A Good Teacher Explains Quotes

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

The italian nanny was attempting to answer the teachers latest question when the moroccan student interupted, shouting "Excuse me, What is an easter?" it would seem that depsite having grown up in a muslim country, she would have heard it mentioned once or twice, but no. "I mean it," She said. " I have no idea what you people are talking about." The teacher called upon the rest of us to explain. The poles led the charge to the best of their ability. It is," said one, "a party for the little boy of god who call his self jesus and... oh shit." She faltered and her fellow country man came to her aid. He call his self Jesus and then he die one day on two... morsels of... lumber." The rest of the class jumped in, offering bits of information that would have given the pope an aneurysm. he die one day and then he go above of my head to live with your father." he weared of himself the long hair and after he die. the first day he come back here for to say hello to the peoples." he Nice the jesus." he make the good things, and on the easter we be sad because somebody makes him dead today.

Though many non-Native Americans have learned very little about us, over time we have had to learn everything about them. We watch their films, read their literature, worship in their churches, and attend their schools. Every third-grade student in the United States is presented with the concept of Europeans discovering America as a "New World" with fertile soil, abundant gifts of nature, and glorious mountains and rivers. Only the most enlightened teachers will explain that this world certainly wasn't new to the millions of indigenous people who already lived here when Columbus arrived.

But as a wise and great teacher once explained so patiently, all good stories - stories that touch your soul, stories that change your nature, stories that cause you to become a better person from their telling-these stories always contain truth.

Indeed, while experiences and information can be good teachers, there are many times in life where we simply cannot afford to learn on the job. You don’t want to have to go through multiple marriages to learn how to be a good spouse. Or wait until your last child has grown to master parenthood. This is why theory can be so valuable: it can explain

I tried explaining, but my voice wasn’t heard. How is that fair? I wondered to myself—why wasn’t my voice heard and why do the good kids always get in trouble for defending themselves?

What is the nature of the guilt that your teachers call his Original Sin? What are the evils man acquired when he fell from a state they consider perfection? Their myth declares that he ate the fruit of the tree of knowledge--he acquired a mind and became a rational being. It was the knowledge of good and evil--he became a moral being. He was sentenced to earn his bread by his labor--he became a productive being. He was sentenced to experience desire--he acquired the capacity of sexual enjoyment. The evils for which they damn him are reason, morality, creativeness, joy--all the cardinal values of his existence. It is not his vices that their myth of man's fall is desired to explain and condemn, it is not his errors that they hold as his guilt, but the essence of his nature as man. Whatever he was--that robot of the Garden of Eden, who existed without mind, without values, without labor, without love--he was not man.

The Ph.D is one of the chosen who know that some things can never be fathomed, no matter how hard you try. What good are explanations? There is no possibility of explaining how such a work [Mozart's Requiem, in the instance] could ever have come into being. (The same holds true for certain poems, which should not be analyzed either.)

I guess since it was two against one—my truth didn’t hold enough weight. They played the innocent role. They said I was picking on them. I tried explaining, but my voice wasn’t heard. How is that fair? I wondered to myself—why wasn’t my voice heard and why do the good kids always get in trouble for defending themselves?

We are faced with famine in 1974 and people are dying of hunger. When people are dying of hunger, and you are a young economic teacher, teaching an elegant economic theory in the class room, it doesn't make you feel good. Because all your brilliant theories don't seem to, come into use of the people who dying. And it 's death you cannot explain because it's not cause of disease. ..it's just of not having food to eat... So in the situation like that you have nothing but frustration and agony. So one way, I try to kind of enlightened my frustration and agony by coming to the conclusion that I may not be useful as an economist, but I'm still a basic human being. I can juts go out and stand next to human being. And see if there's anything I can do to another person. Even for a day if it is help, pay for more a day, I feel more a little bit better. So that's why I started going outside the campus.. I thought if you can become an angel for 27 dollars, it would be fun to do more of it

I have a feeling," Harry said finally, "that we're coming at this from the wrong angle. There's a tale I once heard about some students who came into a physics class, and the teacher showed them a large metal plate near a fire. She ordered them to feel the metal plate, and they felt that the metal nearer the fire was cooler, and the metal further away was warmer. And she said, write down your guess for why this happens. So some students wrote down 'because of how the metal conducts heat', and some students wrote down 'because of how the air moves', and no one said 'this just seems impossible', and the real answer was that before the students came into the room, the teacher turned the plate around." "Interesting," said Professor Quirrell. "That does sound similar. Is there a moral?" "That your strength as a rationalist is your ability to be more confused by fiction than by reality," said Harry. "If you're equally good at explaining any outcome, you have zero knowledge. The students thought they could use words like 'because of heat conduction' to explain anything, even a metal plate being cooler on the side nearer the fire. So they didn't notice how confused they were, and that meant they couldn't be more confused by falsehood than by truth. If you tell me that the centaurs were under the Imperius Curse, I still have the feeling of something being not quite right. I notice that I'm still confused even after hearing your explanation.

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school? "If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

Henry had never been good with words. Case in point: The first month he’d been at Aglionby, he had tried to explain this to Jonah Milo, the English teacher, and had been told that he was being hard on himself. You’ve got a great vocabulary, Milo had said. Henry was aware he had a great vocabulary. It was not the same thing as having the words you needed to express yourself. You’re very well-spoken for a kid your age, Milo had added. Hell, ha, even for a guy my age. But sounding like you were saying what you felt was not the same as actually pulling it off. A lot of ESL folks feel that way, Milo had finished. My mom said she was never herself in English. But it wasn’t that Henry was less of himself in English. He was less of himself out loud. His native language was thought.

The teacher was asking her students what their parents did for a living, and Timmy stood up and said, “My daddy’s a doctor and my mommy’s a doctor too.” And little Sarah stood up and said, “My mommy’s an engineer and my daddy’s an accountant.” And then little Billy stands up and says, “My mommy’s a writer and my daddy plays the piano in a whorehouse.” The teacher was horrified and later she called Billy’s father, and said, “Why would you ever tell your child a thing like that?” And the father said, “Well, actually I’m a defense lawyer. But how do you explain a thing like that to a seven-year-old?

unsolicited advice to adolescent girls with crooked teeth and pink hair When your mother hits you, do not strike back. When the boys call asking your cup size, say A, hang up. When he says you gave him blue balls, say you’re welcome. When a girl with thick black curls who smells like bubble gum stops you in a stairwell to ask if you’re a boy, explain that you keep your hair short so she won’t have anything to grab when you head-butt her. Then head-butt her. When a guidance counselor teases you for handed-down jeans, do not turn red. When you have sex for the second time and there is no condom, do not convince yourself that screwing between layers of underwear will soak up the semen. When your geometry teacher posts a banner reading: “Learn math or go home and learn how to be a Momma,” do not take your first feminist stand by leaving the classroom. When the boy you have a crush on is sent to detention, go home. When your mother hits you, do not strike back. When the boy with the blue mohawk swallows your heart and opens his wrists, hide the knives, bleach the bathtub, pour out the vodka. Every time. When the skinhead girls jump you in a bathroom stall, swing, curse, kick, do not turn red. When a boy you think you love delivers the first black eye, use a screw driver, a beer bottle, your two good hands. When your father locks the door, break the window. When a college professor writes you poetry and whispers about your tight little ass, do not take it as a compliment, do not wait, call the Dean, call his wife. When a boy with good manners and a thirst for Budweiser proposes, say no. When your mother hits you, do not strike back. When the boys tell you how good you smell, do not doubt them, do not turn red. When your brother tells you he is gay, pretend you already know. When the girl on the subway curses you because your tee shirt reads: “I fucked your boyfriend,” assure her that it is not true. When your dog pees the rug, kiss her, apologize for being late. When he refuses to stay the night because you live in Jersey City, do not move. When he refuses to stay the night because you live in Harlem, do not move. When he refuses to stay the night because your air conditioner is broken, leave him. When he refuses to keep a toothbrush at your apartment, leave him. When you find the toothbrush you keep at his apartment hidden in the closet, leave him. Do not regret this. Do not turn red. When your mother hits you, do not strike back.

Educational bureaucracies dull a child’s questing sensitivity.” Odrade explaining. “The young must be damped down. Never let them know how good they can be. That brings change. Spend lots of committee time talking about how to deal with exceptional students. Don’t spend any time dealing with how the conventional teacher feels threatened by emerging talents and squelches them because of a deep-seated desire to feel superior and safe in a safe environment.

Therefore the good person is the teacher of the bad person The bad person is the resource of the good person Those who do not value their teachers And do not love their resources Although intelligent, they are greatly confused5 This is called the essential wonder

Math. It’s your favorite subject. Which surprises you. Last year your teacher tried to convince you that you had a real “aptitude” for math, but all you got in the end was a B minus. The truth is you weren’t even trying. But then you got low Cs and Ds in all your other classes and you weren’t trying there, either, so maybe you are good at math after all. You like it because either you’re right or you’re wrong. Not like social studies and definitely not like English, where you always have to explain your answers and support your opinions. With math it’s right or it’s wrong and you’re done with it. But even that’s changing, my teacher said now you have to explain how you solved the problem and support your answer, saying that having the right answer isn’t as important as explaining how you got it and bam, just like that, you hate math.

When other girls had tea parties on the playground, I brought out my secondhand Ouija board and attempted to raise the dead. While my classmates gave book reports on The Wind In The Willows or Charlotte’s Web, I did mine on tattered, paperback copies of Stephen King novels that I’d borrowed from my grandmother. Instead of Sweet Valley High, I read books about zombies and vampires. Eventually, my third grade teacher called my mother in to discuss her growing concerns over my behavior, and my mom nodded blithely, but failed to see what the problem was. When Mrs. Johnson handed her my recent book report on Pet Sematary,, my mom wrinkled her forehead with concern and disapproval. "Oh, I see,"she said disappointingly, as she turned to me. "You spelled ‘cemetery’ wrong.” Then I explained that Stephen King had spelled it that way on purpose, and she nodded, saying, “Ah. Well, good enough for me.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

How do we know that there are atoms? By one of the tricks mentioned earlier: we make the hypothesis that there are atoms, and one after the other results come out the way we predict, as they ought to if things are made of atoms. There is also somewhat more direct evidence, a good example of which is the following: The

My lady and I were out getting hammered at the local watering hole on a weeknight and feeling like cool olds, when the waiter asked if it was “moms’ night out,” while offering to explain to us what whiskey is. And now I’m a corpse—please bury me in my L.L.Bean comfort fleece. ME: “Excuse me, I have tattoos, Jeff.” “Oh my goodness, ma’am, I’m so sorry, I just saw the fluid collecting at your ankles and assumed—” HIM: What the fuck is happening to my life? What vibe am I giving off ? Yes, I am wearing soft, pull-on, straight-leg Gloria Vanderbilts, but I also have cool glasses and a motherfucking hand tattoo. Couldn’t it just be middle school art teachers’ happy hour, Jeff ?!

