Monday, December 21, 2009

Laurel Learning Tip #303: Let Others Light Their Candles

In this holiday season and for the next year, may your life be filled with love, laughter and light.

“This is the true joy in life, being used for a purpose recognized by yourself as a mighty one. Being a force of nature instead of a feverish, selfish little clod of ailments and grievances complaining that the world will not devote itself to making you happy. I am of the opinion that my life belongs to the whole community and as I live it is my privilege - my *privilege* to do for it whatever I can. I want to be thoroughly used up when I die, for the harder I work the more I love. I rejoice in life for its own sake. Life is no brief candle to me; it is a sort of splendid torch which I've got a hold of for the moment and I want to make it burn as brightly as possible before handing it on to future generations.”
George Bernard Shaw

"If you have knowledge, let others light their candles with it."
Winston Churchill

Have a wonderful holiday and new year. We will resume our Tips on January 4, 2010!
At that time, we will begin to look at the range of lifelong learning opportunities available to the general community.

May your learning be sweet.

Monday, December 14, 2009

Tip #302: The Heart of a Teacher

We have spent the past two months looking at examples of the positive and negative impact that elementary and high school teachers can have on lifelong learning. We need good teachers in our schools, and many of our children are lucky to have them. The following poem by Paula J. Fox is a wonderful testament to those many teachers who nurture and guide the children in their care.

The Heart of a Teacher 

by Paula Fox

The child arrives like a mystery box with puzzle pieces inside;
some of the pieces are broken or missing and others just seem to hide.

But the HEART of a teacher can sort them out and help the child to see

the potential for greatness he has within- a picture of what he can be.

Her goal isn't just to teach knowledge by filling the box with more parts;
it's putting the pieces together and creating a work of art.

The process is painfully slow at times; some need more help than others.
Each child is a work in progress with assorted shapes and colors.

First she creates a classroom where the child can feel safe in school,
where he never feels threatened or afraid to try, and kindness is always the rule.

She knows that a child can achieve much more when he feels secure inside,
when he's valued and loved, and believes in himself, and he has a sense of pride.

She models and teaches good character and respect for one another;
how to focus on strengths not weaknesses, and how to encourage each other.

She gives the child the freedom he needs to make choices on his own,
so he learns to become more responsible and is able to stand alone.

He's taught to be strong and think for himself as his soul and spirit heal;
and the puzzle that's taking shape inside has a much more positive feel.

The child discovers the joy that comes from learning something new.
And his vision grows as he begins to see all the things that he can do.

A picture is formed as more pieces fit -an image of the child within,
with greater strength and confidence, and a belief that he can win!

All because a hero was there in the HEART of a teacher who cared;
enabling the child to become much more than he ever imagined or dared.

A teacher with a HEART for her children knows what teaching is all about.
She may not have all the answers, but on this she has no doubt:

When asked which subjects she loved to teach, she answered this way and smiled,
"It's not the subjects that matter, it's all about teaching the CHILD."

It is my fondest wish that my tiny grandchildren, Helena and Isla, and all other children have the gift of a teacher like this!

Next week, we will begin to look at the range of lifelong learning opportunities available to the general community.

Monday, December 7, 2009

Tip #301: Lifelong Learning: Snuffed Out by Incompetence

This week’s Tip looks at what happens when a poor rural school has difficulty finding competent teachers. Individuals who are subject matter experts but lack teaching skills create a recipe for disaster in the classroom. The high school honors Chemistry teacher in this example clearly knows her subject matter. She simply does not know how to teach.

A Subject Savvy Teacher With No Teaching Skills

Does the teacher know how to write an effective lesson plan? No

A review of Ms. V’s lesson plan indicated that she wrote the lesson primarily from the standpoint of what the teacher would do. The lesson for Senior Honors Chemistry was exactly the same as the lesson for all of the other chemistry classes that Ms. V taught.

Does the lesson result in specific, observable and measurable learning? No

Ms. V had a lesson about matter and change, but was unable to execute it. The auditor observed the entire lesson, in which Ms. V did all of the work for the students and answered all but three obvious questions easily answered by reference to a wall chart.

There were two questions on the screen as the students entered the room: “Why do alpha particles have 2+ charges?” and “Why do gamma rays do not have mass or charge?”

She gave them time to answer the questions, with very few students focused on the assignment. She proceeded to tell them the answers to both questions, even though she said, “We have covered this before.” Ms. V then told them to finish their papers (which they could do by writing down what she had just told them!) Clearly, they understood that they would not be held accountable for learning this information because she would tell them the answers. Ms. V moved around the room checking their answers.

She then showed an 8- minute video covering the discovery of radioactivity. However, she gave the students no directions regarding what to listen for or to note down during the video. Ms. V also did little with the information in the video once it was completed. She only asked: “Who discovered radioactivity?” and answered the question herself!

Ms. V proceeded to lecture on how elements transform themselves. The three questions she asked of the students were easily answered by their reference to the Atomic Elements chart posted on the wall. She instructed the students to “Listen. Later you can write down.”

The key focus of her lecture related to how an atom becomes part of another element.

At no time did she give the students guided/monitored practice or independent practice. The level of learning was so low that it was absolutely inappropriate for a seniors honors class. No appreciable learning occurred during this entire lesson.

Does the teacher create and maintain an effective learning environment? No

Ms. V had no control over the class and the students treated her with disrespect, disregarding anything she said. Since she did not expect them to know or do much of anything, they fulfilled her expectations.

The students were entirely in control of the classroom. A few minutes after the students came into the room, one student complained that she couldn’t see the screen with the two questions and needed Ms. V to turn off the lights. The class remained in the dark for the next ten minutes!!!

When Ms. V spoke, almost no one listened. During the video (while the classroom remained in the dark), few students watched the video while most of the students talked or worked on other things.

A few students paid attention to her lecture sufficiently to be able to answer the simple questions she asked. At the end of the class, a few students listened, a few took notes, and some students actually slept when Ms. V told them what would be covered in the next class.

Ms. V had no classroom management skills. She avoided any confrontation with the students about their behavior, never redirecting or refocusing their attention or reminding them of acceptable behavior in the classroom. She never actively engaged the students in the lesson, made it relevant or interesting to them, or recognized that some students do not learn aurally through lecture. This environment guaranteed that no learning would occur.

Specific Recommendations

Content Recommendations:

1. Create a lesson plan that achieves a level of learning appropriate for a senior honors class.

2. Focus all content on the main objective. In this case, the video about the discovery of radioactivity had no bearing on the objective, which was to explain how an atom becomes part of another element.

3. If a video is used, make sure it is age appropriate. This specific video was very elementary in concept and delivery.

4. Provide three different examples to model the process.

Student Activity Recommendations:

1. Hold the students accountable for answering the questions and doing their work. Do not spoon-feed them the answers.

2. If a video is used, give the students an assignment. For example, ask them to listen for certain key points or answer specific questions. Then make sure the students report out their observations or findings.

3. Give the students a worksheet on which to practice what they are learning.

4. Have the students come up to the board to work out the problem and explain their process.

5. Use learning activities that check for student comprehension, rather than constant lecture that only achieves knowledge.

6. Once it is clear that the concepts are understood, then have the students work independently on several examples on their worksheets.

7. Check individual student’s worksheets to ensure that they are working on the problems and understand how to do them.

8. Use a variety of learning activities to meet the needs of different learning styles.

Learning Facilitation Recommendations:

1. Teach and adhere to signals to modify behavior.
2. Create and adhere to rules of engagement.
3. Stop the lesson and constructively address behavioral issues where necessary.
4. Ensure that all students are quiet and paying attention during the lesson.
5. Separate students who goad each other into disruptive behavior.

Ms. V should seriously consider whether she wants to continue teaching at this school at this level. It does not appear to be a good fit at all. Consider the detrimental impact her incompetence is having on the students' potential interest in lifelong learning.

Next week, we will conclude our discussion of the positive and negative impact that elementary and high school teachers can have on lifelong learning.

Monday, November 30, 2009

Tip #300: Lifelong Learning: Shut Down by an Abusive Teacher

This week’s Tip looks at the second example of teachers who do not understand or care about how students learn or what they need to be successful. The first example was a lazy long-term teacher at the high school level. The second example highlighted in this week’s Tip is a brand new teacher at the fifth grade level.

