responsibility--Rather than by Attempting to Manipulate Behavior (Apr 2002) Rules Vs. Expectations (Mar 2002) How to Achieve 100 Per Cent Student Participation (Feb 2002) Positivity, Choice, and Reflection Exercise for Students (Jan 2002) Learning Climate (Dec 2001) Reflection and Self-Evaluation (pt 3) (Nov 2001) Reflection and Self-Evaluation (pt 2) (Sep 2001) Reflection and Self-Evaluation (pt 1) (May 2001) The Empowerment Of Choice (pt 2) (Apr 2001) The Empowerment Of Choice (pt 1) (Mar 2001) Power Of Positivity (pt 2) (Feb 2001) Power Of Positivity (Jan 2001) Home Assignments (Dec 2000) Collaboration is the Key (Nov 2000) Classroom Meetings (Aug 2000) Dr. Marshall's website: http://www.MarvinMarshall.com Email Dr. Marshall: marvmarshall@teachers.net © Dr. Marvin Marshall, 2002.

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