Leader's Guide For MTPd 2022

LEADER’S GUIDE

2022-2023 School Year Volume 54

A time-tested program with over 500 million copies of THE MASTER TEACHER lessons distributed since inception!

Weekly ™

Table of Contents

Dear Colleague, Thank you for purchasing THE MASTER TEACHER Weekly Pd PROGRAM! This is our how-to guide for effectively implementing the program in your school.

It’s our way of helping you help your teachers every week to get better and make a difference.

Implementation ............................................. 4 Title List ......................................................... 6 The Annual Planner........................................ 7

Remember, each lesson in the program is designed to develop teachers from foundational teachers to Master Teachers.

Leader’s Answer Key to Posttests ................. 16

Please note two important features…

Research References for THE MASTER TEACHER Weekly Pd PROGRAM (Volume 54).................. 18

Included in this booklet are The Engagement Builder™ and The Discussion Generator™, which help you facilitate group discussions around each weekly lesson. We have included these for all 36 lessons so you will always have them when you need them.

As always, you have our best wishes for a great school year. If you have any questions, you can contact me personally at the email address below.

Sincerely,

Tracey H. DeBruyn President tdebruyn@masterteacher.com

Copyright 2022 THE MASTER TEACHER®. All rights reserved.

Reproduction in whole or in part without written permission is strictly prohibited.

Printed in the United States of America.

A supplement to THE MASTER TEACHER Weekly Pd PROGRAM. Licensed for distribution by THE MASTER TEACHER®.

Distribute the

First Lesson of the Master Teacher

Hand out only one lesson each week!

Remember this principle of teaching and learning: Volumes of information in short lessons give the best learning and retention.

Therefore, even though you receive the program all at once or a month at a time, only give your teachers one lesson each week. If you distribute several issues at one time, they lose both their timeliness and ease of use. That’s because the lessons are aligned to the weeks of the school year. Each lesson is designed to be read in just a few minutes, so it won’t take a lot of your teachers’ time during the week and they can implement the strategies immediately. By the end of the school year, they will have completed 36 weekly lessons. Online users will get a weekly email with a link to the eLearning portal to access the lesson.

1. Feature Article

Weekly

The content is specific to one of six areas of professional focus: Professional Responsibilities, Learners and Learning, Learning Environment, Instructional Effectiveness, Assessment, and Leadership.

C

2. Tips for Immediate Application

MASTER TEACHER TIPS...

Each lesson contains tips covering key topics like managing behavior, relationships with students, relationships with colleagues, student engagement, and teaching techniques.

3. Points to Ponder

Questions are provided to initiate collegial dialogue during individual, small-group, or large-group teacher training in order to allow staff to continue making connections regarding the relevance of the training topic.

4. Inspirational Quote

and teaching—and how our life purpose led us to choose can begin building a learning culture and community that this career. It is the time for assuring students of our succeeds. caring and our commitment to support them. Now is Another aspect of “seizing the day” is to help students the time to convey to students our appreciation for the see how they can prepare and develop an approach that opportunity to spend the coming year with them, coaching allows them to “seize the day” every day. We can share and guiding their learning and success. We can make the strategies that past students have employed to find success, first impression even more impactful by sharing stories of such as keeping lists of tasks and deadlines, setting aside past victories and amazing experiences with students that time each day to study and review (even if no assignment or illustrate who we are and share the promises and benefits project is due), and not allowing confusion or uncertainty of being in our class. to build and overwhelm them. This can also be a good The first day is also the beginning of the journey that time to assure students that we know many secrets, tools, Carpe diem: will be a year full of learning and growth for students. and strategies to help them succeed—and will share them Seize Like any other journey, we want to “seize the day” to when and where on the journey they are needed. ensure a successful start. We can talk with students about the day!

The Master Teacher appreciates the the exciting journey ahead. We can preview adventures arpe diem! It is an exhortation we often hear in and experiences that await them. We can foreshadow special opportunities presented by the graduation speeches. Graduates are urged to go challenges that will lead to growth, including probable first day and vows to “seize the day.” forth, make a difference in the world, and not allow missteps and setbacks that will make them stronger, more the opportunities life presents to go unrealized. We use resilient learners. This is also the time to reassure students The Master Teacher appreciates the special time and this phrase whenever we want to convey the urgency and that we will be there for them to see that any stumble or opportunities presented by the first day of school. It is importance of the circumstances presented to us. temporary failure will lead to learning, not defeat. As with a time for making a first impression that will form the “Seize the day” is a loose translation of the phrase carpe any journey, there will be surprises and opportunities that basis of year-long relationships that may become life-long diem,Power popularlyof attributed to the Roman poet Horace.

The we will experience and create together. When they come, memories and relationships. The first day is the launch of privately...or with colleagues Tapping the Thinking words urge us to make the most of the present—to make we will “seize the day” and make the most of these special a learning journey that will be filled with adventure and e can use the of “seize the day” to help Whatthat steps take to “seize the day” when you thistheme day count.

It speaks to opportunities we all1.have willcan youexperiences. unanticipated experiences. It is a ™ time for reassurance and students understand act can and leverage meetthem your to students and set the stage for a new year? pass and behow lost deciding if we fail to to recognize exploration of possibilities. change the courseaccomplish of events, something lives, and significant. even history.

Today is a time for getting The Master Teacher knows that the first day comes only When they choose to reach out right away rather than 2. How can you helpacquainted students in yourwith classesthose adopt who will once. Our planning and preparation Volume 54 No. 1 must be thoughtful wait when a friendThis is having an emotional crisis, they the mantra of “seize the day” to become more is the one opportunity and detailed, but it also must reflect what is important to accompany us on the learning journey. are “seizing the we day.”have Whento they intervene successful in academics and life? make a when learners as they begin a new year. When students leave the someone is being bullied, they “seize the day” and can THIS WEEK’Sfirst AREA OFwant FOCUS: The first day is a time for getting acquainted with day, we them to be excited by the possibilities, first impression on our students. make a difference for the bully and the victim. On a 3. Discus with your colleagues theusday” those who how will “seize be with on the journey. We can “seize reassured by what we have shared about what lies ahead, LEADERSHIP larger scale, when theyThese decidewords to takeare a risk or face anappropriate for might forby your work students with students particularly thebecome first a mantra the day” helping feel a part of an interesting and ready to experience the special benefits of starting this important challenge, may beThis changing course your growth as professionals. day they of school. is thethe opportunity we haveand to make a and welcoming group with which to learn. Icebreakers learning journey with us. These are the opportunities that of their lives. When Rosa Parks to take positive first decided impression ona seat our atstudents, and attending that help students get to know one another offer a good compel us to “seize the day” like no other. the front of the bus, the day” changed to she first“seized impressions is and vitally important. Research studies place to begin. We can also conduct informal surveys of the history of civil President Reaganare formed early in our haverights. shownWhen that these impressions the class to find out their interests, their favorite learning challenged President Gorbachev to tearin down relationships, often the the firstBerlin few minutes. Research also activities, who is new to the school or community, and Wall, he “seized the day” that and set events in motion that shows once formed, first impressions are difficult to who has lengthy local experience—and not everything has led to millions of change. people experiencing better that livescounter and Many interactions the first impression directly involve school. Information such as favorite The futureto depends on what gaining access to freedom and democracy.

