T HE E FFECTIVENESS W ORKSHOP

AND T OOL K IT FOR S CHOOL L EADERS

Ca m p T E P S A
O c to b e r 4 , 2 0 1 0

Pre s e nte d by :
S e n i o r Ed u c at i o n a l Co n s u l t a nt
J e n i fe r J. S e ve r s o n , Ed. D.

Quantum Learning Education

Learning Forum International Foundation
1938 Avenida Del Oro, Oceanside, CA 92056
800.285.3276 Fax 760.305.7766 www.QLN.com

1999 Quantum Learning Network / Revised 2008

The Quantum Learning System

Quantum Learning is a comprehensive approach to teaching and learning and the orchestration
of a proven system that incorporates research, instructional best practices, classroom manage-
ment tools and techniques, strategies for increasing student engagement, and collaboration
models.

1999 Quantum Learning Network / Revised 2008 1

Context

E
1999 Quantum Learning Network / Revised 2008 2
The Prime Directive

Remember:
The degree to which we
enter our students
world is the degree of
influence we have in
their lives.

Now what?

1999 Quantum Learning Network / Revised 2008 3

The Prime Directive

Enter Your StudentsWorld

The concept of Theirs to Ours, Ours to Theirs is How? By associating what you teach with an
the Prime Directive of everything thats done with- event, thought or feeling extracted from their
in the framework of Quantum Learning for home, social, athletic, musical, artistic, recreational
Teachers every interaction with students, every or academic lives. Once this link has been estab-
design of the curriculum, every instructional lished, then you can bring them into your world
method aligns with this principle. and give them your understanding of the content.
This is where new vocabulary, mental models, for-
Heres what it means. Theirs to Ours, Ours to Theirs mulas, etc. are unveiled. As connections and inter-
reminds us of the importance of entering the stu- actions are explored, both the students and
dents world rst. In order for you to earn the right teacher gain new understanding andoursbroad-
to teach, you must rst build authentic bridges ens to include not only the class but also the
into your students lives. A teaching credential or a teacher. Finally, with this expanded understand-
document stating you can teach or train merely ing and greater mastery, the students can take
states you have the authority to teach. It doesnt what theyve learned into their world and apply it
mean you have the right to teach. Teaching some- to new situations. Theirs to Ours, Ours to Theirs. It
one is an earned right and is granted by the stu- is the way of human dynamics and the Prime
dent, not by the state Department of Education. Directive of Quantum Learning for Teachers.
Learning, by its very denition, is a full-contact
activity. In other words, learning involves all
aspects of the human personality thoughts, feel-
ings and body language in addition to prior
knowledge, attitudes, beliefs and perception of
the future. Therefore, since learning deals with the
entire person, the right to facilitate that learning
must be granted by the learner and earned by the
teacher.
So, rst enter their world. Why? It earns you the
permission to lead, guide and facilitate their jour-
ney into expanded awareness and knowledge.

1999 Quantum Learning Network / Revised 2008 4

Valuing Relationships

Now what?

1999 Quantum Learning Network / Revised 2008 5

Valuing Relationships
Atmosphere is made up of relationships. The
strength of teams is embedded in how people
treat one another and how much relationships are
valued as a whole. There are four distinct ideas we
have distinguished about valuing relationships.
Big Me Little You
Big Me Little You means I value me, but I dont
value you. This style from a teacher or leaders
viewpoint is controlling and authoritarian. It works
for a short time but ultimately loses impact.
People or young children especially may respond
to this for a short time, but wait until they become
teenagers and this styles eectiveness will quickly
evaporate.
Other characteristics of a Big Me Little You rela-
tionship:
The educator is autocratic, controlling and direc-
tive.
Do it because I said so mentality and explana-
tion.
The educator tends to be critical of others.
Sta and student reactions vary from ghting
back and resentment to compliance.
Results may include high productivity in the
short run but lower results in the long run.
Big Me Big You
Our best relationships in life and our best produc-
tion and results come when there are what we call
Big Me Big You relationships. This means I value
you, you value me. Big Me Big You means we are
not necessarily equals because I may be your
teacher or supervisor, but I value who you are as a
person and you value who I am. It means I take
into account you as a person rst. I am able to sep-
arate the person from the behavior and look at
people as their highest self.
1999 Quantum Learning Network / Revised 2008
Other characteristics of a Big Me Big You relation-
ship:
The school follows a team approach.
The educator establishes objectives and makes
decisions based on the input of the group.
The administrator/teacher keeps in touch with
others and assists them when needed.
Conict is handled by using logic and facts to
make decisions
Confrontation is two-way, honest and open.
Results include high productivity and continual
improvement.
Little Me Big You
Little Me Big You is I dont value me, I value you.
In a nutshell, this is the leader or teacher who sets
rules that are always subject to change.
Allowances are made to the point of sheer frustra-
tion on the part of the rest of the organization or
the class.
Other characteristics of a Little Me Big You rela-
tionship:
The administrator or teacher creates rules and
plans but they are always subject to change for
individual needs.
The educator wants to be liked by others more
than anything else.
Well handle this later is typical. Decision mak-
ing is postponed.
Conict is handled by giving in to the requests of
others.
Trouble following through because the focus is
on pleasing.
6
Little Me Little You
Little Me Little You is the most poisonous of all
types of relationships. The dynamic of this rela-
tionship is the most opposite of Big Me Big You. It
means I dont value you, you dont value me and
disaster strikes in these types of relationships.
There is no value or respect for the person, prop-
erty or oneself. Its why incidents like April 20,
1999, happen in schools like Columbine.
Other characteristics of a Little Me Little You
relationship:
Low concern for production and people.
The educator goes through the motions, but
does the minimum required to remain in the
organization.
Communication is handled by passing messages
up and down the chain of command with as lit-
tle input as possible.
Results usually include gradual movement
toward poor quality.
Feedback is not encouraged.

1999 Quantum Learning Network / Revised 2008 7

Affinity

Anity means close relationship.

This is an exercise that begins to build or enhance anity. It is also a wonderful way to discover
positive things about ourselves and others, giving us permission to grow in self-esteem and
self-condence. Ask each question once. Responses to the person answering the question
should be a simple acknowledgement, Thank you. Each person has the opportunity to ask the
series of questions. From this experience, further discussion of personal interests and admira-
tion can take place.

1
Question

Tell me something I dont know about you

2
Question

Tell me something you like about me

3
Question

Tell me something we may agree on

1999 Quantum Learning Network / Revised 2008 8

Principles of Powerful Communication (POPC)

1
Take Okay class, stop talking and being so distracted. As you know
this class is getting harder as the days go by. The content is
One extremely confusing, and most students have a dicult time
even getting a C. So if you are expecting anything higher than
a C, you had better buckle down and work harder and longer.
What I want you to do now is take out your homework from last night,
and then you should pass them this way. (After glancing at the papers)
I can see already that I dont like the way you did this.
Today Im going to give you a choice: we can either keep making our
way through this material by lectures or you can try to understand on
your own by reading it. Now its important to note most students fail
this next section because it is so advanced.

2
Good day, class. Please be seated and focus this way.
Take
Two We are entering a portion of our curriculum that is easily the
most challenging part. I know you have the ability to do well.
Please know that students, like yourselves, have done very
well on this part. Especially when they remember to ask questions
and participate.
Lets begin where we nished with last nights homefun. Please locate
it, and then pass it to your right. (Pause for collection of papers after
looking at the papers) It looks as though we would benet from a
quick review of yesterdays concept. Is that an accurate assumption?
(Pause) Great. Lets get out our notes and review using the example
from yesterday.
Oh, by the way, after our little refresher this morning, I thought we
might approach our next portion of curriculum a bit dierently. We will
explore that following our review.

