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Welcome! Hopefully we find this be a unique way to stay connected and engaged throughout the book study process.

Padlet will enable us to share in various ways. For example, we can type responses or post videos, we can post gif as reactions to what is posted and what we explore in the text, and more!

Because we are working together for this, I am open to ways to make this more enjoyable for you! Please feel free to provide feedback along the way!

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Book studies can be powerful tools for developing the teacher expertise necessary for improving

performance and enhancing student learning through deliberate practice. What sets an effective book study apart from an ineffective one lies in both the initial planning of the book study itself and the utilization of the knowledge, skills and practices acquired. BTSD book study participants can use the PLC Book Study Guide to improve instructional practices. As a PLC, each book group will create their plan and select their meeting dates. This can be a combination of synchronous and asynchronous meetings. You can ask a member to direct the whole thing OR each person take a chapter to lead. Work with others in your school who are also reading the same book. This is meant to be an enjoyable learning process.

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Book Study Update - For Differentiated Supervision 2023-24 by Amy Coleman | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Chapters 1 - 9 (pages 1 - 40)

Post a reflection related to one or more of the following:

- Your favorite line/passage and why

- What stood out to you and why

- A connection you made

- Something from the chapters you'd like to explore more

Please include Reflection #1 and your name in the subject line when you add your response.

To make it fun, include an image or gif related to your thoughts. To keep the engagement up, respond to one or two others!

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Chapters 10 - 21 (pages 41-88)

Think about the ideas expressed in chapters 10 - 21. Think about how the ideas relate to aspects of Domain 2: Component 2A of the Educator Effectiveness document. Choose one (or more) of the following prompts for reflection #2.

"Your positive energy and vision must be greater than everyone's doubt" is The Ultimate Rule of Positive Energy. What could/does this look like in your class?

What connections can be made between the book's ideas and your classroom environment?

What ideas from the chapters can support your journey through the Distinguished category?

Using ideas from the text, answer the following Discussion Prompt: Describe how you model care for others, self-care, and active reinforcement of courage, compassion, and humility through crisis and conflict resolution.

Your response can be recorded if that is more convenient for you. Please include Reflection #2 and your name in the subject line when posting your response.

To make it fun, include an image or gif! To keep the engagement up, respond to one or two others!

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Chapters 21-29 (pages 89-134)

Pick one of the following prompts to reflect on:

Prompt 1:

"Every struggle, every challenge, every adversity brings you closer to your heart, to your true self, to who you really are. Sometimes you got to be broken down to the point where you feel powerless to discover your ultimate and true power." p.99

When reflecting on your personal and/or professional experiences, in what ways does this quote resonate with you? What do you reject?

How could we use this idea to encourage our students? Our loved ones? Ourselves?

Prompt 2:

When speaking about leadership and being a Chief Energy Officer, Jack said, "A life touches a life that touches a life. It spreads, one person at a time." p.106

Identify two ways you can be the CEO of your home.

Identify two ways you can be the CEO of in our learning community.

In what ways could these actions touch a life that will touch another life and spread?

Prompt 3:

Five Ways to Love Your Passengers (fully explained on pgs. 122-124):

1. Make Time for Them

2. Listen to Them

3. Recognize Them

4. Serve Them

5. Bring Out The Best in Them

Identify at least one action item, in the context of the learning community, for each of the five ways. Your ideas might inspire someone else!

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Jon Gordon - The Power of a Positive Educator

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On page 27, it says "More people die Monday morning at 9 a.m. than any other time."

On page 40, Joy told George, "Every crisis offers an opportunity to grow stronger and wiser; to reach deep within and discover a better you that will create a better outcome."

Let me know your thoughts about what I've posted!

https://fortune.com/well/2023/06/05/deadly-heart-attack-on-monday/

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Page #3- "Well, I can't help you, George. I have to take the kids to school, then I have a dentist appointment, then I have to get the puppy to the vet, then I have a parent teacher meeting."

Shows the level of disconnection George has with his wife, and he doesn't even realize how his negativity is affecting her.

Page #5-6 -" He couldn't remember the last time he was happy. I bet she has no worries, he thought. All she has to do is drive a bus each day and smile and be nice to strangers."

Shows how he is judging Joy without even knowing anything about her, and doesn't recognize that she's acting the way she is to help people like him.

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Page #2 "Then it dawned on him. He couldn’t think of one person at work he could call who would come pick him up. His only option left was his wife, and she was the last person he wanted to ask."