We may not –Founder and Executive Editor are necessary before a second, different impression is likely movies and preferred social media platforms can also give always be able to to predict theinitial resultjudgments of our decision to you do today. replace and conclusions.

As the saying us a sense of our students while helping them connect and “seize the day,” but this alone us from —Mahatma Gandhi goes, wechoice have only onemoves opportunity to make a first impression. be comfortable.

We can query students about past learning being victims of circumstances to architects ourpreparation own Our first-day planningofand needs to include environments where they felt included and experienced lives and futures. our approach for making a good first impression—the success. Their responses can offer important clues to ™

The quote offers third-person support to the message of the feature article and is designed to inspire and confirm the work and mission of teachers and the school.

POINTS TO PONDER ...

Weekly

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“

impression we want our students to form and maintain as we begin and set the stage for the year ahead. This is the time for connecting and sharing our passion for learning

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what they will seek and value in the classroom culture and environment we create. Remember: The more we can help students feel familiar, included, and valued, the quicker we

©2022, the Master Teacher, Inc.

e can also share with students that the mantra of “seize the day” can be an effective way to overcome the temptation to procrastinate. They can ask themselves, “What can I do in this moment to make it count?” By focusing on the power and potential of taking action rather than hesitating or delaying, they are likely to have more and better action options from which to choose. Further, they will be better positioned to stimulate events rather than react to them. When “seizing the day” becomes a consistent habit and way of thinking, students will maintain more control over their lives and be better able to influence events around them. In fact, people who regularly choose to “seize the day” are among the most successful, most satisfied, and most influential they are likely to know.

Volume 54

Carpe Diem: Seize The Day!

September 5, 2022

THE RESEARCH

Olcaysoy Okten, I. (2018, January 31). Studying first impressions: What to consider? Observer, 31(2). https://www. psychologicalscience.org/observer/studying-first-impressionswhat-to-consider

Number 1

the Master Teacher Weekly Pd™ Program Authors: Founder, Robert L. DeBruyn;

James R. Rickabaugh, Ph.D.; Tracey H. DeBruyn. Editor: Kaitlin M. Downing.

Advisors: Laura Myrah, Ed.S.; Heather Schroer, Ed.S.

(the Master Teacher Weekly Pd™ Program) (ISSN 0889-6259, USBS 877-660) published weekly during the 36-week school year by the Master teacher, Inc.; mailed weekly, 36 times per year, except June, July, and August. “Periodicals POSTAGE PAID at Manhattan, Kansas 66505-1207.” No advertising accepted. For volume purchase prices, write or call. Copyright 2022 by the Master teacher, Inc. All rights reserved.

Reproduction in whole or in part without written permission is strictly prohibited.

Printed in U.S.A. (POSTMASTER: Send address changes to the Master teacher, Inc., Leadership Lane, P.O. Box 1207, Manhattan, Kansas 66505-1207.)

Leadership Lane • P.O. Box 1207 Manhattan, Kansas 66505-1207 800.669.9633 www.masterteacher.com

AND TIPS FOR...

TAPPING THE POWER OF THINKING

Posttests Posttests are additional questions you can use to offer teachers a way to earn Professional Development Points (PDPs) or Continuing Education Units (CEUs) for reading and reflecting upon the Master Teacher Weekly Pd Program lessons.

Print-Only Users: If you choose to award credit, we recommend 0.5 credit for reading each lesson and completing the posttest questions, which can be downloaded online at www.masterteacher.com/mtpd-program. This will need to be done by the administrator in your school.

You will find the Leader’s Answer Key on pages 16-17.

Online Users: At the end of each online lesson, posttest questions are provided to check for understanding. Upon successfully passing the test, the lesson is considered complete. A completion certificate is generated, and the teacher will receive 0.5 credit. For your convenience, a comprehensive transcript of all completed lessons is provided.

Note: The criteria and requirements for PDPs and CEUs can differ from state to state and even from district to district. Please make sure that the material provided meets your state’s regulations before having your teachers complete the questions and awarding credit. the Master Teacher® does not award credits.

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

3

Implementation is For the First

Week

WELCOME CARD

to introduce the program

INDEX

for easy reference Examples of the

PROGRAM (print and online)

Welcome Cards

Start by signing the Welcome Cards and addressing each card to the appropriate teacher.

Many administrators tell us they provide a personal note for each teacher inside the card. They say that when they do, they are overwhelmed by the positive responses from their teachers.

Kick Off the Program!

Distribute the Welcome Card, the Easy-Finder™ Index, and the first lesson of the Master Teacher Weekly Pd Program to each teacher. Online users will get an email with a link to the eLearning portal to access the lesson.

Then, use the kick-off speech/memo to introduce the program to your staff (available online at www.masterteacher.com/mtpd-program).

4

the

Master Teacher Weekly Pd Program Leader’s Guide • Volume 54 • 2022–2023 School Year

Easy

For Each

Week

Lesson Teachers will receive the lessons in either print or online version, unless you specify otherwise.

Print: Unless you have opted to receive the whole program in one shipment, four lessons will be mailed to you each month for each teacher, so you will never miss a week of providing professional help and inspiration.

Online: Teachers will automatically receive a weekly email notifying them that the newest online lesson from the Master Teacher Weekly Pd Program is available to access. A link will be provided in the email for ease of use.

