Jeffrey Schillinger

Jason, Being able to plan and deliver lessons with multiple activities is a key part of good instruction. Personaluty paired with methodolgy creates willing teachers. Jeffrey Schillinger

Gamaliel, Thank you for this post. What are one or two specific things you do to to learn your students' motivations? Jeffrey Schillinger

Racquel, It is interesting that you use the term "glass ceiling." I have always understood that term to mean an unseen barrier that keeps a person from rising beyond a certain point in an organization due to defacto discrimination based on a person's membership in a demographic group. One who picks up new skills or credentials to move ahead can clearly see the ceiling that may be preventing advancement. What do you mean by "glass ceiling?" Jeffrey Schillinger

Cathleen, Thanks for this post. What are some specific things you do to try to move students who don't have these HABEs toward valuing and developing them? Jeffrey Schillinger

Nicholas, The most effective ways I have seem to address this "knowing one's role" challenge are to (1) develop an effective employee orientation program and (2) cross train individuals so that they can see how others fit into the process. These techniques tend to break down bariers between departments. Jeffrey Schillinger

Nicholas, Interesting post. Most individuals define mentors as someone with whom they had a presonal relationship who impacted their lives. Who was one of your mentors under this definition? Jeffrey Schillinger

Cathleen, Following up with assignments is a good idea. We have asked our teachers to add a "what to do if you missed class today" package for students who miss. We also recommend students who struggle to work through the same tasks. Jeffrey Schillinger

Christina, What are one or two specific things you do to position yourself as a potential mentor for your students? Jeffrey Schillinger

Christina, These are tried and true strategies. Thanks for sharing this. Jeffrey Schillinger

Glenda, Great stuff. Thanks for sharing this. How do you get students to take ownership of your plan so that it becomes their plan? Jeffrey Schillinger