1999 Quantum Learning Network / Revised 2008 9

Elicit the Image
Try this little experiment. Do not think of a gorilla. Dont notice the
gorilla is wearing purple Spandex tights, green tennis shoes and a
baseball cap. Okay, end of experiment.
What happened? In order to not think of the colorfully clad gorilla, you
had to create the image or picture rst. Your brain naturally creates,
edits, stores and retrieves images. This happens automatically, and is
directly inuenced by the words you hear. The human brain creates
images constantly. This happens either through sensory input thats
visual, auditory or both. When you hear words your brain immediately
processes them as images. These images or impressions begin a domi-
no eect, setting o myriad associations. For example, when you hear
ball your brain retrieves a variety of stored images: basketball, base-
ball, beach ball, volleyball, tennis ball, a formal dance, all in addition to
Remember:
seeing the letters b-a-l-l. Often, the associations created are contrary, There is no comprehension
or at least misaligned with the concepts in the communication being without picturing.
heard. Its only in context that we can choose the precise meaning of Consciously create pictures
the concept. Therefore, its imperative that you consciously choose or images in your students
words to convey an idea accurately. The words you choose greatly minds that support their
learning.
impact your desired outcome.
Use the brains ability to provide rich associations to your advantage.
Craft your words to elicit an image that can propel your students learn-
ing.
Class, this is the most dicult and tedious part of the chapter, so be
cautious or youll fail.
What images does it create? Diculty, tediousness, danger, failure.
Notice how the images dier when
you say,
This is easily the most challenging
portion of the chapter. Being attentive
will ensure a clear understanding.
Create in your students minds the
impression or image you have in
your mind. Consciously choose words
that ignite positive associations,
propel learning and enhance
your communication.

1999 Quantum Learning Network / Revised 2008 10

Direct the Focus
Similar to the rst principle, directing the focus capitalizes on the brains
ability to sort through the deluge of sensory input and focus its atten-
tion. Scientists estimate our brain receives over 10,000 bits of informa-
tion every second were awake. Wow! How do we handle all that input? Common
One answer lies in the brains dual processing capability. Once in the
brain, the sensory information is processed, either on a conscious or Statements
non-conscious level (Lozanov, 1979). Rephrased
Try this experiment. Notice the layout of this page. Notice the graphics,
the format of the text, and how your eye is drawn to important Dont forget your
information. Now notice the temperature of the room youre in. What homework.
happened? As you read the words, your mind focused on each point: Remember to do
the layout, the graphics, the design, and so on. Your mind then selected your homework.
a particular input on which to focus, leaving the others, like the ambi- Now we are at the
ent temperature, non-conscious. But as soon as your attention was difficult part of this unit.
drawn to it, you zeroed in on the temperature and all the details of this This is easily the
page became non-conscious again in a split second. most challenging
part youve
How can this principle help you teach more eectively? Use Direct the
mastered so far.
Focus when giving directions. Ask yourself, Where do I want my
students to focus their attention? Then choose the words that direct Dont talk.
their focus. Focus your attention
to this spot.
Stay away from the art supplies as you move to your group, brings
attention to the art supplies. This increases the probability of someone For some of you this
noticing them. Instead, direct the focus where you want it: next section will be a
breeze.
Look to the place where your group meets. Please move directly to that This section is a
spot, and take your books with you. challenge in various
degrees.
With no mention of the art supplies and a clear focus on where to go
and what to bring, you decrease the chance of students discovering the
art supplies.
Heres another example of Direct the Focus: Lets say you want to get
your class attention. Rather than saying Stop talking or Im waiting,
direct their focus:
Please allow your eyes to look in this direction and your body to
face me.

1999 Quantum Learning Network / Revised 2008 11

Another example: Lets say youre teaching todays lesson and want
students to recall information from yesterday. Provide a cognitive
prompt by directing the focus to yesterdays highlights.
Remember from yesterday the two elements in salt, and think of their
symbols. Be ready when I call on you to tell us those two symbols.
Your words, intentionally or unintentionally, unlock associations. Since
these associations occur in students minds, we can direct them to the
associations most likely to support learning.

1999 Quantum Learning Network / Revised 2008 12

Be Inclusive
Ever notice statements like these spoken in a classroom? What I want
you to do next is take out your books. What youre going to do next is
take out the homework from last night. I need you to gather your
materials. Teachers make statements like these hundreds of times a Common
day. They clearly communicate the expected behavior, but what else do
they communicate? If language elicits associations, what associations Statements
are being invited? Notice that the words I want you to, Youre going Rephrased
to, and I need you to perpetuate a me-versus-you dynamic. The mes-
sage behind them is, Im in control and youll do what I say. Now, how I need you to take out
might someone who has negative associations wrapped around teach- your books.
ers respond to that? Perhaps in a rebellious or less-than-cooperative
Lets take out our
manner? This negative association, even at the non-conscious level, has books.
a dramatic eect on learning and behavior.
Im going to be
Now notice how the following statements create a more positive, teaching you the steps.
propelling dynamic. Well be learning the
steps.
Lets take out our books. Go ahead and take out your homework from
last night. Its time to gather our materials. Look up here.
Catch this everyone.
A simple change in words fosters an inclusive, everyone-is-invited,
collaborative relationship.
As a Quantum Learning teacher, you desire to create an atmosphere of
collaboration, teamwork and inclusion especially knowing the negative
associations some students have about the student/teacher dynamic.
Being conscious and deliberate about the words you choose can
strengthen the sense of togetherness and elicit positive associations. To
support your intention to create a collaborative learning environment,
use language that invites inclusion. Lets, us and we create a sense
of cohesion and unity. In eect the words say, Were in this together.
Remember: Everything speaks, always!

1999 Quantum Learning Network / Revised 2008 13

Be Specic
Lets say you want your class to get ready to leave for break. So you say,
Everyone, please get ready for the break. What happens? Students shove
Hot Tip
things in their desks or backpacks, toss materials onto the nearest Say what needs to
counter and tuck trash under their seats or in the corner. Did they fol- be said with the
low your instructions? Well, they did get ready for break, yet it may not greatest amount
have been the way you intended. They misinterpreted your directions of clarity and the least
because you werent specic. amount of words. Its
economy of language.
Heres a helpful rule of tongue: economy of language. In other words,
say what needs to be said with the greatest amount of clarity and the
least amount of words.
Often miscommunication results from a generality. A generality allows
room for the other person to ll in the blanks with his or her own
interpretation. The more specic the request, the greater the chance
it will be accomplished according to your intention. A more specic
request for getting ready for break would achieve the result you had in
mind. Suppose you said,
Everyone, please neatly return the materials to where you got them,
put the trash in the basket, and replace your papers in the section
labeled project.
With the specics spelled out, you increase the match between what
you intended and what the words produce. Specicity provides clarity.
Clarity promotes action.
Sometimes you may nd it necessary to say more to clearly communi-
cate, as in the previous example. Other times you may need to say less.
What I want you to do next is take out your books and nd the graph
on page 134, can simply be stated, Well focus on the graph on page
134. Lets take out our books.
Teachers often talk too much. They over-explain concepts, repeat
directions and lengthen their answers in a way that dilutes the impact
of what they say. Why do they do this? Often, because of a lack of
clarity; theyre unsure about what they want to say.