And why can't I have an ignore button like my phone? As I hit it, his calls disappear from the screen and the ringing stops. But the tingles are still at my fingertips, as if he sent them through the phone to grab me. Shoving it in my purse-the pockets on skinny jeans must just be for show 'cause nothing else is fitting in there-I smile at Mark. Ah, Mark. The blue-eyed, blond-haired, all-American quarterback. Who knew he had a crush on me all these years? Not Emma McIntosh, that's for dang sure. And not Chloe. Which is weird, because Chloe was a collector of this kind of information. Maybe it's not true. Maybe Mark's only interested in me because Galen was-who wouldn't want to date the girl who dated the hottest guy in school? But that's just fine with me. Mark is...well, Mark isn't as fantabulous as I always imagined he would be. Still, he's good-looking, a star quarterback, and he's not trying to hook me up with his brother. So why am I not excited? The question must be all over my face because Mark's got his eyebrow raised. Not in a judgmental arch, more like an arch of expectation. If he's waiting for an explanation, his puny human lungs can't hold their breath long enough for an answer. Aside from not being his business, I can't exactly explain the details of my relationship with Galen-fake or otherwise. The truth is, I don't know where we can go from here. He ripped holes in my pride like buckshot. And did I mention he broke my heart? He's not just a crush. Not just a physical attraction, someone who can make me forget my own name by pretending to kiss me. Not just a teacher or a snobby fish with Royal blood. Sure, he's all of those things. But he's more than that. He's who I want. Possibly forever.

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

There really wasn’t a lot this machine could do that you couldn’t do yourself in half the time with a lot less trouble,” said Richard, “but it was, on the other hand, very good at being a slow and dim-witted pupil.” Reg looked at him quizzically. “I had no idea they were supposed to be in short supply,” he said. “I could hit a dozen with a bread roll from where I’m sitting.” “I’m sure. But look at it this way. What really is the point of trying to teach anything to anybody?” This question seemed to provoke a murmur of sympathetic approval from up and down the table. Richard continued, “What I mean is that if you really want to understand something, the best way is to try and explain it to someone else. That forces you to sort it out in your own mind. And the more slow and dim-witted your pupil, the more you have to break things down into more and more simple ideas. And that’s really the essence of programming. By the time you’ve sorted out a complicated idea into little steps that even a stupid machine can deal with, you’ve certainly learned something about it yourself. The teacher usually learns more than the pupil. Isn’t that true?

Like all of you, nobody [at NASA or Thiokol] asked for the seventeen data points for which there had been no problems,” he explains. “Obviously that data existed, and they were having a discussion like we had. If I was in your situation I would probably say, ‘But in a classroom the teacher typically gives us material we’re supposed to have.’ But it’s often the case in group meetings where the person who made the PowerPoint slides puts data in front of you, and we often just use the data people put in front of us. I would argue we don’t do a good job of saying, ‘Is this the data that we want to make the decision we need to make?

She can’t explain or quite understand what it is that is special about dancing with Harry. When he opens his arms to her, he is so sure, the way he holds her, not too hard, not too soft. Like coming home. Where she belongs. The way he moves her. They are a part of the music. Their bodies fit together, move like one person. Perfect. The way a man and a woman must feel, she thinks, when they are in love. He makes her feel beautiful, too, like when he assures her that someday she will be good enough to be a professional dancer. Harry must know, because he is the best dancer, the best teacher, a girl could have, patient and gentle. She is lucky that he believes in her. That is how she feels outside his door.

My worst day was in seventh grade, when Tommy Hewitt pissed on my gym clothes and then the gym teacher said I had to wear my uniform or I’d fail the class. Seventh-grade gym, right? There are worse things to fail. But it was a big deal then, and I was crying, and trying to explain to the teacher what happened, but it was so embarrassing, and he just yelled and yelled and yelled until I put on these piss-soaked shorts and T-shirt. That was the day I stopped caring what people did. I just never cared anymore, about being a loser or not having friends or any of that. So I guess it was good for me in a way, but that moment was awful. I mean, imagine me playing volleyball or whatever in pee-soaked gym clothes while Tommy Hewitt tells everyone what he did. That was the worst day.

Whenever you lose control, someone else always finds it.” These were the words of my high school English teacher Mr. Sologar on our first day of class. They didn’t have anything to do with literature or grammar, but I guess he wanted to kick off the class with a life lesson. It was a good one. If we acted up at home, he explained, control of our lives would swiftly transfer to our parents in the form of lost privileges or being grounded. The same was true at school. If we abused our freedom in the classroom or in the hallways—and we did!—we’d find ourselves in the principal’s office or confined to detention. If we got really crazy and decided to break the law, the legal system would step in to curtail our freedom. “No, control is never truly lost,” he repeated in his thick Indian accent. “If you fail to control yourself, others will control you.

She gives just enough hints about him to make you wonder why he became so villainous. And if he dies, I’ll never learnt the answer.” Oliver eyes her closely. “Perhaps he was born villainous.” “No one is born villainous.” “Oh?” he said with raised eyebrow. “So we’re all born good?” “Neither. We start as animals, with an animal’s needs and desires. It takes parents and teachers and other good examples to show us how to restrain those needs and desires, when necessary, for the greater good. But it’s still our choice whether to heed that education or to do as we please.” “For a woman who loves murder and mayhem, you’re quite the philosopher.” “I like to understand how things work. Why people behave as they do.” He digested that for a moment. “I happen to think that some of us, like Rockton, are born with a wicked bent.” She chose her words carefully. “That certainly provides Rockton with a convenient excuse for his behavior.” His features turned stony. “What do you mean?” “Being moral and disciplined is hard work. Being wicked requires no effort at all-one merely indulges every desire and impulse, no matter how hurtful or immoral. By claiming to be born wicked, Rockton ensures that he doesn’t have to struggle to be god. He can just protest that he can’t help himself.” “Perhaps he can’t,” he clipped out. “Or maybe he’s simply unwilling to fight his impulses. And I want to know the reason for that. That’s why I keep reading Minerva’s books.” Did Oliver actually believe he’d been born irredeemably wicked? How tragic! It lent a hopelessness to his life that helped to explain his mindless pursuit of pleasure. “I can tell you the reason for Rockton’s villainy.” Oliver rose to round the desk. Propping his hip on the edge near her, he reached out to tuck a tendril of hair behind her ear. A sweet shudder swept over her. Why must he have this effect on her? It simply wasn’t fair. “Oh?” she managed. “Rockton knows he can’t have everything he wants,” he said hoarsely, his hand drifting to her cheek. “He can’t have the heroine, for example. She would never tolerate his…wicked impulses. Yet he still wants her. And his wanting consumes him.” Her breath lodged in her throat. It had been days since he’d touched her, and she hadn’t forgotten what it was like for one minute. To have him this near, saying such things… She fought for control over her volatile emotions. “His wanting consumes him precisely because he can’t have her. If he thought he could, he wouldn’t want her after all.” “Not true.” His voice deepening, he stroked the line of her jaw with a tenderness that roused an ache in her chest. “Even Rockton recognizes when a woman is unlike any other. Her very goodness in the face of his villainy bewitches him. He thinks if he can just possess that goodness, then the dark cloud lying on his soul will lift, and he’ll have something other than villainy to sustain him.” “Then he’s mistaken.” Her pulse trebled as his finger swept the hollow of her throat. “The only person who can lift the dark cloud on his soul is himself.” He paused in his caress. “So he’s doomed, then?” “No!” Her gaze flew to his. “No one is doomed, and certainly not Rockton. There’s still hope for him. There is always hope.” His eyes burned with a feverish light, and before she could look away, he bent to kiss her. It was soft, tender…delicious. Someone moaned, she wasn’t sure who. All she knew was that his mouth was on hers again, molding it, tasting it, making her hungry in the way that only he seemed able to do. “Maria…” he breathed. Seizing her by the arms, he drew her up into his embrace. “My God, I’ve thought of nothing but you since that day in the carriage.

Judgment is a challenging concept, full of contradictions. • We use judgment to guide us in our lives every day. We categorize our experiences into good, bad, and neutral, and that leads us to certain behaviors and decisions. In many ways, it makes life easier. • As Dr. Mark Bertin explains in his book, The ADHD Family Solution, judgment “leads us to wrestle with what is not in our control.” For example, it’s understandable that parents of children with challenges feel disappointed when they can’t control their children’s behaviors. If a hyperactive 10-year-old is bouncing off the walls or jumping on the furniture, frustrated parents may come to the judgment that this kid is disrespectful and won’t listen to them; or worse, that he’ll never live up to his potential. “Standing in judgment” does not serve our children—or us. Attaching a stigma to a behavior makes them feel like a failure, interfering with our ability to help them learn to improve that behavior.

As Mollie said to Dailey in the 1890s: "I am told that there are five other Mollie Fanchers, who together, make the whole of the one Mollie Fancher, known to the world; who they are and what they are I cannot tell or explain, I can only conjecture." Dailey described five distinct Mollies, each with a different name, each of whom he met (as did Aunt Susan and a family friend, George Sargent). According to Susan Crosby, the first additional personality appeared some three years after the after the nine-year trance, or around 1878. The dominant Mollie, the one who functioned most of the time and was known to everyone as Mollie Fancher, was designated Sunbeam (the names were devised by Sargent, as he met each of the personalities). The four other personalities came out only at night, after eleven, when Mollie would have her usual spasm and trance. The first to appear was always Idol, who shared Sunbeam's memories of childhood and adolescence but had no memory of the horsecar accident. Idol was very jealous of Sunbeam's accomplishments, and would sometimes unravel her embroidery or hide her work. Idol and Sunbeam wrote with different handwriting, and at times penned letters to each other. The next personality Sargent named Rosebud: "It was the sweetest little child's face," he described, "the voice and accent that of a little child." Rosebud said she was seven years old, and had Mollie's memories of early childhood: her first teacher's name, the streets on which she had lived, children's songs. She wrote with a child's handwriting, upper- and lowercase letters mixed. When Dailey questioned Rosebud about her mother, she answered that she was sick and had gone away, and that she did not know when she would be coming back. As to where she lived, she answered "Fulton Street," where the Fanchers had lived before moving to Gates Avenue. Pearl, the fourth personality, was evidently in her late teens. Sargent described her as very spiritual, sweet in expression, cultured and agreeable: "She remembers Professor West [principal of Brooklyn Heights Seminary], and her school days and friends up to about the sixteenth year in the life of Mollie Fancher. She pronounces her words with an accent peculiar to young ladies of about 1865." Ruby, the last Mollie, was vivacious, humorous, bright, witty. "She does everything with a dash," said Sargent. "What mystifies me about 'Ruby,' and distinguishes her from the others, is that she does not, in her conversations with me, go much into the life of Mollie Fancher. She has the air of knowing a good deal more than she tells.

