"There is no more exhilarating, exciting, or downright demanding job than that of a teacher. Chickie-Wolfe has captured many of the dispositions and attributions that great teachers have possessed or developed in the process of becoming great. Using this workbook to elaborate, reflect, and act on these and other such affirmations will help you be a great teacher." Robert Rivers, Dean, School of Education Purdue University Calumet
Renew and reinvigorate your commitment to teaching!
Positive affirmations guide the brain to positive thinking. This gem of a workbook inspires educators at all grade levels and points in their careers to strive for excellence every day. Louise A. Chickie-Wolfe expands on core motivating affirmations to help readers establish goals, deepen self-understanding, maintain a positive perspective in their work, and reinforce their commitment to teaching as a profession.
The second edition of Lucky to Be a Teacher is an ideal gift for teachers to honor the essential work they do and help build the necessary resilience to stay in the field. Features include:
33 updated affirmations to encourage teachers in their pursuit of a positive classroom Guided reflection questions with room for response to accompany each affirmation Writing prompts to help teachers write their own affirmations
Reignite the passion and drive that drew you to teaching as a career and reap the benefits of a positive outlook, an energized classroom, and joyful students!
Reviews
"There is no more exhilarating, exciting, or downright demanding job than that of a teacher. Chickie-Wolfe has captured many of the dispositions and attributions that great teachers have possessed or developed in the process of becoming great. Using this workbook to elaborate, reflect, and act on these and other such affirmations will help you be a great teacher." -- Robert Rivers, Dean, School of Education "Chickie-Wolfe captures the essence of what it means to be a teacher through the values that permeate these affirmations. At the heart of her message is the deep belief that the world of ideas is of central importance to us as teachers and as human beings. She not only gives us the rare opportunity to shape our thoughts, which give substance to our beliefs, but offers us myriad possibilities of becoming happier and more successful in all that we do, which is the sign of a remarkable teacher." -- Mari Koerner, Dean, College of Teacher Education and Leadership "In my current role, I would encourage teachers and principals to utilize the positive affirmation questions to begin staff meetings and facilitate meaningful dialogue. Too often, we dont take the time for reflection, which is imperative to our growth. Our goal is to create a positive and nurturing environment for all of our children to learn and grow. The reflective nature of the workbook can help create this reality." -- Shannon OBrien, Director of Curriculum and Instruction
| Preface |
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vii | |
| Acknowledgments |
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ix | |
| About the Author |
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xi | |
| Introduction |
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1 | (8) |
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Affirmations, Elaborations, and Guided Reflections |
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9 | (67) |
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I believe in the inherent worth of each student |
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10 | (2) |
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I make a difference in the lives of my students |
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12 | (2) |
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I create a safe and friendly atmosphere in my classroom |
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14 | (2) |
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I smile a lot and am very positive in my work |
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16 | (2) |
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I say exactly what I mean and mean exactly what I say |
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18 | (2) |
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I am fair and considerate of my students' feelings |
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20 | (2) |
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I am creative and competent |
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22 | (2) |
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I realize that teaching is a profession of utmost importance |
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24 | (2) |
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I believe that children are our most important natural resource |
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26 | (2) |
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I am a lifelong learner, and my students know it |
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28 | (2) |
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I am organized, and I plan ahead |
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30 | (2) |
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I believe that teaching is satisfying and rewarding |
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32 | (2) |
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I am not the same teacher I was yesterday, because each day I learn and experience more |
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34 | (2) |
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I remember how much it hurts to fail, and I am patient and understanding with students' difficulties |
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36 | (2) |
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I do not take personally anything said to me in anger by a student |
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38 | (2) |
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I am consistent and Knowledgeable in my field |
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40 | (2) |
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I know my students' abilities, and I have realistic expectations for each of them |
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42 | (2) |
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My students and I become a family |
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44 | (2) |
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I celebrate every milestone---even the smallest ones |
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46 | (2) |
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I help my students find academic and personal success |
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48 | (2) |
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I model honesty and dependability |
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50 | (2) |
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I encourage my students to think |
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52 | (2) |
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I enjoy the diversity of my students |
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54 | (2) |
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I share positive moments from my class with colleagues |
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56 | (2) |
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I know how the brain works best, and I teach accordingly |
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58 | (2) |
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I make personal connections with my students |
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60 | (2) |
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I help my students make personal connections to what they study |
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62 | (2) |
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I incorporate service projects into my teaching |
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64 | (2) |
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I welcome change and handle it easily |
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66 | (2) |
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I seek and find peace in my workplace as I help build a better world |
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68 | (2) |
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I respect my students, and they respect me |
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70 | (2) |
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My students and I have fun together |
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72 | (2) |
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My students and I learn together |
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74 | (2) |
| Your Own Personalized Affirmations |
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76 | (6) |
| References |
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82 | |
In 2008, Louise A. Chickie-Wolfe retired from classroom teaching after 35 years of experience. She taught general education, gifted children, and students with serious learning and behavioral problems. Her experience covers elementary, middle school, high school, and college levels. Chickie-Wolfe has also informed, inspired, and motivated educators and parents at workshops across the country. She currently serves as an adjunct professor in the Graduate School of Education at Purdue University Calumet, where she has worked for more than 30 years. She trained and supervised student teachers at Peabody College, where she also taught courses in special education and managing academic and social behavior in the classroom. Named Outstanding Teacher of the Year by the Indiana chapter of the Council for Exceptional Children and again by the Inland Steel/Ryerson Foundation, Chickie-Wolfe was also named The Times 2008 Woman of Merit, received a Master Teacher Endowment, and spoke at the International School Psychology Associations 2007 Colloquium in Tempere, Finland. In that same year, she received a grant to create and sponsor a junior historical society in her community for students in Grades 5, 6, 7, and 8, which keeps her busy and maintains her involvement with students. She is the co-author of the book Fostering Independent Learning and co-authored a chapter in Best Practices in School Psychology V on study skills. She is the educational and behavioral consultant and speaker/trainer for Schoolhouse Treasures Ink, Inc. She earned her doctorate degree at George Peabody College of Vanderbilt University in Special Education and Human Development.
Through these varied experiences and with the love of her family and friends, Chickie-Wolfe has developed a teaching and personal philosophy that is positive, sensitive, and highly successful.
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