A time-tested program with over half a billion copies of THE MASTER TEACHER lessonsdistributed since inception!
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.
Remember, each lesson in the program is designed to develop teachers from foundational teachers to Master Teachers.
Please note two important features…
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
Table of Contents
Distribute the First Lesson of THE MASTER TEACHER
Hand out only one lesson each week!
Remember this principle of teaching and learning: Short lessons that have volumes of information lead to the best learning and retention. Therefore, even though you may 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 and each lesson is designed to be read in just a few minutes. The program 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
The content is specific to one of nine areas of professional focus: instructional strategies, student relationships, engagement and motivation, behavior, parent relationships, mental health, professional responsibilities, assessment strategies, and communication skills.
2. Tips for Immediate Application
Each lesson contains tips that provide teachers with ideas and strategies for improving their professional practice.
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 their ideas for applying the training topic.
4. Inspirational Quote
The quote offers additional support to the message of the feature article and is designed to inspire and confirm the work and mission of teachers and the school.
Posttests
Print-Only
Users:
Online Users:
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 on THE MASTER TEACHER Weekly Pd PROGRAM lessons.
If you choose to award credit, we recommend 0.5 credit per lesson (including reading the lesson and completing the posttest questions), for a total of 18 possible credits. You can download the posttest questions online at www.masterteacher.com/ mtpd-program and find the Leader’s Answer Key on pages 16-17. This process will need to be completed by the program administrator in your school.
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.
For the First Week Implementation is
WELCOME CARD to introduce the program
INDEX for easy reference
Welcome Cards
Examples of the PROGRAM (print and online)
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).
For Each Week Easy
Lesson
Teachers will receive the lessons in either print or online format, 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™ corresponding to that week’s lesson (see pages 7-15).
Discussion Generator™
End your weekly staff email with The Discussion Generator™ questions from that week’s lesson (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 up to discuss 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.
Engagement
Instructional
Instructional
Parent
Instructional
Instructional
Instructional
Engagement
Professional
Engagement & Motivation
Assessment
Student
Instructional Strategies
Instructional Strategies
Instructional Strategies
Instructional Strategies
Behavior
Assessment Strategies
Mental Health
Student Relationships
Communication Skills
Professional Responsibilities
Professional Responsibilities
Instructional Strategies
Mental Health
Professional Responsibilities
Student Relationships
Engagement & Motivation
Discipline
Creating a Sense of Belonging
Building Momentum
Counseling Habitual Lateness
Handling Learning Misconceptions
When Anger Masks Aggression
Connecting
Discouraging Cheating
Understanding Body Language
Responding to Mixed Messages
Maximizing Feedback Effectiveness
Seeking Parent Support
Inspiring Creativity
Building Our Resilience
Managing Anxiety
Generating the Happiness Factor
Saying No
Motivating Students
Capturing Assessment Information
Motivational Interviewing
Helping Students Self-Lead
Driving Learning with Questions
Self-Audits and Learning Success
Getting Feedback
Student Relationships
Extending Student Recall
Building Student Confidence
Parents of Transfer Students
Taking Action in a Crisis
Living Our Values
Integrating the Arts
Praising Ideas and Achievements
Getting Past Regret
Challenging Yourself
Introducing Changes
Giving End-of-Year Advice
Annual Planner
Weeks 1–4: Getting Off to a Great Start for
the 2024–2025 School Year
WEEK 1:
A Beginning Message Students Need To Hear From You
How I will best use this lesson:
WEEK 2: How To Convince Students They Matter
How I will best use this lesson:
The Engagement Builder™
In the first minutes of the first day, students form lasting and hard-to-break opinions and beliefs about you, the class, and how they believe the year will go for them.
The Discussion Generator™
• What strategies can we employ to create a sense of belonging, help students get to know one another faster, and promote diversity and inclusivity within the classroom?
• To create a positive learning environment from day one, how can we effectively raise our bar of self-expectations and our students’ bars of self-expectations for success?