1999 Quantum Learning Network / Revised 2008 14

Heres one way to avoid this trap. Begin direction-giving statements
with an action verb: take, draw, write, move, talk, etc. Not only do you Get to the
get right to the point, you also set student behavior in motion. In
addition, you may nd it helpful to use a cueing phrase in your
point:
Begin direction-giving
direction statement.
statements with an action
When I say go, move to your team location and be seated. Go! verb:

The cueing phrase lets students know when the directions begin and Take Draw
youll avoid having to speak over the sounds of moving bodies. Also, Write Move
take a moment to organize your thoughts before you speak. What Talk
seems like forever as you stand before your class is actually only a few
moments from the students perspective. Take your time. Say what
needs to be said. Better to say it well the rst time than to restate it
after the associations have already been made in your students minds.
When you couple these four principles with your use of modality predi-
cates, youll be amazed at your students responsiveness.

1999 Quantum Learning Network / Revised 2008 15

 Its the beginning of class and your students have just arrived. They

1
Class are not yet focused and ready to begin. Get their attention. Then set
Scene the tone for this unit. Note: half the class had this unit last year but
One did not satisfactorily complete it. After you set the tone, have them
get their notes out from yesterday.

2
Its that time in the class when youre ready to hand back the graded
Class unit tests. Most of the class scored in the low C range with some A-B
Scene grades and some D-F grades. Get them ready for these grades,
Two ready and excited about corrections and refocused on the unit.

3
Class Its just past the middle of class, and your students are learning in
Scene groups. You notice that most of the groups are o task. Only 15
Three minutes remain before the end of class. Get them back on task.

4
Its the end of class. Students have the almost-time-to-leave
Class jitters. Refocus them. Then give a homework assignment that might
Scene be a stretch for most of your students. Finish with a preview of
Four tomorrows lesson.

1999 Quantum Learning Network / Revised 2008 16

POPC Practice Page

Directions: Reword each statement using Principles of Powerful Communication. Statements may lack one or
more of the principles and there may be several correct responses to a question.

1. Dont go near the lab tables. We dont want anyone to touch something and get hurt.

2. I want you to find your study group and sit with them.

3. You need to get good grades.

4. No talking.

5. Im going to start checking with you soon.

6. Try not to be late to my class.

7. I liked your report a lot.

8. Dont look inside this cabinet door.

9. Stop throwing that football in this room!

10. That wasnt a very good project you turned in.

Now what?

1999 Quantum Learning Network / Revised 2008 17

Visible Communication

O Open

T The

F Front

D Door

Now what?

1999 Quantum Learning Network / Revised 2008 18

4-Part Apology

A All

A About

M My

R
Relationships

Now what?

1999 Quantum Learning Network / Revised 2008 19

4-Part Apology in Action

Use a visual reminder with prompts or starting phrases for the 4-Part Apology. Or use an actual written
example with prompts to guide students in learning the four parts and how to apologize. On a large
poster the following is written:

A Acknowledge I know that I

A Apologize I apologize for
M Make it Right What can I do to make it right?
R Recommit Next time I will

Or the 4-Part Apology can be used on a sheet of paper for reection and writing such as this:

The 4-Part Apology

I know that I

I apologize for

What can I do to make it right?

Next time I will

1999 Quantum Learning Network / Revised 2008 20

Positive Self-Coaching

Sample Script for Students

Great Day Great Friend

Today is a great day. I feel great. I am full of life,
energy and enthusiasm. I can choose to have a
great day, and I choose to have a great day today.
Self-Esteem
I am positive, condent and in control. I like who
I am. I like how I feel, I like how I think, and I like
how I do things. I would rather be me than any-
one else in the world.
I am smart. My mind is quick and alert. My mind
makes things work right for me.
I have many wonderful talents and skills and abil-
ities. I like who I am today. Tomorrow, when I am
even better, I will like myself then too. I am a very
special person living at a very special time.
I am a great friend. I make people feel good
about themselves. People like to hear what I have
to say and know what I think. I can always see the
good in others, and I treat people with value.
People are important to me and it shows.
Good Decisions
I make good choices. I do things that make me
feel good about myself. I know right from wrong,
and I choose right. I have plenty of courage, and
standing by what I believe is no problem for me.
I am a winner, and I prove it every day.

Positive Attitude
I have a positive, winning attitude. I see the good
in others and I am excited about life. I am happy
on the inside, and I am happy on the outside. I
am persistent; I just do not give up easily.

School
I am a good student. Being a good student is no
problem for me. I stay organized and I do my
work on time and in the right way. I am alert and
active in class. I like to participate. I enjoy answer-
ing questions and taking part in discussions. My
teachers see me as an interested, hard-working,
positive student. I take pride in what I do, and I
like to do my best.

1999 Quantum Learning Network / Revised 2008 21

Sample Script for Teachers

Great Day I maintain excellent relationships with the parents

Today is a great day. I feel great. I am full of life,
energy and enthusiasm. I can choose to have a
great day, and I choose to have a great day today.
Self-Esteem
I am positive, confident and in control. I like who I
am and I like my style. I am intelligent, competent
and caring. I would rather be me than anyone else
in the world.
I am an excellent teacher. I am effective and effi-
cient. I am talented and able to get the best my
students have to give. My instructional effective-
ness is high and I am an expert at maintaining the
interest and attention of my students. My class-
room management is excellent and my students
are cooperative. My students see me as a model
for success and high achievement. They know I
respect them and they respect me.
My standards for my students are high, demand-
ing, but reasonable. I am an expert at staying
motivated and motivating my students to do their
best. I create a strong focus on effort and give con-
tinuous acknowledgement for the progress of my
students. My positive mental attitude has a strong
positive influence on my students. I am an effec-
tive educational leader.
of my students and enjoy strong support. Parents
admire my ability to bring out the best in their chil-
dren and appreciate the competency I demon-
strate in my teaching. Parents appreciate my posi-
tive, proactive approach to problem solving and
the implementation of academic interventions.
I enjoy the admiration of other educators. I am a
positive force for cooperation and high profession-
al standards. I treat all staff members with dignity
and respect. I foster opportunities for collabora-
tion and I am a valuable resource for helping and
encouraging other staff members.
Professional Educator
I am proud to be a professional educator and part
of the most important profession in the world. I
love what I do. I change lives and set students up
for success in life. I am a high-performance human
being. I take care of myself and stay resourceful. I
maintain balance in my life. The joy and wonder
for learning I create in my classroom is a hallmark
of my instruction. I orchestrate success for myself
and for each of my students.

Relationships
I easily maintain valuing relationships that build
strong rapport with my students. My students feel
safe and supported in my classroom and in my
presence. I create a strong sense of belonging for
each of my students. My students trust me and
feel my genuine caring and concern for their suc-
cess.

1999 Quantum Learning Network / Revised 2008 22

Tenets

Quantum Learning for Teachers embodies ve Tenets, or resident truths. These Tenets permeate all
aspects of Quantum Learning.