An Emotionally Abusive Teacher

Does the teacher know how to write an effective lesson plan? No

A review of Mr. R’s lesson plan indicated that he had a very limited understanding of how to write an effective lesson. The lesson plan was very sketchy and lacked substance, other than the learning objectives, which repeated verbatim the entire learning standards.

Does the lesson result in specific, observable and measurable learning? No

Mr. R was reviewing a test when the auditor arrived. It appeared to be a math
test, but the entire lesson was focused on the students finding and circling numbers on their pages. Mr. R had written the following answers for #1-4 on a flipchart:

1. 1 &13,
2. 1,2,3, & 26
3. 1,2,4,5,8,10, 20, 40
4. 1 & 23

There was absolutely no explanation of the answers posted on a flip chart and no discussion of how to achieve these answers.

Mr. R then erased these answers and posted the answers for #5-9:

5. 24
6. 60
7. 35
8. 28
9. 6

After posting these answers, he told the students: “If you don’t’ have the same thing as on the board, it’s wrong. It’s self explanatory!” Ironically, immediately after he said this, one student indicated that she still didn’t understand. Mr. R did not respond or coach her.

Instead, this moved him into a tirade about having the students look for #’s 9, 10, 13 and 14. The auditor had no idea why or what these referred to on their pages.

Mr. R angrily grabbed all of the students’ papers and then handed them back to them again, saying: “If we can’t get through this, you going to be stuck on the MAP test. Look through, make sure I can see page 1 in a neat handwriting!”

“If you’re confused, Lord knows...!” “Circle the page number. No, ma’am, neatly please!” Let me know when you’re done.”

Then he snapped his fingers loudly and angrily in the students’ faces: “Show me page 1!” If it was good, Mr. R did not acknowledge it other than to grunt “1-12. Okay.”

This ten- minute rant appeared to be about simply numbering what work they would be looking at on each page.

The auditor chose to stay longer in this class, so then watched a science lesson. Mr. R called on students by last name and asked them: “ What have you learned?” Although some students could answer the questions, at no time did Mr. R either validate their answers or write them on the board as reinforcement for the visual learners. He just repeated the answers given by the students.

There were two times when Mr. R used models to assist the students. When a student was confused about a question regarding the cell membrane, Mr. R showed the student a model of a cell to coach the correct response. Later, Mr. R asked two students to stand in front of the class with their terrariums to answer questions.

He called on a student (by last name only) to read question 1. “Read it again, please. What is the key word in the sentence?” (This was the first use of “please” in the entire class session). Mr. R drew the answer from the student and discussed why it was correct.

When one student had difficulty reading the problem, Mr. R had her sound out the words. He asked her to identify the key word and explain what she knew about it. When she gave the wrong answer, instead of coaching her to the correct answer, Mr. R turned to another student and asked him “Why do you disagree?”

Mr. R appears to lack any understanding of how to structure a lesson and set students up for success. It is highly questionable whether effective learning occurred. If it did, only a few students benefited.

Does the teacher create and maintain an effective learning environment? No

Mr. R maintained a highly controlled and abusive environment. The entire focus of the math lesson was on control and discipline.

The first thing that the auditor observed upon entering the class was Mr. R raising his hand, looking at a paper and yelling at a student: “All of those are wrong!”

He told the students: “On page 7, see #1-12. Raise your hand if you don’t see it.” When a student spoke, Mr. R barked at him: “I didn’t ask you to respond!” and then shouted angrily at another student, “Don’t respond unless I give you permission to!”

When some students were confused about what he wanted them to do, he told them in a scolding and condescending voice: “That’s why you’re supposed to be following me,” a statement he repeated twice.

He then yelled at the students: “If you don’t see your number, you write the number and put an x on the number!”

At no time did Mr. R crack a smile during the class. A frown was firmly fixed on his face. He called the students by only their last names in a military fashion. The auditor’s immediate and continuing observation was that Mr. R did not like children.

During the science lesson (which was a review), Mr. R sat on a desk opposite most of the students and wildly swung his legs back and forth. When the auditor questioned whether it had occurred to him that this behavior might be distracting, Mr. R simply responded that he had a lot of energy.

At one point during the class, a new student was admitted into the room. The auditor had been in the guidance office and knew that this was the child of a seasonal worker who, as a single parent, had moved the child from community to community as she followed work. Mr. R did not welcome the child, introduce him to the group, and explain to him where they were in the lesson, or give him any resources or materials. The poor child simply sat by himself at an empty desk for the rest of the lesson.

The room was set up so that all but three students sat on the long side of a U, one student with an aide sat on the bottom of the U, and two students sat on the other long side facing the rest of the class. Mr. R later explained to the auditor that those two students were there because they tend to chat. These two students continually had difficulty understanding what he wanted them to do. He admitted to them in front of the entire class that he confused their names. These students happened to be among the few students who had made terrariums.

There were only two times when Mr. R was somewhat positive and validating. First, he told a student who had her science notebook open, ”Good job, I’m proud of you.” (Since he had earlier yelled at the class to clear their desks of all books and notes, this made absolutely no sense). Second, he asked the class to clap to thank the two students who had held up their terrariums. (However, he didn’t clap, so few of the class did. The fact that he still didn’t know the names of the two students further diminished this gesture).

Mr. R was continually abusive to the children in word, manner, tone, and action. When the principal was surprised by this audit observation, the auditor pointed out that none of the students or the aide in the room appeared surprised by Mr. R’s behavior. It was, therefore, typical and customary behavior on his part. Even so, the auditor would like to stress that 50 minutes of this abusive behavior should be more than enough to warrant Mr. R’s immediate removal from the classroom.

The auditor also mentioned to the principal that the new student, who already displayed low self- confidence and self- esteem because of constant disruption in his life, should be immediately removed from Mr. R’s class.

During the after school feedback session,Mr. R resisted all of the auditor’s observations, insisting that his students “were on point.” He was completely comfortable with the behaviors that the auditor identified as abhorrent. It was clear to the auditor that Mr. R did not understand how children learn, did not see the need for a warm and supportive learning environment, and was doing very real emotional and psychological damage to a number of the students in the class. Mr. R’s teaching style may work in an adult military setting, but it was completely inappropriate and counterproductive in an elementary school environment.

The scary thing about this teacher is that the principal, who had been in the teacher’s classroom several times to audit, had never observed this behavior. As a matter of fact, the principal had earlier identified this teacher as one of the best new teachers in the school! The principal should seriously consider whether she wants to have a teacher who emotionally abuses children continue to teach at her school. Imagine the terrible impact that this teacher is having on the students' potential interest in lifelong learning!

Next week’s Tip will look at what happens when a poor rural school has difficulty finding competent teachers.

Monday, November 23, 2009

Tip #299: Lifelong Learning: Shut Down by a Meaningless Lesson

This week’s Tip looks at the first of two examples of teachers who do not understand or care about how students learn or what they need to be successful. The first example highlighted in this week’s Tip is a long-term teacher at the high school level. The second example of a brand new teacher at the fifth grade level will be highlighted in next week’s Tip.

An Incredibly Lazy and Self-Absorbed Teacher

Does the teacher know how to write an effective lesson plan? No

A review of Mr. J’s lesson plan indicated that he did not know how to write an effective lesson plan. He did not even follow the lesson plan that he had written. The principal attributed this to a lack of preparation. The auditor attributed this to a lack of understanding about how students learn and how to deliver a skill-building lesson that sets the students up for success.

Does the lesson result in specific, observable and measurable learning? No


Mr. J had no lesson. Although he told the auditor that his lesson was about how to build a budget, at no time did he identify key portions of a budget, show the students the steps involved in creating a budget, or give them an opportunity to create a budget.

