About David Bennett

David Bennett is a teacher, author, and speaker. His articles receive over a million hits per year and have appeared in a variety of publications. He is co-owner of a communication company, and he also writes for The Popular Teen and other sites. Follow him on LinkedIn or Twitter.

Why Teachers Need Coffee – The Health Benefits of Coffee

Maybe you think that this is a slow day here on our site, or that I am mixing business and pleasure. Not so! I plan to regularly talk about health issues here. Nobody can be an effective teacher without being in reasonably good health.

While my title may be a stretch, the truth is that modern research is showing that coffee is actually good for you in a variety of ways. So, next time you are deciding whether to brew a pot in the teacher’s lounge, think of the health benefits  of coffee.

Coffee increases focus. Coffee is a stimulant, like Ritalin. A cup of coffee will give you some mental and physical focus. This is one reason why I tend to support allowing high school students to drink it, if they can do it without being too messy.

In addition to helping with focus, coffee, according to research:

– lowers the risk of Parkinson’s disease
– lowers the risk of asthma
– lowers the risk of getting headaches.

Coffee drinkers are at a 20% lower risk of having a stroke. Drinking that delicious brew also helps prevent Alzheimer’s disease and Type-2 Diabetes.

Got Gallstones? Coffee reduces the chance of getting those by 50%. Liver Cirrhosis?

And what about coffee and colon cancer? Coffee drinkers have a 25% reduced risk of developing this deadly form of cancer.

Finally, coffee has been shown to help prevent depression, and regular coffee drinkers such as myself have lower rates of suicide. Just don’t take my coffee, and the homicide rate may rise.

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Letter Grades…Time For a Change?

A serif font of the letter AThe other day I was thinking about the drive students have for a letter grade. Students will lie, cheat, steal, complain, whine, cajole, charm, and hack their way to a better letter grade. Yet, rarely will these same students put that level of effort to actually learn something in the same subject. Actually, they would if we expected it, and do, if they are interested in something. But when our expectation is a letter on a piece of paper, then that becomes their all-out goal.

My point is that maybe it is time for letter grades to go. Or at least maybe we should stop caring about them so much. A letter means nothing, except what people give it. A student that received a 4.0 from Harvard through grade inflation and cheating may know a lot less than someone who earned a 3.0 from a state school. As I look back to my classes in college, I always coveted that “A,” yet rarely did my grade reflect what I actually learned. In one Psychology class, I worked my butt off and got a B+. I learned a lot. In other classes, I learned little but still got that “A.” Years later, I don’t care about the letter grades, unless it is when I send my transcripts somewhere, or someone needs to know my GPA. Sure, it was very high, but what have given me success in nearly every environment are things that I didn’t learn in school, and that couldn’t be reasonably graded anyway.

As a teacher, I would rather have a student who is a hard-worker who learns something, than a lazy person, who learns nothing, but cheats his way to an “A.” I would rather a “B” student that gets some life-changing insight from my class than someone who gets an “A” just by memorizing facts. Such is the nature of “learning.” It is really hard to measure actual learning, and even if we were to measure learning, it is even harder to measure any kind of future success based on learning in a classroom.

Maybe I am being unhelpful here, because I am not offering a replacement for letter grades…yet, but I think student learning is much more complex than a letter grade, and the race to get that “A” no matter what is simply crazy.

What Is Model-Netics and Why You Should Take It – A Review

Gold FairwayIn late 2010, I was on a local golf course, when a representative from Main Event Management returned my call to discuss the possibility of taking Model-Netics, since a friend suggested I take it. My golf game is almost always bad (but fun), so it wasn’t like I was in any sort of groove. Fortunately, nobody was behind me, because I sat on hole 17 chatting with Randy for about twenty minutes about this great class.

Model-Netics is a management course consisting of 151 “models,” which are grouped into a variety of areas, including change, evaluation, and delegation.

