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Ca m p T E P S A
O c to b e r 4 , 2 0 1 0
Pre s e nte d by :
S e n i o r Ed u c at i o n a l Co n s u l t a nt
J e n i fe r J. S e ve r s o n , Ed. D.
Quantum Learning is a comprehensive approach to teaching and learning and the orchestration
of a proven system that incorporates research, instructional best practices, classroom manage-
ment tools and techniques, strategies for increasing student engagement, and collaboration
models.
E
1999 Quantum Learning Network / Revised 2008 2
The Prime Directive
Remember:
The degree to which we
enter our students
world is the degree of
influence we have in
their lives.
Now what?
Now what?
Atmosphere is made up of relationships. The Other characteristics of a Big Me Big You relation-
strength of teams is embedded in how people ship:
treat one another and how much relationships are The school follows a team approach.
valued as a whole. There are four distinct ideas we
have distinguished about valuing relationships. The educator establishes objectives and makes
decisions based on the input of the group.
The administrator/teacher keeps in touch with
Big Me Little You others and assists them when needed.
Big Me Little You means I value me, but I dont Conict is handled by using logic and facts to
value you. This style from a teacher or leaders make decisions
viewpoint is controlling and authoritarian. It works Confrontation is two-way, honest and open.
for a short time but ultimately loses impact.
Results include high productivity and continual
People or young children especially may respond
improvement.
to this for a short time, but wait until they become
teenagers and this styles eectiveness will quickly
evaporate. Little Me Big You
Other characteristics of a Big Me Little You rela- Little Me Big You is I dont value me, I value you.
tionship: In a nutshell, this is the leader or teacher who sets
rules that are always subject to change.
The educator is autocratic, controlling and direc- Allowances are made to the point of sheer frustra-
tive. tion on the part of the rest of the organization or
Do it because I said so mentality and explana- the class.
tion.
Other characteristics of a Little Me Big You rela-
The educator tends to be critical of others.
tionship:
Sta and student reactions vary from ghting
back and resentment to compliance. The administrator or teacher creates rules and
plans but they are always subject to change for
Results may include high productivity in the individual needs.
short run but lower results in the long run.
The educator wants to be liked by others more
than anything else.
Big Me Big You Well handle this later is typical. Decision mak-
Our best relationships in life and our best produc- ing is postponed.
tion and results come when there are what we call Conict is handled by giving in to the requests of
Big Me Big You relationships. This means I value others.
you, you value me. Big Me Big You means we are Trouble following through because the focus is
not necessarily equals because I may be your on pleasing.
teacher or supervisor, but I value who you are as a
person and you value who I am. It means I take
into account you as a person rst. I am able to sep-
arate the person from the behavior and look at
people as their highest self.
This is an exercise that begins to build or enhance anity. It is also a wonderful way to discover
positive things about ourselves and others, giving us permission to grow in self-esteem and
self-condence. Ask each question once. Responses to the person answering the question
should be a simple acknowledgement, Thank you. Each person has the opportunity to ask the
series of questions. From this experience, further discussion of personal interests and admira-
tion can take place.
1
Question
2
Question
3
Question
1
Take Okay class, stop talking and being so distracted. As you know
this class is getting harder as the days go by. The content is
One extremely confusing, and most students have a dicult time
even getting a C. So if you are expecting anything higher than
a C, you had better buckle down and work harder and longer.
What I want you to do now is take out your homework from last night,
and then you should pass them this way. (After glancing at the papers)
I can see already that I dont like the way you did this.
Today Im going to give you a choice: we can either keep making our
way through this material by lectures or you can try to understand on
your own by reading it. Now its important to note most students fail
this next section because it is so advanced.
2
Good day, class. Please be seated and focus this way.
Take
Two We are entering a portion of our curriculum that is easily the
most challenging part. I know you have the ability to do well.
Please know that students, like yourselves, have done very
well on this part. Especially when they remember to ask questions
and participate.
Lets begin where we nished with last nights homefun. Please locate
it, and then pass it to your right. (Pause for collection of papers after
looking at the papers) It looks as though we would benet from a
quick review of yesterdays concept. Is that an accurate assumption?
(Pause) Great. Lets get out our notes and review using the example
from yesterday.
Oh, by the way, after our little refresher this morning, I thought we
might approach our next portion of curriculum a bit dierently. We will
explore that following our review.
