6th grade art class: day one of a clay unit

-Students won't settle down and be quiet in order to listen to instructions, even after several firm warnings from the teacher to hush.
-The teacher calmly sits down to take attendance and begins writing names on a slip of paper, glancing around the room as she works at the computer.
-Most students catch on quickly to this strategy and get quiet.
-A few students continue talking, oblivious.
-The teacher doesn't say anything, but begins slowly and calmly passing out supplies to each table, continuing to jot down names or put a check mark next to the names of repeat offenders.
-Within a matter of minutes, the entire class gets quiet as it dawns on the students that the teacher actually does mean business.
- There is complete silence as the final clay tool is placed on the tables.
-Finally, the teacher can begin the lesson and joyfully demonstrates several techniques.
-She calls students a few at a time to pick up their clay.
-Some students are not called........... these will receive an alternative assignment before they get to use clay.............

The teacher jots these questions down on the board for those few students who need to take some time to reflect........
1. Write down what a disrespectful student says and does (3 sentences).
2. Write what a respectful student says and does (3 sentences).
3. Write down the reason(s) why you are doing this assignment instead of using clay/paint/paper mache/etc.
4. How will you change your behavior during future art classes (3 sentences)?

(This prescription is recommended for upper elementary and middle school students; ages 9-14)



"I will risk my relationship with you in order to keep you safe..." 

This was a statement I made as I led a classroom management workshop last week. I was surprised to hear myself say it! Many experts teach that the relationship we have with our students is number one and everything else comes later. Kids can't trust us until they know we care, right? 

So, where did this idea come from? 

1. My number one goal as an art teacher is to keep my students safe. That is a promise I make to them on the first day of school, and a promise I work to keep all year long. I've said this for years but never really thought about WHY safety might be more important than relationships. "I love you, but I WILL hold you accountable!" 

2. Under Maslow's hierarchy of needs, the need for safety is second only to physiological needs such as food, water, and air! Everything else, from love and belonging to self-actualization comes later! Safety is a basic need, one that must be met BEFORE a student can learn. 

3. Why do we have rules and set limits? To keep students safe, to protect them and their right to a positive, safe learning environment. There must be boundaries and limitations, otherwise chaos would take over and nobody would be able to learn. 

When a preschool child runs toward his mother's car during carpool, I am not concerned with my relationship with him at that point. My focus is on keeping him safe! I will grab that child quickly out of harm's way, regardless of how he is feeling at the time. He can scream and cry, but I will not allow him to run into the parking lot! 

When a high school student is using spray paint outdoors, if I see him not paying attention to the wind direction and he is breathing in the vapors, I will most definitely use my loudest voice to warn him to step aside! If he refuses to move, I am not worried about my relationship with him at that point. I will remove his spray paint privileges. It doesn't matter how he feels about me; my goal is to keep him and everyone else in the class safe. 

I believe that damage to the relationship occurs not because consequences were assigned for misbehavior, but because the teacher's response to the misbehavior was personal. A student cannot feel safe if they think we don't like them, and it is too easy for them to make this mistake if we take their behavior personally. 

If we can discipline ourselves to respond without being annoyed, to respond calmly and without emotion and in a way that reinforces the fact that we discipline because we care, it will make all the difference. "I love you too much to allow you to behave this way..."

Setting up procedures, having predictable structure, and consistently and calmly holding students accountable for unsafe, unkind behaviors are all ways we can show students that they are safe with us.

What better way to start building relationships than to set up a great classroom management plan from day one, especially if you do it in a fun and engaging way! 

To make learning the rules and routines more fun, I  sometimes have students role-play "right choices" and "wrong choices." Each student gets a note card with a statement such as, "Wrong Choice; roll your eyes, slam books or pencils, sigh, or talk back when the teacher tells you to do/not do something." Or, "Right Choice; when you need to sharpen your pencil, walk straight to the pencil sharpener and straight back to your seat. Move with purpose, without stopping to talk to all your friends." They love acting out the wrong choices, for sure! It is hilarious!

