
GUIDING QUESTIONS
› WHAT WILL TEACHERS GIVE STUDENTS
TODAY?
› WHAT WILL TEACHERS TAKE FROM STUDENTS
TODAY?
› WHAT WILL TEACHERS DISCOVER IN STUDENTS
TODAY?
› WHAT WILL TEACHERS DEVELOP IN STUDENTS
TODAY?
THE DEVELOPMENT OR
DIMINISHMENT OF
HUMAN LIFE IS WHAT IS
GOING ON IN SCHOOL
TODAY!

THE REVOLUTION – EMPOWER YOUTH
AND TEACHERS TO MAKE A POSITIVE
DIFFERENCE IN THEIR LIVES.
› POWER - BELIEF IN POSSIBILITIES
 HOPE – THE BEST FOR CHILDREN
 PARTNERSHIP – VOCATION AS TEACHERS, PARENT
DESIRES, & NEEDS OF CHILDREN TO CREATE NEW
POSSIBILITIES
 PROVIDE EACH STUDENT WITH A TOP
20 TEACHER.

THE REVOLUTION – NO EDUCATION
WITHOUT PARTICIPATION.
› FUEL – COMMUNICATE AWARENESS
 SCHOOL IS A TERRIBLY IMPORTANT PLACE.
 EVERY ENCOUNTER BETWEEN STUDENT AND TEACHER
CREATES A POSSIBILITY FOR LEARNING.
 COMMUNICATE TO EACH OTHER WHAT
IS REALLY GOING ON IN STUDENTS AND
OURSELVES.

TEACHERS ARE BUILDERS – BUILD
RELATIONSHIPS THAT ENABLE STUDENTS TO
REACH NEW PLACES, PLACES WHERE
THEY EXPEREINCE THEIR OWN
DISCOVERIES AND OPPORTUNITIES TO
GROW AND CREATE.
› SUCCESS = GR + GR
 GR = GREAT RESULTS
 GR = GREAT RIDE

TEACHERS ARE BUILDERS
› POTENTIAL – BELIEVE…POWER IN EACH
PERSON THAT WANTS TO MAKE A POSITIVE
DIFFERENCE.
› STAGES
 UNDEVELOPED – REMAIN DORMANT
 COMMONLY EXPECTED – ACHIEVE
REASONABLE GOALS AND GET ALONG FINE
 EXPLODES – EXPERIENCE GREAT RESULTS AND A
GREAT RIDE

TEACHERS ARE BUILDERS
› LEVELS OF OPERATION
 TOP 20 – TLC IS HIGHLY EFFECTIVE
 BOTTOM 80 – TLC FAILS TO SOLVE
PROBLEM…MAKES THEM WORSE
› IQ OR EQ
 IQ – REMAINS CONSTANT
 EQ – EMOTIONAL QUOTIENT…AWARENESS OF
SELF AND OTHERS…INTERNAL POWER TO THINK,
LEARN, AND COMMUNICATE EFFECTIVELY

TEACHERS ARE BUILDERS
› THE LIE: SUCCESS = HIGH IQ
 KNOWLEDGE OF ACADEMIC SUBJECTS
 BOTTOM 80 TEACHERS ARE CONCERNED WITH
HIGH IQ
› TRUTH: SUCCESS = IQ X EQ
 PERSON’S AWARENESS OF SELF AND OTHER
PEOPLE
 TOP 20 TEACHERS ENRICH EQ TO BRING OUT
TRUE IQ

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› THE FRAME
 SEE – HOW WE THINK ABOUT; OUR BELIEFS,
PERCEPTIONS OR OPINIONS
 FEEL
 DO – BEHAVIOR OR ACTIONS
 GET - RESULTS (REINFORCES HOW WE SEE IT)

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› WHAT MATTERS IS HOW WEE SEE IT
 TOP 20s REALIZE THAT WHAT THEY ARE GETTING
OUT OF LIFE OR A CETAIN EXPERIENCE HAS TO
DO WITH HOW THEY ARE SEEING IT.
 BOTTOMS 80s BLAME SOMETHING EXTERNAL;
SPOUSE, BOSS, STUDENTS, OR ENVIRONMENT

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› RESPONSES TO NOT GETTTING DESIRED
RESULTS
 BOTTOM 80s
 CHANGE NOTHING – EXPECT THINGS TO GET BETTER
 CHANGE WHAT WE DO – WILL CHANGE WHAT THEY
GET, SOMETIMES WORKS, AND IS SHORT LIVED
 BLAME – DYSFUNCTIONAL, GIVE UP POWER, AND STAY
STUCK IN YUCK.
 HAVE A NEED TO BE RIGHT.