-shows the level of negativity or the place George was at before his journey.

pg. 22

“Yes,” George answered, not believing he was actually agreeing to this. And all at once the entire bus cheered, “Yes! Yes! Yes!”

- Everyone on the bus has used the 10 rules and were excited to share with

others.

pg 26

“Always remember that you are the driver of your bus. It’s the most important of the rules because if you don’t take responsibility for your life and control of your bus then you can’t take it where you want to go. If you’re not the driver, then you’ll always be at the whim of everyone else’s travel plans.”

-So true, accept responsibility, I use this with my students all the time.

pg 29

"A smile changes the way you feel, the way you think, and how you interact with others."

Another fact that I have discovered to be true!

https://online.uwa.edu/news/benefits-of-smiling-and-laughter/#:~:text=Your%20body%20releases%20three%20hormones,in%20turn%2C%20you%20feel%20happier.

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Smiles and laughs are simple things. Or, are they? While a seemingly insignificant part of most days, our smiles and laughs have more implications than we realize. Studies show that there are numerous benefits of both, including boosts in our mental and physical health, better social lives and even increased lifespans.

Why Do We Smile and Laugh?

A genuine smile is produced without us realizing it. A true laugh comes out without any thought. That said, we don't only smile or laugh when we feel genuinely content and happy. In fact, humans smile for other reasons, including to be polite or to appear approachable. We might laugh out of embarrassment or even fear. Laughter and smiling are complex behaviors that have prompted a lot of research.

Both smiling and laughing have been studied extensively for centuries. French scientist Guillaume Duchenne was a French neurologist who studied laughter and smiling in the 1800s, and he found that two facial muscles are engaged during smiling. One is the zygomatic major which controls the corners of our mouth. We can activate this muscle when we want. The other is the orbicularis oculi, which controls the area around our eyes. We can't activate this muscle at will. That means, only with a genuine laugh or smile, what has now been dubbed a Duchenne smile, are both our mouth and eyes engaged.

Newer research expands on the fact that smiles aren't always caused by pure happiness or contentment. Dr. Harry Witchel conducted research that suggests smiling is driven less by an inner cheerfulness and instead is a social cue based on engagement.

The study Dr. Witchel performed consisted of participants completing a quiz on a computer. He found that interaction with the computer caused participants to smile and, surprisingly, they were more likely to smile when they answered incorrectly. Witchel attributed this finding to evolution's effects on human behavior or behavioral ecology theory, a Darwinian approach to the study of behaviors.

"According to some researchers, a genuine smile reflects the inner state of cheerfulness or amusement," Witchel said. "However, behavioral ecology theory suggests that all smiles are tools used in social interactions; that theory claims that cheerfulness is neither necessary nor sufficient for smiling."

The multitude of research done suggests that we probably smile out of true happiness and out of social necessity. Laughter isn't much different.

When it comes to laughter, there are two types: social and involuntary. Professor Sophie Scott, a professor known for her TED Talk called "Why We Laugh." In an interview with Business Insider, she said "I think that the two most important kinds of laughs or distinctions between laughs are whether or not they are completely involuntary or if they're a bit more communicative."

Like smiling, laughter can be the product of social interaction or bubble up all on its own. Scott pointed out that, with involuntary laughter, you sometimes can't stop laughing, and the laugh itself seems to take over your body. Social laughter, on the other hand, is a controlled part of interactions. "We're laughing as much to show that we like someone, we know someone, we're part of the same group as someone. We understand them," Scott said.

Though more research is needed into why we smile and laugh, it's apparent that there are psychological and physical benefits to laughter and smiling. Read on to find out more about how laughter and smiling positively impact your life.

We're laughing as much to show that we like someone, we know someone, we're part of the same group as someone. We understand them."- Professor Sophie Scott

The Benefits of Smiling and Laughter

The physical and psychological benefits of laughter and smiling are plentiful. Research shows that those who consciously or subconsciously smile more live better and longer.

Though not all of them, here are some of the benefits of smiling and laughing.

You're More Approachable

Research shows there are benefits to smiling at others. You may have heard that laughter is contagious. Studies show this is indeed true.

Scott pointed out, "This response in the brain, automatically priming us to smile or laugh, provides a way or mirroring the behavior of others, something which helps us interact socially. It could play an important role in building strong bonds between individuals in a group."

This means when you smile or laugh, your positivity will likely be reflected, helping you form relationships and cultivate positivity.

Interested in Psychology?