When discussing the topic of substance abuse with kids, I explain that doing drugs in order to be high and happy means that people try to support being by doing. However, being is “bigger” than doing. I validate that people who use substances know on some level that they need to take care of their being but they have the order reversed because doing can never support being simply because the “smaller” thing can never support the “bigger” thing. It is as absurd as trying to support silence by increasing the noise. The right order of things is that being supports doing and doing needs to serve being. In chess, without the King, the other pieces would all be “dead”, so their existence is supported by the King, but they need to serve the King with their capacity for action in order to have a good game. But how do we begin to honor being if we are emotionally distressed or chemically dependent? We need to accept whatever facet of being we are going through—if we are sad, we need to experience our sadness and not run from it; if we are angry, we need to go through it without acting heedlessly; if we are scared, we have to pay attention to our fear and the reasons for it. Everything we go through is a message of being, and we need to decipher the message rather than run from it. I need to stress here the importance of learning to endure distress and let our emotions run their course without making a bad situation worse. The addicted brain needs to endure strong cravings for several years until the chemically reinforced neural pathways gradually subside in the absence of continued reinforcement. Here the words of the great poet and spiritual teacher Rumi come to mind: “Of all the cures God has provided, patience is the best.

They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?

Strong underneath, though!’ decided Julian. ‘There’s no softness there, if you ask me. I think Emma’s got authority but it’s the best sort. It’s quiet authority . . .’ ‘Rita wasn’t exactly loud, Martin!’ Elizabeth pointed out, rather impatiently. ‘I bet Rita was very like Emma before she was elected head girl. Was she, Belinda? You must have been at Whyteleafe then.’ Belinda had been at Whyteleafe longer than the others. She had joined in the junior class. She frowned now, deep in thought. ‘Why, Elizabeth, I do believe you’re right! I remember overhearing some of the teachers say that Rita was a bit too young and as quiet as a mouse and might not be able to keep order! But they were proved wrong. Rita was nervous at the first Meeting or two. But after that she was such a success she stayed on as head girl for two years running.’ ‘There, Martin!’ said Elizabeth. ‘Lucky the teachers don’t have any say in it then, isn’t it?’ laughed Julian. ‘I think all schools should be run by the pupils, the way ours is.’ ‘What about Nora?’ asked Jenny, suddenly. ‘She wouldn’t be nervous of going on the platform.’ ‘She’d be good in some ways,’ said Belinda, her mind now made up, ‘but I don’t think she’d be as good as Emma . . .’ They discussed it further. By the end, Elizabeth felt well satisfied. Everyone seemed to agree that Thomas was the right choice for head boy. And apart from Martin, who didn’t know who he wanted, and Jenny, who still favoured Nora, everyone seemed to agree with her about Emma. Because of the way that Whyteleafe School was run, in Elizabeth’s opinion it was extremely important to get the right head boy and head girl. And she’d set her heart on Thomas and Emma. She felt that this discussion was a promising start. Then suddenly, near the end of the train journey, Belinda raised something which made Elizabeth’s scalp prickle with excitement. ‘We haven’t even talked about our own election! For a monitor to replace Susan. Now she’s going up into the third form, we’ll need someone new. We’ve got Joan, of course, but the second form always has two.’ She was looking straight at Elizabeth! ‘We all think you should be the other monitor, Elizabeth,’ explained Jenny. ‘We talked amongst ourselves at the end of last term and everyone agreed. Would you be willing to stand?’ ‘I – I—’ Elizabeth was quite lost for words. Speechless with pleasure! She had already been a monitor once and William and Rita had promised that her chance to be a monitor would surely come again. But she’d never expected it to come so soon! ‘You see, Elizabeth,’ Joan said gently, having been in on the secret, ‘everyone thinks it was very fine the way you stood down in favour of Susan last term. And that it’s only fair you should take her place now she’s going up.’ ‘Not to mention all the things you’ve done for the school. Even if we do always think of you as the Naughtiest Girl!’ laughed Kathleen. ‘We were really proud of you last term, Elizabeth. We were proud that you were in our form!’ ‘So would you be willing to stand?’ repeated Jenny. ‘Oh, yes, please!’ exclaimed Elizabeth, glancing across at Joan in delight. Their classmates wanted her to be a monitor again, with her best friend Joan! The two of them would be second form monitors together. ‘There’s nothing I’d like better!’ she added. What a wonderful surprise. What a marvellous term this was going to be! They all piled off at the station and watched their luggage being loaded on to the school coach. Julian gave Elizabeth’s back a pat. There was an amused gleam in his eyes. ‘Well, well. It looks as though the Naughtiest Girl is going to be made a monitor again. At the first Meeting. When will that be? This Saturday? Can she last that long without misbehaving?’ ‘Of course I can, Julian,’ replied Elizabeth, refusing to be amused. ‘I’m going to jolly well make certain of that!’ That, at least, was her intention.

There are many things the Chinese do differently from Westerners. There’s the question of extra credit, for example. One time, Lulu came home and told me about a math test she’d just taken. She said she thought it had gone extremely well, which is why she didn’t feel the need to do the extra-credit problems. I was speechless for a second, uncomprehending. “Why not?” I asked. “Why didn’t you do them?” “I didn’t want to miss recess.” A fundamental tenet of being Chinese is that you always do all of the extra credit all of the time. “Why?” asked Lulu, when I explained this to her. For me this was like asking why I should breathe. “None of my friends do it,” Lulu added. “That’s not true,” I said. “I’m 100% sure that Amy and Junno did the extra credit.” Amy and Junno were the Asian kids in Lulu’s class. And I was right about them; Lulu admitted it. “But Rashad and Ian did the extra credit too, and they’re not Asian,” she added. “Aha! So many of your friends did do the extra credit! And I didn’t say only Asians do extra credit. Anyone with good parents knows you have to do the extra credit. I’m in shock, Lulu. What will the teacher think of you? You went to recess instead of doing extra credit?” I was almost in tears. “Extra credit is not extra. It’s just credit. It’s what separates the good students from the bad students." "Aww - recess is so fun," Lulu offered as her final sally. But after that, Lulu, like Sophia. always did the extra credit. Sometimes the girls got more points on extra credit than on the test itself - an absurdity that would never happen in China. Extra credit is one reason that Asian kids get such notoriously good grades in the United States. Rote drilling is another. Once Sophia came in second on a multiplication speed test, which her fifth grade teacher administered every Friday. She lost to a Korean boy named Yoon-seok. Over the next week, I made Sophia do twenty practice tests (of 100 problems each) every night, with me clocking her with a stopwatch. After that, she came in first every time. Poor Yoon-seok. He went back to Korea with his family, but probably not because of the speed test.

The educational goal of self-esteem seems to habituate young people to work that lacks objective standards and revolves instead around group dynamics. When self-esteem is artificially generated, it becomes more easily manipulable, a product of social technique rather than a secure possession of one’s own based on accomplishments. Psychologists find a positive correlation between repeated praise and “shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.” 36 The more children are praised, the more they have a stake in maintaining the resulting image they have of themselves; children who are praised for being smart choose the easier alternative when given a new task. 37 They become risk-averse and dependent on others. The credential loving of college students is a natural response to such an education, and prepares them well for the absence of objective standards in the job markets they will enter; the validity of your self-assessment is known to you by the fact it has been dispensed by gatekeeping institutions. Prestigious fellowships, internships, and degrees become the standard of self-esteem. This is hardly an education for independence, intellectual adventurousness, or strong character. “If you don’t vent the drain pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit.” In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent. The master has no need for a psychology of persuasion that will make the apprentice compliant to whatever purposes the master might dream up; those purposes are given and determinate. He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master’s actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience. Teamwork doesn’t have this progressive character. It depends on group dynamics, which are inherently unstable and subject to manipulation. On a crew,

As the months rolled on, John and Sarah began to understand themselves less as teachers and more as parents, living into the names Baba and Kama Kiwawa. It was clear the boys needed something Keu couldn’t provide, consistent support and affection. Sarah started giving out hugs and bandages, and John role-modeled manhood by providing food, shelter, and an education. But unlike many parents, John and Sarah didn’t dole out punishments. They left that to the council. On his first visit, Keu had appointed six boys with hair sprouting on their chins as the elders of Kiwawa. He spent a week with them on a hill near Kiwawa where he instructed them in the ways of a traditional elder council, showing them how to resolve problems that might arise according to the Pokot traditions. And each night after the guard heard John’s snores rumbling out of the camper, the council built a fire and legislated the day’s problems according to the nomadic values they had learned, sometimes choosing to defer ruling on more complicated matters until Keu returned. Stolen writing stick? The elders huddled together in the shadow of the illuminated acacia tree. The oldest returned and pointed at the offender: “Water-fetching duty for a week.” “Oee,” the boys would shout, the Pokot version of Amen. “Refusing to share meat?” “Three rope whippings.” “Oee.” “Crying because you miss your mother?” “Spend more time with Kama,” the oldest boy would say with compassion. “Oee.” “We were modeling the Pokot elders by becoming the keepers of justice and fairness. You see, Pokot elders can never settle a matter based on anger or some personal retribution. That is so unacceptable,” Michael explained. “A punishment is meant to reform the person as quickly as possible so the criminal can be brought back into the group. This is because every single person has a job to do, whether it is to fetch water, herd cows, or stand guard against Karamoja. And if you are gone, then someone else has to work harder in your absence. Nomads do not have prisons like the modern world, which changes our whole entire judicial system. In America you can lock somebody up in prison for two years for just a small crime like stealing a cow. And while in prison they are taken out of the community and are expected to think about what they have done. And then after those two years of isolation, a group of psychologists and lawyers and I don’t know who else will examine that person and see if they have changed their stealing ways. If not, then they lock them back up,” he said, turning an invisible key. “In America there is the potential to give up on somebody, to leave them outside of the community. But there are no prisons in the desert, and without prisons the elders are left with two choices: reform you or kill you. And as I said, if they kill you, they are not only losing a good worker, but also a brother and a son. And the desert has already taken so many of our sons.