The cueing phrase lets students know when the directions begin and Take Draw
youll avoid having to speak over the sounds of moving bodies. Also, Write Move
take a moment to organize your thoughts before you speak. What Talk
seems like forever as you stand before your class is actually only a few
moments from the students perspective. Take your time. Say what
needs to be said. Better to say it well the rst time than to restate it
after the associations have already been made in your students minds.
When you couple these four principles with your use of modality predi-
cates, youll be amazed at your students responsiveness.
1
Class are not yet focused and ready to begin. Get their attention. Then set
Scene the tone for this unit. Note: half the class had this unit last year but
One did not satisfactorily complete it. After you set the tone, have them
get their notes out from yesterday.
2
Its that time in the class when youre ready to hand back the graded
Class unit tests. Most of the class scored in the low C range with some A-B
Scene grades and some D-F grades. Get them ready for these grades,
Two ready and excited about corrections and refocused on the unit.
3
Class Its just past the middle of class, and your students are learning in
Scene groups. You notice that most of the groups are o task. Only 15
Three minutes remain before the end of class. Get them back on task.
4
Its the end of class. Students have the almost-time-to-leave
Class jitters. Refocus them. Then give a homework assignment that might
Scene be a stretch for most of your students. Finish with a preview of
Four tomorrows lesson.
Directions: Reword each statement using Principles of Powerful Communication. Statements may lack one or
more of the principles and there may be several correct responses to a question.
1. Dont go near the lab tables. We dont want anyone to touch something and get hurt.
2. I want you to find your study group and sit with them.
4. No talking.
Now what?
O Open
T The
F Front
D Door
Now what?
A All
A About
M My
R
Relationships
Now what?
Use a visual reminder with prompts or starting phrases for the 4-Part Apology. Or use an actual written
example with prompts to guide students in learning the four parts and how to apologize. On a large
poster the following is written:
Or the 4-Part Apology can be used on a sheet of paper for reection and writing such as this:
I know that I
I apologize for
Positive Attitude
I have a positive, winning attitude. I see the good
in others and I am excited about life. I am happy
on the inside, and I am happy on the outside. I
am persistent; I just do not give up easily.
School
I am a good student. Being a good student is no
problem for me. I stay organized and I do my
work on time and in the right way. I am alert and
active in class. I like to participate. I enjoy answer-
ing questions and taking part in discussions. My
teachers see me as an interested, hard-working,
positive student. I take pride in what I do, and I
like to do my best.
Relationships
I easily maintain valuing relationships that build
strong rapport with my students. My students feel
safe and supported in my classroom and in my
presence. I create a strong sense of belonging for
each of my students. My students trust me and
feel my genuine caring and concern for their suc-
cess.
Quantum Learning for Teachers embodies ve Tenets, or resident truths. These Tenets permeate all
aspects of Quantum Learning.
Everything
Everything
Is On
___________
___________
at happens
Everything from our environme
nt ___________ Everything th as
hestration h
to our body language sends under our orc .
purpose
a message. an intended
Before
Label
Integrity
To align our actions with our values. A person of Integrity consistently follows a strict code of personal
values in a way that demonstrates moral excellence.
This Is It!
To focus our attention on the present moment. Make whatever we are doing at any given time the
most important.
Commitment
To do what we set out to do. When we live a life of commitment, we have the discipline to follow
through with our commitments to others and to ourselves, even when it is challenging.
Ownership
To take responsibility for our thoughts, feelings, words, and actions. Ownership is knowing that we
can't always control what happens, but we can control how we respond.
Flexibility
To change our actions to get the desired outcome.
Flexibility allows us multiple ways to get the result.
Balance
To make the choices in our life that provide lasting
fulllment. Inner happiness comes from making
choices that ll up our body, mind, and spirit.
Writing assignments and journals are easily tied to the Keys. Simply ask your students to write about
the Key you are focusing on, including a denition of the Key, what it means to them and an example of
how they use it in their own lives. Many of the stories youll nd in The 8 Keys of Excellence are student
responses to these simple questions.
Science, math, and music can also present opportunities to reinforce the Keys. Examine the lives of
scientists, mathematicians, and musicians, and the Keys they used to make their breakthrough discover-
ies or develop unique musical styles. Once you begin using the Keys, youll nd it easy and natural to
work them into your lesson plans.