"Games like Simon Says lead to lots of sniggering and giggling - signs of safety and relaxation. 
...teachers and leaders learn that an activity as simple as trying to keep a beach ball in the air as long as possible helps groups become more focused, cohesive, and fun. These are inexpensive interventions." Bessel Van Der Kolk, M.D., The Body Keeps the Score; Brain, Mind, and Body In the Healing of Trauma

"Once people’s physiological requirements are met, the next need that arises is a safe environment. Our safety needs are apparent even early in childhood, as children have a need for safe and predictable environments and typically react with fear or anxiety when these needs are not met." Maslow's Hierarchy of Needs Explained, by Elizabeth Hopper, thoughtco.com, 2019

Further Resources:

Classroom Management Plan; links to resources about writing a great classroom management plan

Rules and Procedures; an outline of my thought process before the first day of school along with links to handouts

Making the Invisible Visible, Consequences and Accountability; an in depth look at many ways to approach specific responses to misbehavior

article by Mrs. Anna Nichols



A student who says they don't like art and who constantly disrupts could be "saying" any number of things that have nothing to do with art:

1. "It doesn't matter if you are mad at me or are laughing at me, I love to be the center of attention." 
....Find as many ways to give positive attention to the child as possible. Also, it will help to take away the child's audience: use a buddy room or let them sit in the hall with a written assignment until they decide to behave in your class. Attention seeking is the most common reason for upper elementary or middle school students to misbehave. 

2. "I am really, really bad at drawing/painting/etc. and I don't want anyone to know just how stupid I am at anything related to art." 

.... A student who is convinced they are bad at art can be dealt with in any number of ways. Give the class non-objective assignments (see below) or keep changing up the medium to find what the kid might excel in. Teach the students (all of them, not just this one student) the Growth Mindset (here are a few resources). The only difference between a master and a beginner is the number of times the master has failed. DO NOT allow the child to complain or say negative things. This habit is toxic and can infect the atmosphere fast! Rule Number One in my class is, "Be Respectful." That includes being respectful to yourself. No negative self-talk. 

F.A.I.L. =

3. "I like to complain and I will complain about anything and everything. The world sucks. You suck. Everyone sucks." 
.... Have this student practice positive thinking and speech patterns. Even better, have the entire class practice so the student isn't singled out. Again, DO NOT allow complaining. It is toxic. There is a chance this child needs to be referred to the counselor, but more often than not this kid is just suffering from a negative mindset. One magical activity to do (OFTEN) is to have students write an encouragement on a Post-It note and place it on a neighbor's artwork. Middle school students especially are desperate for encouragement!

4. "My home life is pure chaos and I don't understand how to handle anything right now. Everything is so confusing and I am furious about it!" 
....A heart to heart talk with this student will hopefully begin to uncover anything under the surface that the student needs help with. Consider referring this child to the counselor.

5. "My parents hate me; I am told every day what an awful/stupid/worthless/etc. person I am. There's no point in even trying to do right because everything I do is messed up anyways." 
....Refer this child to the counselor. Constantly seek to build this child up with encouragement, attention, or anything else you can do to help.

If you teach students from 4th - 9th grade and you are hearing a lot of complaining, remember that many kids this age are SUPER insecure about their skills relating to art. To boost their confidence, break your lessons down to a basic level with very simple objectives. What can they do that is easy while they are still meeting the goals for the class? 

If it is realism you are after, have the kids do a before-instruction drawing to compare the after-instruction drawing to. If they can see growth, you've won. 

One lesson that I continue to see benefit all my students is a non-objective drawing with markers. My goal was to get them to appreciate non-objective art/artists, to choose a style (geometric or organic), and to improve their craftsmanship. 