Burbank's power of love, reported Hall, "greater than any other, was a subtle kind of nourishment that made everything grow better and bear fruit more abundantly. Burbank explained to me that in all his experimentation he took plants into his confidence, asked them to help, and assured them that he held their small lives in deepest regard and affection." Helen Keller, deaf and blind, after a visit to Burbank, wrote in Out­ look for the Blind: "He has the rarest of gifts, the receptive spirit of a child. When plants talk to him, he listens. Only a wise child can understand the language of flowers and trees." Her observation was particularly apt since all his life Burbank loved children. In his essay "Training of the Human Plant," later published as a book, he an­ticipated the more humane attitudes of a later day and shocked authori­tarian parents by saying, "It is more important for a child to have a good nervous system than to try to 'force' it along the line of book knowledge at the expense of its spontaneity, its play. A child should learn through a medium of pleasure, not of pain. Most of the things that are really useful in later life come to the children through play and through association with nature." Burbank, like other geniuses, realized that his successes came from having conserved the exuberance of a small boy and his wonder for everything around him. He told one of his biographers: 'Tm almost seventy-seven, and I can still go over a gate or run a foot race or kick the chandelier. That's because my body is no older than my mind-and my mind is adolescent. It has never grown up and I hope it never will." It was this quality which so puzzled the dour scientists who looked askance at his power of creation and bedeviled audiences who expected him to be explicit as to how he produced so many horticultural wonders. Most of them were as disappointed as the members of the American Pomological Society, gathered to hear Burbank tell "all" during a lecture entitled "How to Produce New Fruits and Flowers," who sat agape as they heard him say: In pursuing the study of any of the universal and everlasting laws of nature, whether relating to the life, growth, structure and movements of a giant planet, the tiniest plant or of the psychological movements of the human brain, some conditions are necessary before we can become one of nature's interpreters or the creator of any valuable work for the world. Preconceived notions, dogmas and all personal prejudice and bias must be laid aside. Listen patiently, quietly and reverently to the lessons, one by one, which Mother Nature has to teach, shedding light on that which was before a mystery, so that all who will, may see and know. She conveys her truths only to those who are passive and receptive. Accepting these truths as suggested, wherever they may lead, then we have the whole universe in harmony with us. At last man has found a solid foundation for science, having discovered that he is part of a universe which is eternally unstable in form, eternally immutable in substance.

the ten thousand things To study the self is to forget the self. To forget the self is to be enlightened by the ten thousand things. – Eihei Dogen If one is very fortunate indeed, one comes upon – or is found by – the teachings that match one’s disposition and the teachers or mentors whose expression strikes to the heart while teasing the knots from the mind. The Miriam Louisa character came with a tendency towards contrariness and scepticism, which is probably why she gravitated to teachers who displayed like qualities. It was always evident to me that the ‘blink’ required in order to meet life in its naked suchness was not something to be gained in time. Rather, it was clear that it was something to do with understanding what sabotages this direct engagement. So my teachers were those who deconstructed the spiritual search – and with it the seeker – inviting one to “see for oneself.” I realised early on that I wouldn’t find any help within traditional spiritual institutions since their version of awakening is usually a project in time. Anyway, I’m not a joiner by nature. I set out on my via negativa at an early age, trying on all kinds of philosophies and practices with enthusiasm and casting them aside –neti neti – equally enthusiastically. Chögyam Trungpa wised me up to “spiritual materialism” in the 70s; Alan Watts followed on, pointing out that whatever is being experienced is none other than ‘IT’ – the unarguable aliveness that one IS. By then I was perfectly primed for the questions put by Jiddu Krishnamurti – “Is there a thinker separate from thought?” “Is there an observer separate from the observed?” “Can consciousness be separated from its content?” It was while teaching at Brockwood Park that I also had the good fortune to engage with David Bohm in formal dialogues as well as private conversations. (About which I have written elsewhere.) Krishnamurti and Bohm were seminal teachers for me; I also loved the unique style of deconstruction offered by Nisargadatta Maharaj. As it happened though, it took just one tiny paragraph from Wei Wu Wei to land in my brain at exactly the right time for the irreversible ‘blink’ to occur. I mention this rather august lineage because it explains why the writing of Robert Saltzman strikes not just a chord but an entire symphonic movement for me. We are peers; we were probably reading the same books by Watts and Krishnamurti at the same time during the 70s and 80s. Reading his book, The Ten Thousand Things, is, for me, like feeling my way across a tapestry exquisitely woven from the threads of my own life. I’m not sure that I can adequately express my wonderment and appreciation… The candor, lucidity and lack of jargon in Robert’s writing are deeply refreshing. I also relish his way with words. He knows how to write. He also knows how to take astonishingly fine photographs, and these are featured throughout the book. It’s been said that this book will become a classic, which is a pretty good achievement for someone who isn’t claiming to be a teacher and has nothing to gain by its sale. (The book sells for the production price.) He is not peddling enlightenment. He is simply sharing how it feels to be free from all the spiritual fantasies that obscure our seamless engagement with this miraculous thing called life, right now.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

Not all good works can turn a profit, but profits can be directed toward good. As Warren Buffett explains, “I’ve worked in an economy that rewards someone who saves the lives of others on a battlefield with a medal, rewards a great teacher with thank-you notes from parents, but rewards those who can detect the mispricing of securities with sums reaching into the billions.

11 — I have explained where Wagner belongs—not in the history of music. What does he signify nevertheless in that history? The emergence of the actor in music: a capital event that invites thought, perhaps also fear. In a formula: "Wagner and Liszt."— Never yet has the integrity of musicians, their "authenticity," been put to the test so dangerously. One can grasp it with one's very hands: great success, success with the masses no longer sides with those who are authentic,—one has to be an actor to achieve that!— Victor Hugo and Richard Wagner—they both prove one and the same thing: that in declining civilizations, wherever the mob is allowed to decide, genuineness becomes superfluous, prejudicial, unfavorable. The actor, alone, can still kindle great enthusiasm.— And thus it is his golden age which is now dawning—his and that of all those who are in any way related to him. With drums and fifes, Wagner marches at the head of all artists in declamation, in display and virtuosity. He began by convincing the conductors of orchestras, the scene-shifters and stage-singers, not to forget the orchestra:—he "redeemed" them from monotony .... The movement that Wagner created has spread even to the land of knowledge: whole sciences pertaining to music are rising slowly, out of centuries of scholasticism. As an example of what I mean, let me point more particularly to Riemann's [Hugo Riemann (1849-1919): music theoretician] services to rhythmic; he was the first who called attention to the leading idea in punctuation—even for music (unfortunately he did so with a bad word; he called it "phrasing"). All these people, and I say it with gratitude, are the best, the most respectable among Wagner's admirers—they have a perfect right to honor Wagner. The same instinct unites them with one another; in him they recognize their highest type, and since he has inflamed them with his own ardor they feel themselves transformed into power, even into great power. In this quarter, if anywhere, Wagner's influence has really been beneficial. Never before has there been so much thinking, willing, and industry in this sphere. Wagner endowed all these artists with a new conscience: what they now exact and obtain from themselves, they had never extracted before Wagner's time—before then they had been too modest. Another spirit prevails on the stage since Wagner rules there: the most difficult things are expected, blame is severe, praise very scarce—the good and the excellent have become the rule. Taste is no longer necessary, nor even is a good voice. Wagner is sung only with ruined voices: this has a more "dramatic" effect. Even talent is out of the question. Expressiveness at all costs, which is what the Wagnerian ideal—the ideal of décadence—demands, is hardly compatible with talent. All that is required for this is virtue—that is to say, training, automatism, "self-denial." Neither taste, voices, nor gifts: Wagner's stage requires one thing only—Teutons! ... Definition of the Teuton: obedience and long legs ... It is full of profound significance that the arrival of Wagner coincides in time with the arrival of the "Reich": both actualities prove the very same thing: obedience and long legs.— Never has obedience been better, never has commanding. Wagnerian conductors in particular are worthy of an age that posterity will call one day, with awed respect, the classical age of war. Wagner understood how to command; in this, too, he was the great teacher. He commanded as the inexorable will to himself, as lifelong self-discipline: Wagner who furnishes perhaps the greatest example of self-violation in the history of art (—even Alfieri, who in other respects is his next-of-kin, is outdone by him. The note of a Torinese). 12 The insight that our actors are more deserving of admiration than ever does not imply that they are any less dangerous ... But who could still doubt what I want,—what are the three demands for which my my love of art has compelled me?

Once Akash set me up with invisibility and taught me some basic killing skills, I deleted StealthViper999—who, I had to admit, was neither stealthy nor viper-like—and created a new avatar, who I called InvisibleDeath. For obvious reasons. At this point, it was Friday afternoon, and most weekends, Reese spends every waking minute (when he’s not at a soccer game) on MetaWorld. So I was all amped up to get my revenge ASAP. But that particular Friday, Reese got a 57 on his math test. Even by my brother’s incredibly low standards, it was such a bad grade that Ms. Santiago made him take the test home to get it signed by a parent. REESE I don’t know what the big deal was. A 57’s still “Very Good.” CLAUDIA I should explain about the Culvert Prep grading system. A few years ago, a bunch of parents complained that letter grades were hurting their kids’ self-esteem. So now, instead of A, B, C, D, and F, our grading scale is “Amazing,” “Spectacular,” “Excellent,” “Very Good,” and “Okay.” Which is totally stupid. Because nothing changed except the names, so if you get a “Very Good” on your report card, your parents have to come in for a special conference with your teacher. And if you get more than one “Okay,” they basically tell you to start looking for another school. Also, I know which parents did the complaining—and I don’t want to be catty or name names, but I can tell you the one thing their kids ABSOLUTELY DO NOT NEED is more self-esteem. Anyway, when Reese brought home his 57 that Friday, Mom and Dad reacted in their usual way, which

It wouldn’t be long before I’d learn another lesson that was a real turning point. I saw a dog scrounging around in the school parking lot, a dirty and scrawny mutt that had evidently been on his own for a while. Some of the kids and I shared a bit of food with the dog at recess. By the time classes were starting again we had befriended the poor thing. I suddenly felt an unusual responsibility toward the stray. I didn’t feel it was enough just to give it something to eat and say that I’d helped it, and then move on. I needed to make sure that dog was in a safe place. “We’ve got to do something to help,” I said to my teacher. “The school’s already called animal control,” my teacher explained. She assured me that if the owners were looking for the stray, they would have the best chance of finding it through animal control. I was stubborn. “But after a period of time, if the dog isn’t claimed, they’ll put it to sleep, right?” My teacher nodded reluctantly. “I suppose.” “So that’s not good enough.” My teacher sighed, giving me an I-haven’t-got-time-for-this look. “There aren’t really any other options, Terri.” And that was that. What happened to the stray dog, I’ll never know. But with the fierce determination of a child to right injustice, I resolved that when I grew up, I would no longer turn a blind eye and walk past a problem. I would stop and fix it. I remember that episode very clearly as a defining moment in my life. Neither the stray dog nor the ducklings were huge events, just minor incidents in the life of a young girl growing up in the Pacific Northwest. But they formed two vital threads in the fabric of who I am today: When you help an animal, do your absolute best to make sure you don’t harm it at the same time, and Never walk past a problem with an animal--fix it. These were the lessons I remembered when I encountered a sick, emaciated cougar in a plastic pet cage.