The auditor attended the entire 50- minute class. Mr. J told the auditor that this lesson was an introduction to creating a budget. What it actually consisted of was a long monologue, liberally interspersed with personal stories and references that mentioned the following topics:

(1) cover letter and resume;
(2) money management;
(3) Cobra;
(4) insurance;
(5) career plan: how much money do you want to make?;
(6) the need for a credit card (but only if used responsibly);
(7) pay bills on time and don’t run up unnecessary debt (personal story);
(8) if a male calls a female while she is studying, she’ll say: “call me back”- but if a female calls a male while he is studying, he’ll talk to her;
(9) your financial id;
(10) lots of tests at psych.com;
(11) for your resume, would you trust a mama’s opinion? (personal story about basic rules in his life);
(12) the need for three references for a resume, most of which will come from school when they graduate;
(13) entrepreneur designer in class;
(14) definition of capital;
(15) how many students have savings accounts?;
(16) how can you save money?;
(17) what could keep you from spending too much;
(18) who wants to go to college (personal story);
(19) how many of you are getting paid today? Your compensation will come later, when you are in college;
(20) (personal story: he teaches 21 students at Emerson College and also teaches on-line);
(21) how can computers help with budget?;
(22) a hidden spot in excel;
(23) what software to use to create a budget;
(24) how many of you know if your parents bank on line or pay bills on line?;
(25) generational differences in terms of comfort paying on line;
(26) security information; and
(27) how to protect your social security number; identity theft leads to bad credit, resulting in companies not hiring you.

There were a number of teaching moments that were handled very poorly.

1. Mr. J played a CNN video in which a commentator discussed two different business problems, one relating to Cobra and one to insurance. Unfortunately, Mr. J spoke over the commentator, making it difficult for the students to hear either the problems or the solutions.

2. Ten minutes into the class, Mr. J had the students look at “your financial ID” in their textbook. Unfortunately, he gave the assignment for the students to complete the survey but kept talking while they were writing. Also, a number of students did not even have the book.

3. Mr. J asked for a show of hands: “How many of you practice money management skills? Who needs improvement? Who is being honest?” Unfortunately, he did not pay attention to how the individual students self-identified, nor did he follow up with them to find out the rationale for their responses.

4. Mr. J asked the students: “Who has bad money management skills? What did you see in your financial ID that needs to improve?” That led to a fruitful discussion with the students about what they can do to get better at saving money or to keep from spending too much. Unfortunately, Mr. J did not write down anything the students said (for the benefit of visual learners), nor did he translate these ideas into budgetary terms.

5. Mr. J went to the computer to show the students what a budget looked like, but unfortunately the school software did not have that capability. According to Mr. J, he usually has a thumb drive with the necessary software, but it was broken. Since he has taught for many years in the same school, he knew this was an exercise in futility without his thumb drive.

No appreciable learning took place during this lesson.

Does the teacher create and maintain an effective learning environment? No

To his credit, Mr. J clearly took a personal interest in the (8?) students in the class. He began the class by referring to a student fight the previous day and how proud he was that some students “acted as adults.”

However, Mr. J spent most of the lesson chatting about whatever he wanted in order to be able to tell personal stories about his family, his choices, his work, his ethics, his problems, etc. It was all about him. No student took any notes at any time during the entire class period.

Specific Recommendations

Mr. J needs to TEACH the students real SKILLS. If they are in a Business Finance class, there are specific things they need to learn and be held accountable for learning. He needs to create and execute an effective lesson plan. Mr. J also needs to focus on the students rather than making most of the class about him.

The principal should hold Mr. J accountable for creating and executing an effective lesson plan that gives the students specific, observable and measurable skills. Without this, no learning will occur and this class will continue to be a waste of the students' time.

Next week’s Tip will look at the second example of teachers who do not understand or care about how students learn or what they need to be successful.

Monday, November 16, 2009

Tip #298: Lifelong Learning Stimulated

This Tip looks at two new teachers who encourage and nurture learning.

A Wonderful Kindergarten Teacher

Does the teacher know how to write an effective lesson plan? Yes
A review of Ms. W’s lesson plan indicates that she knows how to write an excellent lesson. She also assigns homework for independent practice

Does the lesson result in specific, observable and measurable learning? Yes

Ms. W created a wonderful lesson that completely engaged every student. For the most part, this lesson built on their homework making a calendar. She checked for their comprehension of various characteristics of a calendar (“Who can tell me one thing about calendars?”). As a student answered (numbers, days of the week) Ms. W took the learning deeper: what numbers, how many days of the week, etc. When a child used the pointer to indicate that Monday was the first day of the week, she said, “He’s so hot!” and gently moved the pointer to Sunday. She used the lesson to bring in math concepts and spelling words. She called on volunteers to lead the group in singing Days of the Week to the Munsters theme and later the Months of the Year to the Macarena theme. At the end of the lesson, she checked their comprehension again. The lesson was well crafted and beautifully executed.

Does the teacher create and maintain an effective learning environment? Yes

Ms. W had a quiet voice and the students responded exceptionally well. She made transitions and learning fun for them. She used a number of kinesthetic activities to meet the needs of the different learning styles. The students sat quietly, volunteered enthusiastically, and clearly enjoyed being in the class. Ms. W validated their answers. She gave the students a choice of their next learning activity center (tracking their choices on the computer to ensure they went to new centers). She created an excellent rapport with the students.

A Teacher With “You are a Star” Theme

1. Does the teacher know how to write an effective lesson plan? Yes

2. Does the lesson result in specific, observable and measurable learning? Yes


Mr. B was a very effective teacher. His students were actively engaged in the reading comprehension lesson, which was well thought out, interesting, and enjoyable. He pulled out key points about passages in the book with questions. He asked the students to identify their favorite parts of the book and explain why they liked those parts. He posted this list of their favorite parts on the board. Mr. B later used their list to illustrate and check their understanding of the difference between fact and opinion.

Does the teacher create and maintain an effective learning environment? Yes

Mr. B used a colorful Hollywood theme to decorate the room, frame activities, and refer to the students. A picture of President Obama on the wall had the label: “He did it and so can you!” When students misbehaved, he got very quiet, looked at them, shook his head, and stayed very calm. On occasion, he referred to consequences: “This team will not have a fabulous Friday if this keeps up” or “If you don’t behave, you will walk around the playground for recess, and I know you don’t want to do that.” In other words, he was caring but firm. It was clear that he respected and liked the students and the feeling was reciprocated. It was a pleasure to watch him interact with the students.

Both teachers clearly believe in learning, hold their students to a high standard, and make learning successful and very appealing. They are launching their students on a satisfying journey of lifelong learning.

Next week’s Tip will look at the first of two examples of teachers who do not understand or care about how students learn or what they need to be successful.

Monday, November 9, 2009

Tip #297: Lifelong Learning Deterred by Burnt Out Teachers

When seasoned teachers literally give up teaching and give in to chaos in the classroom, no learning takes place. Here is the audit of a long term high school teacher whose classes are detrimental to the students who really want to learn.

Seasoned Teacher Who Is Burnt Out

1. Does the teacher know how to write an effective lesson plan? No

A review of the one page lesson plan that Mr. H provided during the feedback session indicates that he has a very rudimentary concept of how to write a lesson plan. The lesson plan was also focused on what the teacher would do rather than the students.

2. Does the lesson result in specific, observable and measurable learning? No

Mr. H had a lesson on line plots, but was unable to execute it because he had absolutely no control over the classroom to ensure that the students could hear or learn from the lesson.

He began by saying: “We’re going to talk about something I think you’ve done before.” The auditor wondered why Mr. H didn’t know if the students had already worked with line plots.

He referred to a line plot on the board that related to Nielsen ratings of television shows. He checked to make sure the students understood what a “sitcom” was and gave examples to make it clear. He also explained that Nielsen uses statistics based on who watches the television shows during prime time in order to know how much to charge advertisers. So Mr. H attempted to make the example relevant and meaningful to the students. He then read off another example on the board, which was apparently also in their textbooks. He asked: “Everyone understand what this data means?” Unfortunately, although he kept shushing them, most of the students talked throughout his lesson so they didn’t respond to his question.

Mr. H asked one student what the range was and she answered correctly. However, Mr. H did not have her explain how she identified the range.

At this point, Mr. H wanted the students to complete problems # 7, 12 and 14-18 in their textbooks. Unfortunately, many of the students did not have their textbooks and some had the wrong volume of the textbook (volume 2 instead of volume 1).
When it became clear that students did not have their textbooks, rather than simply writing out the problems on the board so that all of the students could get down to work, Mr. H started giving out passes for students to go to their lockers. He also asked the students without textbooks to pair up with students who had them.

