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HOW FULL IS YOUR BUCKET ?

           Are we born with positive or negative attitudes or do we develop them?  Personally, I believe it can be controlled either way. Don't dwell on your troubles and feel sorry for yourself. Try to stay positive and find a solution. Keep things positive at home and work or school. You'll not only feel better yourself, you'll also fill someone else's bucket.  Ilike the five strategies for increasing positive emotions. Stop dipping and start filling. Focus on the positive rather than dwell on the negative. Treasure friends, happy people stay positive. Giving unexpectedly, gifts, favors, compliments, etc. really fill emotional buckets.  Acknowledge other's accomplishments; do what you'd like done to you.  Individualization is key here.  Take every opportunity to increse positive emotions of everyone you come into contact with.  Now, let's fill those buckets!      pp.  65 -111  

How Full Is Your Bucket?

           This week's segment, pertaining to negativity, positivity, and productivity interested me when health risks were mentioned. Don't forget, I'm old! Negative aspects, such as bad bosses, not feeling appreciated, wasting educational money, and seeming negative around students and co-workers made me glad I'm at East Central. Really, we're alright! On the positive side, one fact that jumped out at me was " EVERY MOMENT MATTERS ". You never know when something you do or say will fill someone's bucket. An atmosphere of recognition and praise will absolutely make you feel better about your job, you are more productive, and students buy into your teaching schemes more readily. A full bucket keeps positive emotions coming; therefore, lengthening lives and enriching student's learning.    pp. 27 - 64.      

HOW FULL IS YOUR BUCKET ?

               The first chapter in this book deals with negativity. An example of U S soldiers who were prisoners of war in Korea described POW's with " Give up-itis". Everything in this camp was geared toward extreme negativity by it's captors. This resulted in 38% of POW deaths. Negativity often raises it's ugly head in our lives. I've experienced this with my job when things wern't going well elsewhere. But, then I run into someone with a good positive attitude and nice things to say. This makes me feel better. The book describes this as the "DIPPER AND BUCKET THEORY". We feel great when our bucket is full. When we use the dipper to fill others' buckets, by saying or doing positive things, we fill our own bucket. But if we dip from others' bucket by doing things to decrease positive emotions, we hurt ourselves. Trying to stay upbeat and positive does rub off on others and makes you feel good at the same time. AGAIN, NO BIG SECRET !           pp. 1-26.           

Classroom Management

            Students and teachers both have the responsibility of contributing to classroom management. Mutual respect speaks volumes here! Developing this sense of responsibility requires great effort on the teacher's part,but can be done with the correct strategies.

            Getting off to a good start at the beginning of the school year is critical. Early in the year is the best time to make a lasting impression and create enthusiasm among students. Reinforcement of classroom rules and procedures throughout the year will help to maintain success.

            This last chapter has to do with something I believe we do pretty well at East Central. Schoolwide classroom management actually filters down from the office to the classrooms. Everyone's on the same page.

                                                                                                                                                    pp. 76-115

CLASSROOM MANAGEMENT THAT WORKS

              Any successful classroom relies on the relationship of students and teachers. A good teacher will skillfully get across to the students his/her dominant role as leader as well as relate to them his/her concerns for each of them and the success of the  class as a whole. Some high-need students may be hard to reach, but they can be reached with special effort.  Withitness, the ability to identify and quickly act on potential behavior problems and emotional objectivity, the ability to interact with students in a businesslike, matter-of -fact manner are very important characteristics for success. Applying negative consequences for bad behavior could get tough here. I get bull-headed here because I am in the dominant role!      pp. 41-75                                                                                                                                                                                   

CLASSROOM MANAGEMENT THAT WORKS ROBERT J. MARZANO

          I don't think it's a big secret that classroom teachers influence student achievement. Instructional strategies, curriculum designs, and classroom management techniques are the foundation for any success in the classroom. This book contains many studies that support this.   All of the appropriate procedures are set in place from classroom rules and  behavioral expectations to positive and negative consequences for good and bad behavior. A good record-keeping system to keep track of student behavior is important. It's also important to involve students in the design of classroom rules and procedures.   pp. 1-40.

"Coach it" has to do with speaking up and offering your suggestions when something is not right. It is not an ego  trip; do it for the vision. Planning, conversation and gimmicks create excitment to accomplish a goal. Once everything is put in motion and everyone has bought into it, the task of getting change to stick begins.

 

 

Talking with co-workers in order for everyone to be on the same page is so important. Also, if you have a problem with a co-worker, don't go to a third party; go to the source of the problem and work it out. Values and commitments call for knowing the ultimate goal and finding your role in this vision. Don't get distracted, be fully present in what you are doing. I continue to practice these things in my classes to obtain the best results.        pp. 38-77

      While reading the first portion of FISH STICKS, THE WORD " WE " came to the forefront quickly. Depending on one another helps us to stay focused and maintain a positive staff atmosphere.

We owe it to our students to teach with soul and spirit. This will create a high energy, funloving work and learning environment.

Come up with a vision and bring it to life by taking action. (pp. 1-37)