When a school is successful, it is hard to know which factor was most important or if it was a combination of factors.Even the principal and teachers may not know for sure. A reporter from the local newspaper will arrive and decide that it must be the principal or a particular program but the reporter will very likely be wrong. Success, whether defined as high test scores or graduation rates or student satisfaction, cannot be bottled and dispensed at will. This may explain why there are so few examples of low-performing schools that have been "turned around" into high -performing schools. And it may explain why schools are not very good at replicating the success of model schools, whether the models are charters or regular public schools.

It behoves us always to remember that in physics it has taken great men to discover simple things. . . . How far even then mathematics will suffice to describe, and physics to explain, the fabric of the body, no man can foresee. It may be that all the laws of energy, and all the properties of matter, and all the chemistry of all the colloids are as powerless to explain the body as they are impotent to comprehend the soul. For my part, I think it is not so. Of how it is that the soul informs the body, physical science teaches me nothing; and that living matter influences and is influenced by mind is a mystery without a clue. Consciousness is not explained to my comprehension by all the nerve-paths and neurons of the physiologist; nor do I ask of physics how goodness shines in one man’s face, and evil betrays itself in another. But of the construction and growth and working of the body, as of all else that is of the earth earthy, physical science is, in my humble opinion, our only teacher and guide.

Earlier this year, a self-identified White, monolingual English-speaking teacher explained to me that, among other signs of her stupidity, Dr Baez’s English language skills are ‘horrible, and from what I hear, her Spanish isn’t that good either’...If Dr Baez, the bilingual school principal with multiple university degrees, including a doctorate in education, was subjected to such discriminatory thinking, then what could this mean for students, who were positioned in highly subordinate institutional positions?

Indeed, while experiences and information can be good teachers, there are many times in life where we simply cannot afford to learn on the job. You don’t want to have to go through multiple marriages to learn how to be a good spouse. Or wait until your last child has grown to master parenthood. This is why theory can be so valuable: it can explain what will happen, even before you experience

The parent focused on grades, not on what the child was learning or found interesting in the class. A better dialogue might go something like this: PARENT: How was school today? CHILD: Fine. PARENT: What did you enjoy most? CHILD: Spanish. PARENT: Great! How come? CHILD: It’s my favorite class! PARENT: How come? CHILD: I always get a really good score on tests and homework is never hard and I’m never lost. I raise my hand all the time and when she does call on me, especially when other people aren’t getting it, I feel “Yay! I’ve got this, let’s go!” PARENT: How can you tell you’re good at it? CHILD: Well, when my teacher is explaining something, I can guess what she’s about to say because I already know exactly how it works. I know what’s coming next. I can explain it to my friend. … etc. Keep asking why and how. It’s one thing for a child to know she likes a subject, but as this dialogue demonstrates, what we really want is for a child to be able to home in on how she knows what she knows.

Our resources are limited, after all. Ask a congressman to allocate an additional million dollars to the National Science Foundation for basic research, and he’ll justifiably ask whether that money wouldn’t be better used to fund teacher training or to give a needed tax break to a troubled factory in his district. To channel limited resources we must answer questions such as ‘What is more important?’ and ‘What is good?’ And these are not scientific questions. Science can explain what exists in the world, how things work, and what might be in the future. By definition, it has no pretensions to knowing what should be in the future. Only religions and ideologies seek to answer such questions

Lewis, it seems, could remember texts primarily because he had absorbed their deep inner logic. His diaries bear witness to his habit of reading an astonishing number of texts; his personal library contains annotations indicating when a book was first read, and then read again. He was good at explaining complex ideas to others, because he had first explained them to himself: “I’m a professional teacher and explanation happens to be one of the things I’ve learned to do.”[369] Lewis achieved this feat partly by neglecting other sources of reading—such as daily newspapers. As a result, even his friends sometimes found him worryingly ignorant of current affairs. William Empson (1906–1984), a leading literary critic who had little time for Lewis’s views on Milton, nevertheless declared that “he was the best read man of his generation, one who read everything and remembered everything he read.”[370] It showed. Students attending his lectures were impressed by his grasp not simply of the texts of leading works of literature—above all, Milton’s Paradise Lost—but his deeper grasp of their internal structure. Rarely did university lectures both inform and inspire; yet these quickly became the hallmarks of Lewis’s academic lecturing style.

The human race is a very precious and ancient race. Its history goes back many hundreds of thousands of years. Some spiritual teachers even believe that it goes back more than 550 million years. I know this sounds crazy and does not make sense, but if you continue to read deeper into this book, I can promise you that this subject will make more sense and sound less crazy. Because we have such a long history, I’m not going to go into great detail about it because it will take more than a lifetime to explain it all. Instead, I will briefly explain who we are, why we are here and where we came from. If you want to know more about our history, a good place to start is to do research on ETs and their involvement with ancient civilizations.

of writing instruction in both K–12 schools and colleges is a symptom of this cluelessness among professionals. We would not likely see such inconsistency, after all, if any one or two approaches to teaching writing had had any discernible success. To mention just a few examples of this inconsistency, some K–12 teachers (but not all) virtually equate good writing with correct grammar, but when and if those students get to college they are often told that grammar is overrated, if not completely unimportant. In some cases, students encounter these confusingly conflicting attitudes toward grammar side by side both in K–12 and college. In a similarly confusing way, “writing” in K–12 often means creative writing or personal narrative, but in college the term shifts without warning to mean rigorous exposition, analysis, and argument. This shift often comes as a surprise or shock to students—if they become aware of it at all—because neither K–12 schools nor colleges take responsibility for informing students about it, much less explaining and justifying it.

When the pianists and their parents talked about their first piano teachers, they consistently focused on one theme: the teachers were caring, kind, and patient. The pianists looked forward to piano lessons because their first teachers made music interesting and fun. “The children had very positive experiences with their first lessons. They made contact with another adult, outside their home, who was warm, supportive, and loving,” Bloom’s team explains. The world-class pianists had their initial interest sparked by teachers who were givers. The teachers looked for ways to make piano lessons enjoyable, which served as an early catalyst for the intense practice necessary to develop expertise. “Exploring possibilities and engaging in a wide variety of musical activities took precedence” over factors such as “right or wrong or good or bad.

done to show that this is not so (which is not to say that there are no points of difference between Thomistic and Aristotelian metaphysics). The dominant form of neo-Platonism in medieval Christian thought was Augustinianism. It is little wonder that the Platonic tradition should have seemed agreeable to the early Church Fathers, for it is not difficult to map Christian beliefs and practices into central elements of neo-Platonism. Most fundamentally, just as the Christian distinguishes between the physical cosmos and the eternal kingdom of God, so Plato and his followers distinguish between the material world and the timeless and unchanging realm of immaterial forms. Similarly, Christians commonly distinguish between body and soul and look forward to life after death in which the blessed will enjoy forever the sight of God; while Platonists contrast the mortal frame and the immortal mind that will ascend to eternal vision of the forms. Supreme among these forms is that of the One whose principal aspects are those of truth, beauty and goodness; a trinity-in-unity ready-made to assist Christians struggling with the idea that God is three persons in one divinity. The lesser Platonic forms, including those corresponding to natures experienced in the empirical world, became the ideas out of which God created the world. Even Christian mysticism found its rational warrant in the idea that the most noble experiences consist in inexpressible encounters with transcendental realities. Aristotle came into his own as a philosopher through his rejection of the fundamental tenets of Platonism and through his provision of a more naturalistic and less dualistic worldview. It is hardly surprising, therefore, that the enthusiasm for Aristotelianism shown by Aquinas and by his teachers Peter of Ireland and Albert the Great was viewed with suspicion by the Augustinian masters of the thirteenth century. Even so, it is a serious mistake, still perpetrated today, to represent Aristotle as if he were some sort of scientific materialist. In one of the classics of analytical philosophy, Individuals: An Essay in Descriptive Metaphysics, Peter Strawson explains his subtitle by distinguishing between two types of philosophy, writing that ‘descriptive metaphysics is content to describe the actual structure of our thought about the world, [while] revisionary metaphysics is concerned to produce a better structure’.7 He goes on to point out that few if any actual metaphysicians have been wholly of one or other sort, but that broadly speaking Leibniz and Berkeley are revisionary while Aristotle and Kant are descriptive. In these terms Aquinas’s thought and thomist metaphysics are fundamentally ‘descriptive’, notwithstanding that they are at odds with the materialism and scientism which some contemporary philosophers proclaim as enlightened common sense. The words of G.K. Chesterton quoted at the outset of this chapter

But are challenge and love enough? Not quite. All great teachers teach students how to reach the high standards. Collins and Esquith didn’t hand their students a reading list and wish them bon voyage. Collins’s students read and discussed every line of Macbeth in class. Esquith spent hours planning what chapters they would read in class. “I know which child will handle the challenge of the most difficult paragraphs, and carefully plan a passage for the shy youngster … who will begin his journey as a good reader. Nothing is left to chance.… It takes enormous energy, but to be in a room with young minds who hang on every word of a classic book and beg for more if I stop makes all the planning worthwhile.” What are they teaching the students en route? To love learning. To eventually learn and think for themselves. And to work hard on the fundamentals. Esquith’s class often met before school, after school, and on school vacations to master the fundamentals of English and math, especially as the work got harder. His motto: “There are no shortcuts.” Collins echoes that idea as she tells her class, “There is no magic here. Mrs. Collins is no miracle worker. I do not walk on water, I do not part the sea. I just love children and work harder than a lot of people, and so will you.” DeLay expected a lot from her students, but she, too, guided them there. Most students are intimidated by the idea of talent, and it keeps them in a fixed mindset. But DeLay demystified talent. One student was sure he couldn’t play a piece as fast as Itzhak Perlman. So she didn’t let him see the metronome until he had achieved it. “I know so surely that if he had been handling that metronome, as he approached that number he would have said to himself, I can never do this as fast as Itzhak Perlman, and he would have stopped himself.” Another student was intimidated by the beautiful sound made by talented violinists. “We were working on my sound, and there was this one note I played, and Miss DeLay stopped me and said, ‘Now that is a beautiful sound.’ ” She then explained how every note has to have a beautiful beginning, middle, and end, leading into the next note. And he thought, “Wow! If I can do it there, I can do it everywhere.” Suddenly the beautiful sound of Perlman made sense and was not just an overwhelming concept. When students don’t know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they’re just fine as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap. As Marva Collins said to a boy who was clowning around in class, “You are in sixth grade and your reading score is 1.1. I don’t hide your scores in a folder. I tell them to you so you know what you have to do. Now your clowning days are over.” Then they got down to work.