We also talked about how "line" can actually communicate in a work of art! Vertical lines can symbolize strength and dignity, diagonal or zig-zag lines carry a lot of energy and movement, while horizontal lines are very restful (but can be boring). In addition, zig-zag lines can mean anger or danger (they remind us of lightning) while curving lines sometimes symbolize happiness and joy. 

We compared and contrasted Picasso's "Weeping Woman" with Matisse' "Woman In a Purple Robe" to see how their use of line carried emotion! A few other artists we discussed were Kandinsky, Mondrian, Pollack, and Stella.

When the students were asked to draw with black line, I instructed them to choose a style and type of line that matched their own personalities. It was amazing to see the different pieces they created! I also asked them to use no more than three colors, repeating them throughout the design. 

The students had 100% success rate and their confidence in themselves as artists grew exponentially after this lesson.

article by Mrs. Anna Nichols



"Is this good enough?"
Every art teacher dreads this question.
What is the most diplomatic way to answer it? Consider possible motives behind the question:
1. Seeking approval....
You want to protect the child's sense of self: you understand that the child needs your acceptance. Any hint of your disapproval could mean damaging their self-esteem. Artwork = extension of self.... this is tricky! Oprah Winfrey says that she hears the exact same question at the end of every interview she's ever done: "Was that okay?" It is human nature to seek approval, no matter how old we are! One of the best ways to respond is to say, "What do YOU think? What is something you like about it? What is something you think needs more work?"
2. Apathy.....
The child just doesn't feel like working on the art any more. You want to teach the child to strive for excellence, to not ever be satisfied with mediocrity! How can you motivate children to work on improving their art without sending the unintended message that you don't like it, and by extension, that you don't like them? 99% of success is hard work - kids need to be taught how to work hard even when they don't feel like it. Sometimes, students have such a low opinion about their artistic ability that everything they create seems shoddy and they don't see the point of doing any more. Always look for something in the piece that they did well and complement that. Many times, kids have a hard time seeing the good and they need us to believe in them until they can believe in themselves.
3. Striving for excellence.....
The child really wants to know your opinion about how to make the piece better but doesn't know how to ask. They usually know whether or not they've tried their best, but they don't always know exactly what you expect from them. Ask yourself, "Were the lesson objectives clear enough so the children can see for themselves whether or not they succeeded?" Rubrics help with this; they spell out exactly what characteristics describe a mediocre work vs. an exceptional one. There are many kids who really do want to create the most excellent art they possibly can, and they respect your expertise! The ultimate goal is to teach students that the only opinion that really and truly matters is their own, and to teach them to constantly try to improve. There is also a time to be satisfied with the work you've done and to call it finished!
4. Attention seeking.....
Is this a ploy to get extra attention from the art teacher? Many students constantly seek attention, no matter if it is negative or positive. If asking the teacher's advice gets them extra attention, they will do it over and over! Saying to these students, "Ask 3 before me!" and encouraging them to get feedback from peers can help with the constant attention seeking. There is also nothing wrong with saying to the child, "I need to help everyone else, too. I've already spent a lot of time with you and I need to be fair."
5. A test....
Some kids want to know if you will indeed hold them to high standards or if you will let them slack off. At other times, if upper elementary or middle school kids know that this question irritates you, they will ask you just to see what happens next! Just smile, direct them to the rubric, and move on. 

For more information about motivating students at any age level, check out this article: Motivation.

"Is It Good Enough?" Is the Wrong Question, by Ralph Ammer, medium.com

article by Mrs. Anna Nichols


One of our assistant principals had this special ability to walk into the gym before school, raise his hand, and get 800+ middle school kids QUIET. No, I'm not kidding! How did he do it? Why do kids behave so much better for some people than others? It is a mystery. There is no classroom management author I've found who can truly explain this enigma. When you walk into one of these classrooms, the kids are quiet and on task and the teacher is ... doing .... what? No one knows. Even the teachers themselves have a hard time putting it into words. What are the "secrets" to commanding that magical attention, to creating order out of chaos?
........body language, mindset, character and self-discipline, energy, consistency, and with-it-ness.........