• In what ways can we introduce upcoming content and objectives in an engaging manner to spark students’ curiosity and enthusiasm right from the start?
The Engagement Builder™
We are in a unique position to counter students’ feelings of not mattering.
The Discussion Generator™
• What specific actions can we take to demonstrate to each student that their voice, opinions, and individuality are valued in our classroom?
• How can we proactively identify and address signs of disengagement or feelings of exclusion among our students to ensure they feel seen and heard?
• What strategies can we employ to provide constructive and personalized feedback that encourages students’ growth and is significant to their learning journey?
WEEK 3: Use Early Wins To Build Momentum For A Successful Year
How I will best use this lesson:
WEEK
4: Handling The Habitually Late Arriver
How I will best use this lesson:
The Engagement Builder™
Unless we build a sense of community, we risk setting up challenges and creating issues that will demand our energy and attention later and may slow the progress of the class in the weeks ahead.
The Discussion Generator™
• In what ways can we create a supportive classroom culture that fosters a growth mindset and encourages students to take ownership of their learning?
• How can we involve parents and guardians in the process of building momentum for student success, and what communication strategies can we use to keep them informed of and engaged in their child’s education journey?
• What role does student goal setting play in building motivation and momentum throughout the academic year?
The Engagement Builder™
It’s a mistake to assume that late arrivers are uninterested in class or don’t care.
The Discussion Generator™
• How can we establish clear and consistent attendance expectations, including consequences for chronic lateness, and still create a welcoming and supportive classroom environment?
• Without resorting to punitive measures, how can we be proactive about helping students develop punctuality habits and manage their time better?
• How can we differentiate our approach for students who are late due to external factors beyond their control, such as transportation issues or family responsibilities?
Weeks 5–8: When the Newness Wears Off and the Hard Work Takes Over, Best Practices Help Teachers the Most
WEEK 5:
Five Actions To Prevent Learning Misconceptions And Confusion
How I will best use this lesson:
The Engagement Builder™
We are highly motivated to avoid, misunderstand, or discredit information that conflicts with our naïve conceptions of a topic.
The Discussion Generator™
• Before introducing new concepts in the curriculum, what strategies can we employ to identify common misconceptions and gaps in prior knowledge that students may have?
• How can we create conditions in which students feel comfortable asking questions and seeking clarification when they encounter confusing or challenging material?
• How can we encourage students to reflect on their own learning processes and identify areas where they might be prone to confusion or misunderstanding, thus empowering them to become more self-directed learners?
WEEK 6:
Secrets For Success With Angry Parents
How I will best use this lesson:
The Engagement Builder™
We should view conflict as an opportunity to build understanding and solve a problem rather than as a contest to be won.
The Discussion Generator™
• How can we employ active listening skills and empathy when engaging with angry parents to ensure they feel heard and valued, even if we may not agree with their perspective?
• When dealing with particularly challenging situations involving angry parents, how can we involve administrators, counselors, and other support staff in order to ensure a coordinated and supportive approach that benefits the student?
• What strategies can we use to de-escalate tense situations?
WEEK 7:
Loneliness: The Absence Of Human Connection
How I will best use this lesson:
The Engagement Builder™
There really isn’t a substitute for human connections.
The Discussion Generator™
• What role can teachers play in identifying and supporting both students and colleagues who may be experiencing loneliness or isolation, and how can we create a safe space for them to seek help or guidance?
• How can we use technology and social media positively within the school environment to facilitate connections and reduce feelings of loneliness while also addressing potential risks associated with online interactions?
• What initiatives could be put in place to ensure that students from diverse backgrounds feel a sense of belonging and are included in school activities and special events?
WEEK 8:
Six Learning-Based Strategies To Counter Cheating
How I will best use this lesson:
The Engagement Builder™
When we provide a learning environment and build a community focused on learning, cheating becomes less attractive.
The Discussion Generator™
• What strategies can we implement to make learning more engaging and relevant and reduce the incentive for students to cheat in order to achieve good grades?
