The subject under consideration here refers to a digital document, typically in Portable Document Format, that provides instructional guidance based on the principles outlined in Doug Lemov’s “Teach Like a Champion” methodology. These documents often summarize key techniques, provide examples of effective teaching practices, or offer supplementary materials related to classroom management, lesson planning, and student engagement as described in the book.
The significance of these resources lies in their accessibility and portability. Educators can readily access and utilize the information to improve their teaching skills and classroom environments. The format allows for quick reference and implementation of proven strategies, fostering more effective instruction and improved student outcomes. The ideas presented have influenced pedagogical approaches and teacher training programs, contributing to a more structured and deliberate approach to teaching.
The remainder of this discussion will explore specific aspects of the methodology outlined within these materials, focusing on the core techniques, their practical application in various classroom settings, and the potential impact on student learning and overall educational quality.
1. Techniques
The digital encapsulation of “Teach Like a Champion,” often realized through a downloadable document, gains its potency from a curated collection of techniques. These are not mere suggestions but rather deliberately chosen, field-tested methods designed to elevate instructional practice. The connection to the core material lies in the document’s ability to distill the complex tapestry of effective teaching into actionable steps.
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Cold Call
Imagine a classroom where every student anticipates being called upon, regardless of whether their hand is raised. The “Cold Call” technique, detailed within these resources, transforms participation from a voluntary act into an expected contribution. It prevents passive observation, fosters active listening, and forces all students to engage with the material. A document highlighting this method might showcase the structure of the questions, the tone used, and the ways to ensure students feel supported, not intimidated.
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Do Now
A classroom’s initial moments often set the tone for the entire lesson. “Do Now” activities, as presented in related materials, provide a structured entry point. Students immediately engage with review material or foundational concepts, eliminating idle time and establishing a productive rhythm from the outset. A well-crafted resource may detail the types of “Do Now” activities, their duration, and their alignment with subsequent lesson content.
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Call and Response
The call and response pattern is used to boost engagement and provide immediate feedback on student understanding. Often employed in fast-paced drills or review sessions, this interactive technique injects energy into the learning environment. A digital resource may include examples of effective call and response prompts, variations for different subject areas, and considerations for pacing and delivery.
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Positive Framing
The technique involves focusing on what students should be doing rather than highlighting negative behaviors. This helps to create a more positive and encouraging learning environment. Resources might provide examples of rephrasing instructions or redirection strategies to emphasize desired actions, along with the observed impact on student conduct and motivation.
Each technique, when carefully implemented and adapted to the specific context, serves as a building block for a more dynamic and effective classroom. These documents act as a readily accessible toolkit, empowering educators to refine their practice and cultivate a more engaging and productive learning environment, directly fulfilling the promise held within them.
2. Planning
The phrase “teach like a champion pdf” often evokes images of dynamic classrooms and engaged students. Yet, these vibrant scenes are seldom spontaneous. Behind them lies meticulous planning, a commitment to deliberate design that transforms a well-intentioned teacher into a strategic architect of learning. The downloadable document becomes a blueprint, a guide to constructing a learning environment where success is not accidental, but rather, systematically engineered.
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Backward Design
The story often begins not with a lesson, but with a destination. Backward design, a cornerstone of effective planning, compels educators to first define the desired learning outcomes. What should students know, understand, and be able to do at the culmination of the unit? The document may offer templates for articulating these goals, ensuring that every subsequent activity aligns with the ultimate objectives. One might envision a history teacher, using this approach, first envisioning students’ understanding of the causes of World War I, then crafting lessons that methodically build toward that comprehension. The approach highlighted in the document contrasts with aimless, activity-driven instruction, emphasizing the importance of purposeful direction.
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Detailed Lesson Scripting
Many view scripting as overly rigid; however, the “Teach Like a Champion” methodology advocates for a level of specificity that fosters clarity and precision. A downloadable resource might include sample lesson plans with minute-by-minute breakdowns, highlighting pivotal questions, anticipated student responses, and planned transitions. The argument, as it is found in the resource, emphasizes that such planning allows for anticipating potential roadblocks and proactively addressing student misconceptions. The goal is not to adhere slavishly to the script, but to use it as a framework, allowing for improvisation within a structured environment.