Everything
Everything
Is On
___________
___________

at happens
Everything from our environme
nt ___________ Everything th as
hestration h
to our body language sends under our orc .
purpose
a message. an intended
Before

Label

Learning happens best when

we experience the information
before acquiring labels for what
weve learned.
___________ orth
If Its W
Every _____
______
Effort rth
Its Wo
_____
______
Learning requires work.
back
Acknowledgement for our
ro vides feed reases
efforts is essential. ation p nd inc .
Celebr g progress a ith learning
ard in n s w
reg ciatio
e asso
positiv

1999 Quantum Learning Network / Revised 2008 23

The Quantum Learning Tenets
The Tenets are important concepts or guiding
principles that are basic to the Quantum
Learning system. These ideas are woven
throughout the fabric of the system, and as a
result will be rediscovered in many applications
and strategies. The Tenets are specically
designed to improve our practice in the class-
room by directing our focus. We recommend that
you post them in a place where you will see them
on a regular basis.
Everything Speaks
This concept reminds us that everything we do in
the classroom sends a message to students. The
way we greet students rst thing in the morning
or at the beginning of a class sends a message.
The way we handle an incorrect response from a
student given in front of peers sends a message.
Our Environment, the Atmosphere we create, the
Design of our lesson delivery or educational
tasks, how we dress, the way we listen, or the
character traits we model all send messages to
our students. By being constantly aware of this
important principle we tend to be more deliber-
ate and proactive in orchestrating the messages
students receive. This helps us better manage the
variables that contribute to an optimal classroom
atmosphere and learning environment.
Everything Is On Purpose
This Tenet follows logically from the one before
it, Everything Speaks. If everything speaks, then it
follows that we want to be purposeful with
everything we do in the classroom to get the
desired outcome. A focus on the Tenet,
Everything is on Purpose, encourages a greater
awareness of all the variables that inuence
learning. It is this Tenet that helps us to begin to
see our role in the classroom dierently. We are
not in the classroom to dispense knowledge
we are there to orchestrate learning. We are striv-
ing to get masterful in this orchestration, and
even small variables and details become impor-
tant to us.
1999 Quantum Learning Network / Revised 2008
Experience Before Label
This is an important principle that inuences our
lesson design and delivery. It means that we
involve students in an experience or elicit an
experience that they can relate to before we
attempt to attach it to any symbolic language or
label. From a scientic perspective we are creat-
ing schema or a new neural network in the brain
before attaching the label. It can also mean that
we move the students to inquiry where they are
seeking the label or concept before we give it to
them. For example, a math teacher may involve
students in a real-life situation in which they are
trying to solve a problem but having diculty
based on what they already know. They may
begin to look for a new formula or principle to
help them accomplish the solution. This state of
inquiry or searching would be an ideal time for
the teacher to introduce the new concept, and
this process would be called Experience Before
Label. In a literature class a teacher may have stu-
dents experience writing from a talented author
before introducing the literary concept of mood.
A science teacher may have students experience
or observe the laws of motion before actually
labeling them.
Experience Before Label is about creating a
teachable moment. It is about getting students
emotionally involved and questioning with ques-
tions such as Why? When? Where? What? How?
The word label in this principle refers to the infor-
mation we want students to learn the facts, the
formulas, the new terms, the sequence, the rea-
sons, etc. When we design our instruction using
Experience Before Label, we are using a brain-
considerate strategy that attaches the learning
to previously established schema, evokes proper
emotional learning states, maximizes the use of
inquiry, and bridges the content to the students'
world.
24
Acknowledge Every Eort
This Tenet places a strong emphasis on reinforc-
ing eort in the classroom. By acknowledging
eort the professional educator places a strong
focus on eort. This focus on eort has many
benets in the educational arena. By acknowl-
edging eort and creating a focus on eort we
help our students to know that we consider
good consistent eort the hallmark of a good
student.
One very signicant benet with a focus on eort
relates to our students' self-ecacy. Self-ecacy
is our students' concept of what they are capable
of accomplishing and relates to their views of
their own abilities. When we dene a student as
one who gives good consistent eort we are ask-
ing the student to do something he or she can
do. This is because eort is a choice. Even though
some students may not be able to compete with
the student sitting next to them in achievement
scores, they can choose to give eort, and if
eort is the sign of a good student then they can
consider themselves good students. By asking
students to give good consistent eort we are
asking them to do something they know they
can choose to do. How satised would you be as
a professional educator if all your students did
was give 100% eort? Most of us could live with
that!
1999 Quantum Learning Network / Revised 2008
If Its Worth Learning
Its Worth Celebrating
These celebrations occur inside the student and
are orchestrated by the professional educator. It
is the good feeling students have about their
own progress and their contributions to the
learning of others. It includes the joy, excitement,
and passion for learning that permeates the
classroom atmosphere. It includes the positive
acknowledgements the students receive for their
eort and participation. It may be enhanced by
such things as small as a comment by the teacher
expressing appreciation for accomplishment or
by an entire group joining together in a cheer, a
special event or a rewarding activity. It should be
an ongoing and consistent principle operating in
the classroom. It reinforces motivation and the
message, This is important.
25
8 Keys of Excellence

Integrity
To align our actions with our values. A person of Integrity consistently follows a strict code of personal
values in a way that demonstrates moral excellence.

Failure Leads to Success

To see failures as feedback. We can learn from mistakes and make the changes needed to be more
successful in the future.

Speak with Good Purpose

To be positive with our language. When there is a problem, avoid gossip by communicating with the
person directly involved.

This Is It!
To focus our attention on the present moment. Make whatever we are doing at any given time the
most important.

Commitment
To do what we set out to do. When we live a life of commitment, we have the discipline to follow
through with our commitments to others and to ourselves, even when it is challenging.

Ownership
To take responsibility for our thoughts, feelings, words, and actions. Ownership is knowing that we
can't always control what happens, but we can control how we respond.

Flexibility
To change our actions to get the desired outcome.
Flexibility allows us multiple ways to get the result.

Balance
To make the choices in our life that provide lasting
fulllment. Inner happiness comes from making
choices that ll up our body, mind, and spirit.

1999 Quantum Learning Network / Revised 2008 26

 Yes, Almost
always Mostly Sometimes never
Integrity
We have stated beliefs and values.
We know and understand them.
Our actions reflect them.
Failure Leads to Success
We are not fearful of making mistakes.
We take time to learn from mistakes and improve our systems.
We believe that failures are opportunities for growth.
Speak With Good Purpose
We speak positively with good intent. (No swearing, put-downs, gossip)
We feel safe to be honest and direct.
We walk our talk.
This Is It!
We are focused on our goals and objectives.
We make the most of every moment.
We acknowledge/accept where we are in good times and challenging times.
Commitment
We have a clear vision and solidly follow it.
We do whatever it takes to get the job done.
We can count on each other to keep our word.
Ownership
We are accountable for our actions.
We take responsibility naturally.
We see what needs to be done and do it.
Flexibility
We keep goals in view and change strategies easily to reach them.
When something isnt working, well try another way. (No ego here!)
Well ask for help when needed. (Versus Ill do it myself no matter what!)
Balance
My personal goals and values are aligned with my schools.
We respect personal and professional needs and keep them in balance.
We value a healthy mind, body, spirit and emotions.

1999 Quantum Learning Network / Revised 2008 27

Post the 8 Keys in a prominent place
Keep them before your students eyes. Make sure they are big enough to be seen easily. We use eight
large key-shaped signs, one for each Key. You can create your own signs, enlist the help of your stu-
dents, or order signs ready-made from www.quantumlearningnetwork.com.