Group Discussion The effectiveness of the lessons is maximized when the lessons are read and discussed weekly with your team. With whatever frequency you are able to use the lessons, we suggest the following:

Engagement Builder™

Start your weekly staff email with The Engagement Builder™ that corresponds to each weekly lesson (see pages 7-15).

Discussion Generator™

End your weekly staff email with questions from The Discussion Generator™ that correspond to each of the weekly lessons (see pages 7-15). These questions will prepare your teachers to have a discussion during a meeting or to discuss the lessons on their own.

Suggested Discussion Format:

Use The Discussion Generator™ questions (see pages 7-15) or the Points to Ponder provided on the back or at the end of each lesson to initiate brief but rigorous discussions with your staff. Discuss lessons in a faculty meeting, PLC, or grade-level meeting. We suggest using the following method to achieve exceptional results: First: All teachers review the lesson.

Second: Teachers pair-share using the Points to Ponder questions or the additional questions from The Discussion Generator™.

Third: Small groups of pairs share their thoughts, insights, and learning.

Fourth: The entire group shares their reflections with everyone.

In under 30 minutes, you can engage the staff in a professional development experience that will have true meaning to them. Over time, these experiences will build an inspiring culture. Negative attitudes will turn into “I’ll try it” attitudes. Disheartened teachers will become recommitted. Teachers who have been on the sidelines will jump into action. Passion will be found everywhere.

Plus, you will enjoy the benefits of being a part of these incredible conversations. And you will also enjoy the appreciation from your staff for making them possible.

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

5

18 HOURS

Weekly

of Coursework Annually

™

Week

2022-23 Feature Lesson Titles Area of Focus 1 2 3 4

6

Carpe Diem: Seize The Day! Five Things Students Need From You Now Ways To Make Today’s Lessons More Enticing Quick Checklist To Avoid Slipping And Underachieving

Extra Tips & Activities Area of Focus

Leadership Learning Environment Instructional Effectiveness Professional Responsibilities

Tapping the Power of Thinking Supporting Your Colleagues Enticing Students to Learn Student Relationships

5 Three Powerful Benefits When Students Set Goals And Intentions 6 Positive Priming Techniques To Use With Parents 7 Caution: Rules For Students Are Everywhere 8 The Ideal Praise-To-Criticism Ratio

Learners and Learning

Helping Students with Intentions

Leadership Learners and Learning Instructional Effectiveness

Relationships with Parents Behavior Giving Criticism & Correction

9 Advise Parents To Shift Their Focus From Grades To Learning 10 Ways To Learn What Your Students Know Without Testing 11 Traits That Help You Identify And Counsel Bullies 12 When A Student Says “I Don’t Care” And Means It

Assessment

Reviewing Grading Practices

Assessment Learners and Learning Learners and Learning

Informal Assessments Identifying & Confronting the Bully Discipline

13 Gratitude: A Potent Weapon To Fight Negativity, Stress, And Depression 14 The Surprising Benefits Of Overestimating Learning Potential 15 How “Slow Thinking” Can Improve Learning 16 You’ll Never Reach Your Highest Potential Without Forgiveness

Professional Responsibilities

Increasing Your Gratitude

Learning Environment

Coaching Students

Instructional Effectiveness Professional Responsibilities

Deeper Learning Embracing Forgiveness

17 How To Make Students More Accountable For Their Learning 18 Four Tools To “Tune Up” Your Teaching 19 Strategies To Catch Students Up Who Are Falling Behind 20 Leverage Learning Power By Nurturing Strategic Mindsets

Learners and Learning

Accountability

Instructional Effectiveness Learners and Learning Learners and Learning

Tuning Our Teaching Students Who Are Falling Behind Additional Learning Strategies

21 It’s Always The Time To Counsel A Selfish Student 22 Four Responses To Omit In Meetings 23 The Power Of Hope 24 How To Move Students From Struggle To Productive Persistence

Learners and Learning Leadership Leadership Instructional Effectiveness

Selfish Students Staff Relationships Nurturing Hope Building Productive Persistence

25 A Vital Skill Needed By Both Teacher And Student Today 26 The Four Mandatory Rules Of Organizational Teamwork 27 Learn From, Learn By, Learn With 28 Handling One Of The Most Frustrating Moments In Communication

Professional Responsibilities Professional Responsibilities Learners and Learning Professional Responsibilities

Maintaining Self-Control Teamwork Shifting Educator Roles Communication Skills

29 Six Strategies To Bring Your Goals Back To Life 30 What Students Who Have Experienced Trauma Can Teach Us 31 How Do You Know When You Must Speak Up? 32 Five Strategies For Upgrading Momentum In The Final Weeks

Leadership Professional Responsibilities

Health & Life Benefits of Goals Learning from Traumatized Students

Professional Responsibilities Instructional Effectiveness

Speaking Up Helping Struggling Students Pass

33 Pose Four Questions To Improve User Experiences For Learners 34 A False Belief: Little Things Don’t Matter 35 What Is Your AQ And Why Does It Matter?

36 Six Ways To Add More Charisma Next Year

Learning Environment

User Experience “Look Fors”

Professional Responsibilities Professional Responsibilities Instructional Effectiveness

Little Things That Matter Increasing AQ Becoming More Charismatic

the

Master Teacher Weekly Pd Program Leader’s Guide • Volume 54 • 2022–2023 School Year

Weekly ™

Annual Planner

for the 2022–2023 School Year

Weeks 1–4: Getting Off to a Great Start WEEK 1:

The Engagement Builder™ The first day is the launch of a learning journey that will be filled with adventure and unanticipated experiences.

Carpe Diem: Seize The Day! How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________

The Discussion Generator™ • What is the impression you want students to have of you after your first day with them?

• How will you share your passion for learning and teaching?

• How will you help students “seize the day” every day?

_____________________________________________ _____________________________________________

WEEK 2:

Five Things Students Need From You Now How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

The Engagement Builder™ Students are watching closely and waiting to see signals and behaviors that tell them how you will relate to them and lead their learning.

The Discussion Generator™ • What will you do this year to try to always see the learning experience through the eyes of your students?

• How can you get a “read” of whether you are making your expectations clear to students?

• How will you communicate your belief in students?

_____________________________________________

WEEK 3:

Ways To Make Today’s Lessons More Enticing How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

The Engagement Builder™ Without an extra push for the importance and value of today’s lesson, some students will choose to just “get by.”