These models explain a reality or issue in management, and provide a way to understand each issue, as well as providing solutions to problems involved. This way of “modeling” problems and solutions, is reminiscent of NLP, “neurolinguistic programming. Each model contains an image that goes along with it, to serve as a visual reminder, to learn it easier, and to recall it later. Thus, there “triangles,” “diamonds” and even a “pentagon” if a particular model has three, four, and five aspects to it, respectively.

One of my favorite models is “slot machine management,” because I see it happen so often in work settings. This model speaks to the trend among some managers to constantly change things when an idea doesn’t immediately work. It creates an inconsistent and ineffective environment.

The Model-Netics course reminds us (referring back to another model, “The Change Curve”) that often it takes time to see results from changes, and sometimes productivity goes down before going up after a change. So, managers that keep changing things up aren’t ever going to see results from their constant changes. “Slot machine” managers keep pulling the lever and nothing seems to work, rendering employees ineffective in the process.

I was one of the first people to take the course online. I took it on Friday afternoons, during my free period and lunchtime at school. As part of the course, I received a binder, a memory jogger (which summarizes the models, with images), and a headset with microphone. Every week, we would meet online, via Cisco’s webex.

The class was archived for later access, to go over the material or make up a missed class. The style was relaxed and engaging, and allowed for interactive discussion even though we were from all over the country. At the end of a few weeks, we would be given an online test. The only drawback was that the microphone headset they sent was pretty cheap. I ended up using my more expensive one.

Some critics have suggested that Model-netics is a way for managers to speak in “code,” and to form a kind of cult that uses language that employees can’t understand. This is not even close to being true.

Model-netics is ultimately about improving communication from “A” (manager) to “B” (employee), and helping each meet the other’s needs. Even though I expected to find some “anti-employee” attitude based on online posts, I didn’t find it at all. One of the principles of this blog (and our others, including The Popular Man) is to be cool to others. I would not be recommending this course if it somehow was uncool to employees (and students).

So why would I, a teacher, need to take this course? What, if anything, is a teacher? We are managers! We are managers of hundreds of clients, many which are not motivated to even be in our classes. We are genuine managers, yet we aren’t trained to manage people the way business majors are.

Model-Netics taught me a lot about how to manage my classroom, and manage the people I deal with. One model that is particularly helpful regarding students is “Define To Delegate.” This means that you must clearly state what you need someone to do when you delegate a task. Often, we tell students to “just do” something, but that student may not be clear on what we actually expect. It opened my eyes to how I assumed most kids just knew what I expected when I was less-than-clear (at least from their perspective).

The course ran a little over $800 in 2010, but I am not sure of the current price (order it here), but I really enjoyed it and benefited from it. This is not a “paid” recommendation in any way. I genuinely benefited from this course and wanted to provide a good review, because information about Model-Netics is sparse online. I am often a critic of continuing education in the field of education. I think a lot of it is too theoretical and glosses over real skills that help teachers and students.

I can safely say that what I learned in Model-Netics was more practically applicable than 80% of what I learned in college and graduate school. Overall, Model-Netics is a great course that has helped me both as a teacher and small business owner.

Reboot For The New School Year

Image of shining sunWe haven’t updated this site much, simply because our other projects (especially The Popular Man) are keeping us busy. Nonetheless, many teachers are entering into the 2013-2014 school year with some trepidation. Some teachers are just starting and wondering how their “styles” will work themselves out in this new school year. Others have already established themselves in student minds. We advocate being a popular teacher, i.e. a teacher that is excellent with high standards, but that also relates to the students using things like rapport-building, humor, etc. Some teachers just haven’t quite established good relationships with students.

This is the year to start becoming the popular teacher.

My first year of teaching I replaced a pretty popular guy. I came in with guns blazing, ready to “show them who was boss.” I pretty much lost every student that year. Sure, they learned things. I tested them, etc. However, I doubt I impacted them. The next year was a little better, but my philosophy centered around the material changing them (which it can – and should) but I forgot a key fact any student knows: the teacher as a person has to impact students.