Now what?
Choosing to live your life by your own choice is the greatest freedom you will ever have. It is only when you exercise
your right to choose that you can also exercise your right to change. The end result of your life here on earth will always
be the sum total of the choices you made while you were here.
Shad Helmstetter
HMOY (how many of you) know the game called Elicit responses, probing for those that t below-
Simon Sez? Its easy to play. Basically, when I say the-line messages like You tricked me! (lay
Simon says do something, you do it. If I dont say blame) or It was a stupid game anyway (justi-
Simon says, you dont do it. If you do, youre out cation). Major shifts can occur for many students
and you sit down. Turn to someone and say This in this piece. Some will feel a bit confronted, and
Is It! some may want to check out due to feeling
uncomfortable. Your tone matters. For a lot of
Now we are beginning the game. Everyone the talk, you use a casual tone, eliciting respons-
please stand up. (Many will stand. They are out es, getting right in there with them, building rap-
because you didnt say Simon says. Tell everyone port and pulling their voices out of them in a way
they all get a chance to start over.) Simon says the thats comfortable (throwing in examples of how
game has begun. Everyone please stand up. you do the same thing) and then you get very
(Some people will probably stand up again.) Simon serious for the punch lines. Each part has a bad
says everyone please stand up. news portion. Be sure to immediately counter-
act it with the next statement in a positive voice.
The ow of this game is a subtle skill so practice Also, be sure to do the pieces of this talk in order
your commands before you use the game in for clarity. When you go out of order, the dierent
class. Do a series of Simon-says commands, parts get confusing to the students. There will be
increasing speed and diculty. Use movements lots of examples elicited, so make sure that you
the students have done previously in class. Add can accurately call the dierences between all
movements like jog, walk in a circle, touch your the below-the-line responses. Run through
nose, point to your toe. Use a stop command examples of each before teaching this piece. In
without a Simon says when people are in particular, be clear on the dierence between
motion. Fire a quick series of commands, or lay blame and justify.
establish a pattern, then repeat it without a
Simon says. When about 10-20% of the stu- HMOY would agree with the following state-
dents are left, stop the game without saying ment: Whatever you are doing or saying even
Simon says, a trick that usually gets most of the wearing at any given moment, is sending a mes-
remaining students out. Total time is about ve sage to the people and the world around you about
minutes. As Simon, do not tell anyone they are who you are. It may not be the entire message of
out or should sit down. Part of the debrief is who you are, but its a message yes? (Get agree-
about participants choosing or not choosing ment.)
ownership. (Be sure to wear a Simon nametag
for this activity.) There is another statement Id like to share with
you, and that is this: People tend to show up in a
HMOY heard a little voice go o when you real- game the way they show up in their lives. In
ized that you were out? (Wait for hands, indicating other words, people who get panicky under
that students heard the voice. Be sure to get an indi- pressure in a game, tend to do the same when
cation that they are relating. Reword the question theyre under pressure in their lives. People who
until it hits home.) tend to check out when things get tough in a
game tend to check out when things get tough
What did your voice say to you? in their lives, and so on.
Is that true? (Some say no.) Is that true about you? (Most say no.)
Again, IS IT TRUE that outside circumstances con- Again, IS THAT TRUE? (Get them all to yell NO!)
trol your life? (Get them to yell NO!)
Of course it's not true. We may have lied before in
Of course its not. Outside circumstances may our lives, but we dont want people to think that
aect you, but you are totally in control of your we are a chronic liar. We want people to trust us.
life. IS THAT TRUE? (Get a huge YES!) IS THAT TRUE? (Get a huge YES!)
Right, so turn to the person next to you and say, Right, so turn to the person next to you and say,
You've got control! (Pause) Exactly. So we dont You can be trusted. (Pause) Exactly. We dont
want to come from that place. want to come from that place.
Cross out JUSTIFY with a red marker. Cross out DENY with a red marker.
Now, theres another place I noticed during the Now, theres still another place you can choose to
game that you can choose to come from, and come from, one that makes me sad, and I see it
that is a place called (write at the bottom of the often. It's a place called (write at the bottom of
chart) DENY. the chart) QUIT.