The Discussion Generator™ • Specifically, how will you make sure you emphasize the importance of each lesson to students before they engage with it?

• How can you convey the personal satisfaction students will receive from engaging in the work?

• What fears will you have to quell for students to have confidence that they can do the work? How will you do so?

_____________________________________________

WEEK 4:

Quick Checklist To Avoid Slipping And Underachieving How I will best use this lesson:

_____________________________________________ _____________________________________________ _____________________________________________

The Engagement Builder™ Clinging to the past and not finding a better way can guarantee underachieving.

The Discussion Generator™ • If you are prone to frequently use one or more of the responses listed in this lesson, ask yourself why.

• How quick are you to assign blame to someone else when things don’t succeed as you wish?

• How can you resist the urge to discount ideas quickly when your initial response is negative?

_____________________________________________ _____________________________________________

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

7

Weeks 5–8: When the Newness Wears Off and the Hard Work Takes Over, Best Practices Help Teachers the Most WEEK 5:

Three Powerful Benefits When Students Set Goals And Intentions How I will best use this lesson:

_________________________________________________ _________________________________________________

The Engagement Builder™ Setting intentions is a practice that will carry over to all aspects of students’ lives.

The Discussion Generator™ • How is intention setting likely to help students be more successful throughout their lives?

• How can you help students use intention setting to create implementation plans to achieve their goals?

• Describe how intention setting is paramount to achieving self-discipline.

_________________________________________________ _________________________________________________ _________________________________________________

WEEK 6:

Positive Priming Techniques To Use With Parents How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Parents yearn for a teacher who will see their child’s potential.

The Discussion Generator™ • How can you keep yourself from judging parents based upon their language, hygiene, dress, and social skills—or those of their child?

• What are some ways you will ask parents about the special characteristics of their child?

• How will you tell each parent how you plan to help his or her child find success this year?

_________________________________________________ _________________________________________________

WEEK 7:

Caution: Rules For Students Are Everywhere How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We need to view our rules from the perspective of students.

The Discussion Generator™ • What rules do you have in your classroom that could curtail creativity? How can you alter them so they are not quite as restrictive?

• How can you give students a greater hand in making the rules?

• Do your rules communicate trust or distrust?

_________________________________________________ _________________________________________________

WEEK 8:

The Ideal Praise-To-Criticism Ratio How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

8

the

The Engagement Builder™ Students can receive candid feedback from a teacher who they know believes in them and has high expectations for their progress.

The Discussion Generator™ • What do you believe the praise-to-criticism ratio is in your classroom? What will you do to know for certain?

• How can you “couch” your negative feedback between two positive statements without appearing to have lowered your expectations for the student?

• Are there some students you should be harder on because they are truly capable of more and aren’t trying hard enough? To encourage them to go the extra mile, how can you emphasize their strengths in your feedback?

Master Teacher Weekly Pd Program Leader’s Guide • Volume 54 • 2022–2023 School Year

Weeks 9–12: Before and After the First Grading Period, Teachers Need Special Guidance WEEK 9:

Advise Parents To Shift Their Focus From Grades To Learning How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 10:

Ways To Learn What Your Students Know Without Testing How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Good grades may help students gain admission to their preferred educational opportunities, but good learning will keep them there.

The Discussion Generator™ • How can you urge reluctant parents to encourage their children to embrace challenging learning opportunities, even if it means the risk of getting a lower grade?

• How can you more effectively show parents their children’s progress without using grades?

• How can you help parents celebrate their children’s learning progress—even if the grade doesn’t reflect it?

The Engagement Builder™ Formative assessment goals align well with strategies that do not require formal testing instruments and protocols.

The Discussion Generator™ • How can you use the “Where am I going? Where am I now? Where to next?” strategy to help students enhance their own assessment of their learning?

• Why is it so important to ask individual students to explain their thinking to you from time to time?

• Where do formal tests fall short in understanding how much students have learned?

_________________________________________________

WEEK 11:

Traits That Help You Identify And Counsel Bullies How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Some bullying behavior is out in the open, but some takes a keen and attentive teacher eye to detect.

The Discussion Generator™ • There are some bullies who behave perfectly in front of you but are terrors when you are not around. How can you take the right action when your information about them is second-hand?

• How can you be gentle with a bully when everything in your being wants to treat him or her like he or she treats others?

• React to the statement, “Bullies are cowards.”

_________________________________________________

WEEK 12:

When A Student Says “I Don’t Care” And Means It How I will best use this lesson:

_________________________________________________ _________________________________________________

The Engagement Builder™ The student who says “I don’t care” in a hostile manner usually does care.

The Discussion Generator™ • What can you do when students start to copy another student’s “I don’t care” attitude?

• Why is it so vitally important to keep trying to help such a student, even when it doesn’t appear you are making any progress?

• What other ideas can you employ to bolster this student’s self-esteem?

_________________________________________________ _________________________________________________ _________________________________________________

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

9

Weeks 13–16: Keeping Productivity High During the Holidays WEEK 13:

Gratitude: A Potent Weapon To Fight Negativity, Stress, And Depression How I will best use this lesson:

_________________________________________________

The Engagement Builder™ It is difficult to be grateful and pessimistic at the same time.

The Discussion Generator™ • How might gratitude change your view of a problem you are wrestling with?

• What are some ways you can teach the power of gratitude to your students?

• What strategies can you employ to become a more grateful teacher?

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 14:

The Surprising Benefits Of Overestimating Learning Potential How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Overestimating students’ potential can be a very good thing.

The Discussion Generator™ • What biases do you have (we all have them) that would cause you to lower your expectations for some students?

• How can we keep our expectations high—even when we are rebuffed by some students?

• Who in your life has held you to the highest standard? How has that shaped you?

_________________________________________________ _________________________________________________

WEEK 15:

How “Slow Thinking” Can Improve Learning How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We need to recognize when and how to switch students from fast thinking to slow thinking.

The Discussion Generator™ • Specifically, how can you help students understand the importance of slowing down?

• What could scheduling “slow time” in your classroom look like?

• What processes in your students’ learning require slow thinking? How can you help facilitate this type of thinking?