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Anticipating Misconceptions
A master teacher does more than simply deliver content; the teacher predicts where students might falter. Materials in the PDF format provide strategies for anticipating and addressing common misconceptions. The resources might present checklists of common student errors in mathematics, or anticipate counterarguments students might raise in a debate. By planning for these intellectual hurdles, educators can proactively intervene, guiding students toward deeper understanding. Imagine a physics instructor, using a provided guide, foreseeing the confusion students may have between speed and velocity, and designing activities to explicitly differentiate between the two concepts. Such proactive planning moves beyond simple content delivery to address the cognitive obstacles inherent in learning.
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Assessment Integration
Planning and assessment become intertwined. The material details how to integrate formative assessments throughout the lesson. This involves designing quick checks for understandingexit tickets, short quizzes, or think-pair-share activitiesthat provide real-time data on student comprehension. Imagine a language arts teacher utilizing the information, embedding a brief writing prompt midway through a lesson on persuasive writing, instantly gauging students’ understanding of rhetorical devices. The documents emphasize that these assessments are not merely evaluative, but diagnostic, informing instructional adjustments and ensuring that no student is left behind.
Through backward design, detailed scripting, anticipating misconceptions, and the seamless integration of assessment, “teach like a champion pdf” emphasizes that planning is not a perfunctory task, but the very foundation upon which effective teaching is built. It’s a strategic endeavor, transforming classrooms from spaces of accidental learning into environments where success is systematically cultivated and deliberately planned for.
3. Engagement
Within the framework of resources echoing “teach like a champion pdf,” engagement ceases to be a mere aspiration and transforms into a measurable, attainable outcome. It is not a passive state but an active participation meticulously orchestrated through techniques designed to capture and sustain student interest. Engagement, in this context, becomes the lifeblood of learning, the engine that drives comprehension and retention.
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Pacing and Momentum
Imagine a classroom where time stretches endlessly, each minute an agonizing trial of boredom. Conversely, envision a lesson that hurtles forward without pause, leaving students struggling to keep pace. The material emphasizes the skillful manipulation of pacing and momentum as tools of engagement. It is about finding the optimal rhythm, varying activities, and strategically employing transitions to maintain a high level of energy. Consider a mathematics class, where a challenging problem is followed by a quick-fire drill, then a collaborative discussion. This variety prevents monotony, keeps students on their toes, and maximizes their focus. A detailed resource might suggest specific time allocations for each activity and provide tips for seamless transitions, recognizing that the difference between captivated minds and wandering attention often lies in the artful management of time.
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Enthusiasm and Passion
The most brilliantly designed lesson can fall flat if delivered with apathy. The “Teach Like a Champion” methodology underscores the transformative power of teacher enthusiasm. It is not about feigning excitement, but rather about authentically conveying a passion for the subject matter. Consider a history teacher, recounting the story of a pivotal battle with vivid detail and palpable emotion. This infectious enthusiasm ignites student curiosity, drawing them into the narrative and fostering a deeper connection to the material. The resources may offer guidance on vocal projection, body language, and storytelling techniques, reminding educators that their own engagement is often the catalyst for student engagement. The resources underscore the idea that enthusiasm is contagious, turning passive listeners into active participants.
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Strategic Questioning
Questions are not merely tools for assessment, but powerful levers for engagement. The “Teach Like a Champion” methodology advocates for a strategic approach to questioning, moving beyond simple recall to challenge students’ thinking and stimulate discussion. The material might detail different types of questions, from probing inquiries that encourage deeper analysis to open-ended prompts that spark creativity and critical thinking. A science teacher, instead of simply asking “What is photosynthesis?” might pose the question, “How would the world change if photosynthesis suddenly stopped?” Such a question compels students to think critically, make connections, and engage with the material on a more profound level. The resources emphasize the importance of wait time, allowing students sufficient time to formulate thoughtful responses, and the value of redirecting questions to encourage peer-to-peer learning.
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Gamification and Rewards
The incorporation of game-like elements and rewards can be a potent tool for boosting engagement, particularly with younger learners. The resources explore the strategic use of gamification, not as a trivial distraction, but as a means of motivating students and reinforcing learning. Consider a vocabulary lesson, transformed into a competitive game where students earn points for correctly defining words and using them in sentences. The resources may offer guidelines for designing fair and engaging games, emphasizing the importance of clear rules, meaningful rewards, and a focus on learning outcomes. It cautions against the overuse of rewards, highlighting the risk of undermining intrinsic motivation. The objective is not to bribe students into learning, but to harness the inherent appeal of games to create a more stimulating and enjoyable learning experience.
