| Would Columbine have been prevented if
| |
| | to something as frail as the human mind?
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| there was a means of monitoring the
| |
| | The resounding answer is of course once
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| student's emotional state? Would you be
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| | again No.
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| able to influence the rate of childhood
| |
| | The first question that must be answered
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| obesity and eating disorders if there was
| |
| | if you truly want to address the full
|
| a class on how an emotional state comes
| |
| | spectrum of your student's behavior
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| about and how to take control of it?
| |
| | is..."What determines human behavior?"
|
| Would you be able to reduce teen suicide
| |
| | You simply have nowhere to go without
|
| if students understood how to take
| |
| | first answering this question. You need a
|
| control of their subconscious? Would you
| |
| | clear definitive single word answer to
|
| have more control over your students and
| |
| | this question. The fact that no one is
|
| reduce disciplinary problems by
| |
| | even bringing this up as a question that
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| empowering them to become independent
| |
| | must be answered is an indication of how
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| thinkers? Would test scores improve if
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| | big the problem is. A resolution to all
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| students were emotionally in control?
| |
| | disciplinary and behavioral problems on
|
| The answer to all of these questions is a
| |
| | campus are dependent upon at a very
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| definitive yes. Everything a human being
| |
| | minimum answering the question..."What
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| does in life is emotionally driven. How
| |
| | determines human behavior?"
|
| you feel about everything in your life
| |
| | After you understand what determines your
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| will determine whether you move toward it
| |
| | behavior, you need a program that will
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| or not. If you agree this is true then
| |
| | guide you through the process of how to
|
| how much sense does it make to at minimum
| |
| | recognize access and change your
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| measure the emotional state of your
| |
| | subconscious programming. This of course
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| students? It makes perfect sense to Greg
| |
| | brings up another question and that
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| Marth a Special Education teacher who
| |
| | is..."Why is it important to take control
|
| specializes in students with Behavioral
| |
| | of your subconscious?"
|
| Disorders and is now a Certified Life
| |
| | It is important to take control of your
|
| Coach and Lisa Watford who has been using
| |
| | subconscious because your subconscious
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| a Clinically Proven Life Coach process
| |
| | runs approximately 4 times faster than
|
| with her students since 1992. Lisa wrote
| |
| | you can speak. This is why you can type
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| the following comments after implementing
| |
| | while talking on the phone or drive while
|
| a couple of the basic principles of a
| |
| | talking on the phone because the
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| Life Coach program on her own.
| |
| | subconscious is programmed to do the
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| Dear Sir's,
| |
| | other tasks. If the subconscious was not
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| Discipline is the most difficult issue
| |
| | programmed to do the other tasks you
|
| educators and students face in today's
| |
| | would have to focus all your conscious
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| classroom. An enriching learning
| |
| | attention on the task at hand. The bottom
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| environment cannot take place without it.
| |
| | line in regard to the subconscious is if
|
| If a child does not feel secure within
| |
| | you are not running it, it is running you
|
| the confines of the classroom then long
| |
| | and if you do not know how it works it is
|
| term learning will not take place. As an
| |
| | most certainly running you.
|
| educator, I use the THE Life Coach
| |
| | The ramifications of learning how to take
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| process to teach fifth grade students how
| |
| | control of your subconscious go far
|
| to deal with life and its complexities.
| |
| | beyond disciplinary problems, suicide
|
| Our classroom has gone from a virtual
| |
| | prevention and school shootings. By
|
| minefield of aggressive behavior,
| |
| | giving your students these tools you are
|
| peppered with verbal confrontations, into
| |
| | creating independent thinkers. One
|
| a safe haven from which all to pass,
| |
| | hundred percent of what a child learns
|
| parent and teachers included.
| |
| | from an adult is not going to be
|
| I have been told there is something very
| |
| | beneficial to them and the ability to
|
| different about the way my students treat
| |
| | unlearn is as important as learning. In
|
| and respect each other, themselves, and
| |
| | other words you will never be able to
|
| authority. Students learn their own
| |
| | stop adults from abusing children but you
|
| personal tools to change any negative
| |
| | can empower the child to have full
|
| behavior. Issues are confronted and
| |
| | control of the information from those
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| turned into positive questioning skills.