_________________________________________________

WEEK 16:

You’ll Never Reach Your Highest Potential Without Forgiveness How I will best use this lesson:

_________________________________________________ _________________________________________________

The Engagement Builder™ When we are unable to forgive, we cut ourselves off from information and ideas.

The Discussion Generator™ • Do you believe a lack of forgiveness hurts you more than it hurts the person you can’t forgive?

• What are some important considerations for confronting a person who we believe has wronged us?

• Why is taking the stance of being a “lover” rather than a “hater” so important?

_________________________________________________ _________________________________________________ _________________________________________________

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the

Master Teacher Weekly Pd Program Leader’s Guide • Volume 54 • 2022–2023 School Year

Weeks 17–20: After the Holidays, You Will Arm Teachers With the Right Attitudes and Techniques WEEK 17:

How To Make Students More Accountable For Their Learning How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ While extrinsic rewards and the threat of consequences can stimulate early cooperation, they rarely work long term.

The Discussion Generator™ • Where do some of your lessons fall short in first helping students understand the purpose of what they are learning?

• How can you more effectively convince students they can and will be successful in your class?

• How do you make each student feel like a valued part of the learning community in your classroom?

_________________________________________________

WEEK 18:

Four Tools To “Tune Up” Your Teaching How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Think connection first, content later.

The Discussion Generator™ • Why could this be the best time of all to have private conferences with each of your students?

• Why is it so important to be able to assess students’ readiness to learn certain concepts?

• Do you believe less can be more where learning is concerned? Why or why not?

_________________________________________________ _________________________________________________

WEEK 19:

Strategies To Catch Students Up Who Are Falling Behind How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ We need to teach students that falling behind is a temporary problem, but giving up is permanent.

The Discussion Generator™ • Why is it so important for you to understand the real reason a student is falling behind? What might happen if you simply assume and get it wrong?

• If students have trouble making a list of the exact things they are struggling with, what can you do to help?

• What other strategies can you employ to keep students from slipping back into a habit of getting behind?

_________________________________________________

WEEK 20:

Leverage Learning Power By Nurturing Strategic Mindsets How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Asking questions such as “How can I do this task better?” can become an ingrained habit that keeps professional life fresh and performance at high levels.

The Discussion Generator™ • What specific questions would you suggest certain students ask themselves in order to improve in their learning and problem-solving?

• What do you hope to observe in these students once they learn these techniques?

• What questions do you need to ask yourself to improve your own performance as a teacher?

_________________________________________________

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

11

Weeks 21–24: Giving Teachers Perspectives and New Skills Will Keep Morale High in This Pressure-Packed Month WEEK 21:

It’s Always The Time To Counsel A Selfish Student How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Confronting with care will work wonders with the selfish student—but ignoring the behavior will make the student worse.

The Discussion Generator™ • Why is it so important to confront and counsel the selfish student and not ignore or show disdain for the behavior?

• How can you confront the student gently, without causing damage—and so the student will listen to you?

• Why is it important to make a “formal” appointment to talk with this student?

_________________________________________________ _________________________________________________

WEEK 22:

Four Responses To Omit In Meetings How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ The more we learn about how to participate and work together, the more successful all of us can be.

The Discussion Generator™ • Why do you think the phrase “with all due respect” may be harmful?

• In your mind, why is it more effective to ask people for their thoughts than to ask if what you said makes sense?

• What additional words, phrases, or actions do you believe should be omitted from meetings?

_________________________________________________

WEEK 23:

The Power Of Hope How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Hope can give us the strength and courage to press on, to find new answers, and to build a future worthy of our past.

The Discussion Generator™ • Why is hope a serious weapon for serious times?

• What are your ideas for nurturing hope in your students this year?

• Discuss with colleagues the statement, “We can learn to hope.”

_________________________________________________ _________________________________________________

WEEK 24:

How To Move Students From Struggle To Productive Persistence How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ The right kind of struggle can make learning more rewarding.

The Discussion Generator™ • What strategies can you utilize with specific content to make struggle productive for students without overwhelming them?

• How will you know when it is time to step in and help, and when it is imperative that you let the student own and overcome the struggle on his or her own?

• Discuss with colleagues the notion that learning often starts at the point when we feel stuck.

_________________________________________________ _________________________________________________

12

the

Master Teacher Weekly Pd Program Leader’s Guide • Volume 54 • 2022–2023 School Year

Weeks 25–28: Readings for Rejuvenation and Perspective

WEEK 25:

A Vital Skill Needed By Both Teacher And Student Today How I will best use this lesson:

_________________________________________________ _________________________________________________

The Engagement Builder™ Self-control is a chosen and learned behavior.

The Discussion Generator™ • How can you help students identify the triggers to the emotions that cause them to lose control?

• What will you do to help students pre-commit to more positive attitudes?

• How can you have discussions with students about the connection between selfcontrol and success in life?

_________________________________________________ _________________________________________________ _________________________________________________

WEEK 26:

The Four Mandatory Rules Of Organizational Teamwork How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Teamwork is not a frill or a responsibility we can ignore or overlook.

The Discussion Generator™ • Rate yourself as a team member on a scale of 1 to 10 (10 being the highest). In your mind, what would you have to do to be a 10?

• What keeps you from asking colleagues for their thoughts about how to solve various problems?

• Do you have a tendency to blame others for problems that exist in the school? If so, how can you change that?

_________________________________________________ _________________________________________________

WEEK 27:

Learn From, Learn By, Learn With How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 28:

Handling One Of The Most Frustrating Moments In Communication How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ The future of work will demand that workers be able to investigate independently, make sense of experiences, work collaboratively, and learn generatively if they are to find success.

The Discussion Generator™ • What keeps you from utilizing all three types of learning in your lessons?

• What assumptions do you hold about your teaching and students’ learning that you need to change in order to be more effective?

• Which of the three types of learning do you think you need to utilize more often, and why?

The Engagement Builder™ We need to understand the purpose of the request to repeat what we have said before choosing a response.

The Discussion Generator™ • What bothers you most about having to repeat something? Why do you think this is so?

• How can you be more explicit when you signal to students that you want them to pay special attention to what you have to say?

• How can you make certain you always give a clear context in your requests for others to repeat what they have said?

_________________________________________________

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

13

Weeks 29–32: The Ideas and the Mindset to Keep the Momentum Going WEEK 29:

Six Strategies To Bring Your Goals Back To Life How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Refreshing our goals now may be just what we need to reenergize and get the motivation to finish the year strong.