Lucia Robson's facts can be trusted if, say, you're a teacher assigning her novels as supplemental reading in a history class. “Researching as meticulously as a historian is not an obligation but a necessity,” she tells me. “But I research differently from most historians. I'm looking for details of daily life of the period that might not be important to someone tightly focused on certain events and individuals. Novelists do take conscious liberties by depicting not only what people did but trying to explain why they did it.” She adds, “I depend on the academic research of others when gathering material for my books, but I don't think that my novels should be considered on par with the work of accredited historians. I wouldn't recommend that historians cite historical novels as sources.” And they sure don't. They wouldn't risk the scorn of their colleagues by citing novels. But, Lucia adds: “I think historical fiction and nonfiction work well together. … I'd bet that historical novels lead more readers to check out nonfiction on the subject rather than the other way around,” she says, and then notes: One of the wonderful ironies of writing about history is that making stuff up doesn't mean it's not true. And obversely, declaring something to be true doesn't guarantee that it is. In writing about events that happened a century or more ago, no one knows what historical ‘truth’ is, because no one living today was there. That's right. Weren't there. But will be, once a good historical novelist puts us there.

He explained that it was important to allow our semen to accumulate within our body, so that we would be acutely aware on every level during foreplay. When no semen is released for a period of time, the body becomes extremely sensitive to touch, scent, caresses, sight and sound. In such a state, a transformative spiritual event can occur; the experience can transport one into epiphanies of ecstatic sensual and sexual arousal. This, according to our sex education teacher, was the highest good of sensuality and foreplay.

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

... both spiritual teachers and preachers fall into the trap of using imprecise, emotional mumbo jumbo—if you can’t define it or explain it, then it’s mumbo jumbo—to connect with an audience. The audience reads into it what they want, and it makes for good theater.

There’s a tale I once heard about some students who came into a physics class, and the teacher showed them a large metal plate near a fire. She ordered them to feel the metal plate, and they felt that the metal nearer the fire was cooler, and the metal further away was warmer. And she said, write down your guess for why this happens. So some students wrote down ‘because of how the metal conducts heat’, and some students wrote down ‘because of how the air moves’, and no one said ‘this just seems impossible’, and the real answer was that before the students came into the room, the teacher turned the plate around.” “Interesting,” said Professor Quirrell. “That does sound similar. Is there a moral?” “That your strength as a rationalist is your ability to be more confused by fiction than by reality,” said Harry. “If you’re equally good at explaining any outcome, you have zero knowledge.

The 5 Elements of Effective Thinking (Edward B. Burger;Michael Starbird) - Your Highlight on page 17 | location 251-270 | Added on Monday, 6 April 2015 03:03:56 Understand simple things deeply The most fundamental ideas in any subject can be understood with ever-increasing depth. Professional tennis players watch the ball; mathematicians understand a nuanced notion of number; successful students continue to improve their mastery of the concepts from previous chapters and courses as they move toward the more advanced material on the horizon; successful people regularly focus on the core purpose of their profession or life. True experts continually deepen their mastery of the basics. Trumpeting understanding through a note-worthy lesson. Tony Plog is an internationally acclaimed trumpet virtuoso, composer, and teacher. A few years ago we had the opportunity to observe him conducting a master class for accomplished soloists. During the class, each student played a portion of his or her selected virtuosic piece. They played wonderfully. Tony listened politely and always started his comments, “Very good, very good. That is a challenging piece, isn’t it?” As expected, he proceeded to give the students advice about how the piece could be played more beautifully, offering suggestions about physical technique and musicality. No surprise. But then he shifted gears. He asked the students to play a very easy warm-up exercise that any beginning trumpet player might be given. They played the handful of simple notes, which sounded childish compared to the dramatically fast, high notes from the earlier, more sophisticated pieces. After they played the simple phrase, Tony, for the first time during the lesson, picked up the trumpet. He played that same phrase, but when he played it, it was not childish. It was exquisite. Each note was a rich, delightful sound. He gave the small phrase a delicate shape, revealing a flowing sense of dynamics that enabled us to hear meaning in those simple notes. The students’ attempts did not come close—the contrast was astounding. The fundamental difference between the true master and the talented students clearly occurred at a far more basic level than in the intricacies of complex pieces. Tony explained that mastering an efficient, nuanced performance of simple pieces allows one to play spectacularly difficult pieces with greater control and artistry. The lesson was simple. The master teacher suggested that the advanced students focus more of their time on practicing simple pieces intensely—learning to perform them with technical efficiency and beautiful elegance. Deep work on simple, basic ideas helps to build true virtuosity—not just in music but in everything. ==========

A sutra is, so to speak, the bare thread of an exposition, the absolute minimum that is necessary to hold it together, unadorned by a single "bead" of elaboration. Only essential words are used. Often, there is no complete sentence-structure. There was a good reason for this method. Sutras were composed at a period when there were no books. The entire work had to be memorized, and so it had to be expressed as tersely as possible. Patanjali's Sutras, like all others, were intended to be expanded and explained. The ancient teachers would repeat an aphorism by heart and then proceed to amplify it with their own comments, for the benefit of their pupils. In some instances these comments, also, were memorized, transcribed at a later date, and thus preserved for us.

7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.

A kindergarten teacher one day is trying to explain to her class the definition of the word “definitely” to them. To make sure the students have a good understanding of the word, she asks them to use it in a sentence. The first student raised his hand and said “The sky is definitely blue”. The teacher said, “Well, that isn’t entirely correct, because sometimes it’s gray and cloudy”. Another student says, “Grass is definitely green.” The teacher again replies “If grass doesn’t get enough water it turns brown, so that isn’t really correct either.” Another student raises his hand and asks the teacher “Do farts have lumps?” The teacher looked at him and said “No…But that isn’t really a question you want to ask in class discussion.” So the student replies, “Then I definitely shit my pants.

Celia’s instructions would remain carved in her daughter’s memory. Ruth was to always be a lady. “That meant always conduct yourself civilly, don’t let emotions like anger or envy get in your way,” RBG later explained. “Hold fast to your convictions and your self-respect, be a good teacher, but don’t snap back in anger. Anger, resentment, indulgence in recriminations waste time and sap energy.” Few mothers of that time gave their daughters Celia’s second piece of advice: Always be independent.

Countersignaling You would think, based on the previous section, that if you have the ability to signal your type, you should. That way, you differentiate yourself from those who can’t make the same signal. And yet, some of the people most able to signal refrain from doing so. As Feltovich, Harbaugh, and To explain: The nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against his character, while a highly respected person finds it demeaning to dignify accusations with a response.6 Their insight is that in some circumstances, the best way to signal your ability or type is by not signaling at all, by refusing to play the signaling game.

Which one?” asked Louis. “The one that put the trash can on your head,” said Jenny. Louis shuddered just thinking about her. “Mrs. Drazil,” he whispered. The kids looked at each other. “What color hair did she have?” asked Jason. “Brown,” said Louis. “Why?” “We have a substitute teacher,” explained Deedee. “She’s real nice.” “Good,” said Louis. “Her name is Mrs. Drazil,” said Deedee. “Whoa, I’m getting out of here,” said Louis. He started to run, but the kids grabbed him. “It’s okay,” said Jenny. “It can’t be the same teacher. Our teacher is nice.” “And her hair isn’t brown,” said Jason.

This means we need to separate our children from their behaviors. As it turns out, there’s a significant difference between you are bad and you did something bad. And, no, it’s not just semantics. Shame corrodes the part of us that believes we can do and be better. When we shame and label our children, we take away their opportunity to grow and try on new behaviors. If a child tells a lie, she can change that behavior. If she is a liar—where’s the potential for change in that? Cultivating more guilt self-talk and less shame self-talk requires rethinking how we discipline and talk to our children. But it also means explaining these concepts to our kids. Children are very receptive to talking about shame if we’re willing to do it. By the time they’re four and five, we can explain to them the difference between guilt and shame, and how much we love them even when they make bad choices. When Ellen was in kindergarten, her teacher called me at home one afternoon and said, “I totally get what you do now.” When I asked her why, she said that earlier in the week, she had looked over at Ellen, who was in the “Glitter Center” and said, “Ellen! You’re a mess.” Apparently, Ellen got a very serious look on her face and said, “I may be making a mess, but I’m not a mess.” (That’s the day I became “that parent.”) Charlie also gets the distinction between shame and guilt. When I found our dog pulling food out of the trash can, I scolded her by saying, “Bad girl!” Charlie came sliding around the corner, shouting, “Daisy is a good girl who made a bad choice! We love her! We just don’t love her choices!” When I tried to explain the difference by saying, “Daisy is a dog, Charlie,” his response was, “Oh, I see. Daisy is a good dog who made a bad choice.

The teacher called upon the rest of us to explain (Easter). The Poles led the charge to the best of their ability. “It is,” said one, “a party for the little boy of God who call his self Jesus and … oh, shit.” She faltered and her fellow countryman came to her aid. “He call his self Jesus and then he be die one day on two … morsels of … lumber.” The rest of the class jumped in, offering bits of information that would have given the pope an aneurysm. “He die one day and then he go above of my head to live with your father.” “He weared of himself the long hair and after he die, the first day he come back here for to say hello to the peoples. “He nice, the Jesus.” “He make the good things, and on the Easter we be sad because somebody makes him dead today.

Henry had never been good with words. Case in point: The first month he’d been at Aglionby, he had tried to explain this to Jonah Milo, the English teacher, and had been told that he was being hard on himself. You’ve got a great vocabulary, Milo had said. Henry was aware he had a great vocabulary. It was not the same thing as having the words you needed to express yourself. You’re very well-spoken for a kid your age, Milo had added. Hell, ha, even for a guy my age. But sounding like you were saying what you felt was not the same as actually pulling it off.

Now there is a subversive way most teachers of legalism explain this deception of good works or a good life to reach heaven. “I am not doing the good works; God is. God does the good works through me so that they are his works, not mine.” This sounds pious. However, the problem is that neither Paul nor any other NT author makes such a false distinction between good works done by us or by God through us. The contrast is always between faith and works. Again, we are leaving the plain meaning of Scripture to be educated out of the truth.