Nobody taught me about accountability in education training, and I have heard lots of other teachers state the same thing. Of course, discipline strategies are cultural and many times are used in highly negative ways - a lot of teachers use intimidation tactics to get kids to behave and we know this is a mistake. However, neglecting to hold kids accountable for their behavior is just as big a mistake. “When I let go of my authority ….., I am abdicating my responsibility to protect the environment in which the rest of the students live and learn - and thus their right to a quality education.” Doug Lemov, Teach Like a Champion
1. Non-verbal Expressions or Gestures
2. Verbal Correction or Warning 
3. Consequence
4. Parent Contact
5. Referral

When does a teacher need to use Command Presence? The space of time between observing disruptive behavior and the teacher's response is where Command Presence comes in handy. The first two discipline strategies a teacher uses in response to misbehavior, "non-verbal" and "quiet-verbal," are dependent on the ability to have command Presence. You are much more likely to handle small disruptions effectively if you mean business. If you are projecting an attitude of authority, you will be able to cut down misbehaviors simply by making eye contact with students, moving in close (using proximity), gesturing, or by quietly correcting behavior.

In all honesty, my own natural state is down in the "No Power" zone described in the chart below. I have had to work really hard to overcome my weaknesses and get to a place where students take me seriously! From day to day, I may find myself back down in that zone if I'm not careful. 





I have a confession to make.... I am terrible at classroom management! At least, that is how it feels sometimes.

There are certain things I am good at, like planning ahead and organization. I am also a highly trained educator with two degrees - one bachelor's degree in visual art with a concentration in ceramics and one master's degree in education. 

I really care about students and their success and I ALSO care deeply about teaching them to be creative people who appreciate visual art. 

However, my personality just doesn't seem suited to be a leader. 

I am an extreme introvert (INFJ according to Myers-Briggs), I suffer from anxiety, AND I am what is known as an HSP; a highly sensitive person. I get overwhelmed easily and I pick up on other people's emotions like a sponge soaks up water. Around 20% of people are HSP's, but only 1% of the population are INFJ's. I used to think there was something seriously wrong with me, but now I know I am just, well, really different (I know I'm weird, and that's okay!😃😉). It makes me feel a little better that Martin Luther King Jr. is said to have also been an INFJ! I love all these things about myself, don't get me wrong... I believe that many times our greatest curse is also our greatest gift! My ability to analyze and think deeply definitely comes in handy.

Teachers need to be tough!

I am not even close. But, I am learning. I have a sneaking suspicion that we are all much tougher than we believe ourselves to be!

Teachers need to know how to command their students' attention; I hate attention of any kind. My "comfortable/safe place" is reading a book, alone in a cozy room with my dog by the fire. Whenever I am called upon to speak at end of year events, I turn into a giant ball of jello at even the thought of all those parents and teachers looking at me! I do it anyways, but it is pretty uncomfortable. 

Now, how did I find myself writing a blog about classroom management? I am literally the last person anyone would expect to become an expert on the subject! This whole project started simply because I saw a need and I wanted to help. 

That's it. I began to read everything I could possibly get my hands on about classroom management so that I could share information and build up other art teachers. 

I have had some unlikely successes in the process and I've learned a lot! It was through researching and applying strategies that I was able to establish order in some of the wildest situations at my last school. 

Information is power. 

That is what this blog is all about; empowering art teachers with the information needed to successfully manage their classrooms, thus enabling them to provide the best art education possible. We can't teach in the middle of chaos and students can't learn. 

You DO have the power to manage your students and have the classroom you've always wanted. I am not a powerful person at all; I have so many weaknesses it is laughable. 

However, if I can do it, anyone can do it. 

