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Teaching does get easier with more experience and technology, but teachers of all levels need a little extra inspiration when the alarm clock rings on Monday morning. It's called #MondayMotivation and we've compiled 30 inspirational quotes for teachers. We hope these add a little pep to your step today - or any day of the week!

Feel free to share on your social media accounts or send to fellow teachers.

30 Inspirational Quotes for Teachers

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Teaching does get easier with more experience and technology, but teachers of all levels need a little extra inspiration when the alarm clock rings on Monday morning. It's called #MondayMotivation and we've compiled 30 inspirational quotes for teachers. We hope these add a little pep to your step today - or any day of the week!

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Grit: The Power of Passion and Perseverance | Angela Lee Duckworth | TED

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Learning requires students to acknowledge that they don't know everything while believing that they are capable of learning anything. Principals can be exemplars by positioning themselves as leading learners. Today's guest blog is written by Paul Freeman, superintendent at Guilford Public Schools and a governing board member of AASA, The School Superintendents Association Defining 'Confident Vulnerability'
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As superintendent, I see the hiring of principals-and then the growth of those principals-as the most important element of my job. They affect the climate and the culture in their buildings, first by choosing what teachers to hire and then by supporting the growth of those teachers. Directly and indirectly, they set the tone for the students who enter those schools every day. While I am the supervisor and evaluator of the principals in our district, as often as possible, I attempt to assume a stance as a coach and partner to the principals, because their growth is too important to leave solely to a supervision and evaluation process. In our district, the commitment to coaching is reflected in the idea of "confident vulnerability," which is supported by a focus on self-reflection and leading by example.

An attitude of confident vulnerability is necessary for effective learning. We want students to be confident so they can learn, but they can't be effective learners if they believe that they know everything all the time. We expect teachers to give sophisticated feedback to students, and we know that students are in a vulnerable position as we ask them to accept and act upon that feedback, but we sometimes fail to translate those expectations to teachers and principals.

A disposition of confident vulnerability is essential in our school leaders, partly because modeling the behavior they want to see from students helps to create it, but also because we demand both confidence and vulnerability from leaders today. Our leaders are not permitted to assume a weak position, but, like our students, they must be vulnerable enough to acknowledge that they have room to improve as educators and leaders.

One tool we've recently adopted to help ease that translation is video. Originally, instructional coaches captured video of their coaching sessions with teachers. Principals would occasionally capture snippets of their practice with whatever technology was available, and we at times projected it on a screen during a leadership meeting to offer feedback. We saw a benefit from it while our coaches also demonstrated to their teachers that they were looking for opportunities to grow themselves. But it was also inefficient, since it wasn't tied to our teaching framework and was inconsistent in implementation, stitched together with whatever we had on hand.

Recently we switched to video platform (ours happens to be Insight Advance's classroom observation, feedback, and coaching tool), which allows our principals and coaches to record from their phone and annotate the video, among other things. Now I ask each of our principals to capture and share a minimum of three videos with me each year, but only after they've viewed and reflected upon them on their own or after they have shared them and received feedback from a colleague.

If a principal is confident enough to capture themselves on video, watch that video, share that video with a peer, and ultimately share that video with me so that I can look at it and we can then talk about the performance, that almost guarantees the kind of confident vulnerability and growth mindset that we're looking to support in every learner in the district, from the students in the classroom to every member of the leadership team..

Inspiring Self-Reflection

A necessary component of the vulnerability we try to encourage is open and public self-reflection. As leaders, we need to be able to examine our own behavior and choices to figure out what's working and what we can improve. Video helps here, as well.

Seeing ourselves from the outside is very different from what we see of ourselves from inside our own heads or what we might remember having happened. One of our principals looked at himself on video and was able to say, "I don't think I was really listening to that teacher's answers. I was worried about getting through my script, and I was worried about getting on to the next question."

In the moment, he thought he was actively listening to every answer she gave, and he thought he was processing that conversation well. When he saw himself from the outside, though, he was able to see shortcomings in his own performance. Confident vulnerability plays a key role in moments like this. You've got to be confident in your performance to be willing to give yourself that kind of critical feedback.