It became clear from their questions that the few students who were actually paying attention did not know how to work the problems. Mr. H attempted to reteach by going through all of the problems he had just assigned. However, since the students were talking while he was teaching, no one heard him or learned anything. Surprisingly, Mr. H continued to talk, seemingly oblivious to all of the student talking going on.

There was no earthly way that learning could occur in this classroom.

3. Does the teacher create and maintain an effective learning environment? No

Mr. H had absolutely no control over the classroom. It was clear that the students did not respect him and equally clear that he did not expect or require that they treat him or their classmates with respect. There was no signaling for behavior change, other than Mr. H’s ineffectual shushing. During the class, two students had their heads on their desks, one student was busy texting, a few were writing notes, one was listening to an iPod, and several were talking.

For a period of more than five minutes, students without textbooks wandered up to ask Mr. H for passes to go to their lockers. Some returned relatively immediately and at least two took 10 minutes to return to the class. Every time a student returned, that student would yell at Mr. H: “What problems? What page?” This information was clearly written on the board in front of the class and Mr. H had pointed it out when he made the initial assignment, but no one was listening at the time. Mr. H told one student twice to take out a pencil or a pen. This student never responded or did any work, even when Mr. H actually handed him some paper to write on.

At no time did Mr. H: teach and adhere to signals to modify behavior; create and adhere to rules of engagement for positive class behavior; stop the lesson and constructively address behavioral issues where necessary; use positive reinforcement; ensure that all students were quiet and paying attention during the lesson; separate students who were goading each other into disruptive behavior; or insist that the students treat the teacher and each other with respect.

Mr. H appeared completely worn out. He was unable or unwilling to manage the class. He did not have the students’ respect and did not seem to care. He did nothing to engage the students or to set them up for success. The resulting chaos in the room guaranteed that no learning would occur. The principal should seriously consider whether this teacher should continue to be in a classroom.

Consider the damage to immediate learning as well as to an interest in lifelong learning when the teacher shows by action and attitude that learning is not worth the effort.

Next week’s Tip will attempt to balance the scorecard by looking at new teachers who encourage and nurture learning.

Monday, November 2, 2009

Tip #296: Lifelong Learning: Encouraged or Discouraged in School

My audit observations of two different third grade classes in the same elementary school exemplify the opposite ends of the spectrum in terms of teaching practices. At one end is a long-term teacher who simply does not care if the students in her class succeed. At the other end is a brand new teacher who does everything in her power to ensure that her students succeed.

Uncaring Long-Term Teacher

1. Does the teacher know how to write an effective lesson plan? Yes

A review of Ms. F's lesson plan indicated that she knew how to write an excellent lesson. Unfortunately, she did not execute the lesson in a manner that resulted in any real learning.

2. Does the lesson result in specific, observable and measurable learning? No

Ms. F taught a lesson on story problems. Earlier in the lesson, Ms. F had apparently written clue words on the board that would help the students identify whether to add or subtract to solve the story problems. For some reason, she had chosen to erase this prompt.

As a result, once the students tried to read the story problems and determine the key words that would indicate whether addition or subtraction would be appropriate, they were unsuccessful. Ms. F moved from one student to another, saying essentially the same things to each student. At no time did she stop, recognize the necessity to reteach the lesson, and fulfill that need.

Since the class assignment included problems #1-4, it was obvious that Ms. F had not modeled any examples. Although she may have told the students what clue words or phrases to look for, she must not have actually worked with a complete story problem. It was obvious that the students did not know what to do or how to do it.

It then became apparent that a number of the students had difficulty simply reading the story problem. At least two of the students completely misunderstood what was expected of them and wrote out the entire story problem instead. Most, if not all, of the students did not know how to accomplish the assignment.

Although Ms. F made a number of references for the students to "remember our clue words," it did not occur to her to write them again on the board to help the students.

When Ms. F attempted to debrief problems #1 and #2 of the class assignment, few if any of the students were able to give the correct answer to either problem. However, Ms. F never identified or addressed what might have confused all of the other students.

None of the students had the correct answer to problem #3, which was not surprising since this problem apparently had none of the clue words the students were supposed to find and use. None of the students had the correct answer to problem #4, either, so Ms. F did the problem for them and had the students write down the answers. She then collected their papers and assigned problems #5-#8 as homework. The students did not have the list of clue words. They did not have the class work that might serve as an example. They were totally unprepared to do the homework assignment, because they had been unable to do the class assignment.

When Ms. F asked if there were any questions concerning today's lesson, one student said, "Yes." However, Ms. F did not look to see if any student was confused and never responded to the student who spoke up. She closed the lesson by asking the students to summarize what they had done in class. It came as no surprise to the auditor when the students were unable to do that.

The students did not learn how to read and interpret story problems. Ms. F removed the useful prompts to cue the students as to whether or not the problem required addition or subtraction. She gave them homework that she knew they could not perform. She set the students up for complete failure.

During the feedback session, Ms. F freely admitted that she did not expect that the students would be able to read or do the problems, but hoped that there would be someone at home who could help them! In response to the auditor's assessment that she had set them up to fail, she responded that she was where she was supposed to be in the syllabus. When the auditor mentioned the students' inability to read at a third grade level, Ms. F retorted that it was not her responsibility, nor did she have the time, to teach them how to read.

The students did not have the necessary skills to learn the lesson. Ms. F knew this but made no adjustments to the lesson. She only cared about following the syllabus, not helping students learn.

3. Does the teacher create and maintain an effective learning environment? No

The learning environment was very stilted and unsupportive. Ms. F seemed primarily concerned with keeping order and discipline rather than ensuring that any learning takes place. She showed no warmth toward the students. She frowned during the entire lesson and spoke abruptly and sharply to the students if they didn't do what she expected. At least twice she barked, "Get busy!" She threatened to put the names of two boys on the board (for future punishment) if they did not throw away their gum. The names of half of the class were already on the board!

Ms. F was perfectly willing to set the students up to fail and had absolutely no qualms about this. She does not belong in the classroom.

Excellent New Teacher

1. Does the teacher know how to write an effective lesson plan? Yes

A review of Ms. K's lesson plan indicated that she knew how to write an excellent lesson.

2. Does the lesson result in specific, observable and measurable learning? Yes

Ms. K is a very talented teacher. She made every aspect of the lessons relevant and interesting, drawing answers from the very eager group. She helped the students define every key term and concept, providing one example and drawing two more from the students. She wrote their answers on the board, and in order to model the meaning of the word "imitate," acted out (with great humor, fondness and animation) student behaviors. When a student had the wrong answer for what a tradition was, she coached him to discover the correct answer. At the close of the lesson, she checked for their comprehension of the definitions of each new word. She continually related what they were currently learning and doing to previous learning.

3. Does the teacher create and maintain an effective learning environment? Yes

Ms. K had every student actively engaged in the lesson. She used a very light but firm touch when it came to handling over exuberant students. She redirected their attention with simple countdowns and calm statements: "Still my turn, excuse me," or "Put that away. It's a very good drawing, but put it away. It's time to read." During the discussion to define "honor" as a way to show respect, she asked "Do you respect me?" and discussed their answers. Later, in response to a student, she said: "If you're going to ask me that during the lesson, you're not showing respect." During transitions, the students worked quietly.

Ms. K also had the room set up so that she could walk entirely around the student desks. She changed where she stood to create novelty and interest.

Since many of the students cannot read at a third grade level, Ms. K has incorporated phonics to improve their reading skills.

Ms. K is clearly committed to the success of her students.

Two Different Ends of the Spectrum

It is easy to tell which students are likely to value lifelong learning and which students are likely to associate learning with failure and humiliation. Unfortunately, this is not an isolated event. It is happening in schools across the country. Please understand that this is not intended as a denunciation of seasoned teachers. There are many excellent teachers out there. This is also not intended as a commendation for all new teachers. Some are excellent, some are working hard at getting better, and some do not know how to effectively manage a classroom.

It is the teachers who do not care about the students who most concern me. I am also concerned about the seasoned teachers who have given up.