Introduce a new Key daily, weekly, or even monthly

Discuss the denition. Games, activities, demonstrations, and facilitated discussions are eective ways
to make the Keys memorable. Tie the Key in with the days activities.

Use stories and metaphors to explain the Keys

Personal stories from your own life make a strong impact. Encourage your students to share stories of
their own. And, of course, read aloud to them from The 8 Keys of Excellence book. Each chapter focuses
on one of the 8 Keys, beginning with a short denition and illustrated through a series of true stories.

Catch your students using the Keys

Praise them when you notice them Speaking with Good Purpose or showing Commitment. Often, we
focus on behavior only when a student misbehaves. The Keys help you recognize and encourage
positive behavior.

Use the Keys to correct misbehavior

Instead of labeling a students behavior with statements like youre not paying attention or stop talk-
ing during reading time, try directing the students attention to the Keys. Ask open-ended questions
like, What Key is challenging you right now? What Key do you need to focus on? The student is then
allowed to label and correct his or her own behavior.

Model the Keys in your own life

If you want your students to take you seriously, you need to model the Keys yourself. Become aware
of your own behavior and do your best to uphold the Keys. If you do slip up, dont cover up. Turn the
occasion into an opportunity to teach the Keys. Ask your students,
What Key did I just violate? Let them know that you are working
on living the Keys all the time, just as they are, and again have
them notice other people who are or are not living the Keys,
such as family, faculty, or peers.

Work the Keys into the curriculum

Your students will remember the Keys better if they are brought up
repeatedly in various contexts. It is fairly easy to integrate the Keys into
the humanities and current events. With any piece of literature, you can
ask, What Key is the main character using? What Key is he violating? What
Key is represented in the moral or theme?

1999 Quantum Learning Network / Revised 2008 28

In history lessons, do the same. Ask how historical gures upheld the Keys: "Were they committed to
their cause? Did they use exibility to achieve their goals? Was there a Key they ignored that would have
been benecial, perhaps changing their outcomes?"

Writing assignments and journals are easily tied to the Keys. Simply ask your students to write about
the Key you are focusing on, including a denition of the Key, what it means to them and an example of
how they use it in their own lives. Many of the stories youll nd in The 8 Keys of Excellence are student
responses to these simple questions.

Science, math, and music can also present opportunities to reinforce the Keys. Examine the lives of
scientists, mathematicians, and musicians, and the Keys they used to make their breakthrough discover-
ies or develop unique musical styles. Once you begin using the Keys, youll nd it easy and natural to
work them into your lesson plans.

Now what?

1999 Quantum Learning Network / Revised 2008 29

 Where are you living?

1999 Quantum Learning Network / Revised 2008 30

The Line Chart

Choosing to live your life by your own choice is the greatest freedom you will ever have. It is only when you exercise
your right to choose that you can also exercise your right to change. The end result of your life here on earth will always
be the sum total of the choices you made while you were here.
Shad Helmstetter