Our online bachelor's degree in psychology is sure to make anyone interested in the field of psychology smile. At UWA, you can earn your degree entirely online at one of the state's most affordable institutions.
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Your Body Releases Good Hormones

Your body releases three hormones that make you feel good when you smile. They include dopamine, endorphins and serotonin. These signal to your body that you're happy, and in turn, you feel happier.

Author of " Smile: The Astonishing Powers of a Simple Act " Ron Gutman said, "British researchers found that one smile can generate the same level of brain stimulation as up to 2,000 bars of chocolate."

In fact, even if you force a smile, you'll feel better. While it might not be a natural Duchenne smile, you can in fact make yourself feel better simply by forcing a smile. Interestingly, a small British study even suggested those who used BOTOX and physically could not frown felt happier.

You Have Better Relationships

Writer William Arthur Ward said, "A warm smile is the universal language of kindness." This is indeed true. Laughter and smiling promote camaraderie and help us produce social bonds.

In fact, laughter has been connected to emotional well-being in couples. In a study conducted in 2015, psychologists recorded 71 romantic couples explaining how they first met. They found that the amount of the conversation spent simultaneously laughing was positively associated with relationship quality, closeness and social support.

As we mentioned before, laughter communicates that two people are part of something together. Therefore, it strengthens bonds and deepens relationships.

"A warm smile is the universal language of kindness."- William Arthur Ward

You're More Productive at Work

Jessica Pryce-Jones, the author of "Happiness at Work," said "Happiness at work is closely correlated with greater performance and productivity as well as greater energy, better reviews, faster promotion, higher income, better health and increased happiness with life."

Pryce-Jones and her team performed research that showed that the happier a worker felt, the more productive they were. Her research compiled results from 3,000 people in 79 countries. The happiest employees were 180% more energized and 155% happier with their jobs. They spent 80% of their week on work-related tasks, compared to the 40% their least happy coworkers spent.

Since many of us spend a good portion of our lives in the workplace, feeling productive and happy is important. Therefore, starting to laugh and smile more at work is beneficial.

You Relieve Stress

The stress reduction effects from laughter are well documented. Laughter can cool down your stress response by decreasing your heart rate and blood pressure, causing you to feel more relaxed. Laughter also stimulates circulation that helps your muscles relax, which can reduce the physical symptoms of stress over time.

As we discussed above, you'll also get a dose of dopamine, endorphins and serotonin to put you in a better mood moving forward. Smiling and laughter, even during difficult times, can truly help a person deal with stress and come out the other side healthier.

You May Live Longer

Everything mentioned above may lead to this important point. Those who smile and laugh often may have longer lives than those that don't.

A 15-year Norwegian study published in April of 2016 found that women with strong senses of humor lived longer than others. In fact, they were 73% less likely to die from heart disease and 83% less likely to die from infection. Men with a better sense of humor seemed to be more protected from infection only, with 74% less risk of death associated with high scores in humor.

Laughter stimulates organs. It can enhance your intake of oxygen, stimulate your heart and other muscles and decrease your heart rate and blood pressure. Less stress, better social relationships and a stronger overall feeling of happiness can indeed help you weather the physical effects of aging. In short, the secret to staying young is truly to laugh a lot.

How Do I Find Ways to Laugh and Smile More?

If all these smile benefits have you asking how you can help yourself laugh and smile more, there are many things you can do. Here are a few things to try to encourage more laughter and smiling in your life:

Force it if you must: Since even a fake smile can increase your feelings of happiness, the first step to being happier is smiling even when you don't feel like it.

Find humor: If you're feeling down or even just notice that you haven't laughed in a while, put on a funny movie, read some jokes or seek out a humor boost in any way you enjoy.

Engage with others: We are socialized to laugh and smile more in a group. Make sure you spend time with friends who make you do both regularly.

Laugh at yourself: Life is really all about how you approach things. Even if you're going through hard times, look for the good or the humor. This will positively impact your outlook, your health and your overall quality of life.

The psychology of smiling and laughing give us plenty to study and explore. Are you interested in learning more? Our online bachelor's degree in psychology is sure to make anyone interested in the field of psychology smile. At UWA, you can earn your degree entirely online at one of the state's most affordable institutions. If you already hold a bachelor's degree but would like to sharpen your scholarly research skills, you could benefit from our online master's in experimental psychology.

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Psychology to Grin About: The Benefits of Smiling and Laughter | UWA Online

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Studies show that there are numerous benefits of smiling and laughter, including boosts in our mental and physical health, better social lives and more.

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Ok so this is who I picture driving the bus.