Next week's Tip will look at an example of a long term high school teacher who has completely given up, so that no learning takes place.

Monday, October 26, 2009

Tip #295: Lifelong Learning: Starting at the Beginning

When I first thought about lifelong learning, I planned to focus on learning that continues after high school and/or higher education is completed. But a recent experience made me realize that an interest in lifelong learning can be nurtured or destroyed at a very early age.

So, I'm going to begin this series by talking about the impact that teachers can have on young minds. As educators, we know how important it is to create a positive learning environment that sets learners up for success. I recently audited twenty-eight classes at elementary, middle and high schools in a rural South Carolina school district. What I saw occasionally gave me hope and more frequently filled me with absolute horror.

The audits were intended to answer three questions:

1. Does the teacher know how to write an effective lesson plan?
2. Does the lesson result in specific, observable and measurable learning?
3. Does the teacher create and maintain an effective learning environment?

Teaching Decisions

According to Dr. Madeline Hunter, teachers continually make decisions about what will be taught and how it will be taught. It is possible to determine the probability of learning in the classroom by evaluating these decisions, which fall into three discrete categories. The first two categories help to answer the first two questions that relate to specific, observable and measurable learning. The last category helps to answer the last question that relates to an effective learning environment.

1. Learning Content: What content to cover in the class.

2. Student Activities: What the student will do to learn and to demonstrate that learning has occurred.

3. Learning Facilitation: What the teacher will do to facilitate the acquisition of that learning through stand up presentation, group facilitation, and classroom management.

The audits assessed teacher performance based on four categories of teaching best practices that fell within these three decision-making categories.

Application of Teaching Best Practices: Learning Content

1. Content Decisions

a. Focuses in on the key content.
b. Defines key terms and key concepts.
c. Provides an organizing principle.
d. Has an obvious and logical flow to the lesson components.
e. Uses relevant examples to explain and model key concepts and behaviors.
f. Teaches one concept at a time using at least three examples.
g. Shows connections between current, prior and future learning.
h. Keeps interesting but unimportant content to a minimum.

Application of Teaching Best Practices: Student Activities

2. Student Centered

a. Draws input from the students whenever possible and appropriate.
b. Focuses on the students rather than the teacher.
c. Relates to the students' prior learning or experience.
d. Uses variety, novelty and creativity to stimulate student interest.
e. Meets the needs of different learning styles.
f. Provides opportunity for individual, small group and large group activities.
g. Builds on the students' strengths.
h. Enjoys and appreciates the students.

Application of Teaching Best Practices: Student Activities

3. Participatory Activities

a. Actively engages the students in discovering answers.
b. Sets the students up for successful learning.
c. Has a hands-on activity to check learning and comprehension.
d. Checks for comprehension before leaving a key topic area.
e. Allows students to practice what they've learned as they learn it.
f. Builds student confidence in their own competence.
g. Ensures student mastery of the content before independent practice given.
h. Re-teaches content when necessary.

Application of Teaching Best Practices: Learning Facilitation

4. Facilitation

a. Maintains a positive, warm and respectful relationship with students.
b. Uses a calm and supportive tone of voice.
c. Encourages and validates students' involvement and responses.
d. Coaches students to discover the correct answer.
e. Provides an effective and emotionally safe learning environment.
f. Refocuses inappropriate behavior in a clear, constructive and firm manner.
g. Ensures that all students can see and hear.
h. Makes transitional statements between sections.


In next week's Tip, I will share my audit observations of two different third grade classes in the same elementary school. These two classes exhibit opposite sides of the spectrum in terms of teaching practices.

Monday, October 19, 2009

Laurel Learning Tip #294: Making a Career Switch #4

In this week’s Tip, we continue our look at resources to help folks who are considering making a career switch and want to start their own business.

There are many internet resources with information and advice for individuals who are interested in starting their own business. Here are a few national and state resources:

If you are interested in starting your own business:

• http://www.sba.gov provides a wealth of information on starting a business under "Small Business Planner.”

• http://www.score.org and local Small Business Development Centers usually located at state universities (such as http://www.wisconsinsbdc.org) provide free one-on-one counseling to those interested in starting and expanding a business. In addition, the Small Business Administration offers free online classes for small business, federal post-disaster contracting opportunities, and the SBA 2009 Resource Guide online.

• http://www.irs.gov/businesses/small/article/0,,id=98810,00.html provides a checklist for starting a business.

• http://www.okcommerce.gov/index.php?option=com_content&task=view&id=2537&Itemid=769 is offered by the Oklahoma Department of Commerce, but it provides useful suggestions that can help you find comparable resources in your own state- as well as necessary federal information.

This concludes our look at resources to help folks who are considering making a career switch. Next week, we will begin a discussion of lifelong learning.

May your learning be sweet.

Monday, October 12, 2009

Laurel Learning Tip #293: Making a Career Switch #3

In this week’s Tip, we continue our look at resources to help folks who are considering making a career switch and want to get additional education or experience.

There are a large number of internet resources available to assist individuals who know are interested in getting additional education or would like experience in volunteer jobs or internships.

If you are interested in getting additional education:

• http://www.doleta.gov provides a comprehensive list of adult programs including "America's Labor Market and Information System."

• http://colleges.usnews.rankingsandreviews.com/college identifies and ranks colleges.

• http://www.wisconsincontinuingeducation.com provides reviews and recommendations of vocational and technical schools.

• http://www.rwm.org/rwm/tf_wis.html offers a vocational school database. Many vocational schools provide career counseling and assessment.

• http://litlink.ket.org
provides an integrated instructional system of video and online computer technology to help adult students advance their GED and workplace skills.

If you are interested in volunteer jobs or internships:

• http://www.idealist.org/en/about/firsttime.html
• http://www.retirementjobs.com/
• http://home.monster.com/

Next week, we will continue our look at resources to help folks who are considering making a career switch and want to start their own business.

May your learning be sweet.

Monday, October 5, 2009

Laurel Learning Tip #292: Making a Career Switch #2

In this week’s Tip, we continue our look at resources to help folks who are considering making a career switch and know what job they want.

There are a large number of internet resources available to assist individuals who know what job they want. I've listed a number of State of Wisconsin sites, but you should be able to find comparable sites in your own state.

If you know the type of job you want:

• http://www.Workforce50.com serves older workers with a full service job board and career site. All jobs are placed by employers specifically interested in staffing from the over-50 workforce. Their employment and education resources cater to mature workers searching for employment, in transition or approaching retirement.

• http://www.opportunity.gov was just created to inform all workers receiving unemployment benefits of the training programs and financial support open to them. However, the resources at this site are invaluable to anyone seeking a new career and will give you a direct link to the following sites:

• http://www.servicelocator.org
can help you find a One-Stop Career Center based on ZIP code, along with hours of operations, services offered, and driving instructions. The Service Locator also provides links to state job banks.

• http://www.usajobs.gov is the online directory of available positions within the federal government.

• http://wisc.jobs/public/index.asp is the official State of Wisconsin government job site. It also lists job vacancies in Wisconsin cities, villages, towns, counties, school districts, technical colleges and Tribal government.

• http://oser.state.wi.us/docview.asp?docid=6541 provides information to contact Wisconsin state agency human resources offices to inquire about possible Limited Term Employment (LTE) and/or project opportunities.

• http://jobcenterofwisconsin.com enables you to conduct a job search and create up to three resumes or work applications. The 'Job Seeker Tools' link includes other resources.

• Toll-Free Help Line (1-877-US2-JOBS; TTY:1-877-889-5627)
provides information about workforce, education and support services across the United States.

Job Boards:

• http://www.job-hunt.org offers help and links to 12,096 employers and job search resources.

• http://www.monster.com has 200 million postings, but registration can be tedious and there are a lot of pop-ups.

• http://www.careerbuilder.com has paid listings and classifieds for 200 newspapers across the country. It lists more clerical and blue collar openings than most other sites.

• http://www.hotjobs.yahoo.com has plenty of ads and less spam than most other sites.

Job Search Engines:

• http://www.indeed.com

• http://www.simplyhired.com

• http://www.jobster.com

• http://www.jobfox.com is the e-harmony of job search that uses a 5 point method to match employers and job hunters.

