|Teachers.Net Gazette Vol.6 No.7||July 2009|
|Cover Story by Lawrence Meyers|
|Is There Such a Thing as "The Great Teacher"?|
|You can make up all the checklists you want. You can take advice from your mentors. At the end of the day, what lies behind one's teaching style is what matters. A "Great Teacher" is the right teacher at the right time, at the right place.|
|Harry & Rosemary Wong: Effective Teaching|
|Teachers Are the Difference|
|Now in her sixth year of teaching, Melissa Dunbar has helped her students achieve a pass rate of between 92% - 99% over the years, with her ESL and Economically Disadvantaged students achieving a 100% pass rate this past school year!|
|»||Writing for Educational Publishers – Inside Secrets Sue Gruber|
|»||Self-Injury In Children Leah Davies|
|»||The School of No Knocks? Todd R. Nelson|
|»||Using Imaging to Move or Change Behavior Marvin Marshall|
|»||The Busy Educator's Monthly Five Marjan Glavac|
|»||Substitute issues: What to Wear & Too Much Love Barbara Pressman|
|»||Student Travel Topics: “Staycations” Expose Students to Other Cultures & Packing for Safety Josette Bonafino|
|»||Making The Case to Parents for Broadening, Not Narrowing, The Curriculum Dorothy Rich|
|»||Red Basket & Problem Solving Forms Rick Morris|
|»||The No.1 Ladies Detective Series Writer - Interview with Alexander McCall Smith Tim Newlin|
|»||Teachers and Technology: A Field of Dreams? Matt Levinson|
|»||Resources for Teaching Students with Autism Alan Haskvitz|
|»||Applying Bloom’s Taxonomy to Questioning Techniques in the Classroom Panamalai R. Guruprasad|
|»||Tips on Maximizing High School Physics Teaching Stewart E Brekke|
|»||The Most Cost Effective Approach to Improve Teacher Education Edward Strauser|
|»||Merit Pay Problematic, Money Is Not the Ultimate Motivator for Teachers Marion Brady|
|»||Launches an Online Degree in Special Education Drexel University|
|»||Apple Seeds: Inspiring Quotes Barb Stutesman|
|»||Today Is... Daily Commemoration Ron Victoria|
|»||The Lighter Side of Teaching|
|»||Video Bytes; Assume The Position, Lost Generation, Bathtub IV, Walk On - ESPN Video, Funeral, Heal, and At Home with Mrs. Hen|
|»||Teacher Blogs Showcase|
|»||Printable - Sweet Rules for the Classroom|
|»||Featured Lessons, Wisdom from the Chat Achives, and Timely Printables Especially for July!|
|»||Getting and Keeping the Attention of 3 & 4 Year Olds|
|»||Newsdesk: Events & Opportunities for Teachers|
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Using Imaging to Move or Change Behavior
The images in our minds drive our behaviors. The body literally cannot move contrary to a vividly held image. Therefore, in order to change a habit or behavior, we must change our perception to include the new habit or behavior.
|by Dr. Marvin Marshall
Regular contributor to the Gazette
July 1, 2009
The images in our minds drive our behaviors.The opening paragraph of my book deals with mindsets. It sets the stage for the entire book because my purpose is to influence young people to have mindsets where they WANT to be responsible and WANT to learn. The objective is to create visual images that drive behaviors.
The following exercise (shared with me by Jack Canfield, coauthor with Mark Victor Hansen of “The Aladdin Factor” and the “Chicken Soup” series) gives students an experience of the power of imagery for both behavior and learning.
Students will need room for the exercise.
Divide the class in two groups, A and B. Say the following to group A:
I want you to close your eyes and imagine in your mind a seagull floating gracefully in the air. See it gently, easily, effortlessly gliding through the air. When you have the picture of a seagull vividly in your mind, nod your head. Now with your eyes a quarter of the way open so that you can see the floor in front of you and have a sense of where your neighbors are, move like a seagull—keeping the image of the seagull vividly in your mind. Continue that while I go over to the other group.
Say the following to group B:
Close your eyes and imagine a jackhammer. See it moving rapidly up and down in short, jerky, staccato movements. When you have that picture of a jackhammer vividly in your mind, nod your head. Now with your eyes a quarter of the way open so that you can see the floor in front of you and have a sense of where your neighbors are, move like a jackhammer—keeping the image of the jackhammer vividly in your mind. Continue that while I go over to the other group.
Turn back to group A and continue:
Once again, close your eyes and imagine that effortless, graceful seagull floating on an air current, barely moving its wings. When you have that picture vividly in your mind, nod your head. Now keeping that image of the seagull vividly in your mind, open your eyes a quarter of the way and move like a jackhammer.
Most students will have a great deal of difficulty moving like jackhammers while thinking of a seagull. Their movements will be somewhere in between jerky and graceful, or they will be frozen and unable to move at all.
Turn to group B and say:
Close your eyes again, and imagine that jerky jackhammer bouncing up and down on the pavement. When you have that picture vividly in your mind, nod your head. Now while keeping the image of the jackhammer vividly in your mind, open your eyes a quarter of the way and move gracefully like a seagull.
Again, students will have a tough time making their bodies move counter to the image they are holding in their heads.
This is a very dramatic exercise—one that easily and quickly makes the point that our bodies cannot do anything counter to the images we hold in our minds.
Have the students share anything they noticed about their bodies the second time when they were holding an image counter to how they were trying to move. If any student claims that it was easy to move the second time, ask if both images were equally visualized. Most will admit that they had to let go of one image in order to move like the other image.
Ask them if a friend has ever asked them to do something unusual, and they responded, “I couldn’t do that; it’s not me.” The reason we say that is because we look inside our minds and see if what our friend has asked us to do fits our perception of ourselves. If it doesn’t fit, we don’t think we can do it; so we don’t even attempt it.
Emphasize the following point: The body literally cannot move contrary to a vividly held image. Therefore, in order to change a habit or behavior, we must change our perception to include the new habit or behavior. Otherwise, any changes we make will be difficult and short-lived.
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Copyright © 2009 Marvin Marshall.
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