These componentspacing, enthusiasm, strategic questioning, and gamificationare not isolated tactics but interconnected elements of a larger strategy designed to cultivate a classroom culture of active participation and intellectual curiosity. By mastering these techniques, as detailed within resources mirroring the principles of “teach like a champion pdf,” educators can transform their classrooms into vibrant learning environments where engagement is not a fleeting occurrence, but a constant state.
4. Management
The precepts contained within documents associated with “teach like a champion pdf” pivot substantially around classroom management. It is a silent architecture upon which effective teaching is constructed. Without a firm foundation of order and routine, the most brilliantly designed lessons risk collapsing into chaos. These resources offer not a set of draconian rules, but a framework for establishing a learning environment conducive to focus, respect, and productivity. The effective educator understands the importance of proactive planning and consistent implementation of management strategies, viewing them not as impediments to teaching, but as essential preconditions for it.
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Clear Expectations and Routines
Imagine a classroom where students enter without direction, conversations erupt without permission, and transitions between activities are marked by confusion. In contrast, consider a room where students understand precisely what is expected of them, where routines are ingrained habits, and where transitions are seamless and efficient. Resources associated with “teach like a champion pdf” emphasize the critical role of establishing clear expectations and routines from the outset. The resources may provide sample classroom rules, procedures for entering and exiting the room, and protocols for seeking assistance. They stress the importance of explicitly teaching these routines, modeling them for students, and consistently reinforcing them. The implementation of these habits aims to minimizes disruptions, maximizes instructional time, and fosters a sense of predictability and security. A new teacher, armed with this knowledge, can avoid many of the common pitfalls of classroom management by establishing a clear structure from the first day.
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Consistent Consequences and Reinforcements
Consistency is paramount. The impact of well-defined rules diminishes if they are not consistently enforced. Documents related to “teach like a champion pdf” emphasize the importance of applying consequences fairly and impartially, regardless of individual students or circumstances. They may offer a tiered system of consequences, ranging from verbal warnings to parent communication. Equally important is the consistent reinforcement of positive behavior. These documents often advocate for praising students publicly for exemplary conduct, awarding points or privileges for adherence to classroom rules, and providing individualized positive feedback. A teacher, utilizing these strategies, establishes a clear connection between actions and outcomes, fostering a sense of personal responsibility and encouraging students to make positive choices.
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Nonverbal Communication and Presence
Beyond words, an educator’s nonverbal cues speak volumes. Resources associated with “teach like a champion pdf” emphasize the subtle yet powerful impact of nonverbal communication on classroom management. Maintaining eye contact, using proximity to address minor disruptions, and employing a calm and assertive tone can often prevent escalation. The physical presence of the teacher, strategically positioned within the classroom, serves as a silent reminder of expectations. A teacher, effectively utilizing nonverbal cues, can preempt misbehavior, redirect wandering attention, and maintain a sense of order without resorting to constant verbal intervention. The materials may provide examples of effective body language, facial expressions, and vocal modulation, recognizing that these subtle cues can often be more effective than explicit reprimands.
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Building Positive Relationships
Underlying all effective management strategies is the bedrock of positive student-teacher relationships. Resources associated with “teach like a champion pdf” stress that management is not about control, but about fostering a climate of mutual respect and trust. Taking the time to learn students’ names, showing genuine interest in their lives, and creating opportunities for positive interactions can transform the classroom dynamic. A teacher, who builds rapport with students, can more effectively manage behavior, elicit cooperation, and create a supportive learning environment. The resources may suggest strategies for building relationships, such as greeting students at the door, engaging in brief conversations, and providing individualized support and encouragement. A teacher who fosters a strong connection with students discovers that management challenges diminish as students become more invested in the learning community.
In the realm of educational practice, management and pedagogical content are not separate entities. They are inextricably linked, each supporting and reinforcing the other. Resources associated with “teach like a champion pdf” underscore that a well-managed classroom is not simply a place of order, but a fertile ground for learning, where students feel safe, supported, and empowered to reach their full potential. By mastering the techniques outlined in these documents, educators can create classrooms where management is not an obstacle, but a catalyst for transformative learning.