• http://www.craigslist

• http://www.oodle.com

Next week, we will continue our look at resources to help folks who are considering making a career switch and want to get additional education or experience.

May your learning be sweet.

Monday, September 28, 2009

Laurel Learning Tip #291: Making a Career Switch #1

In this week’s Tip, we begin a look at resources to help folks who are considering making a career switch.

According to a study commissioned by the AARP Public Policy Institute, older employees who changed career paths were happy with their choice. Of the 1,705 workers AARP tracked for more than a decade to study how they coped with career change, 91 percent said they were happy with their new jobs, compared to 79 percent who said they were happy in their old jobs. Reduced stress and flexible work schedules were among the reasons older workers handled career changes well.

As you think about a new career, there are a number of ways you can approach it. Whether you are currently employed, retired, or recently laid off, you can:

• look for a similar job in a new organization.
• look for a different job that uses similar skill sets.
• look for a completely different new job.
• gain experience in a new career through internships or volunteer work.
• go the educational route.
• start your own business.

In addition to the very effective approach of networking with family, friends, professional organizations, and on-line social media, there are many on-line resources to assist you in each of these endeavors.

If you don’t know what you want to do when you grow up:

• http://www.2young2retire.com is a site for when you want to figure out what to do with the rest of your life.

• http://www.careervoyages.gov
provides information for transitioning workers who wish to explore career prospects. This site explains the educational preparation requirements for several careers, including public safety, marketing, transportation, construction, biotechnology, and advanced manufacturing. You can also find information on apprenticeship opportunities and community colleges. The Career Compass helps you find careers that match your interests and personality.

• http://acinet.org/acinet
provides direct links to a Career Resource Library with career exploration and job search tools. It also provides a Skills Profiler that allows individuals to assess their skills. You can identify occupations that use your current skills and find gaps that need to be filled.

• http://www.profiler.com offers the reputable Campbell Interest and Skill Survey.

• http://www.quintcareers.com is an award winning site that includes advice to career switchers.

• http://www.bls.gov/OCO is an on-line resource from the Bureau of Labor Statistics with insights on hundreds of jobs and their earning potential. The site has summaries of what tasks workers perform in different occupations and their working conditions, along with descriptions of the training and education needed to fill these jobs.

• http://www.careeronestop.org/reemployment allows you to research opportunities for transferring your skills between related occupations. Users may enter an occupational term in the search box to get information about occupation information, occupation licenses, and certifications.

Next week, we will continue our look at resources to help folks who are considering making a career switch and know the job they want.

May your learning be sweet.

Monday, September 21, 2009

Tip #290: Wonderful Websites #2

With thanks to reader submissions to SpeakerNet News, here are four more useful websites:

4. <http://www.mylivesignature.com> to create a digital signature

It is not a good idea to use your "real" signature as an image online because that makes it easy for someone to copy and paste it into any document and potentially make you liable for things without your knowledge. According to
Donna Gunter, you can create an attractive font signature with My Live Signature. You can choose to set up a no-cost account where you can store your signature images, or just create an image on the fly. You also have the option of an animated (for a fee) or a static (no charge) signature.

5. <http://www.tripsketch.com> for a no-cost online trip planner

This site is perfect if you want to take advantage of local cultural activities or find restaurants while you are in a city for a short period of time. It also lists airport services for times when you have a short layover. According to
Tresa Eyres, you can plan whole vacations covering one or multiple destinations. The site information includes attractions by interest, location, opening hours, costs, "green" pass times, and more. In addition, there is a travel calculator and the capability to share your itinerary with others.

6. <http://www.regus.com> for big business services on a budget

If you would like a high-end location to hold a workshop and want to avoid using a hotel, this site is very useful. They offer boardrooms and meeting rooms for 8-100 participants by the hour through a full-day in high-end business buildings across the globe that are very affordable. You can also establish a "virtual" business identity in these buildings for safety/security/image. They have packages ranging from mail forwarding through answering inbound calls with your company name. According to
Sam Palazzolo, if you call and tell them your offer code is "satellite," they'll give you $500 worth of credit towards their services. Some packages include use of an actual office as well as discounts on board/meeting rooms.

7. <http://www.speakernetnews.com> for useful ideas.

If you are a professional speaker, a consultant, a trainer, or an author, I strongly recommend that you check out this site and subscribe to the free weekly newsletter. The newsletter is brief and packed with miscellaneous, travel and technology tips submitted by their over 9,000 readers. There is also a Topic of the Week section that enables readers to pose professional questions for reader response.

Thank you, Donna, Tresa, Sam, and
SpeakerNet News.

This concludes our discussion of wonderful websites. However, if you know of other sites that might be useful, please let us know and we'll publish them in the next
Tip.

Next week, we will begin a look at resources to help folks who are considering making a career switch.

May your learning be sweet.

Friday, September 11, 2009

Laurel Tip #289: Wonderful Websites #1

In this week’s Tip, we start a discussion of some wonderfully useful websites.

Tip #289: Wonderful Websites #1

Thanks to friends, colleagues, and various newsletters that I receive, there are a number of very useful websites that have come to my attention. Here are three of them:

1. <http://www.whitepages.com> find people for free

This is a terrific resource if you need to find a person, a business, or know the phone number and need to do a reverse look up. You can also sign up on the site so that it is easier for people to find you. This site recommendation comes from Patrick Lee and was published in SpeakerNet News. He was able to find the address for an author when all he initially knew was the author’s name and state. He also used it to find an address for someone whose website only listed the phone number, not an address.

2. <http://www.wordle.net> for word clouds

Have you ever seen a word cloud? I didn’t even know what it was until Mary Hoddy, University of Wisconsin-Madison, wrote to tell me about it:
You can go to <http:/www.wordle.net>, copy in a bunch of words, and it makes a word cloud for you. The words that you've repeated the most will come out the biggest. It will tell you in an instant what you said that was most important.“

You can have the site reformat the words you have entered, using different fonts, color schemes, and perspectives. You can also have it focus in on a certain number of words. First of all, it can be very useful if you need to focus in on a title (for a book, for example). Second, it is a lot of fun. Third, it is very visually appealing!

3. <http://www.teainc.org/glossary_a.html> for a glossary of terms

Actually, this website will give you a glossary of terms used in the energy industry, which may or may not be of interest to you. However, it wasn’t until Jeff Anthony of Commonwealth Metrics sent me this site that I realized that there are all sorts of glossary sites dedicated to different industries! So, if you want to make sure that you are using terminology that is familiar and appropriate to your specific audience, just Google a glossary for that industry!

Thank you, Patrick, Mary and Jeff!

Next week, we will continue our discussion of some wonderful sites. If you know of other sites that might be useful, please let us know!

We welcome your feedback on any aspect of this blog.
We also welcome your questions and topic suggestions, which will help to ensure that our Learning Tips are relevant to your needs.

May your learning be sweet.

Friday, September 4, 2009

September 7, 2009

Tip #288: Preparing to Conduct Workshops in Hotels #5

In these last tips to prepare to conduct workshops in hotels, we focus on the hotel experience itself.

18. Internet access

We are all tethered to our world by our email. You will want to determine if internet access is available- and if so, if it is wireless and if it is free.

Today, many hotels offer free internet service in the rooms. If it isn’t available in the rooms, it is often available in the lobby.
When you check in, make sure to ask about it and get any password you may need.

However, be aware that many high end hotels charge by the day for internet access. It depends on the hotel chain and the location.

I use Entourage for Mac for my email application, and I often find that I am unable to directly access my email. However, I have discovered that I can go online to my two servers to read and respond to my email there. Find out what works for you, so you have a back up plan if you need to stay in touch with clients online.

19. Keep expenses down

I am always concerned about keeping my expenses to a minimum. Therefore, I avoid the exorbitant prices charged for mini bar items and vending machines in the hotel. Usually, I can find a local grocery store or drug store that sells the soda, water, yogurt, fruit or snack items I want. Anything that requires refrigeration goes into the mini bar.