That isn’t the problem,” Abraham replied. “There’s certain words in there that are against her beliefs.” He cited the word adore. There was also a problem with the phrase — roughly translated — “If he doesn’t come back, kill me, sky, eat me, dirt, take me, Jesus.” “She can’t do it. José, you gotta understand.” Hernández removed adore and replaced “take me, Jesus” with the line, “I want to die.” That led to hours of deep discussion with Abraham about God, Jesus, and religion. “Hey, compadre, bring me the Bible,” he shouted out. With the Good Book in hand, Abraham began to talk theology. “He was trying to convince me there was no Holy Spirit, that Jesus is just a teacher,” said Hernández, himself a born-again Christian. “He said, ‘Before you get out of here, I’m gonna convert you.’ He was trying to explain his beliefs and what he thinks about life after death, who he thinks Jesus was. It was really deep. A lot of people see him as a hard business guy, but I know how strong his beliefs are — so strong he tried to convince me.” Hernández left Corpus believing the same things he had when he arrived. But he also realized that both Abraham and Selena shared a deep spirituality he’d rarely seen before. Neither was a member of the Jehovah’s Witnesses. As long as Selena pranced around the stage in clothes that were provocative and revealing, she couldn’t be accepted into the faith. Bustiers and bare midriffs did not qualify as the sort of modest dress required of women of the church. But that didn’t stop them from believing God’s kingdom was an actual government ruling in heaven that would soon return to earth to bring

As drugs flow up into the United States, all kinds of people make money off them. People are subcontracted to ship, truck, warehouse, and finally smuggle the product over the border. To complicate this, drugs are often bought and sold many times on their journey. People actually handling these narcotics will often have no knowledge which so-called kingpin or cartel ever owned them, only knowing the direct contacts they are dealing with. Ask a New York cocaine dealer who smuggled his product into America. He would rarely have a clue. All this helps explain why the Mexican drug trade is such a confusing web, which confounds both journalists and drug agents. Tracing exactly who touched a shipment on its entire journey is a hard task. But this dynamic, moving industry has a solid center of gravity—turfs, or plazas. Drugs have to pass through a certain territory on the border to get into the United States, and whoever is running those plazas makes sure to tax everything that moves. The border plazas have thus become a choke point that is not seen in other drug-producing nations such as Colombia, Afghanistan, or Morocco. This is one of the key reasons why Mexican turf wars have become so bloody. The vast profits attract all kinds to the Mexican drug trade: peasant farmers, slum teenagers, students, teachers, businessmen, idle rich kids, and countless others. It is often pointed out that in poor countries people turn to the drug trade in desperation. That is true. But plenty of middle-class or wealthy people also dabble. Growing up in the south of England, I knew dozens of people who moved and sold drugs, from private-school boys to kids from council estates (projects). The United States has never had a shortage of its own citizens willing to transport and sell drugs. The bottom line is that drugs are good money even to wealthy people, and plenty have no moral dilemmas about the business.

7. The closer we are to Self-realization, or enlightenment, the more ordinary we become. Only seekers striving for liberation as if it were a trophy glamorize the yogic process and themselves. They want to be extraordinary, whereas liberated beings are perfectly ordinary. They are as happy washing dishes as they are sitting quietly in meditation or teaching their disciples. For this reason, Yoga has from the beginning celebrated not only the path of the world-renouncing ascetic (samnyāsin) but also that of the world-engaging householder (grihastha) who uses the opportunities of daily life to practice the virtues of a yogic lifestyle. 8. In all Yoga practice, there is an element of pleasant “surprise” or favorableness. In the theistic schools of Yoga, this is explained as the grace (prasāda) of the Divine Being; in nontheistic schools, such as Jaina Yoga or certain schools of Buddhist Yoga, help is said to flow from liberated beings (called arhats, buddhas, bodhisattvas, tīrthankaras, or mahā-siddhas). Also, gurus are channels of benevolent energies, or blessings, intended to ripen their disciples. The process by which a guru blesses a disciple is called “transmission” (samcāra). In some schools, it is known as shakti-pāta, meaning “descent of the power.” The power in question is the Energy of Consciousness itself. 9. All Yoga is initiatory. That is, initiation (dīkshā) by a qualified teacher (guru) is essential for ultimate success in Yoga. It is possible to benefit from a good many yogic practices even without initiation. Thus, most exercises of Hatha-Yoga—from postures to breath control to meditation—can be successfully practiced on one’s own, providing the correct format has been learned. But for the higher stages of Yoga, empowerment through initiation is definitely necessary. The habit patterns of the mind are too ingrained for us to make deep-level changes without the benign intervention of a Yoga master. All yogic practices can usefully be viewed as preparation for this moment. 10. Yoga is a gradual process of replacing our unconscious patterns of thought and behavior with new, more benign patterns that are expressive of the higher powers and virtues of enlightenment. It takes time to accomplish this far-reaching work of self-transformation, and therefore practitioners of Yoga must first and foremost practice patience. Enlightenment, or liberation, is not realized in a matter of days, weeks, or months. We must be willing to commit to an entire lifetime of yogic practice. There must be a basic impulse to grow, regardless of whether or not we will achieve liberation in this lifetime. It is one of Yoga’s fundamental tenets that no effort is ever wasted; even the slightest attempt at transforming ourselves makes a difference. It is our patient cumulative effort that flowers into enlightenment sooner or later.

Prince Arjuna, though born into the warrior estate, was at heart a peace-loving man. When the two colossal armies lined up on opposite sides, he began to have serious doubts about his task. It was not so much personal fear of death that swayed his heart but, rather, acute moral qualms. Has anyone the right, he wondered, to use force in order to promote the larger good? His dilemma was greatly aggravated by the fact that among those whom he was supposed to fight—maim and possibly kill—were kinsmen and revered teachers. Arjuna’s duty as a warrior was clear enough; he had to fight. But the moment he contemplated the larger implications of this action, he was terrified to abide by his decision to reconquer his lost kingdom. Arjuna’s attitude is typical of human life itself. We are all the time engaged in decision-making or in decision-avoidance. The more consciously we live, the more we realize that life is really an incessant stream of potential decisions. Arjuna, as we know, did fight his war and also emerged victorious. But first he had to learn an important spiritual lesson. Lord Krishna, who acted as his charioteer, convinced the prince that his whole confusion was the result of a faulty perspective. The God-man demonstrated to the prince that the problem that caused him such anxiety was a problem conjured up by the ego. It had no existence apart from the ego. The divine teacher made Arjuna understand that we can never transcend our circumstances merely by closing our eyes, by avoiding action, by dropping out. Even avoidance is an action, which will have its inevitable repercussions since avoidance is rooted in the ego. What Lord Krishna recommended instead was a cognitive shift, a new view of the whole matter: away from the delimiting, anxious ego and toward the boundless Self. All action must be sacrifice, he explained. We must not hold on to any conventional ego-derived scheme. Only when we abandon the delusion that we, as ego-personalities, are the ultimate initiators of actions can we have knowledge of what is truly right and good. That is to say, when we discover the “witness,” the transcendental Self, we realize that life unfolds spontaneously and mysteriously, and that the ego is merely one of the countless forms arising within the flux of life. For the Hindu authorities, the general deterioration of spirituality and the decline of humanity’s psychological health in no way precludes the possibility of spiritual aspiration and success. It is nowhere denied that contemporary humanity, feeble as it may be in comparison to its ancestors, can swim against the stream. On the contrary, all spiritual teachings affirm that we must do our utmost to cultivate spiritual values in the midst of the great darkness surrounding us.

The Resemblance Between Your Life And A Dog I never intended to have this life, believe me— It just happened. You know how dogs turn up At a farm, and they wag but can’t explain. It’s good if you can accept your life—you’ll notice Your face has become deranged trying to adjust To it. Your face thought your life would look Like your bedroom mirror when you were ten. That was a clear river touched by mountain wind. Even your parents can’t believe how much you’ve changed. Sparrows in winter, if you’ve ever held one, all feathers, Burst out of your hand with a fiery glee. You see them later in hedges. Teachers praise you, But you can’t quite get back to the winter sparrow. Your life is a dog. He’s been hungry for miles, Doesn’t particularly like you, but gives up, and comes in.

Gabrielle, my dear, my sweet, my flower, I, the King of Romance, have come for you!” The person who had appeared was wearing a white tuxedo that was different from everyone else’s plaid pants and blazer combination. He had bright blond hair that was slicked back. His eyes were blue. Gabrielle had seen him numerous times already, but she couldn’t for the life of her remember his name. The blond man walked up the stairs toward her, his hand extended in a grand gesture. “My love, you are the only one whose beauty can captivate me so. Please, allow me, the King of Love, the sweep you off your feet!” The blond knelt before Gabrielle and took her hand in his. He stared into her eyes. Why was he staring into her eyes so hard? It looked like he was trying to drill holes through her with his gaze. Creepy. Gabrielle responded to this man the same way she had done every time he appeared. “Who are you again?” The reaction around the room was instant. The whole class burst out laughing. Ryoko and Serah were the worst perpetrators, bent over the table and howling with laughter as they were, but even Kazekiri was snickering into her hand while trying to look stern. Gabrielle just smiled. She didn’t really know what was so funny. “W-why is it that you can never remember my name?” The blond cried out. “I’m Jameson de Truante, the most handsome man in this entire school. I am so handsome that people often call me the King of Good Looks.” “Hmm…” Gabrielle crossed her arms. That’s right. This boy was Jasmine’s older brother, wasn’t he? She remembered now. However… “I’m sorry, but you’re nowhere near as handsome as Alex.” “Hurk!” Jameson jerked backwards as though he’d been shot through the heart with something, though all this did was cause him to lose his balance. With a loud squawk that reminded her of an Angelisian parocetian (a lizard found on Angelisia that sounded like a parrot), he rolled down the stairs, bounced along the floor, and hit the stage with a harsh thud. And there he lay, insensate to the world around him. “Oh! That was rich!” Ryoko continued to laugh. “He keeps… keeps making passes at you… and you… you can’t even remember his name!! Bwa-ha-ha-ha!” “Serves the jerk right,” Serah added. Kazekiri sighed. “I normally would not approve of such behavior, but Jameson has always been a problem child, so I will let this slide once.” “Um, thank you?” Gabrielle said, not quite sure if she should be grateful or not. “Don’t worry,” Selene said upon seeing her confused look. “You might not understand right now, but you did a very good thing.” “Oh.” Gabrielle paused, and then beamed brightly at her friend. “Okay!” Class eventually settled down, though Jameson remained lying on the floor. Students chatted about this and that. Gabrielle engaged in her own conversation with her friends, discussing the possibility of going to sing karaoke this weekend. Of course, she invited Kazekiri to come as well, to which the young woman replied that she would think about it. Gabrielle hoped that meant she would come. It wasn’t long before the students were forced to settle down as their teacher came in and barked at them. Their homeroom teacher, a stern-looking man with neatly combed gray hair named Mr. Sanchez, took one look at Jameson, sighed, and then said, “Does anyone want to explain why Mr. Truante is lying unconscious on the floor?

hope to do in the pages that follow is to explain first of all how I, gently brought up in a loving home and diligently instructed by conscientious teachers, should have come to reject so completely what they said. I had some good reasons for refusing some of it. My mistake was to dispense with it all, indiscriminately. I hope to show that one of the things I was schooled in was not, in fact, religion, but a strange and vulnerable counterfeit of it—a counterfeit

Miss Pauline had explained to Mr. Williams that students still coping with traumatic events were likely to have increased activity in the amygdala. At the same time, there was typically decreased activity in those parts of the frontal lobe where learning takes place. Mr. Williams could go over and over a given lesson, but if a student was in a triggered state, he or she might not learn readily, no matter how good the teacher was. One could take any of the well- rounded, assured students who served on the Senate and put them into a similar predicament— bomb their home city until it became unlivable, separate some of them from their parents, force them to witness atrocities, starve them for a while, transport them to a foreign country where they understood nothing, give them a teacher who spoke a language they could not comprehend— and most of them, too, would have fallen quiet.