Page #40 - "Every crisis offers an opportunity to grow stronger and wiser; to reach deeper within and discover a better you that will create a better outcome."

I feel like this is a great perspective to think about when we are faced with difficult situations. Instead of dwelling on the negative, we can shift our perspective to change how we proceed and what we can get out of the situation.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The thing that stood out to me most was the paragraph about "all things in the universe being energy" on page 34. I feel like I constantly just think of my energy as a measurement of how awake or alert I am. Some days, I feel like I have zero energy in the morning and others I feel like I am full of energy. However, this paragraph was describing each and every aspect of life as being a positive or negative energy. This made me start to think that when I am feeling like I have zero energy, I am actually holding on to a bunch of negative energy. I would love to see how Joy suggests that George (and all of us, for that matter), balances that energy by bringing in the positive and removing the negative in upcoming chapters.

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What ideas from the chapters can support your journey through the Distinguished Category?

While reading chapters 11-13, Rule #3 - "Fuel Your Ride with Positive Energy" really struck me. Often times, as a teacher I find myself getting stuck in the negatives aspects of my job. I will focus on negative behaviors, poor test score, failed lessons, or anything in my day that might not have gone well. Admittedly, I can get hung up on the negativity. I think part of it is because I'm naturally a problem solver and I'm trying to apply that to my classroom. I really liked the idea of "feeding your positive dog" and focusing on the positive aspects each day. Sometimes I have to stop and force myself to think about those students who are succeeding and enjoying my class. Teaching is challenging right now. I need consistently remind myself to focus on the positive aspects, regardless of how small, so that I can be the best teacher I can be.

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What connections can be made between the book's ideas and your classroom environment?

I feel as though Rule #4 (Invite People on Your Bus and Share Your Vision for the Road Ahead) is a rule that all teachers should live by. We all know that our ultimate goal is to help our students learn; whether that means learning content or learning life skills. In order to do that, though, you have to "open your bus doors" to let your students on board. This can be accomplished in a number of ways: demonstrating the positive mentality you want them to uphold, leading with a focused work ethic, etc. Our students are typically going to follow whatever energy journey we take them on. If I can "share my vision" and be transparent about my expectations behaviorally and academically, there is a better chance that my students will embody that positive energy and join me on my energy bus. This is also where we run into the problem of the "Energy Vampire" from Chapter 18. If there is a student that is bringing negativity into the classroom, there will be students that follow their lead. Whenever possible, those Energy Vampires need to be handled so that the negative energy does not spread. We are truly the only ones that can decide what road we drive our energy bus down.

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-What connections can be made between the book's ideas and your classroom environment?

Rule #3 Fuel Your Ride with Positive Energy.

"Positive energy is necessary to take you where you want to go. Every day when we look at the gas pump of life we have a choice between positive energy and negative energy". I think this rule and quote reflect the classroom setting and most professional settings in general. It is a choice we need to make every day. I believe teachers will have a good chance of more educational success when they choose positive energy for the classroom. I think that students are more likely able to connect with teachers who choose positivity.

Edutopia has the above blog devoted to the effects of positivity in the school setting.

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Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University.
A positive community of educators within a school has a powerful effect on the students who learn there. Individually, teachers contribute to that positive environment by exhibiting and modeling an optimistic outlook and can-do attitude. An understanding of the role that emotions play in learning can lay the foundation for positive and productive interactions with students, colleagues, administrators, and parents. As neuroscientist Richard Davidson explains in his book The Emotional Life of Your Brain, "Emotion works with cognition in an integrated and seamless way to enable us to navigate the world of relationships, work, and spiritual growth."

Enhancing Your Practical Optimism

In a previous post, we explored the benefits of teaching students to adopt an attitude of practical optimism as they learn. This outlook is also key for educators in our professional practice. The concept of practical optimism combines the commitment to plan and execute the steps needed to achieve one's goals with a positive outlook that success is possible. A variety of strategies may useful in enhancing your practical optimism, in sharing this approach with colleagues, and in encouraging students to persist in the sometimes hard work required for learning.

Stay focused on the "upside."

This is possible when you commit to actions and emotions that are useful and positive. A negative attitude is neither. Attend to the completion of tasks that help solve problems and move you closer to accomplishing your goals. Celebrate each small achievement along the way. And especially when your emotional batteries need recharging, choose to spend time with people, in places, and in activities that make you feel happy, refreshed, and rejuvenated.

Express gratitude.