To be great at classroom management, you need to find a place of strength and stability within yourself. Since I started this project, I've used a picture of a tree to represent the idea of classroom management, where the trunk of the tree is the teacher's attitude. A tree trunk doesn't move! It remains in place no matter what. The branches overhead may sway a bit during a storm, but the tree trunk stays still. 

Every piece of advice I've ever read about classroom management doesn't mean a thing unless the teacher remains strong and resolute on the inside. 

Without the ability to maintain authority, all of the teacher's attempts to create order fly out the window. It is actually funny, honestly, the idea that teachers can maintain order by making sure there are routines and procedures and engaging lessons and lots of positive reinforcement. Sometimes I just want to slap these classroom management experts and say, "Have you EVER taught middle school?!" 

Now, the latest direction this project has taken is looking closely at the idea of "Command Presence." I know beyond the shadow of a doubt that I am the least likely person to embody this quality. I don't feel like a leader - sometimes I feel like an absolute mess!

Any time I have experienced ANY success in classroom management it has been because at some level I understood and was able to apply the concept of Command Presence (even if it was only for a short time.) 

Master teachers do this unconsciously - many are so secure with themselves as an authority figure that having Command Presence is effortless. When Dr. Fred Jones began to unravel this mystery 30 years ago, he found that the master teachers were unable to describe what they were doing. All they could say was, "You better mean business!" 

In all honesty, my own natural state is down in the "No Power" zone described in the chart below. I have had to work really hard to overcome my weaknesses and get to a place where students take me seriously! From day to day, I may find myself back down in that zone if I'm not careful. 
I believe that every one of us shifts from mode to mode depending on our energy level and the time we invest in ourselves personally and professionally. 

It takes a lot of energy to be in Influence Mode or in Command Presence Mode, and you simply can't get there unless you are taking care of yourself! 

Influence Mode is where every teacher strives to be, in that place of inspirational, charismatic power. Command Presence Mode is where we need to be on occasion when dealing with student behaviors; it is our responsibility to protect the kids and their right to learn. This enigma is what I have been trying to understand for the last few months - I believe that to explain Command Presence is to explain the core of having authority

When you begin to feel like things are swirling out of control and the emotions of helplessness start to sneak in, remember that you DO have the power to overcome. There are lots of things you can still do to calm yourself and the kids down, to motivate them to behave and to achieve. 

My former supervisor who was there to mentor me for the first few years I taught middle school says that I was terrific at classroom management back then - I'm glad she saw my successes because I sure didn't feel much confidence in what I was doing! She says that I commanded respect and that the kids were always "under control" whenever she would stop by for a visit. This still surprises me when I think about it because in my memory, I was always fighting to keep myself under control. It was a battle to focus my energy on addressing behaviors without getting angry or annoyed! 

This winter, my former principal asked me to advise a couple of new teachers who were struggling with classroom management. Now, as much as I've struggled with this, it felt pretty good to be able to help these core teachers! I've also had the opportunity to provide classroom management consultations to art teachers in other parts of the country this year. It is always a delight to hear their stories and offer some strategies or counsel. 

Knowledge is power! 

This time of year, it is easy to fall into the trap of being pushed around by student behavior. They are tired, we are tired, and they are DETERMINED to have fun regardless of the teacher's expectations for hard work and learning. 

You can do this! Where do you find your strength and energy? For me, it is having time alone to gather my thoughts and re-energize. I am truly blessed to have a husband who understands that! My husband and son are both extroverts, but they love me and will let me have my seclusion! 

Get lots of rest; refresh your mind, body and spirit before you get back in the classroom this week. 

Having Command Presence starts with having the energy necessary to be the one in authority. 

article by Mrs. Anna Nichols



I don't know anyone who got explicit training in their teacher education programs in enforcing consequences, in knowing HOW to show kids that you truly do mean business. Most of us just spend a year or two as new teachers, floundering in the arena of discipline and struggling to find what works.