• How can we emphasize the importance of learning for personal growth and skill development, rather than just for grades and external validation?
• How can we provide additional academic support and resources to students who may be struggling so they don’t feel the need to resort to cheating?
Weeks 9–12: Before and After the First Grading Period, Teachers Need Special Guidance
WEEK 9:
Lead, Relate, And Connect By Walking Around
How I will best use this lesson:
The Engagement Builder™
We can gain considerable knowledge and insights from making it a practice to walk around the classroom every day.
The Discussion Generator™
• How does walking around the classroom daily enhance our ability to gauge students’ engagement and their understanding of the material?
• In what ways can daily classroom walks help us identify and address individual students’ needs, whether we need to offer additional support or challenge advanced learners?
• What impact does moving around the classroom have on a teacher’s classroom management?
WEEK 10:
A Roadmap For Decoding Student Body Language
How I will best use this lesson:
The Engagement Builder™
Our students communicate constantly with their body language.
The Discussion Generator™
• How can teachers differentiate between signs of discomfort in students, such as fidgeting or avoiding eye contact, and signs of engagement or enthusiasm?
• What cultural differences in body language should we be aware of when interpreting students’ nonverbal cues in a diverse classroom?
• What strategies can we use to make students aware of what they are communicating through their body language, and how might we encourage them (especially those who are shy or introverted) to use it as a tool to help us better understand their needs and concerns?
WEEK 11: Eight “Musts” For Sharing Feedback That Motivates
How I will best use this lesson:
The Engagement Builder™
Our challenge is to provide feedback that students will accept and act on.
The Discussion Generator™
• In what ways can we tailor feedback to individual students’ learning needs and preferences to increase its effectiveness?
• What role does timeliness play in feedback?
• How can we empower students to take an active role in the feedback process?
WEEK 12:
Stop: You Can Successfully Engage Disengaged Students
How I will best use this lesson:
The Engagement Builder™
Until a relationship exists, the disengaged student will likely remain disengaged.
The Discussion Generator™
• What roles can student choice and autonomy play in rekindling interest and motivation in disengaged learners, and how can we incorporate these into our classroom practices?
• How might we leverage technology and digital resources to create interactive and engaging learning experiences that resonate with disengaged students?
• How can we collaborate with parents, counselors, and support staff to provide a holistic approach to addressing the needs of disengaged students both inside and outside the classroom?
WEEK 13:
Weeks 13–16: Keeping Productivity High During the Holidays
Teaching Essentials: Imagination, Wonder, And Curiosity
How I will best use this lesson:
The Engagement Builder™
We need to tap our own “inner kindergartener.”
The Discussion Generator™
• How might our enthusiasm and modeling of curiosity inspire students to ask questions, seek answers, and pursue their own learning interests?
• How can we integrate interdisciplinary learning to ignite students’ curiosity and show them the real-world relevance of what they are learning?
• How can we use technology and digital resources to enhance and expand students’ opportunities for exploration and discovery in the classroom?
WEEK 14:
Seven Ways To Help Students Develop Problem-Solving Skills
How I will best use this lesson:
WEEK 15:
Anxiety: Friend Or Enemy Of Success?
How I will best use this lesson:
WEEK 16:
Happiness: A Vital Factor In Learning
How I will best use this lesson:
The Engagement Builder™
Our students’ success in life will likely depend more on their ability to engage with complex problems than their ability to recount facts, follow directions, and apply established processes and procedures.
The Discussion Generator™
• What are the fundamental problem-solving skills that all students should acquire, and how can we incorporate these skills into our instruction?
• How can collaborative learning and group problem-solving activities help enhance students’ problem-solving abilities?
• How can we assess and provide feedback on students’ problem-solving skills, and how can we integrate this assessment into our overall approach to teaching and learning?
The Engagement Builder™
When viewed as a positive, anxiety is not necessarily the signal of certain impending doom but an early monitor that can improve a future outcome if we take specific actions.