The Discussion Generator™ • What is the “why” behind your most important goals?

• What progress have you made? Remember, progress is important to your eventual attainment of a goal.

• What are the most difficult roadblocks to your goals? How will you overcome them?

_________________________________________________ _________________________________________________

WEEK 30:

What Students Who Have Experienced Trauma Can Teach Us How I will best use this lesson:

_________________________________________________ _________________________________________________

The Engagement Builder™ We need to be kind to ourselves and give ourselves grace and forgiveness.

The Discussion Generator™ • What different patterns of mindfulness might you have to adopt to overcome a negative experience in your own life?

• What triggers can you identify in your life that cause you to act in less-thanappropriate ways?

• What are your own systems of care that you can rely on?

_________________________________________________ _________________________________________________ _________________________________________________

WEEK 31:

How Do You Know When You Must Speak Up? How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

WEEK 32:

Five Strategies For Upgrading Momentum In The Final Weeks How I will best use this lesson:

_________________________________________________ _________________________________________________

The Engagement Builder™ Silence has a cost.

The Discussion Generator™ • What keeps you from speaking up when you have thoughts others need to hear? How can you overcome those obstacles?

• What are the best ways to handle a situation in which you fear you will be breaking a confidence if you speak up, but you are worried that something terrible will happen if you don’t?

• Have you ever regretted not speaking up? If so, how will you use that experience to guide you in the future?

The Engagement Builder™ We are the primary momentum makers in the classroom.

The Discussion Generator™ • What can you do to step outside of your lesson plans and uplift your own passion about the subjects you teach?

• How can you flip your classroom so students do the heavy lifting?

• How will you remind yourself to take time to enjoy your students?

_________________________________________________ _________________________________________________ _________________________________________________

14

the

Master Teacher Weekly Pd Program Leader’s Guide • Volume 54 • 2022–2023 School Year

Weeks 33–36: The Right Teachings for a Strong Finish

WEEK 33:

Pose Four Questions To Improve User Experiences For Learners How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Students can be relatively accurate judges of what is good teaching and what makes a positive user experience for them.

The Discussion Generator™ • React to the statement, “The learning experience will not always be pleasant and satisfying.”

• What are the questions you would like to hear students answer about their experience in your classroom?

• How will you prepare yourself to receive any negative feedback?

_________________________________________________ _________________________________________________

WEEK 34:

A False Belief: Little Things Don’t Matter How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Every person needs support, kindness, affirmation, and forgiveness.

The Discussion Generator™ • What simple things can you do to relieve the worries of students and colleagues?

• What small things will show that you are going above and beyond?

• What faults in colleagues or students do you simply need to forgive and forget?

_________________________________________________ _________________________________________________

WEEK 35:

What Is Your AQ And Why Does It Matter?

How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ How well we adapt to change may well determine how far we will go.

The Discussion Generator™ • In what areas do you feel most out of your comfort zone, and what are your emotions when you enter these areas?

• What are the most relevant things you do in your teaching, and what can and should you discard?

• What biases do you need to un-learn in order to become a better “explorer”?

_________________________________________________ _________________________________________________

WEEK 36:

Six Ways To Add More Charisma Next Year How I will best use this lesson:

_________________________________________________ _________________________________________________ _________________________________________________

The Engagement Builder™ Charisma is the result of truly caring for students.

The Discussion Generator™ • How much do you work at helping students know you really care about them?

Why is this important for being charismatic?

• How “present” are you every day in your classroom? What would make you more so?

• Do students know you hold high expectations of them? How do they know?

_________________________________________________ _________________________________________________

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

15

Leader’s Answer MT 5401 Carpe Diem: Seize The Day!

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2.

3.

4.

A C D B

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2.

3.

4.

D B C A

B C C D

MT 5404 Quick Checklist To Avoid Slipping And Underachieving

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A C D D

MT 5405 Three Powerful Benefits When Students Set Goals And Intentions

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A B C D

MT 5406 Positive Priming Techniques To Use With Parents

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D B A C

the

B D D B

C D B A

MT 5409 Advise Parents To Shift Their Focus From Grades To Learning

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A D B D

C B D C

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B B A D

MT 5412 When A Student Says “I Don’t Care” And Means It

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C A A D

Master Teacher Weekly Pd Program

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D A C D

MT 5415 How “Slow Thinking” Can Improve Learning

B A A B

MT 5416 You’ll Never Reach Your Highest Potential Without Forgiveness

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MT 5411 Traits That Help You Identify And Counsel Bullies

C D A B

MT 5414 The Surprising Benefits Of Overestimating Learning Potential

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MT 5410 Ways To Learn What Your Students Know Without Testing

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MT 5413 Gratitude: A Potent Weapon To Fight Negativity, Stress, And Depression

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MT 5408 The Ideal Praise-To-Criticism Ratio

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MT 5403 Ways To Make Today’s Lessons More Enticing

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MT 5407 Caution: Rules For Students Are Everywhere

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MT 5402 Five Things Students Need From You Now

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MT 5417 How To Make Students More Accountable For Their Learning

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B D C D

MT 5418 Four Tools To “Tune Up” Your Teaching

1. C 2. D 3. C 4. B Leader’s Guide • Volume 54 • 2022–2023 School Year

Posttests MT 5419 Strategies To Catch Students Up Who Are Falling Behind

MT 5425 A Vital Skill Needed By Both Teacher And Student Today

MT 5431 How Do You Know When You Must Speak Up?

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D C B A

MT 5420 Leverage Learning Power By Nurturing Strategic Mindsets

MT 5426 The Four Mandatory Rules Of Organizational Teamwork

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B D C C

B A C D

MT 5421 It’s Always The Time To Counsel A Selfish Student

MT 5427 Learn From, Learn By, Learn With

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C D B D

MT 5422 Four Responses To Omit In Meetings

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MT 5428 Handling One Of The Most Frustrating Moments In Communication

A A B B

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MT 5423 The Power Of Hope

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C D D A

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MT 5429 Six Strategies To Bring Your Goals Back To Life

B A C D

MT 5424 How To Move Students From Struggle To Productive Persistence

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D C D A

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MT 5432 Five Strategies For Upgrading Momentum In The Final Weeks

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MT 5433 Pose Four Questions To Improve User Experiences For Learners

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B A C D

MT 5434 A False Belief: Little Things Don’t Matter

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MT 5435 What Is Your AQ And Why Does It Matter?