I believe that studying the phenomenon known as "Command Presence" will help new and struggling teachers learn to have authentic, compassionate authority in their classrooms! 
Teaching is the only performance profession where we are sent out to perform without getting in a lot of practice, first. Lawyers, dancers, actors, and musicians are all required to practice their performance skills before ever going out on "stage." Teachers need practice too.  

One thing that changed my life as a middle school art teacher years ago was learning about the body language of a leader; the "Power Stance." Since then, I've also learned that the most powerful reinforcer in the classroom is the teacher's attention. Holding disruptive students accountable while simultaneously FOCUSING on good behavior will work wonders. I've seen this happen again and again in my classroom. Where is my attention? Am I thinking about the bad behavior or the good behavior? The teacher's attitude is the invisible pillar of classroom management.

This article is the third in our series about "Command Presence;" we will attempt to provide a definition, reasons that it is important, non-examples, and explain its role, "Teacher as Protector," in the classroom. Next week we will discuss the Command Presence mindset in depth.

What is Command Presence? Usually this phenomenon is associated with law enforcement or the military; these men and women are trained to project authority, using their body language and tone of voice to gain compliance. Master teachers also know how to use authority. Having Command Presence means fulfilling the teacher's role of protector... are you willing to do what it takes to protect your students and their right to the best education possible?

What works with some students will not with others. Many kids will respond immediately to a teacher who "means business," and will settle down just because they were told to. Others need a reason to settle down.... why should they? Kids who see that a teacher will consistently and kindly hold them accountable, time after time, eventually WILL settle down. Teach them that you love them too much to allow them to behave badly. Holding kids accountable, using discipline in the form of consequences, is one way of loving them. You are there to protect them and their right to learn.

My dad retired a few years ago from serving as a civil service employee for the "Troops To Teachers Program" at the navy base in Pensacola. He tells stories of school administrators being amazed at the powerful influence a former military person was able to command in the classroom! How did they do it? 

Here is a definition of Command Presence from Westside Toastmasters: "Command Presence is an elusive quality, but you know it when you see it. Command Presence takes place when you walk into a room, office, or any situation and you realize that there is someone who is in charge, even when he or she is not formally in charge. Command Presence is communicated both verbally and nonverbally." Thank you to high school art teacher Pete Bothwell for providing this link! 

Apparently, Command Presence as it relates to the military involves ethics, professionalism, pride, and self-discipline: "Soldiers will always choose a leader to follow and that leader will either be good or bad. A leader's ability to maintain a strong sense of military bearing, though not always an easy task will have an immeasurable impact on Soldiers. A strong military bearing in a leader will instill pride in Soldiers. A strong military bearing among leaders will create a sense in the Soldiers that their leader is technically and tactically proficient and a true professional leader, a leader whom they can trust, respect and place their confidence in, a leader who will take care of them. They will want to follow and be like that leader." Military Bearing - Projecting Confidence and Command Presence, by Command Sgt. Maj. Naamon Grimmett, Army University Press

In law enforcement, Command Presence involves projecting strength, self-discipline, good posture, confident body language, professionalism, ethics, and close observation of people at all times: "The cop who looks and acts weak—the meekest of the herd—often finds himself the target of all sorts of grief, from verbal abuse all the way to physical assault..... Command presence is all about being at the top of the game. Taking a few minutes to be sure your shoes, badge, and brass are polished goes a long way toward projecting a positive image." Cops and Command Presence: What's Up With That Look?, Lee Lofland, veteran police investigator 

Why should a teacher even study command presence?

It's about leverage. Weight. Powerful influence. Trust. Respect.

It is ALSO about maintaining strong relationships.

Rosalind Wiseman, author of Queen Bees & Wannabes as well as Masterminds & Wingmen, outlines the importance of authority to maintaining relationships in this excerpt from the September 20, 2013 Masterminds and Wingmen, Family Action Network presentation. She says that many times women will back down for fear of damaging relationships, that we don't "hold our own" when enforcing the rules. She also states that this is a sure fire way to create distance in our relationships with our children due to lack of respect.

