Awards For Teachers Quotes

Nine equals eight … just ask any math teacher. Well, make that a Tampa-St. Pete area math teacher, one who also likes baseball, and is a diehard Rays fan, and who knows that Joe Maddon deserves more than just the 2008 Manager of the Year Award.

When I was in the third grade, I did my very best to fail every class so that the kids would like me and stop calling me a teacher's pet. It did not work out for me, though. My best attempts at failure in school garnered me an A- at best, and at my worst, I won awards for being the student of the month. -Mackenzie

When life hands you questions, answer them. When life hands you mysteries, unravel them. When life hands you enigmas, decipher them. When life hands you tasks, accomplish them. When life hands you problems, tackle them. When life hands you skills, develop them. When life hands you talents, sharpen them. When life hands you friends, cherish them. When life hands you family, value them. When life hands you acquaintances, treasure them. When life hands you opponents, confront them. When life hands you acquaintances, celebrate them. When life hands you allies, support them. When life hands you riches, multiply them. When life hands you possessions, protect them. When life hands you pleasures, ration them. When life hands you experiences, relish them. When life hands you students, instruct them. When life hands you mentors, study them. When life hands you teachers, esteem them. When life hands you disciples, inspire them. When life hands you gurus, honor them. When life hands you lessons, remember them. When life hands you teachings, impart them. When life hands you demands, tackle them. When life hands you obstacles, challenge them. When life hands you troubles, overcome them. When life hands you burdens, conquer them. When life hands you titles, cherish them. When life hands you degrees, employ them. When life hands you medals, welcome them. When life hands you awards, appreciate them. When life hands you blessings, count them.

Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?

Nora Ephron is a screenwriter whose scripts for Silkwood, When Harry Met Sally, and Sleepless in Seattle have all been nominated for Academy Awards. Ephron started her career as a journalist for the New York Post and Esquire. She became a journalist because of her high school journalism teacher. Ephron still remembers the first day of her journalism class. Although the students had no journalism experience, they walked into their first class with a sense of what a journalist does: A journalists gets the facts and reports them. To get the facts, you track down the five Ws—who, what, where, when, and why. As students sat in front of their manual typewriters, Ephron’s teacher announced the first assignment. They would write the lead of a newspaper story. The teacher reeled off the facts: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The budding journalists sat at their typewriters and pecked away at the first lead of their careers. According to Ephron, she and most of the other students produced leads that reordered the facts and condensed them into a single sentence: “Governor Pat Brown, Margaret Mead, and Robert Maynard Hutchins will address the Beverly Hills High School faculty Thursday in Sacramento. . .blah, blah, blah.” The teacher collected the leads and scanned them rapidly. Then he laid them aside and paused for a moment. Finally, he said, “The lead to the story is ‘There will be no school next Thursday.’” “It was a breathtaking moment,” Ephron recalls. “In that instant I realized that journalism was not just about regurgitating the facts but about figuring out the point. It wasn’t enough to know the who, what, when, and where; you had to understand what it meant. And why it mattered.” For the rest of the year, she says, every assignment had a secret—a hidden point that the students had to figure out in order to produce a good story.

As chairman of the physics department, Professor Max Born nurtured the work of Heisenberg, Eugene Wigner, Wolfgang Pauli and Enrico Fermi. It was Born who in 1924 coined the term “quantum mechanics,” and it was Born who suggested that the outcome of any interaction in the quantum world is determined by chance. In 1954 he would be awarded the Nobel Prize for physics. A pacifist and a Jew, Born was regarded by his students as an unusually warm and patient teacher. He was the ideal mentor for a young student with Robert’s delicate temperament.

The teachers were, of course, forbidden from mentioning the interview by Educational Decree Number Twenty-six, but they found ways to express their feelings about it all the same. Professor Sprout awarded Gryffindor twenty points when Harry passed her a watering can; a beaming Professor Flitwick pressed a box of squeaking sugar mice on him at the end of Charms, said “Shh!” and hurried away; and Professor Trelawney broke into hysterical sobs during Divination and announced to the startled class, and a very disapproving Umbridge, that Harry was not going to suffer an early death after all, but would live to a ripe old age, become Minister of Magic, and have twelve children.