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› RESPONSES TO NOT GETTTING DESIRED
RESULTS
 TOP 20s
 KNOW THAT WHAT THEY ARE GETTING IS THE RESULT OF
HOW THEY ARE SEEING
 ASK QUESTIONS: HOW CAN I SEE THIS DIFFERENTLY?
HOW CAN I SEE THIS OTHER PERSON DIFFERNTLY? HOW
CAN I SEE MYSELF DIFFERENTLY?
 USE CURIOSITY TO SEE THINGS DIFFERENTLY

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› RIGHT VS CURIOSITY
 RIGHT – DON’T LISTEN, GET LOUDER, AM
COCKY, SMUG OR ARROGANT, DEFENSIVE,
DON’T ASK QUESTIONS, CLOSE MINDED, ARGUE
MY POINT, & BLAME
 CURIOUS – LISTEN, CALM, HUMBLE, OPTIMISTIC,
ASK QUESTIONS, OPEN MINDED, VALUE
OTHERS’ IDEAS, & SEARCH FOR OTHER
POSSIBILITIES

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› TOP 20s
 FOSTER CHILDREN’S CURIOSITY
 OPEN TO SEEING WAYS BY WHICH THEY MAY BE
DAMAGING STUDENT CURIOSITY
 ASSIST COLLEAGUES AND ENTIRE TEACHING
PROFESSION IN BECOMING AWARE OF WAYS
CURIOSITY IS DIMINISHED IN OUR CLASSROOMS
AND SCHOOLS

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› THREE RIGHTS
 R = R: WHEN WE THINK WE’RE RIGHT, WE’RE
SURE WE’RE RIGHT. DON’T CONSIDER OTHER
POSSIBILITIES OR OPTIONS. (BOTTOM 80)
 R = W: WHEN WE THINK WE’RE RIGHT, WE’RE
AWARE THAT WE MIGHT BE WRONG BUT JUST
HAVEN’T DISCOVERED WHAT WE ARE WRONG
ABOUT YET…LEADS TO CURIOSITY. (TOP 20)

JUDGMENTS HAVE POWERFUL IMPACTS ON
LEARNING EXPERIENCES
› THREE RIGHTS
 R = R+: WHEN WE THINK WE’RE RIGHT, WE ARE RIGHT, BUT
WE BELIEVE THERE IS STILL SOMETHING MORE THAT WE
ARE NOT SEEING…MAINTAIN CURIOSITY. (TOP 20)

DO YOU SEE OR ARE YOU BLIND
› FUNDAMENTAL QUESTION: DO WE SEE?
› WE DON’T OFTEN SEE WHAT IS OBVIOUS.
› WE THINK WE SEE THINGS THE WAY THEY ARE…WE
GET LOCKED IN.

JUDGMENTS HAVE POWERFUL IMPACTS ON
LEARNING EXPERIENCES
› PARADIGM – THE PATTERNED WAY WE SEE
REALITY. OUR PERSPECTIVE.
 THEY CAN GOVERN OUR FRAME….WHAT WE SEE, WHAT
WE FEEL, WHAT WE DO, & WHAT WE GET.
 PARADIGM SHIFT
 DIFFERENT RESULTS
 ARE INCOMPLETE – ALWAYS MORE THAN MEETS THE EYE
 TOP 20s – KNOW THEY DO NOT SEE VERYTHING…OPEN TO SEEING
WHAT THEY DO NOT SEE.
 BOTTOM 80s – DO NOT KNOW IT.

JUDGMENTS HAVE POWERFUL IMPACTS
ON LEARNING EXPERIENCES
› PARADIGM – THE PATTERNED WAY WE SEE
REALITY. OUR PERSPECTIVE.
 PARADGM SHIFT – SEEING THINGS DIFFERENTLY




CRISIS
ASK OTHERS HOW THEY SEE IT
CHANGE ROLES
SAY “MAYBE” – TOP 20s PUT MAYBE BEFORE
JUDGMENTS. IT CREATES CRACKS…SOMETHING ELSE
MIGHT GROW...SOMETHING ELSE IS POSSIBLE.

JUDGMENTS HAVE POWERFUL IMPACTS ON
LEARNING EXPERIENCES
› TWO PATHS
 BOTTOM 80 – I DON’T SEE; BECAUSE I DON’T KNOW THAT I
SON’T SEE; I THINK I SEE EVERYTHING EXACTLY THE WAY IT
IS; THEREFORE, I THINK I’M RIGHT; THEN I BLAME; I LOSE
POWERP; I’M A VICTIM; I STAY STUCK IN YUCK
 TOP 20 – I DON’T SEE; BECAUSE I KNOW THAT I DON’T SEE,
I KNOW I DON’T SEE EVERYTHING EXACTLY THE WAY IT IS;
THEREFFOR; I AM CURIOUS; THEN I LEARN; I SEE MORE; I’M
A DIFFERENCE MAKER; I GET A BETTER EXPERIENCE