1999 Quantum Learning Network / Revised 2008 31

Simon Sez / Living Above the Line
HMOY (how many of you) know the game called
Simon Sez? Its easy to play. Basically, when I say
Simon says do something, you do it. If I dont say
Simon says, you dont do it. If you do, youre out
and you sit down. Turn to someone and say This
Is It!
Now we are beginning the game. Everyone
please stand up. (Many will stand. They are out
because you didnt say Simon says. Tell everyone
they all get a chance to start over.) Simon says the
game has begun. Everyone please stand up.
(Some people will probably stand up again.) Simon
says everyone please stand up.
The ow of this game is a subtle skill so practice
your commands before you use the game in
class. Do a series of Simon-says commands,
increasing speed and diculty. Use movements
the students have done previously in class. Add
movements like jog, walk in a circle, touch your
nose, point to your toe. Use a stop command
without a Simon says when people are in
motion. Fire a quick series of commands, or
establish a pattern, then repeat it without a
Simon says. When about 10-20% of the stu-
dents are left, stop the game without saying
Simon says, a trick that usually gets most of the
remaining students out. Total time is about ve
minutes. As Simon, do not tell anyone they are
out or should sit down. Part of the debrief is
about participants choosing or not choosing
ownership. (Be sure to wear a Simon nametag
for this activity.)
HMOY heard a little voice go o when you real-
ized that you were out? (Wait for hands, indicating
that students heard the voice. Be sure to get an indi-
cation that they are relating. Reword the question
until it hits home.)
What did your voice say to you?
1999 Quantum Learning Network / Revised 2008
Elicit responses, probing for those that t below-
the-line messages like You tricked me! (lay
blame) or It was a stupid game anyway (justi-
cation). Major shifts can occur for many students
in this piece. Some will feel a bit confronted, and
some may want to check out due to feeling
uncomfortable. Your tone matters. For a lot of
the talk, you use a casual tone, eliciting respons-
es, getting right in there with them, building rap-
port and pulling their voices out of them in a way
thats comfortable (throwing in examples of how
you do the same thing) and then you get very
serious for the punch lines. Each part has a bad
news portion. Be sure to immediately counter-
act it with the next statement in a positive voice.
Also, be sure to do the pieces of this talk in order
for clarity. When you go out of order, the dierent
parts get confusing to the students. There will be
lots of examples elicited, so make sure that you
can accurately call the dierences between all
the below-the-line responses. Run through
examples of each before teaching this piece. In
particular, be clear on the dierence between
lay blame and justify.
HMOY would agree with the following state-
ment: Whatever you are doing or saying even
wearing at any given moment, is sending a mes-
sage to the people and the world around you about
who you are. It may not be the entire message of
who you are, but its a message yes? (Get agree-
ment.)
There is another statement Id like to share with
you, and that is this: People tend to show up in a
game the way they show up in their lives. In
other words, people who get panicky under
pressure in a game, tend to do the same when
theyre under pressure in their lives. People who
tend to check out when things get tough in a
game tend to check out when things get tough
in their lives, and so on.
32
Here in class we have fun and we'll continue to
have fun while we notice some things about how
we react in dierent situations. For example,
Simon Sez is denitely not the toughest game in
the world, but even with this simple game, some
of our patterns started to come up. Let me
explain.
The question is this (draw a black line across
your ipchart page half way down. In an arc above
the line, write in black) WHERE ARE YOU LIVING?
I dont mean New York or Boise or Canton. I mean
where are you living in your communication and
in those messages youre sending all the time?
Where am I coming from? What messages am I
sending? Ill propose to you that, whether its
Simon Sez or school or a conversation with our
buddies, we could be coming from a few dier-
ent places. One of these is (write at the bottom
of chart) LAY BLAME.
In other words, its someone elses fault. HMOY
do this in your lives? I know I have. In fact, I
noticed it during the game. HMOY heard your lit-
tle voice say something about me when you real-
ized that you were out? Something like, She
tricked me thats why Im out. (Get more exam-
ples.) Good.
Now lets change the scenario for a second. Now
you're in school and the teacher says to you,
Stop talking. What do you say if youre coming
from LAY BLAME? (Elicit responses, and answer
Hold on to that one for a second if a response is
not about LAY BLAME.)
Okay, now lets try another one. Lets say youre
supposed to be home at 10 pm and you dont
show up until midnight. Your parents are fuming.
What do you say if you are coming from LAY
BLAME? (Elicit responses, and answer Hold on to
that one for a second if a response is not about LAY
BLAME.)
1999 Quantum Learning Network / Revised 2008
Great. Now heres the thing we already estab-
lished that youre always sending a message to
the people around you, right? So the question is
this: What message are you sending about who
you are when you come from LAY BLAME? (Elicit
responses, then )
Everyone lean forward just a bit. (Lower tone and
volume as you say )
The message that you are actually sending to the
world when you LAY BLAME is I have no
control over my life other people control my
life.
Is that true? (Some say no.)
Again, IS THAT TRUE? (Get them to yell NO!)
Of course it's not. Yes, your parents have a lot to
say about your life, and so does the law, etc., but
in the end, who makes the nal calls about what
you do or say in the moment? (Elicit a yell of I
DO!)
Right, so turn to the person next to you and say,
Youve got control! (Pause) Exactly. So we dont
want to come from that place.
Cross out LAY BLAME with a red marker.
Now, there is another place you can choose to
come from, which I noticed during the game,
and that is a place called (write at the bottom of
the chart) JUSTIFY.
JUSTIFY is about making up some reason why its
okay that you did what you did, even though you
know its not. For example, HMOY said some-
thing like this to yourself during the game: Well
at least I wasnt the FIRST one out or This is a
stupid game anyway or something similar? Let's
go back to the school example. When the teacher
tells you to stop talking, what would you say if
you were coming from JUSTIFY? (Elicit responses
33
such as I wasnt the only kid talking or We were
talking about the assignment or Everybody else
was! Make the distinction for suggestions that are
really LAY BLAME, and put the DENY and QUIT
responses on hold.)
How about the getting-home-late example.
What would you say from this place of JUSTIFY?
(Elicit appropriate responses.)
Everyone lean forward just a bit. (Lower tone and
volume as you say )
The message that you are actually sending to the
world when you JUSTIFY is I have no con-
trol over my life outside circumstances con-
trol my life."
Is that true? (Some say no.)
Again, IS IT TRUE that outside circumstances con-
trol your life? (Get them to yell NO!)
Of course its not. Outside circumstances may
aect you, but you are totally in control of your
life. IS THAT TRUE? (Get a huge YES!)
Right, so turn to the person next to you and say,
You've got control! (Pause) Exactly. So we dont
want to come from that place.
Cross out JUSTIFY with a red marker.
Now, theres another place I noticed during the
game that you can choose to come from, and
that is a place called (write at the bottom of the
chart) DENY.
You know this one this is when you just at-out
deny something. In the game, it was a bit more
sly. HMOY goofed, then decided to continue
playing, thinking no one would notice?
(Demonstrate goong up, then looking around to
see if it was noticed.) (A few hands go up.)
Come on admit it! (More hands go up.)
1999 Quantum Learning Network / Revised 2008
Now, in the stop-talking-in-class example, what
would you say if you were coming from this
placed called DENY? (Elicit I wasnt talking.)
How about the coming-home-late situation?
(Elicit examples.)
The question is this what message are you
sending about who you are when you DENY?
(Elicit responses, then )
Everyone lean forward just a bit. (Lower tone and
volume as you say)
This message is serious. The message that you
are actually sending to the world when you
DENY is I am a liar and cannot be trusted.
Is that true about you? (Most say no.)
Again, IS THAT TRUE? (Get them all to yell NO!)
Of course it's not true. We may have lied before in
our lives, but we dont want people to think that
we are a chronic liar. We want people to trust us.
IS THAT TRUE? (Get a huge YES!)
Right, so turn to the person next to you and say,
You can be trusted. (Pause) Exactly. We dont
want to come from that place.
Cross out DENY with a red marker.
Now, theres still another place you can choose to
come from, one that makes me sad, and I see it
often. It's a place called (write at the bottom of
the chart) QUIT.
This one is simply giving up. HMOY have ever
done this in class? How about with someone like
a parent or teacher who you were trying to get
through to, but they just werent getting it? Yes,
and this one shows up dierently. It usually looks
and sounds like eyes rolling, hand up, and what-
ever. (Role-play the negative attitude.)
34
HMOY have been guilty of ever having a negative
attitude? (Hands go up.) Yes, we know.
Heres the question. What message are you send-
ing about who you are when you QUIT? (Elicit
responses, then )
I hate to break this news to you, but the message
some people think theyre sending when they
have that attitude is I cant be bothered. In real-
ity, though, when you quit, give up, drop out,
what message are you really sending about your-
self?
Everyone lean forward. (Lower tone and volume as
you say )
The message that you are really sending to the
world when you QUIT is I don't have what it
takes."
Is that true? (Some say no.)
Again, IS IT TRUE? (Get them to yell NO!)
Of course its not. You have ALL that it takes and
more! IS THAT TRUE? (Get a huge YES!)
Right, so turn to the person next to you and say,
You have ALL that it takes! (Pause) Exactly. So
we dont want to come from that place.
Cross out QUIT with a red marker.
What do you notice about all of these places
below the line? If we are playing in the game
called life, all of these places tell the world that
we are playing on a pretty pathetic team the
VICTIM team.
Write VICTIM in big red letters on the bottom of
the chart.
In other words, Poor me my life is being
done TO me. Is that true? (Elicit a big NO!)
1999 Quantum Learning Network / Revised 2008
Of course not but do we come from these "vic-
tim" places a lot of the time? (Elicit a yes)
HMOY come from these places with your par-
ents? How about at school? How about with your
friends? HMOY know an adult who lives their
whole life below the line? (Hands) Yes.
Understand that this is a BIG concept that actual-
ly came from the business world adults also
have a hard time with this. You see, we all do
them, yet heres the danger
All of these places we come from in sending
those messages to the world become masks that
we wear. We hide behind them in our communi-
cation with everyone around us, and we never
take control our lives and say, This is it! This is MY
life!
HMOY would like to come out from behind those
masks and move up from below the line and
have more power in your life? (Hands) Great,
because the truth is that you have the power to
come from a much stronger place (write at the
top of the chart) RESPOND-ABILITY.
Yes this is a little dierent from responsibility,
because you have the ABILITY to what? (Elicit
RESPOND) Yes. You can say no masks, no stories,
this is MY LIFE. Sometimes I make great decisions
and sometimes I mess up, and its still ME running
the show. I have the ability to respond in a way
that gives me choices, power, and freedom in my
life. I have the ability to choose how to respond
to my circumstances. The more we can learn
about what works the more (write CHOICES
on the chart in green) CHOICES we have! When
we recognize we can choose how we respond,
we gain a better understanding of the POWER
we have in creating the life we want. And when
we actively seek more choices instead of laying
blame, justifying, denying, or quitting, we ulti-
mately end up with FREEDOM. Choices lead to
power, power leads to freedom.
35
 Write on the chart in green, POWER and
FREEDOM
The more choices we have, the more exibility
and freedom we have to act. What would be a
likely response from people like parents if you
were to suddenly start taking responsibility for
your actions, for your chores around the house,
for your homework? (Elicit that they would be
given more freedom.)
Taking ownership makes us more trustworthy
and more worthy of freedom in the eyes of our
parents and others. This is the "Ownership Team."
1999 Quantum Learning Network / Revised 2008
Write OWNERSHIP in blue by the words
Respond-Ability, Choices, Power, and Freedom.
Now the question is, to live with Ownership to
take responsibility for our actions where do we
draw the line here? (Elicit Between FREEDOM and
LAY BLAME") Exactly. Ownership means living
above the line. The question now is this
(write in black) WHERE ARE YOU LIVING?
If time allows, end by getting examples of ways
people could and will take more ownership for
their life at school and at home.
36
Home Court Advantage

Now what?