| |
| | events so that it does not negatively
|
| We use the Burris questions as our daily
| |
| | affect the rest of their lives.
|
| Journal topics. If someone is talking
| |
| | Implementation of Life Coaching into the
|
| negatively about them self or anyone else
| |
| | Classroom
|
| we stop and deal with how to turn that
| |
| | A Life Coaching program is easily
|
| negative statement into a positive
| |
| | integrated into the classroom at the
|
| question.
| |
| | beginning of every semester in any class
|
| The questioning techniques of THE Life
| |
| | with a Certified Life Coach. The complete
|
| Coach process are phenomenal and the
| |
| | program process can be done in two, hour
|
| results are immediate. Students learn
| |
| | and a half classes within a five day
|
| they do not have any control over an
| |
| | period. Any teacher could use the program
|
| adult's behavior, but they do have
| |
| | and see the benefits without it
|
| control over how they respond to the
| |
| | interfering with their regular
|
| adults. When children are allowed to take
| |
| | curriculum. The program would set a
|
| control of their behavior, they react
| |
| | dialogue and a way of speaking and
|
| appropriately; not because they want to
| |
| | thinking that has already been proven
|
| please the teacher, but because they have
| |
| | effective since 1992 when Lisa Watford
|
| internalized the correct decisions and
| |
| | introduced it into her classroom of fifth
|
| choose to act positively. We use positive
| |
| | graders.
|
| questions for students with conduct
| |
| | Data Collection and the Emotional
|
| marks. THE Life Coach process teaches
| |
| | Checklist
|
| students life skills to find the best
| |
| | Every student would be given two
|
| solutions. Grades and conduct have
| |
| | Emotional Checklists with the same number
|
| improved beyond even what I could have
| |
| | for a before and after comparison. The
|
| imagined.
| |
| | only information the student would put on
|
| Very Truly Yours, Lisa Watford
| |
| | the Checklist is their age and gender.
|
| At the time Lisa wrote this letter there
| |
| | After the second session the Emotional
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| was not a program specific to this age
| |
| | Checklists would be collected and the
|
| group as there is now. Lisa simply
| |
| | numbers would be matched up for
|
| understood that what worked well for her
| |
| | individual and group comparison. If the
|
| could be applied to her students.
| |
| | students need to be identified a Client
|
| Everyone at any age needs to understand
| |
| | Agreement would be taken home for the
|
| that everything they do produces results
| |
| | parent to sign. This two session Workshop
|
| and the question here is..."Do you want
| |
| | can be done at the beginning of every
|
| to benefit from the results you produce?"
| |
| | semester and the Emotional State of every
|
| There is now a complete Life Coach
| |
| | Student could be tracked over the entire
|
| program specifically designed for Ages
| |
| | duration of the time they are in school.
|
| 7-17 with the complete infrastructure for
| |
| | Every teacher would have the option of
|
| data collection and study.
| |
| | implementing the program more often
|
| Right now the best that psychologist's
| |
| | should the need arise.
|
| psychiatrists and school counselors can
| |
| | Parental Involvement
|
| offer is a reasonable guess as how to
| |
| | Getting parents involved is a significant
|
| address all of these problems. The
| |
| | issue. This is why the version that is
|
| question that arises in regard to any
| |
| | specific for the 7-17 age groups has
|
| issue involving human behavior is..."Can
| |
| | integrated guidelines. A Certified Life
|
| you fix it if you do not know how it
| |
| | Coach would be able to hold separate
|
| works?" The answer of course is an
| |
| | Workshops for adults which would allow
|
| emphatic no. It is like pounding on the
| |
| | for full understanding of the program
|
| top of your radio or TV when it goes on
| |
| | process between child and parent. With
|
| the blink and it suddenly comes back on.
| |
| | the integration of THE Life Coach into
|
| You say to yourself I guess I fixed it
| |
| | the classroom there will now be a means
|
| and this is where the problem is. Right
| |
| | by which to Measure, Monitor, Improve and
|
| now everyone is guessing. Does it make
| |
| | Teach Your Students How to Take Control
|
| any sense to guess what works in regard
| |
| | of Their Emotional State & Behavior.
|