Saying thank you is not just good manners but also offers a path to better emotional health and stronger collegial relationships. Professors at the University of California - Berkeley's Greater Good Science Center share a growing body of research that expressing sincere gratitude:

Lessens feelings of social isolation

Increases joy and optimism

Enhances acting with more generosity and compassion

Improves physical health

Consciously recognizing all of the people and interactions that you appreciate and expressing those feelings can boost your mood and pass that positivity along to others.

Regularly commit small acts of kindness.

Lending a hand to an overworked colleague, paying a specific and heartfelt compliment, bringing vegetables from your garden to share -- all of these are examples of charitable actions that spread the wealth of positivity. Acts of kindness lift the recipients' spirits and have the boomerang effect of enhancing your own feelings of well-being and positivity. In a study where participants were asked to reflect on their feelings after engaging in acts of kindness, many people reported feeling happier and more content.

Be mindful of your emotional state.

Researchers recently enrolled thousands of participants in a study via their cellphones and checked in with them at random moments about their thoughts and feelings. The surprising conclusion of the study was that when people allow their minds to wander, they tend to drift toward worries and negative thoughts. To avoid that pessimistic default, notice when you are feeling gloomy and consciously redirect your thoughts into more positive territory. Instead of cycling through everything that might go wrong, stay focused on what you love about teaching and what you can do to improve the learning environment in your school and classroom.

Give your brain and body a positive workout.

A brisk walk over the lunch hour and a regular exercise routine before and/or after the school day can relieve stress and provide health benefits and a refreshing endorphin boost.

Infuse positive feelings into your surroundings.

Arrange your classroom to take advantage of a pleasant view. Make sure that you get outside regularly for some fresh air. Avoid joining negative conversations about your school, administrators, colleagues, students, or parents.

A Deliberate Effort

These kinds of everyday activities can improve your outlook about yourself and your abilities, which can help motivate you and fuel continued progress toward the attainment of your personal and professional goals.

Incorporate these strategies into your routine for one week, and then reflect on what changes you notice in your outlook, attitude, and interactions with others. In our own experience of employing these ideas, we find that we enjoy more positive emotions and a higher sense of purpose and productivity. Much like developing the skills and knowledge that you need to advance as a teacher, becoming more optimistic entails deliberate effort. And as with maintaining other competencies, sustaining a positive outlook may require a practical maintenance routine of being mindful about the good things in life, in you, in your work, and in students, colleagues, and administrators.

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Unleashing the Power of Positivity in Your School

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Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. A positive community of educators within a school has a powerful effect on the students who learn there.

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What connections can be made between the book's ideas and your classroom environment? 

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What connections can be made between the book's ideas and your classroom environment? 

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Schultz Reflection #2

Rule #3 Fuel Your Ride with Positive Energy.

"Positive energy is necessary to take you where you want to go. Every day when we look at the gas pump of life we have a choice between positive energy and negative energy".

I think this rule and quote reflects the classroom setting in ELA with McHugh. It is a choice we make every day, to get the most out of our students.. I believe teachers will have a better chance of success when they display and promote positive energy for the classroom. I believe students are more likely to connect with teachers who choose positivity rather than negativity.

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Chapters 1-9

Favorite Line & Why:

"Please help me!" he shouted as he looked up to the moonlit sky. The air was silent and George heard nothing except the sound of his own breath. He was waiting.." This is the typical attitude of humans- waiting for the next hero or something outside of themselves to save them. Taking self responsibility, stock of the issue, and action- becoming their own hero is critical for positive change.

What stood out and why: That finally people are willing to accept and understand the energetic nature of reality. It needs to be understood if you want to stand fully in your power as a creator being. The physical is the last to catch up to what's playing out in the etheric. Once you understand that everything external is a mirror of your internal, you begin the real work. A below, so above.

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Prompt#3. Five ways to love your passengers

Incorporating the "5 Ways to Love Your Passengers" from The Energy Bus has changed my perspective in the classroom and with my students

Perspective talking is an important way to make connections with all students with many different diverse backgrounds.

This embraces the concept of making time for them and listening to them as well as recognizing them.

I found this article interesting. I think perspective helps foster meaningful connections.

https://ies.ed.gov/ncee/edLabs/regions/northwest/blog/building-connections.asp

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By Vicki Nishioka | May 11, 2018

In the classroom and elsewhere, we interpret what others say and do through our own experiences, values, and beliefs-as well as our knowledge of the other person or people.

For educators, communicating and having a shared understanding of social and behavioral expectations with students from cultural backgrounds similar to our own is pretty straightforward.

However, if we don't know students well, cultural differences can contribute to misunderstandings that lead to feelings of disrespect, which ultimately weaken relationships.