The Discussion Generator™
• How can anxiety be a source of motivation for some people that drives them to perform better?
• How can we differentiate between healthy levels of anxiety that can enhance performance and overwhelming levels of anxiety that can impede the ability to succeed?
• What role can mindset, specifically a growth mindset, play in how we perceive and manage anxiety?
The Engagement Builder™
No matter how much we like where we are right now, both children and adults want to feel that there is something more, better, or bigger waiting for them.
The Discussion Generator™
• What specific classroom practices and teaching strategies can contribute to a more joyful and engaging learning environment for students?
• How can teachers and school staff demonstrate treating others with respect and appreciation, serving as role models for students in creating a happy and healthy atmosphere?
• What roles do teacher-student rapport and supportive teacher-student relationships play in creating a joyful classroom atmosphere, and how can we strengthen our bonds with students?
Weeks 17–20: After the Holidays, You Will Arm Teachers With the Right Attitudes and Techniques
WEEK 17:
Techniques For Saying No Professionally
How I will best use this lesson:
WEEK 18:
Five Motivation Myths We Need To Dispel
How I will best use this lesson:
The Engagement Builder™
We need to be as good at saying no as we are at saying yes
The Discussion Generator™
• Share examples of situations in which professionally saying no led to better outcomes for yourself or students than saying yes would have, and what lesson you can draw from those experiences.
• What role can having clear expectations, policies, and guidelines play in helping us communicate limits and boundaries to students and colleagues without causing friction?
• How can we provide alternative solutions or suggestions when we need to decline a request, ensuring that we contribute constructively to the situation rather than just saying no?
The Engagement Builder™
Not everything we hear or assume about motivation is true or effective.
The Discussion Generator™
• Share some examples of situations where traditional approaches to motivation, such as using rewards or punishments, backfired. What alternative practices could have been more effective?
• What roles do autonomy and choice play in motivating students, and how can we incorporate more student agency into our teaching methods?
• How can we encourage a growth mindset among students in order to foster intrinsic motivation and a love of learning, dispelling the myth that some students are simply not motivated?
WEEK 19: Six Assessment Strategies That Increase Student Learning
How I will best use this lesson:
The Engagement Builder™ Assessments can be a stimulus for further learning.
The Discussion Generator™
• How can we involve students in the assessment process, allowing them to take ownership of their progress?
• What role can technology play in enhancing the use of assessment as a tool for learning?
• In what ways can we make it so assessment is fun and drives learning at the same time?
WEEK 20:
Use Motivational Interviewing To Build Student Success
How I will best use this lesson:
The Engagement Builder™
Ultimately, many students will choose their path based on what they believe will serve their interests and what they believe about themselves and the situation they face.
The Discussion Generator™
• How can teachers adopt motivational interviewing to address a variety of concerns, from academic challenges to social and emotional issues within the classroom setting?
• What roles do active listening, reflection, and collaborative goal setting play in the motivational interviewing process?
• What are some potential challenges or misconceptions teachers need to be aware of while employing motivational interviewing?
Weeks 21–24: Giving Teachers Perspective and New Skills Will Keep Morale High in This Pressure-Packed Month
WEEK 21:
Why And How To Teach Students To Self-Lead
How I will best use this lesson:
The Engagement Builder™
People are attracted to the values, vision, and opportunities presented by leaders who are proficient at leading themselves.
The Discussion Generator™
• How can students’ abilities to self-lead contribute to their success in academics and their life beyond school?
• Share some examples of successful classroom practices or activities that have helped your students develop self-leadership skills. What outcomes did you observe?
• How can teachers create an environment that encourages students to take initiative and responsibility for their own learning and personal growth?
WEEK 22:
Tap Five Powerful Learning Forces—Now
How I will best use this lesson:
The Engagement Builder™
Learning momentum is generated by the presence, alignment, and synergy of multiple learning-supportive elements.
The Discussion Generator™
• What strategies can we employ to foster grit and resilience in students, thus encouraging them to persevere and overcome obstacles in their academic and personal pursuits?