Having him see the conversation for himself is much more effective than me saying to him, "I'm not sure that you were really listening," which is more likely to put him on the defensive so that he would reflexively say something along the lines of, "Of course I was. I was there. I know I was listening.
Leading by Example

We also encourage self-reflection by leaning on Edgar Schein's work with " humble inquiry " and the idea of being able to ask sincere questions. A principal who walks into a classroom doesn't need to give that teacher a list of everything that was good and everything that needs to be better. Asking thoughtful and curious questions is a truly beneficial form of feedback.

Saying to a teacher, "I saw what you did with the groupings in the classroom and I'm not sure I understood why. Can you tell me how you chose to make those groups?" allows the principal and the teacher to become inquirers and learners together. It also requires the principal to be vulnerable enough to acknowledge that he or she is not an expert in every subject area, while at the same time confident enough to know he or she can still be an effective leader. Of course, it also pushes the teacher to ask themselves critical questions about the choices they make and to be open and publicly self-reflective.

Leading by example is layered throughout our approach to principal professional development. Part of it is positioning ourselves as learners. When the teachers in the building know that the principals are capturing video and working on their own practice, that the principals always consider themselves to be works in progress, that they're reading research and looking for ways to be better learners themselves, that's leading by example.

We ask our principals to position themselves and their work with their teachers in the same way that we expect teachers to position themselves with the learners in their classrooms. One of the classroom instructional practices that we've been working with is conferring. We want our teachers to be more proficient at the skill of sitting next to an individual student to look at their writing, for example, and helping that student become a better writer in the moment with specific, focused feedback.
Photo courtesy of Shutterstock.
We expect teachers to differentiate and personalize their instruction with every single child in the classroom, so the principal has to model that behavior. They're not going to lead professional learning by giving stand-and-deliver faculty meetings where they tell the teachers what they need to be doing better. Instead, they tell their teachers, "I'm going to sit down with you, and we're going to talk about a lesson that you just taught. I'm going to ask you probing questions and I'm going to help you to develop your practice based on that individual experience that we both shared." When principals model those behaviors with individual teachers, those teachers are better able to enact those behaviors in the classroom with the most important learners in our system-our students.

We ask each of our students to be vulnerable enough to recognize that they are works in progress and to be confident enough to believe that they can achieve and perform at truly high levels. They deserve educators who are committed to doing the same.

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Improving School Leadership Through 'Confident Vulnerability' (Opinion)

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We ask each of our students to be works in progress, and to be confident enough to believe that they can achieve and perform at truly high levels. They deserve educators who are committed to doing the same, argues Paul Freeman.

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"F" grades in our secondary has more than doubled this fall compared to last year. Distance Learning is shining a light on outdated and destructive grading practices.

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Subscribe To Us: http://bit.ly/QVxqLI Like Us On Facebook: http://www.facebook.com/JuBaFilms Follow Us Twitter: http://www.twitter.com/JuBaFilms The Amazing Little Boy: Justen Beer (Hustle Kidz) https://www.facebook.com/pages/Justen-Beer-Official/500919079944861?ref=hl Music Composed and Arranged By: Vincent Lee http://www.youtube.com/vincentleemusic Special Thanks To: Our Friends MirrorzFX http://www.youtube.com/mirrorzfx Special Thanks To: Our Friends From Bboyworld http://www.bboyworld.com/ Thanks to everyone else who helped us so much with this project!

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May 31, 2010 · Great editing of some of The Best Leadership Speeches in American Pop Culture!! Matthew ...
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Posted: May 31, 2010

Oct 8, 2022 · 40 Leader speeches in 2 mins - Best Video Montage. ... 40 views 4 months ago. 40 views ...
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40 leadership speeches in 2 minutes - Google Search

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40 Leader speeches in 2 mins - Best Video Montage. ... 40 views 4 months ago. 40 views • Premiered Oct 8, 2022. 40 Leader speeches in 2 mins…

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Teaching is one of the most rewarding careers you can have. Yes, it can also be one of the most challenging and difficult, but there's power in knowing that teacher impact is profound and enduring.