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MT 5430 What Students Who Have Experienced Trauma Can Teach Us

MT 5436 Six Ways To Add More Charisma Next Year

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C D C A

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

17

Research References 3 mandatory teamwork rules. (2017, January). Communication Briefings.

DeBruyn, R., & Larson, J. (2012). You can handle them all (2nd ed.). The Master Teacher.

4 conversation ‘fillers’ to banish. (2015, July). Communication Briefings.

Doucleff, M. (2021). Hunt, gather, parent: What ancient cultures can teach us about the lost art of raising happy, helpful little humans. Avid Reader Press.

Aguilar, E. (2011, September 23). 20 tips for developing positive relationships with parents. Edutopia. https://www.edutopia. org/blog/20-tips-developing-positive-relationships-parentselena-aguilar Blackburn, B. (2018, December 13). Productive struggle is a learner’s sweet spot. ASCD Express 14(11). https://www.ascd. org/el/articles/productive-struggle-is-a-learners-sweet-spot Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. ASCD. Britannica. (n.d.). Newton’s laws of motion. In Encyclopedia Britannica. Retrieved February 14, 2022, from https://www. britannica.com/science/Newtons-laws-of-motion Brookhart, S. M. (2020, October 26). Formative assessment tools aid in remote learning. Learning Sciences International. https://www.learningsciences.com/wp-content/ uploads/2020/11/LSI52-03-Addressing-Learning-Loss-WhitePaper.pdf Brown, N. D. (2016, May 17). What causes good students to fall behind & play catch-up. Healthy Family Connections with Neil D. Brown. https://neildbrown.com/17-blog/families/20-thenew-school-year-starting-strong-only-to-fall-behind/ Cerone, R. (2019, December 20). How (and why) to boost your adaptability quotient. Forbes. https://www.forbes.com/sites/ robertcerone/2019/12/20/how-and-why-to-boost-youradaptability-quotient/ Chen, P., Powers, J. T., Katragadda, K. R., Cohen, G. L., & Dweck, C. S. (2020, June 23). A strategic mindset: An orientation toward strategic behavior during goal pursuit.

PNAS, 117(25), 14066-14072. https://doi.org/10.1073/ pnas.2002529117 Chopra. (2012, November 3). Cultivate the healing power of gratitude. https://chopra.com/articles/cultivate-the-healingpower-of-gratitude

Eight phrases that expose underachievers. (n.d.). Smart Supervision.

Feuer Gedzelman, C. (n.d.). Falling behind in school? Some tips to catch up and become more organized. Tutoring for Success. https://tutoringforsuccess.us/falling-behind-inschool-some-tips-to-catch-up-and-become-more-organized/ Fields, L. (n.d.). The healing power of gratitude. Reader’s Digest. https://www.readersdigest.co.uk/health/health-conditions/ the-healing-power-of-gratitude Fleming, N. (2021, March 26). In schools, finding hope at a hopeless time. Edutopia. https://www.edutopia.org/article/ schools-finding-hope-hopeless-time Fratto, N. (2018, January 29). Screw emotional intelligence— Here’s the key to the future of work. Fast Company. https:// www.fastcompany.com/40522394/screw-emotionalintelligence-heres-the-real-key-to-the-future-of-work Gewertz, C. (2020, August 5). Don’t rush to “diagnose” learning loss with a formal test. Do this instead. Education Week. https://www.edweek.org/teaching-learning/dontrush-to-diagnose-learning-loss-with-a-formal-test-do-thisinstead/2020/08 Gopal, P. (2019, November 4). When to stay silent and when to speak up. Women Working. https://www.womenworking. com/when-to-stay-silent-and-when-to-speak-up/ Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129. https://eric.ed.gov/?id=EJ794819 Great subject lines to grab readers. (n.d.). Communication Briefings.

Chylinski, M. (2018, September 26). What trauma taught me. https://manyachylinski.com/what-trauma-taught-me/

Haden, J. (2020, December 31). Science says add just 1 element to your to-do list to ‘remarkably’ improve your success rate.

Inc. https://www.inc.com/jeff-haden/science-says-add-just1-element-to-your-to-do-list-to-remarkably-improve-yoursuccess-rate.html

Clear, J. (n.d.). Achieve your goals: Research reveals a simple trick that doubles your chances for success. https://jamesclear. com/implementation-intentions

Harvey, E., & Ventura, S. (1997). Forget for success: Walking away from outdated, counterproductive beliefs and people practices. Performance Publishing Co.

Curwin, R. (2012, April 27). Parents and teachers: The possibility of a dream team. Edutopia. https://www.edutopia.org/blog/ parent-teacher-collaboration-richard-curwin

Hattie, J., & Timperley, H. (2007, March 1). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Cushman, K. (1995, April 11). Less is more: The secret of being essential. Horace, 11(2). http://essentialschools.org/horaceissues/less-is-more-the-secret-of-being-essential/

Hausburg, T., & Herrmann, Z. (2019, November 12). Intentionsetting in the classroom. Edutopia. https://www.edutopia.org/ article/intention-setting-classroom

Daum, K. (2014, February 28). 5 reasons you should speak up (even when you think you shouldn’t). Inc. https://www.inc. com/kevin-daum/5-reasons-you-should-speak-up-even-whenyou-think-you-shouldnt.html

Heffernan, N. (2019, October 9). Persistence is not always productive: How to stop students from spinning their wheels.

EdSurge. https://www.edsurge.com/news/2019-10-09persistence-is-not-always-productive-how-to-stop-studentsfrom-spinning-their-wheels

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Master Teacher Weekly Pd Program Leader’s Guide • Volume 54 • 2022–2023 School Year

For THE

MASTER TEACHER Weekly Pd PROGRAM (Volume 54)

How do you ask someone to repeat? (2017, May).

Communication Briefings, 36(5).