• In what ways can we ignite and sustain students’ passions for specific subjects or areas of interest, in turn fostering deep engagement and self-driven learning?
• Share examples of classroom activities or projects you have used that have effectively tapped into the qualities addressed in this lesson. What were the outcomes in terms of student achievement?
WEEK 23:
Teach Students How To Reverse Learning Mistakes
How I will best use this lesson:
The Engagement Builder™
We need to teach students a process they can use to tackle the task of correcting mistakes so they can learn and turn learning failures into learning successes.
The Discussion Generator™
• How can we create a classroom culture that normalizes making mistakes as part of the learning process and encourages students to embrace them as opportunities for growth?
• How can we support students in developing self-assessment skills, enabling them to recognize and rectify mistakes on their own?
• What roles can peer assessment and collaborative learning play in helping students identify and learn from their mistakes?
WEEK 24:
Multiple Strategies For Getting Honest Feedback
How I will best use this lesson:
The Engagement Builder™
When we express the desire to receive respectful feedback from students, we teach students the importance of receiving feedback for their own growth as learners.
The Discussion Generator™
• How can we ensure that we act on the feedback we collect from students and that it leads to meaningful improvements in our teaching methods and classroom practices?
• What strategies can we implement to ensure that the feedback we receive from students is constructive and specific rather than vague or overcritical?
• What roles might self-assessment and peer assessment play in promoting honest feedback from students, and how can we facilitate these practices?
Weeks 25–28: Readings for Rejuvenation and Perspective
WEEK 25:
Secrets For Counseling The Habitual Alibier
How I will best use this lesson:
The Engagement Builder™
Alibiers can achieve, but they often don’t want to or don’t think they can.
The Discussion Generator™
• Without preaching, how can we effectively communicate the importance of personal responsibility and accountability to students who tend to deflect blame onto others or external factors?
• What roles can goal setting and self-reflection play in helping habitual alibiers recognize their behavior and work toward positive change?
• How can we establish a nonjudgmental relationship with these students in order to create a safe, open space in which to talk to them about their challenges?
WEEK 26:
Test Preparation Strategies That Refresh Learning And Extend Recall
How I will best use this lesson:
The Engagement Builder™
Our real goal is for students to be able to access and retrieve what they have learned long after they have finished the exam and left our class.
The Discussion Generator™
• How can we guide students in creating personalized study resources like concept maps, flash cards, etc., to reinforce connections between concepts?
• What role does active learning play in enhancing recall for test preparation, and how can we integrate it into our teaching?
• How can we effectively encourage students to reflect on their own learning processes and make necessary adjustments for better recall and performance?
WEEK 27: Six Signs Of Student Insecurity And How To Respond
How I will best use this lesson:
The Engagement Builder™
Insecure students don’t have confidence in their ability to learn, and that confidence is necessary for them to succeed.
The Discussion Generator™
• In what ways might we leverage peer interactions and group activities to boost student confidence and reduce insecurity, while also fostering a sense of belonging?
• What strategies can we use to initiate conversations with insecure students, helping them identify and express their concerns and self-doubts?
• How can we provide specific feedback and constructive praise in a way that boosts students’ self-confidence while acknowledging their efforts and progress?
WEEK 28: Students Who Transfer During The Year Need Special Attention
How I will best use this lesson:
The Engagement Builder™
For students who move from one school to another during the year, planning and supports are rarely available.
The Discussion Generator™
• What strategies can we employ to assess the academic and emotional needs of transferring students quickly and effectively, allowing for tailored support to address any gaps or challenges they may face?
• How can collaboration between teachers, counselors, and administrators be optimized to provide a holistic support system to mid-year transfer students?
• In what ways can we involve the class in helping newcomers feel like part of the school culture?
WEEK 29:
Weeks 29–32: The Ideas and the Mindset to Keep the Momentum Going
The Rules Of Crisis Communication
How I will best use this lesson:
The Engagement Builder™
To respond effectively in a crisis, it’s important to be prepared to handle the conversations involved.