Name … Cookie Haque – well, kind of.1 Parents … Abed and Rozie. Sisters … Nahid and Roubi. Age … Nine, although I feel I am more mature than this. Pets … Really want one. Star Sign … Don’t believe in all that. I mean, how could somebody’s whole personality be determined by random stars or what month they’re born in? Makes no sense. E.g. I’m supposed to be a Scorpio but their traits include being jealous, negative, secretive and resentful. I am NONE of those! Best friend … Keziah, Keziah, always and forever Keziah. BFF. Hobbies … I love drawing and doodling. My current favourite doodle is a hedgehog. I like drawing it with different hairstyles. I love long words and chatting too, if you count that as a hobby! I used to collect sachets of stuff, anything really … salt, pepper, shampoo, all sorts – but I’ve given up on that now. I’ve collected so many different types of things: coins, stamps, acorns. No idea why I collected acorns. Random! Favourite Teacher … Ms Krantz Favourite Subject … Science. How can anybody not love science? I like it because it explains EVERYTHING. It’s thanks to science that human beings can build buildings that don’t fall down, design cars and planes that don’t crash and make medicines to help us get better. Without progress in science we’d all still be cavemen running around in rabbit skins with sticks! No houses, no TVs, no iPads! We owe science A LOT. Favourite Food … I love all food except for pork. We don’t eat pork in my family cos we’re Muslim. My favourite sandwich is coronation chicken and my favourite food at the moment is a roast dinner but it changes all the time. I just love food! Favourite Colour … Favourite colour for what? Just because I like wearing green clothes doesn’t mean I want to paint my house green! What a dumb question! More Stuff About Me … I do a good Bart Simpson impression. CHAPTER 1 Animal Lover

Wishes Mindfulness is nevermore a good thing, as any other accident-prone fumbler would accept. No one wants a floodlight when they're likely to stumble on their face. Moreover, I would extremely pointedly be asked- well, ordered really-that no one gave me any presents this year. It seemed like Mr. Anderson and Ayanna weren't the only ones who had decided to overlook that. I would have never had much wealth, furthermore, that had never more disturbed me. Ayanna had raised me on a kindergarten teacher's wage. Mr. Anderson wasn't getting rich at his job, either; he was the police chief here in the tiny town of Pittsburgh. My only personal revenue came from the four days a week I worked at the local Goodwill store. In a borough this small, I was blessed to have a career, after all the viruses in the world today having everything shut down. Every cent I gained went into my diminutive university endowment at SNHU online. (College transpired like nothing more than a Plan B. I was still dreaming for Plan A; however, Marcel was just so unreasonable about leaving me, mortal.) Marcel ought to have a lot of funds I didn't even want to think about how much. Cash was involved alongside oblivion to Marcel or the rest of the Barns, like Karly saying she never had anything yet walked away with it all. It was just something that swelled when you had extensive time on your hands and a sister who had an uncanny ability to predict trends in the stock market. Marcel didn't seem to explain why I objected to him spending bills on me, why it made me miserable if he brought me to an overpriced establishment in Los Angeles, why he wasn't allowed to buy me a car that could reach speeds over fifty miles an hour, approximately how? I wouldn't let him pay my university tuition (he was ridiculously enthusiastic about Plan B.) Marcel believed I was being gratuitously difficult. Although, how could I let him give me things when I had nothing to retaliate amidst? He, for some amazing incomprehensible understanding, wanted to be with me. Anything he gave me on top of that just propelled us more out of balance. As the day went on, neither Marcel nor Olivia brought my birthday up again, and I began to relax a little. Then we sat at our usual table for lunch. An unfamiliar kind of break survived at that table. The three of us, Marcel, Olivia, including myself hunkered down on the steep southerly end of the table. Now that is ‘superb’ and scarier (in Emmah's case, unquestionably.) The Natalie siblings had finished. We were gazing at them; they're so odd, Olivia and Marcel arranged not to seem quite so intimidating, and we did not sit here alone. My other compatriots, Lance, and Mikaela (who were in the uncomfortable post-breakup association phase,) Mollie and Sam (whose involvement had endured the summertime...) Tim, Kaylah, Skylar, and Sophie (though that last one didn't count in the friend category.) Completely assembled at the same table, on the other side of an interchangeable line. That line softened on sunshiny days when Marcel and Olivia continuously skipped school times before there was Karly, and then the discussion would swell out effortlessly to incorporate me.

Not only did Jordan’s early practice require him to constantly stretch himself beyond what was comfortable, but it was also accompanied by instant feedback. The teacher was always there, Jordan explained, “to jump in and show me if I junked up a harmony.

I want to be a eunuch, sir," Eric added. Rincewind's head turned as though it was being dragged. "Why?" he said, and then came up with the obvious answer at the same time as Eric: "Because you get to work in the harem all day long," they chorused slowly. The captain coughed. "You're not the boy's teacher, are you?" he said. "No." "Do you think anyone has explained to him - ?" "No." "Perhaps it would be a good idea if I got one of the centurions to have a word? You'd be amazed at the grasp of language those chaps have got.

As my son explained to me one day when I was trying to convince him to ask his teacher to explain something to him, "Mom, you don't understand. The last person in the world I'd let know if I don't understand is my teacher." Too often schooling becomes a vast game in which teachers try to trick students into revealing their ignorance while students try to trick teachers into not noticing it. Getting a good grade, after all, is getting the teacher to think you know more than you do! Is it so different for teachers, whose only source of help and support is precisely the person who rates and rules them?

I read recently about a man who had breathed the summit air. His trips up the trail began early in his life and sustained him to the end. A few days before he died, a priest went to visit him in the hospital. As the priest entered the room, he noticed an empty chair beside the man’s bed. The priest asked him if someone had been by to visit. The old man smiled, “I place Jesus on that chair, and I talk to him.” The priest was puzzled, so the man explained. “Years ago a friend told me that prayer was as simple as talking to a good friend. So every day I pull up a chair, invite Jesus to sit, and we have a good talk.” Some days later, the daughter of this man came to the parish house to inform the priest that her father had just died. “Because he seemed so content,” she said, “I left him in his room alone for a couple of hours. When I got back to the room, I found him dead. I noticed a strange thing, though: his head was resting, not on the pillow, but on an empty chair that was beside his bed.”3 Learn a lesson from the man with the chair. Make note of the music teacher and the rest. Take a trip with the King to the mountain peak. It’s pristine, uncrowded, and on top of the world. Stubborn joy begins by breathing deep up there before you go crazy down here.

Many theories have been advanced to explain racial gaps in performance, of which these are the most common: black and Hispanic schools do not get enough money, their classes are too big, students are segregated from whites, minorities do not have enough teachers of their own race. Each of these explanations has been thoroughly investigated. Urban schools, where non-whites are concentrated, often get more money than suburban white schools, so blacks and Hispanics are not short-changed in budget or class size. Teacher race has no detectable effect on learning (Asians, for example, outperform whites regardless of who teaches them), nor do whites in the classroom raise or lower the scores of students of other races. Money is not the problem. From the early 1970s to the 2006-2007 school year per-pupil spending more than doubled in real terms. The Cato Institute calculates that when capital costs are included, the Los Angeles School District spends more than $25,000 per student per year, and the District of Columbia spends more than $28,000. Neither district gets good results. Demographic change can become a vicious cycle: As more minorities and immigrants enter a school system average achievement falls. More money and effort is devoted to these groups, squeezing gifted programs, music and art, and advanced placement courses. The better-performing students leave, and standards fall further.

Do blacks drop out of school? Teachers are insensitive to their needs. Do black women have children out of wedlock? Slavery broke up the black family. Are blacks more likely than whites to commit crimes? Oppression and poverty explain it. Are ghetto blacks unemployed? White businesses are prejudiced against them. Do blacks have IQ scores fifteen points lower than whites? The tests are biased. Are blacks more likely to be drug addicts? They are frustrated by white society. Are half our convicts black? The police are racist.26 There is scarcely any form of failure that cannot, in some way, be laid at the feet of racist white people. This kind of thinking denies that blacks should be expected to take responsibility for their own actions. More subtly, it suggests that they cannot do so. When whites make excuses for the failures of blacks—excuses they would scorn for themselves or for their own children—they treat blacks as inferiors, whether they mean to or not.

Educational bureaucracies dull a child’s questing sensitivity.” Odrade explaining. “The young must be damped down. Never let them know how good they can be. That brings change. Spend lots of committee time talking about how to deal with exceptional students. Don’t spend any time dealing with how the conventional teacher feels threatened by emerging talents and squelches them because of a deep-seated desire to

Kant bases upon the fact, that in all religions old and new which are partly comprised in sacred books, intelligent and well-meaning teachers of the people have continued to explain them, until they have brought their actual contents into agreement with the universal principles of morality. Thus did the moral philosophers amongst the Greeks and Romans with their fabulous legends; till at last they explained the grossest polytheism as mere symbolical representations of the attributes of the one divine Being, and gave a mystical sense to the many vicious actions of their gods, [...] in order to bring the popular faith, which it was not expedient to destroy, into agreement with the doctrines of morality. The later Judaism and Christianity itself he thinks have been formed upon similar explanations, occasionally much forced, but always directed to objects undoubtedly good and necessary for all men. Thus the Mahometans gave a spiritual meaning to the sensual descriptions of their paradise, and thus the Hindoos, [...] interpreted their Vedas. In like manner, [...] the Christian Scriptures of the Old and New Testament, must be interpreted throughout in a sense which agrees with the universal practical laws of a religion of pure reason