1999 Quantum Learning Network / Revised 2008 37

The Maze

Objective
To discover the safe path of non-beeping squares through the maze.

How to Travel the Maze

1. Only one player may be on the maze until the entire path is discovered. Everyone participates by
rotating turns on the maze.

2. On the maze, you may move to any adjacent square: forward, backward, sideways, and diagonally.
As many as eight squares may be available.

3. Some squares beep, some don't. If you hear no beep, you may continue by stepping on any adjacent
square. If the square is a beeping square you must backtrack to exit the maze. There is no time penal-
ty for getting beeped as you are exploring a new move. Once you have placed both feet in a square
you have committed to your move.

4. After you are beeped, you must exit the same way you entered. If you step on an incorrect square
while backtracking, you will hear a buzz sound and one minute will be added to your time.

5. Discover the path without the use of props like paper and pens and without marking the path no
Hansel and Gretel-ing! Travel the path without the aid of pieces of paper, coins, etc. dropped to mark
the pathway.

6. Avoid touching the maze or the person on the maze. Each time a supporter touches the maze, a buzz
is heard and one minute is added to your time.

7. Once your team has discovered the path, there can be up to three players on the maze at a time.
However, if any one of those players misses a square, all the players behind him/her must back o in the
correct order. Each missed square on the return for any of them is a minute added to your team time.

8. This is a timed event.

9. You may not use any known spoken language during this activity. Each time the maze master hears
talking, one minute is added to your time.

1999 Quantum Learning Network / Revised 2008 38

Maze Master Grid

Stepping in an incorrect square

Beep Tally buzzes here. Each
Buzz This is a silent event buzz is a one-minute
Buzz Props are illegal time penalty.
Buzz Please retrace your steps correctly
Buzz One person on the maze at a time
Buzz This is the maze masters space

Start on this end

Maze Master here

When the team completes the maze please say, Congratulations! Your team has successfully completed the
maze. You may now begin to move through the maze in groups of three or less united by touch!
Continue to beep and buzz when appropriate

1999 Quantum Learning Network / Revised 2008 39

Brain Preferences Survey

Modality Indicator
John Parks Le Tellier

Directions: Select A, B, or C based on the word group or sentence you like the best. Circle the letter of your
selection. Then transfer your selections to the Modality Data Sheet. Add the number of selections
in each column and multiply by four. Graph your results on the Brain Preferences Profile.

1. A. Rustling - Hear - Tempo B. Texture - Feel - Soft C. Illustration - Snapshot - Picture

2. A. I get it. B. I see. C. I hear you
3. A. I heard the train whistle. B. I saw the rows of flowers. C. I felt the breeze on my back.
4. A. Focus - Color - Inspect B. Chat - Stillness - Tune C. Race - Latch - Loosen
5. A. Birds-eye view B. Rings true C. Hang in there
6. A. Nod - Glide - Signal B. Shiny - Reflection - Attractive C. Call - Whisper - Bell
7. A. This sounds good to me. B. This feels good to me. C. This looks good to me.
8. A. Vision - Clear - Glimpse B. Melody - Quiet - Hear C. Touch - Smooth - Movement
9. A. I sense how you feel. B. I hear what youre saying. C. I see what you mean.
10. A. Peek - Sight - View B. Scoot - Gallop - Skip C. Describe - Song - Chime
11. A. Get in touch with B. Appears to me C. Loud and clear
12. A. Lend me an ear. B. Keep an eye out. C. Give him a hand.
13. A. The sport was fun. B. The sunset was beautiful. C. It was music to my ears.
14. A. Grip - Support - Relax B. Mention - Tone - Rhyme C. Show - Notice - Dream
15. A. It sounded good. B. It felt good. C. It looked good.
16. A. Look at this. B. Catch this. C. Listen up.
17. A. Purring - Listen - Talk B. Glow - Appear - See C. Hold - Trot - Catch
18. A. Clear as a bell B. Smooth as silk C. Bright as day
19. A. The feel of the sand B. The view of the ocean C. The sound of the waves
20. A. Look - Color - Glance B. Upbeat - Speak - Sound C. Motion - Lukewarm Sprint
21. A. Let me hear this. B. Let me do this. C. Let me see this.
22. A. The sight on the stage B. The sound of the instruments C. The vibration in the air
23. A. Discuss - Silence - Say B. Watch - Shine - Observe C. Run - Throw - Snap
24. A. The sound had an B. The cloth had a C. The painting had
interesting melody. smooth feel. beautiful colors.
25. A. A glimpse of... B. Hear the sound... C. In touch with...

1999 Quantum Learning Network / Revised 2008 40

 Modality Data Sheet
John Parks Le Tellier

Directions: Transfer your responses to this data sheet by placing a circle around the letter. Count the number
of letters circled and enter the total at the bottom of each column. Multiply by four and then
graph your results on the Brain Preferences Profile.

1. C A B
2. B C A
3. B A C
4. A B C
5. A B C

6. B C A
7. C A B
8. A B C
9. C B A
10. A C B

11. B C A
12. B A C
13. B C A
14. C B A
15. C A B

16. A C B
17. B A C
18. C A B
19. B C A
20. A B C

21. C A B
22. A B C
23. B A C
24. C A B
25. A B C

Total 1 Total 2 Total 3

x4= x4= x4=

Put the total from the column in this box and multiply by 4 to get the score you will graph on the
Brain Preferences Profile.

1999 Quantum Learning Network / Revised 2008 41

Brain Preferences Profile

Modality Indicator

1 Visual
10 20 30 40 50 60 70 80 90

2 Auditory
10 20 30 40 50 60 70 80 90

3 Kinesthetic
10 20 30 40 50 60 70 80 90

1999 Quantum Learning Network / Revised 2008 42

VAK Characteristics

V
A
K
1999 Quantum Learning Network / Revised 2008 43
VAK Teaching Strategies

Use color. Create activities that involve

role playing.
Have students create a song or chant
to remember key information. Provide the Big Picture.

Use music. Provide opportunities for movement.

Encourage students to use mind Vocal variations.

maps to visually display content.
Anchor content to sounds or voices.
Use callbacks.
Stay in their immediate visual eld,
Teach specic content in a but give them space.
specic location.
Anchor a prop to specic content.
Provide opportunities for students to
Use proximity.
peer teach or review within groups or
with a neighbor. Use purposeful pauses.
Stand by your content. Create a motion/dance for the content.
Teach the way you test. Use silence.
Provide opportunities to learn
by doing.

Talk slower.
Use visual representations of content
and graphic organizers. V
Give auditory instructions to
supplement written directions. A
K

1999 Quantum Learning Network / Revised 2008 44

Brain Preferences Survey

Style Indicator
John Parks Le Tellier

Directions: Select two items from each group that describe you best or best finish the sentence. It is essential that you
select two items from each group for the data to work properly. Once you have made your selections,
transfer your selections to the Style Indicator Data Sheet by circling the letters you chose. Count the
number of selections in each column to get your total for each column. Multiply this number by four to get
your score. Use these numbers to graph your results on the Brain Preferences Profile.