Jenkins, R. (2015, March 16). The 4 properties of powerful teachers. The Chronicle of Higher Education. https://www. chronicle.com/article/the-4-properties-of-powerful-teachers Kahneman, D. (2012, June 15). Of 2 minds: How fast and slow thinking shape perception and choice [excerpt]. Scientific American. https://www.scientificamerican.com/article/ kahneman-excerpt-thinking-fast-and-slow/ Kataoka, S., Langley, A. K., Wong, M., Baweja, S., & Stein, B. D. (2012, January). Responding to students with posttraumatic stress disorder in schools. Child and Adolescent Psychiatric Clinics of North America, 21(1), 119-133. https://doi. org/10.1016/j.chc.2011.08.009 Kohn, A. (2018, October 27). Science confirms it: People are not pets. New York Times. https://www.nytimes.com/2018/10/27/ opinion/sunday/science-rewards-behavior.html Le Cunff, A. (n.d.). The Pygmalion effect: An invisible nudge towards success. Ness Labs. https://nesslabs.com/pygmalioneffect Linsin, M. (2018, December 8). How to be more charismatic.

Smart Classroom Management. https://www. smartclassroommanagement.com/2018/12/08/how-to-becharismatic/ Lutz, A. (2018, September 20). The importance of being vulnerable in the classroom. Edgenuity. https://blog. edgenuity.com/the-importance-of-being-vulnerable-in-theclassroom/ McKibben, S. (2014, July 1). The two-minute relationship builder.

ASCD. https://www.ascd.org/el/articles/the-two-minuterelationship-builder Meador, D. (2019, January 29). Cultivating highly successful parent teacher communication. ThoughtCo. https://www. thoughtco.com/tips-for-highly-successful-parent-teachercommunication-3194676 Miller, C. (n.d.). How trauma affects kids in school. Child Mind Institute. https://childmind.org/article/how-trauma-affectskids-school/ Moy, R. (n.d.). You’re way too smart to keep your mouth shut: 3 reasons you should speak up more. The Muse. https://www. themuse.com/advice/youre-way-too-smart-to-keep-yourmouth-shut-3-reasons-you-should-speak-up-more Murphy, C. (2018, January 29). 7 tips to catch up when you’re (really) behind in high school. Bayley Bulletin. https://www. bayleybulletin.com/7-tips-to-catch-up-when-youre-reallybehind-in-high-school/ Nichol, M. (n.d.). How to write headlines and subheads.

DailyWritingTips. https://www.dailywritingtips.com/how-towrite-headlines-and-subheads/

Olcaysoy Okten, I. (2018, January 31). Studying first impressions: What to consider? Observer, 31(2). https://www. psychologicalscience.org/observer/studying-first-impressionswhat-to-consider Ottinger, S., Cook, C., & Haggerty, K. (2015). Practice guide for building middle school student agency—5-to-1 ratio (version 2). University of Washington College of Education and Social Development Research Group.

Oxford University Press. (n.d.). Charisma. In Lexico.com dictionary. Retrieved March 2, 2022, from https://www. lexico.com/en/definition/charisma Patel, D. (2019, March 6). 8 ways to stay accountable with your goals. Entrepreneur. https://www.entrepreneur.com/ article/328070 Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books.

Qardaku, N. G. (2019). The impact of charismatic (inspirational) teachers in building positive relationships with their students.

European Journal of Multidisciplinary Studies, 4(3), 7-12. https://doi.org/10.26417/648shq79z Sasson, R. (n.d.). How to have more self control? Success Consciousness. https://www.successconsciousness.com/blog/ inner-strength/how-to-have-more-self-control/ Timely. (2021, September 24). Adaptability quotient: What is it, why it matters. Memory. https://memory.ai/timely-blog/ adaptability-quotient Todd, C. L. (2020, May 29). The healing powers of gratitude.

SELF. https://www.self.com/story/gratitude-benefits van der Scheer, E. A., Bijlsma, H. J. E., & Glas, C. A. W. (2018, November 19). Validity and reliability of student perceptions of teaching quality in primary education. School Effectiveness and School Improvement, 30(1), 30-50. https://doi.org/10.10 80/09243453.2018.1539015 Watkins, C. (2011). Learning: A sense-maker’s guide (2nd ed.).

Association of Teachers and Lecturers.

Williams, G. (2018, August). The telltale traits of a bully.

Communication Briefings.

Yao, J. (2018, June 24). 5 key benefits of setting intentions. Silk + Sonder. https://www.silkandsonder.com/blogs/news/5-keybenefits-of-setting-intentions Yu, L., Boyle, P. A., Wilson, R. S., Levine, S. R., Schneider, J. A., & Bennett, D. A. (2015, March 19). Purpose in life and cerebral infarcts in community-dwelling older people.

Stroke, 46(4), 1071-1076. https://doi.org/10.1161/ STROKEAHA.114.008010 Zenger, J., & Folkman, J. (2013, March 15). The ideal praiseto-criticism ratio. Harvard Business Review. https://hbr. org/2013/03/the-ideal-praise-to-criticism

O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Pearson Education.

Phone 800.669.9633 • www.masterteacher.com/mtpd-program

19

Weekly ™

IS ORGANIZED INTO SIX

AREAS OF FOCUS

These areas serve as the mainstay of the beliefs, attitudes, and behaviors that will help lift a teacher to the level of MASTER TEACHER.

1. Professional Responsibilities

Empowering teachers to become masters of their craft enables them to work with school staff more effectively, to find more success with parents, and most important, to change the lives of students.

2. Learners and Learning

Applying the understanding of how students learn leads to building better learners. Building better learners allows students to see themselves as their own best teachers. Teachers too must see learning through their students’ eyes if they expect students to seek out the feedback that leads to mastery.

3. Learning Environment

Creating a positive, caring, respectful, and student-centered classroom and school begins with the teacher. Without the right learning environment, students will fail to achieve their full potential.

4. Instructional Effectiveness

Learning how and when to apply the right teaching techniques with the right amount of vigilance to meet each student’s needs is a critical skill that requires consistent development and honing.

5. Assessment

Implementing measures to assess student performance before, during, and after instruction is crucial to shaping it. Equally important is collecting information to help teachers diagnose, guide, and improve their teaching effectiveness and sustain their skills.

6. Leadership

Developing and supporting teachers to become leaders in the classroom and throughout the school is vital to closing the achievement gap and increasing learning for all students.

Weekly ™

For more information about implementing the program, please contact THE MASTER TEACHER® 800.669.9633 or email sales@masterteacher.com

Leadership Lane | P.O. Box 1207 | Manhattan, Kansas 66505-1207 | www.masterteacher.com