How can you increase your power and "hold your own" when enforcing consequences?

What is the secret?

First, let's take a look at what command presence in the classroom is NOT:

Henry Rollins discusses the use of Command Presence as it relates to law enforcement in this funny YouTube video. Mr. Rollins demonstrates exactly why Command Presence is not usually associated with teaching; this form of intimidation is the OPPOSITE of being influential and relational. 

The following characteristics exemplify "Intimidation Mode," which is NOT Command Presence as it should be used in the classroom: 
1. Using authority to intimidate students into compliance
2. Yelling out of frustration or anger (HOWEVER, raising your voice when student safety is a concern is acceptable)
3. Using any other fear tactics to force students to comply
4. Failing to preserve the dignity of students; being disrespectful through the use of name-calling or otherwise degrading a student. (I have seen successful examples of teachers playfully using nick-names or using humor when name-calling in a friendly banter sort of way. I would be very careful with this; it is more appropriate with older students as they tend to understand irony and sarcasm.)
5. Domineering and authoritarian

This YouTube video demonstrates several more "Non-Examples" and below is a comparision of Command Presence with Intimidation Mode:

When does a teacher need to use Command Presence? The space of time between observing disruptive behavior and the teacher's response is where Command Presence comes in handy. The first two discipline strategies a teacher uses in response to misbehavior; "nonverbal" and "quiet-verbal," are dependent on the ability to have Command Presence. 

You are much more likely to handle small disruptions effectively if you mean business. If you are projecting an attitude of authority, you will be able to cut down misbehaviors simply by making eye contact with students, moving in close (using proximity), gesturing, or by quietly correcting behavior.

Below are a couple of good examples of "nonverbal" and "quiet verbal" interventions from the Teach Like a Champion organization. In these video clips, we see a variety of teachers who know how to project confidence and authority while being respectful of students! Most of the time in these clips, we are witnessing "Influence Mode" (to be explained more in depth in our next articles) interspersed with glimpses of Command Presence. The teachers are moving more energetically, not as slowly as would be necessary when dealing with more severe misbehavior. What these teachers are doing are "nipping in the bud" disruptive or off task behaviors. These small things, where a novice teacher would either ignore them or not even see them, are what WILL snowball into much bigger things later on down the line. 

I believe this list of descriptors could certainly fit these teachers: 
.......powerful servant leader, role as protector, dominant (not “nice”), authoritative, unemotional and calm, in complete control of self, has high energy, altruistic, self disciplined, self assured, comfortable with power, confident, relaxed, unapologetic, authentic, assertive, direct, sure, determined, decisive, respected, internal steeliness, selfless, respectful, efficient, professional, uses power and energy to help others, clear/concise communicator, composed, serious, speaks with lowered voice.....


Family psychologist Dr. John Rosemond points out that the actual discipline strategy we use is not nearly as important as our mindset:

"In dealing with a discipline problem, more important than what you do is the act of doing. For every specific problem there are myriad effective solutions. It doesn't matter which one you select - you can even invent a new one - because for any and all discipline problems the real solution has nothing to do with technique or method. It's called commitment. It's the sense of purpose, the determination, the resolve you invest in the method of your choice (or invention). Commitment is the backbone of discipline." Dr. John Rosemond, family psychologist, author, discipline expert, speaker

.....next week we will take a closer look at the mindset of Command Presence. Stay tuned!

Editor's note: Many thanks to high school art teacher Pete Bothwell for sharing this term with me: I had never heard of Command Presence before starting this research project into that mysterious Enigma of profound influence... Pete mentioned that, "It’s called command presence. It’s about determining where the eye of the hurricane is, and knowing how to read your crowd." He further provided the definition from Westside ToastmastersThanks, Pete!

Article by Mrs. Anna Nichols