1. A. Seeing possibilities 9. A. Communicating

B. Completing work B. Discovering
C. Gaining ideas C. Cautious
D. Cooperation D. Reasoning

2. A. Sharing 10. A. Conceptual

B. Orderly B. Inventive
C. Logical C. Precise
D. Innovative D. Flexible

3. A. Doing 11. A. Problem-solver

B. Feeling B. People-person
C. Thinking C. Non-fiction reader
D. Experimenting D. Planner

4. A. Theory and research 12. A. Discussing

B. Investigating and exploring B. Getting to the point
C. Intuition and insight C. Creating
D. Consistency and order D. Relating to others

5. A. Memorize 13. A. Well planned

B. Personalize B. Studious
C. Originate C. Understanding
D. Think through D. Curious

6. A. I enjoy working closely with others. 14. A. I like creative writing.

B. I can easily remember facts and details. B. I like discussing concepts.
C. I like to figure out how things work. C. I like making timelines.
D. I learn well through reading and lecture. D. I like trying new things.

7. I like 15. A. Organized

A. brainstorming and discovery. B. Caring
B. listening to an expert and taking notes. C. Questioning
C. working on group projects. D. Academic
D. practical learning with clear directions.

8. In a group I am good at
A. seeing possibilities.
B. gathering information.
C. keeping the group on task.
D. helping group members work together.

Permission to copy for non-commercial purposes

1999 Quantum Learning Network / Revised 2008 45

 Style Indicator Data Sheet
John Parks Le Tellier

Directions: Transfer your selections from the Style Indicator to the data box below by circling the letters you chose.
Count the number of selections in each column to get your total for each column. Multiply this number
by four to get your score. Use these numbers to graph your results on the Brain Preferences Profile.

1. B C D A
2. B C A D
3. A C B D

4. D A C B
5. A D B C
6. B D A C

7. D B C A
8. C B D A
9. C D A B

10. C A D B
11. D C B A
12. B A D C

13. A B C D
14. C B A D
15. A D B C

TOTALS 1. 2. 3. 4.

x4= 1. 2. 3. 4.

Graph the bottom totals on the Brain Preferences Profile

Permission to copy for non-commercial purposes

1999 Quantum Learning Network / Revised 2008 46

Brain Preferences Profile

Style Indicator

Left Right

120 100 80 60 40 20 0 0 20 40 60 80 100 120

Permission to copy for non-commercial purposes

1999 Quantum Learning Network / Revised 2008 47

Notes
Notes
Notes
Notes
 Being the Best Leader: Rules of Engagement Session Evaluation

Date: October 4, 2010 Instructor: Jenny Severson

Email Address (to receive implementation strategies):

Please provide an email address that will not be blocked by a firewall.

Your Name: Position (grade, subject):

School or Organization Name:

School or Organization Address:

City: State: Zip:

Work Phone: ( ) Home Phone: ( )

Please Rate The Following

1= strongly disagree 2= disagree 3= agree 4= strongly agree

The instructor
was engaging 1 2 3 4
was knowledgeable 1 2 3 4
modeled the QL strategies 1 2 3 4
provided a variety of examples 1 2 3 4

The information
was clear and easy to understand 1 2 3 4
is relevant to my position 1 2 3 4

The pace of the session

was well balanced between delivery
and implementation time 1 2 3 4

The Quantum Learning strategies

can be implemented to my school 1 2 3 4
can be adapted to match my style 1 2 3 4

We would appreciate any references and are happy to contact school or district leaders in your area.
If you have recommendations, please write their contact information on the back of this page.

Quantum Learning Network

1938 Avenida del Oro, Oceanside, CA 92056
Phone 800.285.3276 Fax 760.305.7766
Teaching the 8 Keys of Excellence
Many elementary school teachers around the country use literature and projects to teach the 8 Keys of
Excellence. The matrix below represents one way Alamo Heights ISD in San Antonio, Texas has integrated the
keys at the elementary level using kid-friendly language. Literature brings the 8 Keys to life by connecting them
to discipline and character education efforts.

Character / Discipline Focus Potential Social Skills / Literature Connections

Character Traits
Integrity Follow Directions Come Along, Daisy
Do the right thing (even when the Getting Attention Joshua Disobeys
teacher is not looking). Appropriately Miss Nelson is Missing
Failure Leads to Success Effort No More Jumping on the
We learn from our mistakes and Fairness Bed
continue to work on improving Pookins Gets Her Way
skills. Oops-a-Daisy
Speak with Good Purpose Respect / Manners Mean Jean the Recess
Words are powerful so we can Compassion / Empathy Queen
choose them carefully. Words Tolerance / Acceptance Stand Tall Molly Lou Melon
should move people forward, not The Man with Very Bad
hold them back or hurt them. Manners
This is it! Paying Attention Howard B. Wigglebottom
We can live in the moment and Time Management Learns to Listen
use our time wisely. Organization Listen Buddy
I Just Forgot
Commitment Effort / Perseverance Dudley, the Dog that Could
We put forth good effort and Goal Setting The Little Engine that Could
refuse to give up. Ella Sarah Gets Dressed
Flexibility Accepting No for an Thats Not Fair!
Roll with the punches and go with Answer The Quilt Makers Gift
the flow! In school, we get what Fairness A Very Special Critter
we need to succeed, but we dont Diversity
always get what we want.
Ownership Making Good Choices Hey Little Ant
We determine our consequences Disagreeing Babushkas Doll
by the choices we make. Appropriately Miss Nelson is Missing
Resisting Peer Pressure
/ Bullying
Balance Responsibility Pig Pig Grows Up
To grow we have to work to keep Feelings Mean Soup
a healthy body, smart mind and a Independence Big Moon Tortilla
good attitude! Healthy Living
Classroom Atmosphere
In traveling to hundreds of schools and communities over the last 10 years, I notice that there is a correlation
between atmosphere and performance. When Susan Greenfield first exposed this idea that theres a link
between performance and the amygdala, or feelings of safety, many educators began to reconsider the
atmosphere of their classrooms.

I frequently have observed, coached teachers or worked in schools where I thought the teaching was average but
the atmosphere was so welcoming, warm and community orientated, the performance matched the feeling of
the school. I have been in other schools where the atmosphere was stark, shallow, hallow, unfriendly and then
the superstar teachers begin to walk in, and, trust me, every thing changes. This is the difference between
atmosphere and environment. Teachers create atmosphere. Leaders create atmosphere. Environment is different;
its the physical surroundings whereas atmosphere deals with the heart, the feelings, and emotional connections.

Classroom Atmosphere Survey

Directions: Please complete this survey by circling No, Sometimes, or Yes for each question.

1. People in this school really enjoy kids. No Sometimes Yes

2. I wish for another teacher like this one next year. No Sometimes Yes

3. I am an important part of this classroom. No Sometimes Yes

4. I have good friends in this class. No Sometimes Yes

5. This classroom is enjoyable. No Sometimes Yes

6. I complete my work every day. No Sometimes Yes

7. My teacher knows about my family. No Sometimes Yes

8. I dislike school. No Sometimes Yes

9. I feel that people pick on me. No Sometimes Yes

10. The teacher has favorites. No Sometimes Yes

11. Kids in the class are always willing to share. No Sometimes Yes

12. I tell my parents about things I do in school. No Sometimes Yes

13. Talking and sharing are important here. No Sometimes Yes

14. There are safe people I can go to here at school. No Sometimes Yes

15. My teacher is good at handling challenges No Sometimes Yes

Comments on anything else you want to say about this class or the school as a whole:

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