The Discussion Generator™
• How can teachers specifically address emotional needs during a crisis?
• What are the keys for maintaining trust and transparency during a crisis?
• How can teachers best manage their own emotions during a crisis?
WEEK 30:
Five Universal Values We Can And Must Teach
How I will best use this lesson:
The Engagement Builder™
There are at least five core values that are consistently supported regardless of political perspective, community size, voting history, gender, education, or region of the country.
The Discussion Generator™
• What are the long-term benefits of teaching these core values?
• How can we incorporate these values into our instruction and classroom activities?
• How can we celebrate these values?
WEEK 31:
Why Students Deserve An Education That Includes The Arts
How I will best use this lesson:
The Engagement Builder™
Research fact: Students who are in the visual and performing arts for four or more years outperform all other students academically.
The Discussion Generator™
• How can the arts help students develop creative thinking and problem-solving skills, as well as the ability to approach challenges from different perspectives?
• Share examples of how you have seen arts integration enhance students’ engagement and understanding in subjects such as math, science, or history.
• What role do the arts play in fostering cultural appreciation, empathy, and an understanding of diverse perspectives in students?
WEEK 32:
If You Want Bigger And Better Ideas From Students…
How I will best use this lesson:
The Engagement Builder™
Big ideas often start with small ideas.
The Discussion Generator™
• Share examples of classroom activities or projects that have effectively challenged your students to think outside the box and generate bigger and better ideas.
• What roles do collaboration and brainstorming play in helping students expand their thinking and refine their ideas, and how can you integrate these practices into your teaching?
• How can teachers provide guidance and support to help students turn their big ideas into actionable plans and projects, fostering a sense of purpose and achievement?
Weeks 33–36: The Right Teachings for a Strong Finish
WEEK 33:
Summer Is A Great Time To Tackle Your ANTs
How I will best use this lesson:
The Engagement Builder™
Automatic Negative Thoughts (ANTs) can be difficult to control and eradicate, but we can develop thinking habits to counter them.
The Discussion Generator™
• How might teachers incorporate positive affirmations and mindfulness techniques into their daily routines to reframe ANTs and maintain a positive mindset?
• Are there specific strategies and techniques you have found effective for preventing or countering ANTs during challenging situations in the classroom?
• How can teachers create a supportive network or peer group within the school community to share experiences and strategies for dealing with ANTs, fostering a culture of mutual support and growth?
WEEK 34:
The Only Challenge Worth Pursuing (The One We Give Ourselves)
How I will best use this lesson:
The Engagement Builder™
There is no challenge more challenging than the challenge to improve yourself.
The Discussion Generator™
• What roles do self-reflection and feedback, both from students and peers, play in teachers’ journeys to challenge themselves and become better educators?
• What are some specific areas that are important for teachers to grow and challenge themselves in to maintain a sense of purpose and motivation in their careers?
• How can teachers effectively track progress toward these goals?
WEEK 35:
A Strategy For Making Changes In A Classroom
How I will best use this lesson:
The Engagement Builder™
Improving performance almost always includes a multitude of changes.
The Discussion Generator™
• Share examples of successful classroom changes you’ve implemented that were well-received by your students. What lessons did you learn as a result?
• How can we involve students in the decision-making process for changes to the classroom environment to ensure they feel enthusiasm for and a sense of ownership of the change?
• What role does feedback from students play in the successful implementation of changes?
WEEK 36:
End The Year By Planting Powerful Predictions
How I will best use this lesson:
The Engagement Builder™
Predictions can have a powerful influence, as they paint a picture of the future and invite us to either work to fulfill that picture or strive to avoid it becoming true.
The Discussion Generator™
• How can teachers ensure that their predictions and messages resonate with each student on a personal level?
• How can teachers share their predictions in creative and memorable ways, making the messages impactful and long-lasting?
• How can teachers encourage students to set their own positive predictions and goals for their future, fostering a sense of agency and ambition in their educational journey?