5. Accessibility
The term “teach like a champion pdf” implies a democratization of effective teaching practices. The essence of its impact lies in the ‘pdf’ component, the portability and ease with which the distilled wisdom reaches educators, often those with limited access to traditional professional development. Imagine a rural school district, underserved and under-resourced. The physical book, “Teach Like a Champion,” might be a luxury, a single copy shared among many. A digital version, readily downloadable, transforms the landscape. Suddenly, techniques like Cold Call, Wait Time, and Precise Praise are no longer confined to expensive workshops or university courses. They are accessible, immediate, and adaptable to the specific challenges faced by teachers in that district. The lack of accessibility can stifle innovation and reinforce existing inequalities, a “teach like a champion pdf” counteracts this effect. It levels the playing field, making proven strategies available to all, regardless of their geographic location or financial constraints.
Consider the practical implications. A new teacher, struggling with classroom management, can quickly access specific chapters or technique summaries. A veteran educator, seeking to refine their questioning strategies, can easily reference examples of effective Cold Call implementation. This ease of access translates directly into improved teaching practices and, ultimately, enhanced student outcomes. The format facilitates quick searches, allowing educators to pinpoint the information they need at the moment they need it. This is in stark contrast to the often overwhelming nature of traditional professional development, where key insights can be lost in a sea of information. The ‘pdf’ format ensures that the core principles of the methodology are always at hand, ready to be applied and adapted to the unique circumstances of each classroom. However, challenges persist. Digital accessibility is not universal. Reliable internet access remains a barrier in many communities, hindering the equitable distribution of knowledge. Furthermore, the ‘pdf’ format itself must be designed with accessibility in mind, ensuring compatibility with screen readers and other assistive technologies.
The underlying principle of “teach like a champion pdf” is not merely about disseminating information, but about empowering educators. Its value lies not only in the content itself but in its widespread availability. The digital format, with its inherent accessibility, removes barriers, democratizes knowledge, and provides educators with the tools they need to improve their craft. While challenges remain in ensuring equitable access for all, the potential of the ‘pdf’ format to transform teaching practice is undeniable, creating a ripple effect that benefits students, schools, and communities.
6. Training
The effective translation of pedagogical theory into classroom practice frequently relies on structured training initiatives. Such programs, when thoughtfully designed, aim to bridge the gap between abstract concepts and tangible techniques, equipping educators with the skills and knowledge necessary to foster impactful learning environments. The value of these training events are often magnified through digital aids.
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Initial Immersion Workshops
A school district, seeking to improve its instructional effectiveness, might initiate a multi-day workshop centered on the principles. Teachers are introduced to core techniques, often through video demonstrations and interactive simulations. These sessions involve an intense period of modeling effective strategies in a supportive environment. The “teach like a champion pdf” functions here as a portable reference manual, enabling teachers to review key concepts and techniques learned during the workshop. For example, after practicing the “Cold Call” technique, the reference document can be readily consulted for nuanced reminders on implementation.
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Ongoing Professional Learning Communities (PLCs)
The initial workshop is often followed by ongoing professional learning communities. Teachers meet regularly to share experiences, discuss challenges, and refine their implementation of the techniques. During these sessions, the document becomes a shared resource, allowing teachers to analyze specific strategies, troubleshoot implementation issues, and adapt the techniques to their unique classroom contexts. Imagine a group of middle school teachers, examining a particular technique and brainstorming ways to tailor it to their diverse student population. The information contained within the reference acts as a common ground for discussion and collaboration.
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Coaching and Mentoring Programs
Experienced educators, trained in the methodology, often serve as coaches and mentors to their colleagues. They observe classroom instruction, provide feedback, and offer individualized support. The teach like a champion pdf assists these mentors by providing a consistent framework for observation and evaluation. It allows them to identify areas for improvement, suggest specific techniques to address those areas, and track progress over time. Imagine a mentor working with a new teacher, using a checklist derived from the resource to assess the effectiveness of classroom management strategies. This structured approach ensures that feedback is focused, actionable, and aligned with the core principles of the method.
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Refresher Courses and Advanced Training
As educators become more proficient in the methodology, they may seek advanced training opportunities to deepen their understanding and refine their skills. Refresher courses, often offered online or through regional workshops, provide a chance to revisit key concepts, explore new techniques, and engage with the latest research. In these instances, the reference can act as a guide during self-directed study or provide talking points for collaboration between educators.