You know this one this is when you just at-out This one is simply giving up. HMOY have ever
deny something. In the game, it was a bit more done this in class? How about with someone like
sly. HMOY goofed, then decided to continue a parent or teacher who you were trying to get
playing, thinking no one would notice? through to, but they just werent getting it? Yes,
(Demonstrate goong up, then looking around to and this one shows up dierently. It usually looks
see if it was noticed.) (A few hands go up.) and sounds like eyes rolling, hand up, and what-
ever. (Role-play the negative attitude.)
Come on admit it! (More hands go up.)
Heres the question. What message are you send- HMOY come from these places with your par-
ing about who you are when you QUIT? (Elicit ents? How about at school? How about with your
responses, then ) friends? HMOY know an adult who lives their
whole life below the line? (Hands) Yes.
I hate to break this news to you, but the message Understand that this is a BIG concept that actual-
some people think theyre sending when they ly came from the business world adults also
have that attitude is I cant be bothered. In real- have a hard time with this. You see, we all do
ity, though, when you quit, give up, drop out, them, yet heres the danger
what message are you really sending about your-
self? All of these places we come from in sending
those messages to the world become masks that
Everyone lean forward. (Lower tone and volume as we wear. We hide behind them in our communi-
you say ) cation with everyone around us, and we never
take control our lives and say, This is it! This is MY
The message that you are really sending to the life!
world when you QUIT is I don't have what it
takes." HMOY would like to come out from behind those
masks and move up from below the line and
Is that true? (Some say no.) have more power in your life? (Hands) Great,
because the truth is that you have the power to
Again, IS IT TRUE? (Get them to yell NO!) come from a much stronger place (write at the
top of the chart) RESPOND-ABILITY.
Of course its not. You have ALL that it takes and
more! IS THAT TRUE? (Get a huge YES!) Yes this is a little dierent from responsibility,
because you have the ABILITY to what? (Elicit
Right, so turn to the person next to you and say, RESPOND) Yes. You can say no masks, no stories,
You have ALL that it takes! (Pause) Exactly. So this is MY LIFE. Sometimes I make great decisions
we dont want to come from that place. and sometimes I mess up, and its still ME running
the show. I have the ability to respond in a way
Cross out QUIT with a red marker. that gives me choices, power, and freedom in my
life. I have the ability to choose how to respond
What do you notice about all of these places to my circumstances. The more we can learn
below the line? If we are playing in the game about what works the more (write CHOICES
called life, all of these places tell the world that on the chart in green) CHOICES we have! When
we are playing on a pretty pathetic team the we recognize we can choose how we respond,
VICTIM team. we gain a better understanding of the POWER
we have in creating the life we want. And when
Write VICTIM in big red letters on the bottom of we actively seek more choices instead of laying
the chart. blame, justifying, denying, or quitting, we ulti-
mately end up with FREEDOM. Choices lead to
In other words, Poor me my life is being power, power leads to freedom.
done TO me. Is that true? (Elicit a big NO!)
The more choices we have, the more exibility Now the question is, to live with Ownership to
and freedom we have to act. What would be a take responsibility for our actions where do we
likely response from people like parents if you draw the line here? (Elicit Between FREEDOM and
were to suddenly start taking responsibility for LAY BLAME") Exactly. Ownership means living
your actions, for your chores around the house, above the line. The question now is this
for your homework? (Elicit that they would be (write in black) WHERE ARE YOU LIVING?
given more freedom.)
If time allows, end by getting examples of ways
Taking ownership makes us more trustworthy people could and will take more ownership for
and more worthy of freedom in the eyes of our their life at school and at home.
parents and others. This is the "Ownership Team."
Now what?
Objective
To discover the safe path of non-beeping squares through the maze.
1. Only one player may be on the maze until the entire path is discovered. Everyone participates by
rotating turns on the maze.
2. On the maze, you may move to any adjacent square: forward, backward, sideways, and diagonally.
As many as eight squares may be available.
3. Some squares beep, some don't. If you hear no beep, you may continue by stepping on any adjacent
square. If the square is a beeping square you must backtrack to exit the maze. There is no time penal-
ty for getting beeped as you are exploring a new move. Once you have placed both feet in a square
you have committed to your move.
4. After you are beeped, you must exit the same way you entered. If you step on an incorrect square
while backtracking, you will hear a buzz sound and one minute will be added to your time.
5. Discover the path without the use of props like paper and pens and without marking the path no
Hansel and Gretel-ing! Travel the path without the aid of pieces of paper, coins, etc. dropped to mark
the pathway.
