TOP 20 TEACHERS

Chapters 5 & 6

Presented by

Nelda Calderon & Sonia M.

Ramos

CHAPTER 5

MOST POWERFUL

A “belief” in the potential of

their students, their belief

that their students can learn.

TWO TYPES OF BELIEF

Potential Activating

Beliefs

Potential Limiting Beliefs

BELIEFS ARE FORMED

Remain outside

messages until we

accept them as true.

CIRCUMFERENCE MESSAGES

Other People’s Opinions

Other People’s Expectations

Other People’s Agenda

TOP 20 TEACHER’S RESPONSIBILITY

To have OPINIONS that recognize the true

identity and worth of a child,

To have EXPECTATIONS that draw forth the

unique potential of a child,

To have an AGENDA that empowers a child to

become his True Self.

POWER OF MESSAGES & BELIEF

3 core messages – intended to direct the

individual's life towards fulfillment.• Identity

It is the “uniqueness” each individual’s essence

• Worth A person’s self value

• Purpose Be your true self

LAWS OF BELIEF

Law of beliefs• Whatever we believe is real for us

The Law of “I AM”• Whatever we say after we say “I AM” is what

we will become or experience

The Law of Conviction• The more we believe something to be true,

the more real it feels for us

REDUCING THE POWER

Name it (+ change)

Claim it (responsibility)

Tame it (weaken the

conviction)

TAME IT?

An “INTENTIONAL” effort to go from a higher

conviction to a lower conviction

Easing UP

Say “Not Now” Say “Maybe”

State the “Opposite” Look for

“Evidence”

Fake it till you “Make It”

TOP 20 TEACHERS REALIZE

The most powerful thing they

bring to the classroom each day

are the beliefs they have about

their students and the messages

they communicate.

CHAPTER 6

CREATE CONNECTIONS – “The revolution in our

classrooms will not require more books, computers or

smart boards. Top 20 Teachers know three more

valuable resources that are crucial to student learning:

NAME

VOICE

BELONGING”

NAME

If a student hears their name throughout the day in

a respectful manner they are beyond present they

are engaged

It communicates you are somebody, you are valued,

you matter

Students are more than a category, PEIMS coding

etc. they are people, they are individuals

VOICE

He/she is saying I am here and represents their

presence

The longer a student’s voice is not heard the more

disengaged they are and disappear into the

background

There voice is important, they have things to

contribute, and Teachers must create a platform for

this

BELONGING

Belonging occurs when we are part of something

larger than ourselves

Creating an environment of risk taking and safety

If a student perceives they are not in a safe

environment they withdraw into self preservation

and disengage

Belonging matters

“The message needs to be sent: You matter to me as a person first, a

learner second.”

Top 20 teachers deliberately prepare a student for learning by intentionally creating

safety in the classroom. This occurs when

emotional connections are made. It occurs when

name, voice and belonging matter.

People do not care how much you know until they know how much you care. – John

Maxwell