The process is more than a simple transaction of information. The use of a document is about transformation. A teacher armed with the practices outlined in a digital document is not merely implementing a set of techniques. This teacher is becoming part of a larger movement dedicated to improving teaching and learning. The training serves as a catalyst, igniting a passion for excellence and empowering educators to create transformative learning experiences for their students.
Frequently Asked Questions
The subject of discussion, often found as a downloadable document, prompts numerous inquiries. These questions often reveal deeper concerns about the practical application, theoretical underpinnings, and potential impact of the material. What follows addresses these concerns with clarity and precision.
Question 1: Is the methodology outlined overly prescriptive, stifling teacher creativity and autonomy?
The concern is a valid one. The digital documents are, after all, outlining specific techniques. However, a careful examination reveals that the methodology is not about rigid adherence, but rather about providing a foundation upon which educators can build. The techniques are presented as tools, not dictates. Experienced practitioners adapt and modify these practices to suit their unique classroom contexts and student needs. A skilled craftsman does not blindly follow a blueprint, but uses it as a guide, adapting it to the materials at hand and the specific needs of the project. Similarly, educators are encouraged to embrace the underlying principles of the methodology, but to exercise their professional judgment in applying them. The techniques, while detailed, are designed to be a starting point, not an end in themselves.
Question 2: Does this approach neglect the importance of differentiated instruction, catering to the needs of diverse learners?
The question is often raised by those who see a tension between structured techniques and individualized learning. However, a closer look reveals that the methodology, when properly implemented, is inherently adaptable. The key lies in the deliberate design of lessons, a crucial component emphasized in most of the reference documents. By anticipating student misconceptions, planning for different learning styles, and integrating formative assessments, educators can tailor their instruction to meet the unique needs of each student. The “Cold Call” technique, for instance, can be modified to provide scaffolding for struggling learners, while challenging more advanced students to elaborate on their answers. Differentiation is not an afterthought, but an integral part of the planning process. The resources may include specific examples of how to differentiate instruction within the framework of each technique.
Question 3: Is the focus on classroom management overly strict, creating a punitive learning environment?
The concern stems from a misunderstanding of the underlying philosophy. The methodology is not about creating a classroom of silent, compliant students. It is about establishing a culture of respect, responsibility, and productivity. Clear expectations, consistent consequences, and positive reinforcement are not intended to punish misbehavior, but to guide students towards making positive choices. The emphasis on building positive relationships and fostering a sense of community ensures that management is not perceived as oppressive, but as a supportive framework for learning. The resources may provide specific strategies for building rapport with students, addressing behavioral issues proactively, and creating a positive classroom climate.
Question 4: Does the approach prioritize test scores over genuine learning and critical thinking?
The concern is understandable, given the current emphasis on standardized testing. However, the purpose of the methodology is to foster deep understanding and intellectual engagement, not simply to raise test scores. While improved student performance on assessments may be a byproduct of effective teaching, the ultimate goal is to cultivate a love of learning, a capacity for critical thinking, and a desire for lifelong intellectual growth. The techniques outlined, such as strategic questioning and rigorous discussion, are designed to challenge students’ thinking, promote collaboration, and encourage them to make connections between concepts. The focus is not on memorization and regurgitation, but on understanding and application.
Question 5: Is the methodology culturally sensitive, recognizing and valuing the diversity of student backgrounds and experiences?
The concern is paramount in today’s increasingly diverse classrooms. The techniques, while grounded in universal principles of effective teaching, must be adapted to the specific cultural contexts in which they are implemented. Educators must be mindful of the potential for cultural bias and strive to create a learning environment that is inclusive, equitable, and respectful of all students. The resources may offer guidance on adapting the techniques to different cultural contexts, building relationships with students from diverse backgrounds, and creating curriculum that reflects the richness and complexity of human experience. It is the responsibility of educators to ensure that the methodology is used in a way that empowers all students, regardless of their cultural background.
Question 6: Can these techniques be successfully implemented by educators with varying levels of experience and expertise?
The methodology is designed to be accessible to educators at all stages of their careers. While mastery of the techniques requires practice and reflection, the underlying principles are straightforward and intuitive. New teachers can use the resources as a guide for developing their instructional skills, while experienced educators can use them as a framework for refining their practice. The key is to approach the methodology with an open mind, a willingness to experiment, and a commitment to continuous improvement. The resources may provide examples of how to implement the techniques in different subject areas and grade levels, offering practical guidance for educators of all backgrounds.