Of course, often times, teacher impact can't be shown in a number or statistic. It's the little things that matter most. Like teachers taking extra time to meet with students during their lunch hour. Or constantly finding ways to encourage students to keep them motivated and happy to be at school.

However, statistics are still good to hear sometimes. When you're having a challenging week or wondering if what you do matters, it's important to remember that it does. Here are some of those powerful statistics that truly show why teachers matter.

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1. Because teachers reach so many kids, both in and out of their classroom.

This can vary a lot by grade level and how long someone teaches, but statistics show the average teacher affects over 3,000 students during their career.

2. Because teaching is a notable profession.

Teaching makes the top-five list of "most prestigious occupations," with 51 percent of people voting it as notable. This number used to be around 29 percent in the 1970s, so this is an important improvement.

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3. Because kids turn to teachers when they need help.

More than half of students, 54 percent, say a teacher has helped them during a difficult time.

4. Because teachers really do have the power to change lives.

Think you don't have an impact? Look at the numbers: 88% of people say a teacher had a significant, positive impact on their life.

5. Because students do look up to their teachers.

Most students, 75 percent, say teachers are mentors and role models.

6. Because it's important to remember that people really do admire the work of a teacher.

Don't let those who denigrate teaching get you down-89% of people believe teachers have a really hard job.

7. Because teachers are some of the best encouragers.

Nearly 80 percent of students say a teacher has encouraged them to follow their dreams.

8. Because teachers have an incredible, long-lasting impact.

Almost everyone, 98 percent of people, believe that a good teacher can change the course of a student's life.

9. Because teachers help students believe in themselves.

When 83 percent of students say a teacher has boosted their self-esteem and confidence, we can easily argue that teaching is about much more than reading, writing, and 'rithmetic.

10. Because a simple thanks goes a long way.

Hindsight is definitely 20/20-87% of people say they wish they had told their best teachers how much they appreciated their efforts. Find comfort in knowing that even if they don't say it, your students are grateful for what you do.

11. Because even the little things can make a big difference.

Nearly all Americans, 94 percent, say we should do more to recognize good teachers.

12. Because kids are the future.

This year, 3.6 million students will graduate from a U.S. high school, and they've all been influenced by a teacher like you. What you do absolutely matters.
Research facts were provided by the following: ING Foundation Survey, National Center for Education Statistics, The Harris Poll, and EdWeek. Have more teacher impact stories-anecdotal or research-based? Plus, check out these stats that sum up the life of a teacher. Come and share in our WeAreTeachers HELPLINE group on Facebook.

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12 Powerful Statistics That Prove Why Teachers Matter

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Get the impressive research on teacher impact and learn why a teaching career is one of the most powerful jobs you could ever have.

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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two wolves--- The Cherokee Legend of Good Versus Evil narrated by Voicer Over Artist Marty Morgan

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Marty Morgan narrates this a legendary cherokee indian story that helps teach about the struggle between good and bad. I have always found The Legend of The Two Wolves very spiritual in nature. Like many American Indian lessons this one uses the animal symbology to help us understand the truth about human nature.

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SEAGULLING IS WORSE THAN CONING http://bit.ly/JsHE2v LIKE us on: http://www.facebook.com/collegehumor At Harlem Village Academies, Mr. Jackman auditions for his toughest role yet: not auditioning. See more http://www.collegehumor.com FOLLOW us on: http://www.twitter.com/collegehumor FOLLOW us on: http://www.collegehumor.tumblr.com

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There Is No Going Back to Normal | Simon Sinek

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COVID-19 Series: Importance of Infinite Mindset during Crisis by Simon Sinek

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How does this name reflect... (your personality, work style, feelings about today, etc)?

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Before you get in the ring, you're gonna need a name. Zimbio has you covered with the Wrestling Name Generator.