www.characterconferences.com mannrentoy@gmail.com

6. Warning Signs of Bad Teaching
1. Shows little knowledge of the subject matter she is
supposed to be teaching.
2. Lacks basic academic skills.
3. Holds low expectations for students.
4. Makes little effort to maintain discipline.
5. Does not focus on academic goals.

7. Warning Signs of Bad Teaching
6. Can’t communicate knowledge in an interesting way.
7. Gives disorganized lessons and vague, careless
assignments.
8. Does not assign homework on a regular basis.
9. Is not aware of your child’s strengths, weaknesses,
and interests.

8. Warning Signs of Bad Teaching
10. Shows little enthusiasm for her work.
11. Belittles students’ efforts.
12. Shows no interest in communicating with parents.
13. Exhibits unsound character or unprofessional
behavior.

9. FOUR STAGES OF
TEACHING

10. FANTASY

11. SURVIVAL

12. MASTERY

13. IMPACT

14. The Four Stages of Teaching:
FANTASY
SURVIVAL
MASTERY
IMPACT

15. Top 3 Traits of an
Effective Teacher:
(based on a 50-year study
published by
EDUCATIONAL LEADERSHIP)

16. AN EFFECTIVE TEACHER IS A
GOOD CLASSROOM MANAGER

17. AN EFFECTIVE TEACHER
DESIGNS LESSONS TO REACH
MASTERY

18. AN EFFECTIVE TEACHER HAS
POSITIVE EXPECTATION THAT
STUDENTS WILL BE
SUCCESSFUL

19. The Number one
factor governing
learning is
Classroom
Management
Not discipline
Not self esteem
Not motivation
Not class size, etc.

20. Discipline
v.s.
Classroom
Management

21. The best way to manage is to
have Procedures & Routines.
Clearly define
classroom procedures
and routines.

22. You want responsible
students?
1. The only way you can have
responsible students is if you have
procedures and routines which the
students can be responsible to.
2. When students know how the class is
run, they will more willingly do whatever
you want them to do.

23. PROCEDURES
AND
ROUTINES

24. PROCEDURES:
What you want students to do.
ROUTINES:
What the students do automatically.

25. THE NUMBER ONE
PROBLEM
IN THE CLASSROOM
IS NOT
DISCIPLINE;
IT IS THE LACK OF
PROCEDURES AND
ROUTINES.

26. Passing in papers
Heading of papers
Roll call
Entering the classroom
When asking a question
Getting to work immediately
When teacher is tardy

27. End of period class dismissal
Participating in Class Discussion
When a student needs paper/pen
Coming to attention
When you are absent
Working cooperatively
Changing groups

28. IT IS THE
PROCEDURES
THAT SET UP
THE CLASS
FOR ACHIEVEMENT
TO TAKE PLACE.

29. Kohlberg’s
Six Levels
of
Moral Development

30. I DON’T
WANT TO
GET INTO
TROUBLE

31. I WANT
A
REWARD

32. I WANT TO
PLEASE
SOMEBODY.

33. I FOLLOW
THE RULES

34. I AM CONSIDERATE OF
OTHER PREOPLE

35. I HAVE A
PERSONAL CODE
OF BEHAVIOR
AND I FOLLOW IT

36. Level 1: I don’t want to get in trouble.
Level 2: I want a reward.
Level 3: I want to please somebody.
Level 4: I follow the rules.
Level 5: I am considerate of other people.
Level 6: I have a personal code of
behavior and I follow it.

37. Once and for all,
you can solve
that discipline problem.

38. THE KIDS
WANT DISCIPLINE
EVEN MORE THAN
YOU DO!

39. 5 Myths of
Discipline

40. SMILE
BIG AND TOUGH
LATEST
GADGETS
MIDDLE CLASS
FRIENDS

41. Low Control,
Low Support
Low Control,
High Support
Bored
Frustrated

43. High Control,
Low Support
High Control,
High Support
Revengeful
Successful

44. The
Discipline
Plan

45. 3 Parts
The Rules
Negative Consequences
(Penalty)
Positive Consequences
(Rewards)

46. "Good News" notes sent to parent
Smile-O-Gram for pupil
Happy face/rubber stamp/sticker
award on a good piece of work
"Citizen of the Day" award
Pat on shoulder
"I'm proud of you!" statement
Special "free time" allotment
Stars on chart for daily/weekly award
"Special Helper of the Day" award
Healthful food treat--if allowed
Tokens or chips to be traded
Time at learning center/computer

47. Row, line, or class leader job
Extra "free-choice" time
Selection from "Goodie Bag"
Lunch with the teacher
Extra media center time
Assistant to school secretary,
librarian, or custodian
Visit to principal for
special acknowledgement
Tutor or assist other students
Selector of group activity or project
Exchange card for extra points
Free homework pass
Call to parent(s) with good news

48. Isolation in classroom (time out)
Loss of break period
Loss of all or part of recess
Short detention at lunchtime
Isolation in lunch room
Detention after school
Clean up the mess created
Student call to parent at home
or work to report misbehavior
Isolation in another classroom
(by pre-arrangement)
Loss of star/demerit on behavior chart