These questions underscore the complexity of the subject. While it offers a valuable framework for improving teaching and learning, it is not a panacea. Its effectiveness depends on the thoughtful implementation, adaptation, and ongoing refinement of these methods.
The discussion now turns to summarize the benefits of integrating and using the core concepts.
Applying the Wisdom
The principles, often accessed via a downloadable document, represent more than theoretical ideals; they embody a practical guide for transforming classrooms. Implementation, however, demands a nuanced understanding and a deliberate approach. The advice detailed below aims to provide actionable strategies, distilled from the core concepts, allowing educators to effectively harness its transformative potential.
Tip 1: Prioritize Building Relationships
The creation of a positive classroom environment hinges on the establishment of strong student-teacher relationships. Take the time to learn students’ names, understand their backgrounds, and show genuine interest in their lives. A teacher who greets students at the door each day, engaging in brief conversations, creates a welcoming atmosphere that fosters trust and respect. Effective classroom management stems not from authority, but from mutual understanding and rapport.
Tip 2: Master the Art of Questioning
Questioning is a powerful tool for engaging students and assessing their understanding. Move beyond simple recall questions to challenge students’ thinking, promote critical analysis, and encourage deeper inquiry. The “Cold Call” technique, when used strategically, can foster active listening and prevent passive observation. Remember to provide ample wait time, allowing students to formulate thoughtful responses, and to redirect questions to encourage peer-to-peer learning.
Tip 3: Establish Clear Expectations and Routines
A well-structured classroom operates on a foundation of clear expectations and established routines. Define specific rules and procedures for entering the room, participating in discussions, and transitioning between activities. Explicitly teach these routines, model them for students, and consistently reinforce them. A predictable and organized environment minimizes disruptions, maximizes instructional time, and fosters a sense of security.
Tip 4: Embrace Deliberate Practice
The techniques outlined are not mastered overnight. Implementation requires deliberate practice, reflection, and a willingness to experiment. Choose one or two techniques to focus on at a time, carefully observing their impact on student engagement and learning. Seek feedback from colleagues, analyze video recordings of your instruction, and continuously refine your approach. The path to mastery is paved with conscious effort and a commitment to continuous improvement.
Tip 5: Analyze and Adapt
Not all techniques will work effectively in every classroom or with every student. It’s essential to continuously assess the impact of the approaches and adapt them to meet the unique needs of the learning community. Consider the specific cultural context, the diverse learning styles, and the individual strengths and weaknesses of the students. Flexibility and adaptability are essential for successful implementation. A master educator is not a rigid follower of rules, but a creative problem-solver who tailors teaching to match the needs of the current classroom.
Tip 6: Prioritize Lesson Planning
Effective teaching hinges on thorough planning. Use backward design to outline goals, learning objectives and what students should take away from lesson to lesson. Think what questions will be effective, how long lessons should take and the best transition methods between lessons.
By embracing these tips, educators can leverage the principles to create dynamic, engaging, and effective learning environments. The journey to becoming a champion is not a sprint, but a marathon. A dedication to continuous improvement and unwavering commitment to student success will empower one to impact students life.
The concluding section explores the potential for lasting impact.
Legacy of a Champion
The exploration of resources mimicking teach like a champion pdf reveals a journey into structured teaching methodologies, emphasizing techniques, planning, engagement, management, accessibility, and training. Each element contributes to a comprehensive framework, designed to enhance educator effectiveness and student learning. From the initial accessibility of the downloadable document to the ongoing support offered through professional learning communities, the narrative is one of deliberate design and practical application.
The essence of this approach transcends mere skill acquisition. It is about crafting a legacy. Consider a veteran educator, years removed from any formal training, who discovers a summary of the material. Inspired, the educator integrates just a few of the techniques. The impact resonates, not just in improved test scores, but in the rekindled enthusiasm of students and a renewed sense of purpose for the educator. Ultimately, the enduring significance lies not in the document itself, but in its potential to ignite a passion for transformative teaching, leaving an indelible mark on countless lives. Therefore, the charge goes out to those who are in the position to lead, teach, mentor and coach. The power is in your hands.
