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that administrators and other teachers began asking you what your secret was?
Can you imagine how that could help you gain better control of your class, increase classroom productivity, and get some relief from students who continually undermine your best efforts?
You could easily produce “cures” for the most frustrating classroom problems, just like this:
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"Dear Tom,
I have been using some of your strategies and wow! They are definitely working. I have seven children in a class of 25 who exhibit ADHD characteristics to a high degree. They are now no longer shouting at and accusing each other and are taking a bit more responsbility for their own behaviour.
I am starting to enjoy teaching again. I can't thank you enough. Colleagues have been asking me what magic I have been working in this class as no one can cope with them. Thanks again for your wonderful material."
Margaret McKay, Glasgow, Scotland, U.K.
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"I used your methods when teaching a summer school class in the worst district in Long Island, New York. I was offered a job in this school immediately following the very successful class.
I can already tell that the next 30 years until retirement are going to be significantly easier and more rewarding, thanks to you. How is it that your common sense wasn’t common to anyone else?"
Drew Smoller, Selden, New York |
Here’s how to get the same radically effective methods
I’ve taught to thousands of educators in more than
30 countries around the world – delivered to your
desktop for absolutely free
Hi, my name is Tom Daly, and I’m driven to share every secret I have that will help you become the teacher you were always meant to become.
In my special report series, “7 Days to a Perfect Classroom,” I’ll reveal the strategies and techniques I’ve used to transform classrooms for others and myself.
“7 Days to a Perfect Classroom” distills them into a single blueprint you can put to use in your classroom today.
Ready to get rolling? Then just fill in your email address in the box below and you’ll begin receiving my special report series, delivered right to your desktop like clockwork.
(Don’t worry, you can unsubscribe at any time and your email address is 100% safe with me.)
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Grab your copy of this free report series
while it is still being made available.
Just fill out the form below:
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Here’s your first secret about creating a
happy, productive classroom. . .
It’s really much easier than you might think.
There are literally dozens of simple and astoundingly effective ways strategies to transform kids from continual disruption machines into respectful, well-behaved students who remain on-task and surprise you with their instantly improved outlook.
(Not to mention completed assignments and renewed motivation.)
Need more proof?
I’ll never forget how pleasantly shocked I was when I began turning around students using the techniques you’re about to learn.
And you should know that my inbox gets hit every week with long, happy emails from teachers who are almost giddy with excitement because “that one kid” who was giving them so much grief was now a productive, cooperative student.
Here is just one of those emails (from an admittedly overstuffed file):
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From: **** [mailto: ****@hotmail.com
Sent: 18 November 2007 12:40
To: adhdsolution@gmail.com
Subject: RE: Order Confirmation: your book has been shipped!
Dear Tom,
Your information was a miracle in my classroom!! I had a student already labeled from the year before who had no self-confidence or self-esteem in understanding school in general.
After reading your material, I was able to reach this child and he reached his full potential in my classroom as he went from failing to the highest student in my class.
He went from being a loner to everyone wanting to be his friend. He also went from not wanting to be touched or called upon to hugging me everyday, giving me positive comments about myself/himself and the classroom activities, and raising his hand and wanting to be called upon when asked for volunteers.
This boy never used to smile, and after implementing your strategies, he always had a smile on his face and came into the classroom ready to learn.
Marie L., Apalichicola, Florida |
Why should you take time out of your busy
day to listen to what I have to say?
Look, I know there’s a lot of newsletters and websites out there competing for your attention. But the problem is, this is the Internet, where it's hard to tell whom you can really trust to deliver the goods.
Here’s why you should listen to what I have to say, and why you should soak in every last page of my special report series . . .
Several years ago, as a teacher education professor, I became frustrated that I was expected to train teachers to deliver information to students who will sit still and listen . . . and then these same teachers were put in front of classrooms full of students who won’t sit still and listen!
(Hello? Does anyone else see a problem here?)
My teacher-ed students would report back to me that the classroom management theory they were learning from the assigned text were falling flat in their actual classrooms. What they needed were more real-world applications that truly worked.
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So I embarked on a mission to change all that. I compiled my best strategies for succeeding with the worst-behaved students you can imagine, and I began teaching those methods to thousands of other educators.
In fact, my material worked so well in the classrooms of my teacher-ed students, that they actually begged me to ditch the assigned textbook and just focus on the methods I developed in my own classrooms! |
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"Sounds Great . . . But Have These
Techniques Worked Elsewhere?"
I’m proud to say that my techniques are now being used in 32 countries around the world by teachers at every level, from kindergarten all the way through high school. I’m consistently told that my approach is a “breath of fresh air” and represents “the next generation” in helping teachers do what they were meant to do.
Since then, I’ve made a career out of helping other teachers succeed with students that other teachers gave up on. And my methods flat-out work, because for more than 15 years, I was "on the front lines" working with some of the most unreachable, learning disabled kids in a major metropolitan school district.
Not only that, but I’ve personally trained more than 2,2000 teachers as an Adjunct Instructor in the Exceptional Children's Department at National University. I’ve also been a keynote speaker at international conferences, and serve as consultant to large organizations who have their hands full with problematic students.
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From: **** [mailto: ****@azdjc.gov
Sent: 07 May 2007 09:55
To: adhdsolution@gmail.com
Subject: RE: Seminar survey results - thought you should know
Hi again Tom,
Your presentation last week to our education department received the most positive feedback from teachers, staff, and administrators than any other training in recent memory.