TIMOTHY 4  hI charge you in the presence of God and of Christ Jesus,  iwho is to judge the living and the dead, and by  jhis appearing and his kingdom: 2preach the word; be ready in season and out of season;  kreprove, rebuke, and  lexhort, with complete patience and teaching. 3 mFor the time is coming when people will not endure  nsound [1] teaching, but having itching ears they will accumulate for themselves teachers to suit their own passions, 4and  owill turn away from listening to the truth and  pwander off into myths. 5As for you,  qalways be sober-minded,  rendure suffering, do the work of  san evangelist,  tfulfill your ministry. 6For  uI am already being poured out as a drink offering, and the time of my  vdeparture has come. 7 wI have fought the good fight,  xI have finished the race, I have kept the faith. 8Henceforth there is  ylaid up for me  zthe crown of righteousness, which the Lord,  athe righteous judge, will award to me on  bthat day, and not only to me but also to all  cwho have loved his appearing.

teacher in class. “The Divorce Fantasy will never happen,” I mumble finally, staring at my fingernails. “The Divorce Fantasy will never happen,” he repeats with emphasis. “The judge will never read a two-hundred-page dossier on Daniel’s shortcomings aloud in court, while a crowd jeers at your ex-husband. He will never start his summing up, ‘Ms. Graveney, you are a saint to have put up with such an evil scumbag and I thus award you everything you want.’ ” I can’t help coloring. That is pretty much my Divorce Fantasy. Except in my version, the crowd throws bottles at Daniel too. “Daniel will never admit to being wrong,” Barnaby presses on relentlessly. “He’ll never stand in front of the judge, weeping and saying, ‘Fliss, please forgive me.’ The papers will never report your divorce with the headline: TOTAL SHIT ADMITS FULL SHITTINESS IN COURT.” I can’t help half-snorting with laughter. “I do know that.” “Do you, Fliss?” Barnaby sounds skeptical. “Are you sure about that? Or are you still expecting him to wake up one day and realize all the bad things he’s done? Because you have to understand, Daniel will never realize anything. He’ll never confess to being a terrible human being. I could spend a thousand hours on this case, it would still never happen.

Before I walked into the door, the room got shades darker as a cloud did a summersault in front of the sun. I turned my head up to the sky and saw Gauss in the glass smirking down at me. In that moment I was reminded of a story about Gauss. 
 When he was in the fifth grade, his teacher wanted some quiet, so he asked his class to add up all the numbers from 1-100. Thinking he had plenty of time to relax, he was shocked that within minutes Gauss had an answer. Gauss had cleverly noticed that the numbers 1 and 100 added up to 101, and 2 and 99 also added up to 101 and on down until you hit 50 and 51. So there are 50 pairs of 101, and a simple multiplication problem by Gauss left his teacher perplexed.
 The recollection of this story reminded me about my own fifth grade experience. Thor was the volunteer at my school for the “Math Superstar” program. After each assignment, stars of various colors signifying degrees of excellence were stuck on all the papers handed in. Like the Olympics, gold was the highest honor. 
 Wendy, the girl who sat next to me, was baffled that no matter how many wrong answers I got (usually all of them), I consistently had gold stars on my papers. She thought Thor was showing a personal bias towards me, but the truth is that I knew where he kept his boxes of stars, so I simply awarded myself what I thought I deserved. Hey, Gauss, how’s that for clever?

Mary Connealy is a Carol Award winner and a RITA Award finalist. An author, journalist, and teacher, she lives on a ranch in eastern Nebraska with her husband, Ivan, and has four grown daughters—Josie, married to Matt; Wendy; Shelly, married to Aaron; and

Every month they give an award to the teacher who took a risk and failed most dramatically, and that award is as highly regarded as awards for teachers who try something new and succeed.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