Before I entered my fourth year of teaching, I decided it was time for a change. I decided to reboot. My real personality – outgoing, funny, confident, etc – was going to be on full display. While I am not going to go into all the changes I made here (read this site, as well as The Popular Man), the result was that students started loving me, and learning more of what I was teaching.

My point is that with a purposeful attitude change (as well as using the tools we provide), rebooting your image as a teacher is possible. Maybe you are too timid. Maybe you have no sense of humor. Maybe they don’t listen to you or respect you. Whatever it is, rebooting is possible. Unfortunately, the things you learned in education school (or got from the recent in-service) probably isn’t too helpful, so you may not really know how to change. Like I said, check out this site.

Teaching can – and should – be worth doing. While the state and other bureaucracies love to drain the life out of teaching, we can still do what we do best: impact students. Here’s to a great 2013-2014 school year.

 

Our Newest Book – Be Popular Now

Be Popular Now Small imageWe would like to give a “shout out” about our newest book, Be Popular Now: How Any Man Can Become Confident, Attractive and Successful (And Have Fun Doing It), released today by Theta Hill Press. This is the “how to become popular” book for men!

This book is designed to help men become popular, and it presents many of the concepts that our readers have enjoyed since this blog began in September 2012. Male teachers would benefit from its advice, as it will help you become more excellent, detached, and fun – and help you read student and teacher body language more effectively.

Ladies: every one of you knows a nice guy who just can’t seem to get a date, take charge of life, or become confident. This book makes a great gift for these guys. Is he your brother? Your son? Maybe even your husband?? (Ladies, you will love him more if he learns these skills – trust me).

Questioning Standardized Testing

A mechanical pencil sitting on a piece of paperState and federal governments seem to be focusing on standardized tests. In fact, it has almost become an obsession, and teachers, to keep their jobs, “teach to the test.”

As I was in a meeting about this the other day, a lot of people were asking questions about improving scores, getting into college, etc, but nobody asked the big question: is this the way we should be moving forward at all? Do standardized tests predict any kind of future success after college?

By the way, no standardized test ever taught me to think that critically! At any rate, when I went looking, I found all sorts of data about standardized tests and college performance. But that is not what I am interested in. I want to know this: do kids that do well on standardized tests have more job satisfaction, and do they earn more money than their peers? I am sure the answer may be “yes” simply because the kids that do well on the tests are likely more intelligent and come from “better families,” and they will likely end up with a college degree.

Measuring learning is a tricky thing. We can’t measure it very well, so in an effort to please bureaucrats and number-crunchers we come up with our best options. So, what should be more of a guide becomes a standard we use to evaluate every student, no matter their personalities, interests, or future plans. So, if you are a bad test-taker or were stressed out the day of the test, your entire future could rest on a score that doesn’t even reflect what you know, or your potential for future success. And, schools that try to create well-rounded and successful students are starting to scrap that and focus entirely on getting students to take a two hour test each year.

I have no issue with standardized tests, and I tend to do well on them. My GRE scores were great, as were my ACT scores. While that guaranteed me money for college and graduate school, neither made me a great teacher or an innovative small business owner. I learned those things other ways, and a lot of it was from teachers who took a break from “teaching to the test” and modeled excellence in other ways (by coaching, focusing on running clubs, showing me flexibility, reaching out through humor, etc). It would be a shame if in an effort to bring the average ACT up to 26 we lost out on time to teach and model other things that matter. I doubt Steve Jobs, Bill Gates, MJ DeMarco, and other highly successful people got where they are today by focusing so much on standardized test scores. Heck, who knows what could have been invented had teens not gotten stressed out about a number on a paper. Imagine if Bill Gates spent his waking hours trying to get a 35 on his ACTs. I might be typing this on a typewriter.