Your combination of humor and practical classroom strategies made for a most enjoyable, yet extremely informative workshop.
On the short survey filled out at the end of the day, 88% of our staff indicated that your presentation was useful for their day-to-day work; over 93% indicated that supporting examples were relevant to the topic; over 93% reported that you were prepared and well organized (even with a cold!); 92% thought you demonstrated proficient knowledge of materials presented; and 95% felt you encouraged questions and responded appropriately.
During the breaks I heard dozens of positive comments ranging from how easy your methods will be to implement in our classrooms, to those who wished your presentation had been longer (and that was after sitting through two 10-hour days of ELL training).
I am thrilled at the overall response and look forward to keeping in touch with you as our teachers implement your strategies.
Thanks again.
Sincerely,
Sue Aguilera, M.Ed.
Director of Curriculum, Arizona Dept. of Juvenile Corrections
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Needless to say, I’m thrilled to hear such nice comments from the thousands of teachers and administrators who implement my strategies.
But honestly, I’m not surprised. I hope that doesn’t sound over-confident – it’s simply been my experience that every single teacher who uses my simple techniques gets serious results, sometimes overnight.
Here are some of the things you’ll experience when you begin using the strategies I detail in my special report series.
 Eliminate disruptive behavior in your classroom forever by making a surprising “paradigm shift” that might profoundly change the way you look at teaching. It’s easy to point the finger at annoying students as the sole reason for classroom management problems. But when you consider other factors – including (gulp!) yourself – you’ll be amazed at the improvements that will happen naturally in your classroom almost automatically.
Connect appropriately with your students on a deeper level. When you find ways to truly reach students, you’ll find classroom problems disappear as a matter of course. That’s because a child’s motivation to act out and cause problems goes away when you become an authority figure that he feels a connection with. I’ll show you the very best ways to do just that.
Find flexible “work-arounds” that let your problematic students complete assignments using acceptable alternatives while at the same time meeting required standards. It’s not only possible, but imperative! I’ll give you my step-by-step plan to make this happen.
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Learn how to use physical proximity to your advantage. I’m not just talking about body language (which can be useful). I’m talking about leveraging the control you have in moving around your classroom while your students are seated. Where you stand or sit in relation to your most difficult students can have powerful effects! And in this day and age, you also need to know how to perform your interactions with complete appropriateness and safety.
Use the easiest, most powerful and least expensive weapon at your disposal – your spoken words! A picture may be worth a thousand words, but just one well-chosen phrase can completely defuse just about any problematic situation you might face. I’ll reveal my best ones to you, giving you verbatim phrases and even the best tone of voice. |
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Win admiration (and maybe even a little envy) from your teaching colleagues. I can’t tell you how many emails I’ve received over the years from teachers who get asked by other teachers how in the world they got a certain student to turn around! This happens because my techniques have the ability to reverse backsliding patterns that students can fall into.
Look like a superstar in your principal’s eyes.
Go home each day feeling refreshed instead of frustrated.
Protect yourself from parents who claim you are dropping the ball with their child. I’ll show you that it’s really not that difficult to document your efforts while at the same time holding a child accountable without looking like “the bad guy.”
Here Are Some Truths You Already Know . . .
Look, I don’t have to tell you that, in many respects, teaching has never been more difficult.
Did you know that 40 to 50 percent of all new teachers in the United States and U.K. quit the profession within five years?
Small wonder when you consider some of the
forces working against educators today . . .
It's true. Kids routinely do things today in class they wouldn’t have dreamed of doing twenty years ago.
I once had an unhappy student who pulled out his cell phone in the middle of an assignment, dialed his mother, and then handed the phone to me and said, “Here. My Mom wants to talk to you about this.”
Can you imagine? (Yes, I know you can!!) And that's not all, of course . . .
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Other Factors That Make Our Jobs More Challenging:
 “Helicopter parents” who demand (sometimes in writing!) that their child never be reprimanded or corrected.
Language and cultural differences that force teachers to walk thinner tightropes.
Legal risks that have led some teachers to take out liability insurance.
Crowded classroom and shrinking budgets.
A dwindling support system that we once enjoyed as kids that is no longer available in many neighborhoods.
Video games and technical gadgets that shrivel our kids’ attention spans.
The rise of disorders such as ADHD. |
So Is Teaching Dead As We Know It?
(Um, hardly)
It’s become fashionable to say that teaching has become a thankless, unrewarding, impossible, dangerous job.
But I’m not buying it. And neither should you.
Yes, I know we live in a different world today.
But guess what? There are some universal factors in your favor that can never be changed.
What am I talking about?
Human nature. It hasn’t changed much in 10,000 years.
I don’t know about you, but I find it fascinating that despite thousands of years of evolution, we humans basically still want the same things.
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We all have the same hopes, dreams and fears our ancestors had.
This is why Shakespeare’s plays are as relevant today as during the time he wrote them.
It’s also why I’m so optimistic about teaching today. If you strip away all our modern gadgetry and our supposed “differences,” we all want the same things out of life.
This goes for kids, too, of course. Which means you have a complete roadmap to any child’s motivational points, if only you know how to activate them.
In fact, teaching becomes EASY when you understand how to apply these powerful principles of human connection. |
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That’s exactly what I’m about to show you in 7 Days to a Perfect Classroom.
Sincerely,
Tom Daly
P.S. Remember, your subscription to 7 Days to a Perfect Classroom is absolutely free. And your privacy is completely protected. Just enter your name and email address in the subscription box to get instant access to all my best secrets.
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