I've found that building connections with students whose racial, cultural, and/or life experiences differ from ours can challenge us in various ways. For some educators, it can create feelings of uncertainty. Others may need to re-examine their attitudes. For most of us, it requires learning new skills.

Perspective-taking skills can help us understand what students are thinking and feeling in a given situation. If you are working to improve relationships with students from cultural backgrounds different from your own, here are five perspective-taking strategies to consider:

1. Build a relationship with every student. When students feel as if their teacher cares about them, it can make a big difference. The evidence is not just anecdotal; research shows that teachers who build positive relationships with all their students make a significant contribution to their success in and out of school. Teachers can show they care by:

Demonstrating interest in students' welfare

Respecting students' perspectives

Telling students they can succeed

Knowing students' academic and social needs

Recognizing students' academic and social achievements

2. Know your own perspectives. Be aware of how your attitudes, values, and experiences influence your opinions and actions. Self-awareness will help you more accurately interpret what students are communicating verbally or through their behavior.

3. Make an intentional effort to learn about students' beliefs, attitudes, and personality; how they react in different situations; and their communication style. Let students know that getting to know each of them as an individual is important to you. Show genuine interest in learning about their opinions, interests, and backgrounds. This is a key component of perspective-taking.

4. Remember: Perspective-taking is a two-way street. When teachers share stories about themselves, it helps students learn about their perspectives. It also helps students better understand the similarities and differences in your background and theirs.

5. Use empathy to provide emotional support to students. Empathy is identifying with the point of view and feelings of another person. Compassion is actively reaching out to help. Both require knowing a student's perspectives and understanding how they are feeling. Anyone who is upset or frustrated-including students-may need support to engage in the classroom routine.

Positive relationships between teachers and students are the bedrock for success in school and beyond. Using perspective-taking skills and related strategies, such as those outlined above, can help educators make them a reality.

For more on this topic, REL Northwest has developed a video that features two high school teachers from Salem, Oregon, who are skilled at using perspective-taking and empathy to develop positive relationships with students.

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; national center for education evaluation and regional assistance.

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Building Connections with Students from Diverse Cultural Backgrounds Through Perspective-taking

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The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds, such as Reading First and Title I of the Elementary and Secondary Education Act.

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Incorporating the "5 Ways to Love Your Passengers" from "The Energy Bus" into everyday life can profoundly enhance personal relationships and interactions.

Each day I try to make a conscious effort to be engaged and present with students, co-workers, staff.

I do my best to offer them my full attention and stay engaged in listening.

It is important to remember that everyone comes from different backgrounds and situations- we should remember to choose empathy, understanding and embrace the diverse population here at Armstrong.

It is also important that we as educators promote a positive attitude and express appreciation frequently.

We should also engage in meaningful acts of support to help those that are struggling emotionally.

By consistently using these principals I can develop connections with my students and spread positivity on a daily basis.

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The quote on page 99 speaks to me on many levels. Personally, it reminds me of all the times I have faced I have faced adversity and the feeling that comes with failure. Whether it was the pursuit of a teaching contract or trying to succeed in a difficult class in college, there have been moments where I honestly felt powerless and unable to overcome the hurdles in front of me. In these moments, it is our choice whether we accept the failure and fold or push through the challenge to our best abilities. The mental fortitude that is required for the latter becomes a test of how badly we want something.

In my classroom, I have a poster with the following quote from Henry Ford: "If you think you can do a thing or think you can’t do a thing, you’re right." When we say that we can't do something or accept that something is too difficult, we are setting ourselves up for future failure. I try to tell myself, my family, and my students that success usually does not come without prior failure. The greatest inventions of mankind were not created on the first design. Even with my basketball and track teams, I want them to focus on the feeling of defeat when it occurs and use it to drive them towards their next success. Every failure is something we can learn from and use to discover our true power. It is up to us, however, to decide what our next step will be in the wake of that adversity.

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Chapters 10-21

Negativity in the workplace not only drains morale but also incurs financial costs. Individuals with a negative outlook can diminish the energy and productivity of those around them. On his sixth day, George came to understand the importance of removing individuals who sabotage team success. Additionally, he recognized the significance of appreciating and valuing those who actively contribute to the team's objectives. Some individuals may hesitate to fully engage due to past experiences or feeling unrecognized. Therefore, it's crucial to establish transparent communication channels where everyone feels empowered to voice their concerns and share their perspectives. This fosters a culture of inclusivity and enables the team to address any issues effectively.