Leader’s Answer Key
MT 5601
A Beginning Message Students Need To Hear From You
1. D 2. C
3. B
4. B, D
MT 5602
How To Convince Students They Matter
1. D
2. A, C
3. B, D
4. A, B
MT 5603
Use Early Wins To Build Momentum For A Successful Year
1. B
2. D
3. A
4. C
MT 5604
Handling The Habitually Late Arriver
1. C
2. C 3. A 4. C
MT 5605
Five Actions To Prevent Learning Misconceptions And Confusion
1. D
2. B 3. D
4. A, D
MT 5606
Secrets For Success With Angry Parents
1. B
2. C
3. B 4. C, D
MT 5607
Loneliness: The Absence Of Human Connection
1. C 2. D 3. A, C 4. C
MT 5608
Six Learning-Based Strategies To Counter Cheating 1. D 2. A 3. B 4. C
MT 5609
Lead, Relate, And Connect By Walking Around 1. B 2. B, C, D 3. C 4. B
MT 5610
A Roadmap For Decoding Student Body Language 1. D 2. B 3. A 4. A, B C
MT 5611
Eight “Musts” For Sharing Feedback That Motivates 1. B 2. A 3. B, D 4. C
MT 5612
Stop: You Can Successfully Engage Disengaged Students 1. B 2. D 3. B, C 4. A
MT 5613
Teaching Essentials: Imagination, Wonder, And Curiosity
1. A, B, D
2. B
3. A, D
4. B, C
MT 5614
Seven Ways To Help Students Develop Problem-Solving Skills
1. C 2. B 3. C, D 4. C
MT 5615
Anxiety: Friend Or Enemy Of Success?
1. A 2. B
3. C 4. D
MT 5616
Happiness: A Vital Factor In Learning 1. C
2. A, B, D 3. A 4. B
MT 5617
Techniques For Saying No Professionally
1. B 2. C 3. B 4. A
MT 5618
Five Motivation Myths We Need To Dispel
1. A, C
2. A, B, D
3. C 4. B, D
MT 5619 Six Assessment Strategies That Increase Student Learning 1. D 2. D 3. A 4. A
MT 5620 Use Motivational Interviewing To Build Student Success
1. D 2. A 3. C 4. B
MT 5621 Why And How To Teach Students To Self-Lead
1. A 2. C 3. B, C 4. D
MT 5622 Tap Five Powerful Learning Forces—Now
1. B
2. D
3. C 4. A, C
MT 5623 Teach Students How To Reverse Learning Mistakes 1. A, D 2. B 3. D 4. C
MT 5624 Multiple Strategies For Getting Honest Feedback 1. C 2. B 3. A, C 4. A
MT 5625 Secrets For Counseling The Habitual Alibier 1. B
C
A, C, D
B
MT 5626 Test Preparation Strategies That Refresh Learning And Extend Recall
D
B
B, D
B
MT 5627 Six Signs Of Student Insecurity And How To Respond
B
C
A
D
MT 5628 Students Who Transfer During The Year Need Special Attention
B
D
C
A, B, D
MT 5629 The Rules Of Crisis Communication
A, C
A
C
C
MT 5630 Five Universal Values We Can And Must Teach
C
D
MT 5631 Why Students Deserve An Education That Includes The Arts 1. D 2. A 3. D 4. A
MT 5632 If You Want Bigger And Better Ideas From Students… 1. B 2. C 3. A 4. B
MT 5633
Summer Is A Great Time To Tackle Your ANTs 1. A 2. C 3. C 4. B, C
MT 5634 The Only Challenge Worth Pursuing (The One We Give Ourselves) 1. B
2. B, C, D 3. A 4. D
MT 5635 A Strategy For Making Changes In A Classroom 1. B, C 2. C 3. A 4. D
MT 5636 End The Year By Planting Powerful Predictions 1. A, B, D 2. B 3. C 4. D
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For THE MASTER TEACHER
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