20. LCD projector

Every now and then, my lap top computer and the hotel’s LCD projector are incompatible for some reason. After many highly stressful moments, I have learned that I should always have my PowerPoint program available on a thumb drive. This way, an alternate laptop can be used. I may only rely on PowerPoint for audiovisual emphasis: mostly bullet points and cartoons, but I’d still rather have it available to use.

Most hotel conference staff are savvy to the need to tape down electrical cords. However, if they haven’t done so already, make sure that they do so you don’t trip over the cords.

This concludes our checklist for preparing to conduct workshops in hotels. Next week, we will start a discussion of some wonderful sites.

May your learning be sweet.





Saturday, August 29, 2009

Tip #287: Preparing to Conduct Workshops in Hotels #4

There are lots of ways to get from an airport to a hotel.

13. Contact the hotel about an airport shuttle.

Before you fly, contact the hotel to see if they have an airport shuttle- and if so, where exactly to get it. Hotel shuttles are free (other than the tip you might want to give to the driver for hauling your bags in and out of the bus).

14. Check online to see if the airport has a SuperShuttle.

If the hotel does not have an airport shuttle, look into a SuperShuttle. It is a national shuttle service that operates out of many airports and is much cheaper than a taxi. Go to to see if the SuperShuttle operates from that airport. If so, you may also want to get a roundtrip ticket to have the SuperShuttle bring you back to the airport.

15. Consider public transportation.

If you are not traveling with a lot of luggage, you might want to consider a bus, train, or subway.

16. If you take a taxi, schedule the return trip.

In large cities, it can help to take the taxi driver’s card and schedule your return trip to the airport. I have stood on the city streets of New York City and Boston with all of my luggage, trying to get the eye of a cabbie during rush hour. Time consuming and very very stressful, particularly if you have to make an early evening flight! It is much better to schedule a pick up. I’ve never had a cabbie say “no” to a scheduled pick up. I’ve never had to wait for them, either.

17. Get preferred status with the rental car companies.

My brother Daved, who travels constantly, told me about this. You can sign up on-line (for free) to become a preferred renter with any of the car rental companies you use. Once you have that status, you can either go to the head of the line or go to a special rental counter window, where you will be taken care of much more quickly. Since they will already have your essential information on file, the rental process will be very easy. Just remember to bring your card or at least your card number.

If you travel a lot and use the same car rental agency every time, you can pay for a special membership status that will enable you to bypass the rental counter entirely. You can just walk onto the lot, take a car, and be on your way!

Next week, we will end our checklist with a look at expenses at the hotel.

Saturday, August 22, 2009

Tip #286: Preparing to Conduct Workshops in Hotel

Last week, we added four more items to our checklist for preparing to conduct a workshop in a hotel. Those items related to mailing materials ahead of time.

This week, we add four more items related to what to pack and what to carry on to the airplane with you. Feel free to suggest additional items!

9. Items that you absolutely must carry on to the plane with you.

If you are bringing any of the following, make sure to bring them onto the plane with you.

  • Laptop computer

  • Digital camera

  • Digital recorder

  • Ipod

  • Chargers for any of the above

  • Any other technological gadgets

  • Jewelry

  • A copy of your training materials

  • Your list of contact names and numbers

  • Medications

  • A change of clothing (or at least underwear)

  • Address and phone number of the hotel

  • FedEx mailing receipts for any boxes you have mailed to the hotel

  • A picture on your cell phone of the suitcase(s) you put into airline luggage (to help to describe them to the airport if they are lost in transit)

  • Books or magazines to read during wait and transit times (I read quickly, so I get paperback library books. I know that others purchase paperbacks and then leave them when they are done reading them. Some airports have bookstores that will give you most of your money back when you return the book!)

  • An empty water bottle (to fill once you’re past security and in the terminal)

  • Toiletry essentials

  • Lumbar support for the small of your back (a small pillow, since the airlines don’t provide them any more; or I just wear a hoodie that I can roll up and use as a lumbar support)- this will alleviate back, neck and hip problems, or at least it has for me

  • Extra tissues

  • Something over-the-counter for headaches (if you are prone to them, as I am)

  • Cough drops

  • I also pack a generic nondrowsy decongestant to take just before I get on the plane to keep my ears open (otherwise I have a painful flight)


10. How to carry items onto the plane.

Right now, the airlines let you bring one small bag and a pocket book onboard with you.

I have a rolling laptop case with enough sections for me to include almost all of the items listed above. I have a big baggallini (that is the make of a lightweight tote that zips) for my pocket book and anything that doesn’t fit into my rolling laptop case.

Make sure that anything you use has a tag with your name, address, office and cell phone numbers on it.

11. Items to pack.

  • Layered outfits (so you can add or subtract clothing depending upon the temperature of the training room)

  • Sleep wear

  • I bring a pillow and pillow case (otherwise I get a sore neck)

  • Two pairs of shoes to train in (if you are going to be conducting training for more than two days you will appreciate them)

  • Band aids and antiseptic cream (you just never know if you’ll need them)

  • Slippers (my feet get very tired after a full day of training)- if they are structured slippers, make sure to pack socks or something in them so they don’t get squashed and rip the seams... (Clearly, the voice of experience here!)

  • Additional paperback books or whatever you like to do in your spare time (you can tell what I do when I have the time!)

  • Clothing to relax in

  • Small expandable umbrella or rain coat

  • A large plastic bag for dirty clothing (yes, I know that many hotels provide laundry bags, but it’s better to be prepared if they don’t)

  • Extra plastic storage bags (especially if you plan to bring training materials back with you in your suitcase)


12. How to identify your luggage in baggage

So many suitcases look the same these days, it helps to do something that will make your luggage stand out as it rolls past you on the baggage conveyer belt. I put a colorful ribbon on mine.

As with your carry on items, make sure that each piece of luggage has a tag with your name, address, office and cell phone numbers on it.

Next week, we’ll add to this checklist to cover issues related to getting from the airport to the hotel.


Last week, we posed Beth Eberhardt’s question about how to approach training within the context of stressful situation:

My question as a new trainer is, "how do you facilitate the conversation in regards to times like these?" For example...within our system we are a college, therefore: we are dependent upon state funding which is up in the air, we are facing a double digit increase in enrollment, and our Governing Board has just hired a firm to come in and do an efficiency study. In anticipation of doing some of our training topics on change, communication, goal planning, diversity, etc. how do you anticipate the participants demeanor, questions etc and then how do you tactfully address their concerns without shutting them down? (one nice thing is most of the training we do is not mandatory therefore they are still there on their free will.”

Several things come immediately to mind. You need to disconnect the negative transfer of their issues and concerns into the workshop and then refocus the participants. My mantra is recognize and then refocus!

First, it may be useful to give folks a time to vent. They have feelings and they need some validation.

One way to do this is to have the group to list their concerns, then go down the list to identify which concerns are valid and which are not. Finally, brainstorm with the group how to address or minimize the valid concerns.

Another way to do this and move the focus on a more constructive response is to set up an oral relay. Have half of the group identify the cons of the situation and half of the group identify the pros of the situation. Then line the participants up in parallel lines, one side with the cons and one side with the pros. They should take turns identifying a con and identifying a pro, which may or may not relate to each other. Just make sure that the last person to speak identifies a pro to the situation.

Second, help the folks recognize the benefits of what they will learn.

I think that it is important to acknowledge the reality of the situation. Pretending that the participants are not distracted by the current stressors is a recipe for disaster. However, that being said, it is also imperative that you redirect their energy toward something positive as quickly as possible. They have chosen to attend that particular training for a specific reason. For example, you might say: “We are all aware of x [the current situation].. That is why it is even more important for us to focus on this information/skill/procedure, because it will help us to y.“

When you have the participants introduce themselves, have them also explain their reason for attending the training. If there are too many participants for individual introductions, use common ground questions, such as: “How many of you are here because this is a skill that you want to develop?” “How many of you are here because you know that what you learn in this session will help you on your job or in your life?”

Make sure to have an activity in which the participants need to identify the benefits of learning what the session covers. You can make this a fun exercise by adding the element of competition into it: have tables or groups of individuals compete to list the greatest number of benefits in a specific period of time (5-8 minutes). The group that has the most valid benefits wins a prize: (candy bars, a bowl of M&Ms, small novelties from a place like Oriental Trading Company, etc.).