49. Assignment to clean-up tasks--room,
building, yard
Restriction from programs and
special assemblies
Loss of center time or/free-choice time
Lower conduct grade
Seating assignment changed
Tape-recording of tantrums;
play back for parents

50. Removal of pupil and desk to hallway
Student apology to those offended
Last in line
Request student to repeat
rule and to follow rule
Notes home to parent(s)
Removal to the office
In-school suspension
Recommendation for suspension
Recommendation for alternative school

51. There should be
more rewards
than penalties.

57. HAL URBAN STRATEGIES

58. The most important thing he did
as a teacher.

59. Never let the demands of your
job cause you to forget that
each one of your students is a
feeling- thinking human being.
For education to be effective, it
must be personal.
- George Isaac Brown

60. The deepest urge in human
nature is the desire to be
important.
- John Dewey

61. - Eye contact
- Shaking hands
- Smiling

62. KID WELCOMING STUDENTS

63. Second Most Important Thing
He Did as a Teacher:
Teach Manners and the
Golden Rule

64. If manners were an animal, it
would be an endangered
species.
- Henry Rogers

65. 65
THE DAILY FOUR
1. Share good news (with a partner; 1 min
each).
2. Tell about someone or something you’re
grateful for (new partner; 1 min. each).
3. Affirm someone in the class.
4. Make us laugh. (Joke must be clean.)
—Hal Urban, Lessons from the Classroom: 20
Things Good Teachers Do
(www.halurban.com)

66. Choosing an Atmosphere
Rude Courteous
Inconsiderate Considerate
Disrespectful Respectful
Offensive Polite

67. The Road
that leads
to two
paths…

69. www.characterconferences.com

70. EMMANUEL M. RENTOY

71. NAME & TITLE OF THE SEMINAR
IWANTMYCERTIFICATE@GMAIL.COM

72. FOR HANDOUTS,
please join us in
FaceBook:
GROUP: The
Professional
Teacher

73. https://www.facebook.com/groups/theprofessionalteacher

77. DIGITAL COPY
839 Pages
P50

79. With Hal Urban

80. Only P300

81. catalystpds@gmail.com

82. Principles
of Raising
Good Children

83. PRINCIPLE 1
Know what good
character is and
make character
development a
high priority.

84. What will my students be
like when they are grown
men and women? Will
they be hardworking and
responsible?

85. Will they make loving
husbands and wives and
capable mothers and
fathers?

86. How might my actions
now as a teacher affect
those outcomes?

88. PRINCIPLE 2
Love children
(4 WAYS: affirmation, time,
communication, & sacrifice)

90. #1. Attention and Affirmation
 Notice and nurture your children’s interests—an
authentic way of loving and respecting them.
 A sport, talent, or other interest helps a young
person develop their sense of being their own
person.

91. Praise more than you criticize
“My father criticized me constantly. He
wanted me to be tough. I guess he
thought that by pointing out my faults,
I would get better. It made me stop
trying.”
—Meg Meeker, M.D., Strong Fathers,
Strong Daughters

92. #2. Time
We need
psychologically
intimate, face-to-face
time with the children.

93. #3. Communication

94. #4. Sacrifice

95. PRINCIPLE 3
Be an
authoritative
teacher.

96. Require children
always to speak
respectfully to you—in
what they say and in
their tone of voice.

97. PRINCIPLE 4
Teach by
example.

98. Moral Moments
Our Students
Remember

99. PRINCIPLE 5
Teach Students to
Manage the
Moral
Environment

100. What The Research Shows
1. Kids who watch the most violent TV are
the most violent.
2. Kids are also desensitized by exposure
to violence.
3. Teens who frequently watch sexual
content are more likely to become
sexually active.

101. PRINCIPLE 6
Use direct teaching and
questioning to develop
conscience and moral
reasoning.

102. Practice what you
preach, but don’t
forget to preach
what you practice.

103. PRINCIPLE 7
Discipline
Wisely

104. PRINCIPLE 8
Solve problems
and conflicts fairly
and with love.

105. PRINCIPLE 9
Foster spiritual
development.

106. Young people need to think about life’s largest
questions:
 What is the meaning of life?
 What is the purpose of my life?
 What work should I do?
 What leads to happiness?
 How can I find true love?
 Why is there so much suffering in the world?
 Is this life all there is?
 Is there a God? If there is, what does that mean
for me?

107. Religion’s impact on youth
character
Research shows that teens who regularly
practice a religious faith:
 Work harder in school and get better grades
 Are more involved in service activities
 Are less likely to steal, be violent, use drugs
and alcohol, or have sex
 Have greater life satisfaction and lower
suicide rates.
-www.childtrends.org

108. “If a young person does not
pray, he or she will almost
certainly experience a crisis of
faith. Without prayer, they will
not have the spiritual vitality to
withstand the onslaughts of a
pagan world.”
— Hugh Thwaites

109. catalystpds@gmail.com