6. Avoid touching the maze or the person on the maze. Each time a supporter touches the maze, a buzz
is heard and one minute is added to your time.
7. Once your team has discovered the path, there can be up to three players on the maze at a time.
However, if any one of those players misses a square, all the players behind him/her must back o in the
correct order. Each missed square on the return for any of them is a minute added to your team time.
9. You may not use any known spoken language during this activity. Each time the maze master hears
talking, one minute is added to your time.
When the team completes the maze please say, Congratulations! Your team has successfully completed the
maze. You may now begin to move through the maze in groups of three or less united by touch!
Continue to beep and buzz when appropriate
Modality Indicator
John Parks Le Tellier
Directions: Select A, B, or C based on the word group or sentence you like the best. Circle the letter of your
selection. Then transfer your selections to the Modality Data Sheet. Add the number of selections
in each column and multiply by four. Graph your results on the Brain Preferences Profile.
Directions: Transfer your responses to this data sheet by placing a circle around the letter. Count the number
of letters circled and enter the total at the bottom of each column. Multiply by four and then
graph your results on the Brain Preferences Profile.
1. C A B
2. B C A
3. B A C
4. A B C
5. A B C
6. B C A
7. C A B
8. A B C
9. C B A
10. A C B
11. B C A
12. B A C
13. B C A
14. C B A
15. C A B
16. A C B
17. B A C
18. C A B
19. B C A
20. A B C
21. C A B
22. A B C
23. B A C
24. C A B
25. A B C
Put the total from the column in this box and multiply by 4 to get the score you will graph on the
Brain Preferences Profile.
Modality Indicator
1 Visual
10 20 30 40 50 60 70 80 90
2 Auditory
10 20 30 40 50 60 70 80 90
3 Kinesthetic
10 20 30 40 50 60 70 80 90
V
A
K
1999 Quantum Learning Network / Revised 2008 43
VAK Teaching Strategies
Talk slower.
Use visual representations of content
and graphic organizers. V
Give auditory instructions to
supplement written directions. A
K
Style Indicator
John Parks Le Tellier
Directions: Select two items from each group that describe you best or best finish the sentence. It is essential that you
select two items from each group for the data to work properly. Once you have made your selections,
transfer your selections to the Style Indicator Data Sheet by circling the letters you chose. Count the
number of selections in each column to get your total for each column. Multiply this number by four to get
your score. Use these numbers to graph your results on the Brain Preferences Profile.
8. In a group I am good at
A. seeing possibilities.
B. gathering information.
C. keeping the group on task.
D. helping group members work together.
Directions: Transfer your selections from the Style Indicator to the data box below by circling the letters you chose.
Count the number of selections in each column to get your total for each column. Multiply this number
by four to get your score. Use these numbers to graph your results on the Brain Preferences Profile.
1. B C D A
2. B C A D
3. A C B D
4. D A C B
5. A D B C
6. B D A C
7. D B C A
8. C B D A
9. C D A B
10. C A D B
11. D C B A
12. B A D C
13. A B C D
14. C B A D
15. A D B C
TOTALS 1. 2. 3. 4.
x4= 1. 2. 3. 4.
Style Indicator
Left Right
The information
was clear and easy to understand 1 2 3 4
is relevant to my position 1 2 3 4
We would appreciate any references and are happy to contact school or district leaders in your area.
If you have recommendations, please write their contact information on the back of this page.
I frequently have observed, coached teachers or worked in schools where I thought the teaching was average but
the atmosphere was so welcoming, warm and community orientated, the performance matched the feeling of
the school. I have been in other schools where the atmosphere was stark, shallow, hallow, unfriendly and then
the superstar teachers begin to walk in, and, trust me, every thing changes. This is the difference between
atmosphere and environment. Teachers create atmosphere. Leaders create atmosphere. Environment is different;
its the physical surroundings whereas atmosphere deals with the heart, the feelings, and emotional connections.
Directions: Please complete this survey by circling No, Sometimes, or Yes for each question.
2. I wish for another teacher like this one next year. No Sometimes Yes
11. Kids in the class are always willing to share. No Sometimes Yes
14. There are safe people I can go to here at school. No Sometimes Yes
Comments on anything else you want to say about this class or the school as a whole:
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