Third, design your learning program within the context of the situation. In other words, make sure that what they are learning will really help them cope, survive, or thrive in the situation. It is imperative to build their confidence in their own competence, and help them recognize that they have choices and can assume some degree of control over the situation.

For example, if the topic is change, include a learning activity that has the participants identify how they have effectively handled difficult changes in their lives. This can build their confidence and remind them of strategies that have served them well in the past.

If the topic is goal setting, give them strategies to set goals within different parameters (different budgets, different enrollment figures, etc.) Then make sure they have an opportunity in the class to practice setting goals.

The good thing is that you are already aware of the issues. However, sometimes issues can blindside you and you need to respond without a chance to plan ahead.

There are two very difficult situations in which I was blindsided by the issues and still had to conduct training that may provide additional ideas regarding how to handle participants.

First, I was scheduled to conduct a leadership workshop for the Wisconsin Conservation Corps in the north woods of Wisconsin. People were very late arriving because they had just learned that one of their peers had been murdered the day before. There was an immediate need to give them time to talk through their shock and grief. Then we focused on what could be done to assist the victim’s family and workplace, because it helps to give grieving folks a plan of action. Finally, we discussed how to ensure that this situation would not occur again, because the other site managers felt vulnerable and frightened themselves. We spent the morning on these topics. Then, after lunch, we moved into leadership development activities with immediate practicality: how to establish goals and provide direction to workers impacted by the tragedy, how to manage communications and strengthen relationships with clients who were also impacted, how to ensure a safe work environment, etc.

Second, I was scheduled to conduct a workshop on coping with change for the Wisconsin Department of Public Instruction. Several participants arrived red-eyed, because they had just been given pink slips! The focus of the workshop was on bolstering self esteem and identifying effective courses of action to take to maintain physical and emotional well being the face of change. I made sure to emphasize that organizational changes are not personal- despite the fact that we often describe ourselves in terms of our jobs, we are NOT our jobs. So, even if the job is considered unnecessary at this time, it does not invalidate the work we have done in that job and it definitely does not invalidate us as persons. A major element of the workshop was to help participants recognize that they always have choices and that they can choose to have control over their situation. In this case, luckily, the workshop content was exactly what the participants needed.

If anyone else has suggestions, please let me know and I’ll be happy to print them in upcoming Tips!

Now to this week’s Tip, where we continue our look at handy tips to prepare to conduct workshops in hotels- specifically, how to get from the airport to the hotel.
In this week’s Tip, we continue our look at handy tips to prepare to conduct workshops in hotels- specifically, how to get from the airport to the hotel.

Saturday, August 8, 2009

Tip #285: Preparing to Conduct Workshops in Hotels #2

Last week, we identified the first four items of a checklist for preparing to conduct a workshop in a hotel. This week, we’ll add to this checklist to cover issues related to mailing materials ahead of time and actually locating them on site when you need them!

This topic is be very fresh in my mind, because I have just completed facilitating a week of training in South Carolina- for which I mailed seven boxes of materials. I know they got there (because of FedEx tracking). And they were in the training room, ready for me to put out, once I got there. Hurray!

Here are the next four items of a checklist for preparing to conduct a workshop in a hotel. Feel free to suggest additional items!

5. Mail materials ahead of time.

For years, I have juggled over 160 pounds of materials packed into two large suitcases through airports. Now that the airlines charge for even the first piece of luggage, that is no longer an option (thank goodness!). I have discovered FedEx can mail the same amount and weight of materials at much less cost than the airlines would charge. Even mailing materials to California from Wisconsin, they arrived in less than a week!

6. Alert the conference staff at the hotel to expect your mailed boxes.

You definitely don’t want your materials just showing up at the hotel. Alert the conference staff to expect the boxes and tell them how many to expect and when they are likely to arrive. Ask them to place all of the boxes in the same place for ready access on the day before the training.

7. Make sure to have someone sign for the materials when they arrive at the hotel.

FedEx gives you the option to ensure that someone signs for receipt of the materials when they are delivered. You can track the status of your mailing with the tracking number that you give them. I can’t tell you what a relief it is to see that someone has signed for their delivery. That means that someone knows where the boxes are!

8. Plan how you will get the mailed materials back to your site.

As I packed for this trip to South Carolina, I thought about bringing an empty suitcase to fill with the remaining mailed materials for my return trip. In this case, I was able to put everything in my one large suitcase (which has an expandable top). I knew that, even with those materials, my suitcase would not be more than 50 pounds (the typical cut-off before the airlines charge a lot more for excess weight).

When I conducted training in California, my client mailed back the materials.

Another option is to have FedEx mailing labels filled out for the boxes and ask the hotel conference staff to mail the materials back to you.

Based on my experience, if time is of the essence (you plan to use the materials in an upcoming workshop) then it is better to bring the materials back with you. This approach will eliminate any anxiety and stress over when mailed boxes will finally arrive.

Next week, we will add to this list by looking at what to pack and what to carry on the plane with you.

Sunday, August 2, 2009

Tip #284: Preparing to Conduct Workshops in Hotels

Here is the first four items of a checklist for preparing to conduct a workshop in a hotel. Feel free to suggest additional items!

1. Call ahead to get the room dimensions.

If you are like me, you probably have a room arrangement that you prefer. Rather than be unhappily surprised when you arrive, it is useful to get the room dimensions ahead of time.

I also like to ask about windows and pictures on the walls. Since I bring kites to decorate the walls, I need to know what kind of blank wall space is available. This is also important information to help me to plan how to put up the wall agenda map, which is often pretty long.

2. Find out who should actually receive the room layout.

I can’t tell you how often I have arrived at a hotel, looked into the assigned room and found that it had not been set up according to my
room layout. When I have spoken to the hotel conference staff, I learn that they have never seen the layout. This sad experience has taught me that it is better to deal directly with the hotel conference staff than with the client who is arranging the workshop. This way I’m sure that they have received the layout and can accommodate me. I also get a contact name and phone number, which may come in handy during my stay.

3. Find out exactly when they’ll set up the room.

I travel with a lot of materials to go on the walls and on the participant tables. I like to have an hour or two to prepare the room in the evening before the workshop. I find it is too exhausting to set up for a workshop on the same day I facilitate it.

If I have traveled a distance to get to the hotel (which is a typical situation), I am tired when I get there. I want to get into the room as soon as possible to prepare for the workshop. Frequently, I’ll find to my dismay that the hotel is planning to use a late night crew to set up the room - or an early crew the next morning. I have needed to tip generously to get the room set up that evening!

4. Find out when you can get into the room to put out your materials.

I’ve learned to call ahead to ask: (a) Is there another function in the room? (b) If so, when is that function over? (c ) When can I get into the room? and (d) Who will let me know when I can get into the room?

I’ve cooled my heels waiting to get a call telling me that the function in the room is over. Sometimes, I’ve never been called and the only way I knew I could get into the room was to physically keep checking on it. No fun at all.

Next week, we’ll add to this checklist to cover issues related to mailing materials ahead of time and actually locating them on site when you need them!

This topic will be very fresh in my mind, because I will have just completed facilitating a week of training in South Carolina- for which I mailed seven boxes of materials. I know they got there (because of FedEx tracking). The question will be locating them once I get there! Wish me luck!


Before we get to this week’s Tip, Beth Eberhardt has posed another question, this time regarding self-defeating behavior and guiding staff through stressful times:

My question as a new trainer is, "how do you facilitate the conversation in regards to times like these?" For example...within our system we are a college, therefore: we are dependent upon state funding which is up in the air, we are facing a double digit increase in enrollment, and our Governing Board has just hired a firm to come in and do an efficiency study. In anticipation of doing some of our training topics on change, communication, goal planning, diversity, etc. how do you anticipate the participants demeanor, questions etc and then how do you tactfully address their concerns without shutting them down? (one nice thing is most of the training we do is not mandatory therefore their are still their on their free will.”

If you have some ideas about how to approach training within the context of stressful situations, please send them in and we’ll print them. I know that most if not all of you are faced with this same situation, so I am counting on your wise experience and tested approaches!

In this week’s Tip, we continue our look at handy tips to prepare to conduct workshops in hotels.