Bomber Command was very well served by its aircrew, and with a few exceptions very badly served by its senior officers, in the Second World War.The gulf between the realities in the sky and the rural routine of headquarters was too great for most of the staff to bridge...senior officers were unwilling to face unacceptable realities...Surviving aircrew often feel deeply betrayed by criticism of the strategic air offensive.It is disgraceful that they were never awarded a Campaign Medal after surviving the extraordinary battle that they fought for so long against such odds,and in which so many of them died.One night after I visited a much-decorated pilot in the north of England in the course of writing this book, he rove me to the station...A teacher by profession, he thought nothing of the war for years afterwards.Then a younger generation of his colleagues began to ask with repetitive, inquisitive distaste:'...How could you have flown over Germany night after night to bomb women and children?'...more than thirty years after, his memories of war haunt him.It is wrong that it should be so.He was a brave man who achieved an outstanding record in the RAF.The aircrew...went out to do what they were told had to be done for the survival of Britain and for Allied victory.Historic judgements on the bomber offensive can do nothing to mar the honor of such an epitaph.

From the Bridge” by Captain Hank Bracker Behind “The Exciting Story of Cuba” It was on a rainy evening in January of 2013, after Captain Hank and his wife Ursula returned by ship from a cruise in the Mediterranean, that Captain Hank was pondering on how to market his book, Seawater One. Some years prior he had published the book “Suppressed I Rise.” But lacking a good marketing plan the book floundered. Locally it was well received and the newspapers gave it great reviews, but Ursula was battling allergies and, unfortunately, the timing was off, as was the economy. Captain Hank has the ability to see sunshine when it’s raining and he’s not one easily deterred. Perhaps the timing was off for a novel or a textbook, like the Scramble Book he wrote years before computers made the scene. The history of West Africa was an option, however such a book would have limited public interest and besides, he had written a section regarding this topic for the second Seawater book. No, what he was embarking on would have to be steeped in history and be intertwined with true-life adventures that people could identify with. Out of the blue, his friend Jorge suggested that he write about Cuba. “You were there prior to the Revolution when Fidel Castro was in jail,” he ventured. Laughing, Captain Hank told a story of Mardi Gras in Havana. “Half of the Miami Police Department was there and the Coca-Cola cost more than the rum. Havana was one hell of a place!” Hank said. “I’ll tell you what I could do. I could write a pamphlet about the history of the island. It doesn’t have to be very long… 25 to 30 pages would do it.” His idea was to test the waters for public interest and then later add it to his book Seawater One. Writing is a passion surpassed only by his love for telling stories. It is true that Captain Hank had visited Cuba prior to the Revolution, but back then he was interested more in the beauty of the Latino girls than the history or politics of the country. “You don’t have to be Greek to appreciate Greek history,” Hank once said. “History is not owned solely by historians. It is a part of everyone’s heritage.” And so it was that he started to write about Cuba. When asked about why he wasn’t footnoting his work, he replied that the pamphlet, which grew into a book over 600 pages long, was a book for the people. “I’m not writing this to be a history book or an academic paper. I’m writing this book, so that by knowing Cuba’s past, people would understand it’s present.” He added that unless you lived it, you got it from somewhere else anyway, and footnoting just identifies where it came from. Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me. The Exciting Story of Cuba has the exhilaration of a novel. It is packed full of interesting details and, with the normalizing of the United States and Cuba, it belongs on everyone’s bookshelf, or at least in the bathroom if that’s where you do your reading. Captain Hank is not someone you can hold down and after having read a Proof Copy I know that it will be universally received as the book to go to, if you want to know anything about Cuba! Excerpts from a conversation with Chief Warrant Officer Peter Rommel, USA Retired, Military Intelligence Corps, Winter of 2014.

To Miss Granger, wishing you a speedy recovery, from your concerned teacher, Professor Gilderoy Lockhart, Order of Merlin, Third Class, Honorary Member of the Dark Force Defense League, and five-time winner of Witch Weekly’s Most-Charming-Smile Award.” Ron looked up at Hermione, disgusted. “You sleep with this under your pillow?

Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me." Peter Rommel USA-ret

I keep pretending to be all of those images, and from years and years of practice, I become a great actor. If I have a broken heart, I tell myself, “It doesn’t hurt. I don’t care.” I am lying. I am pretending. I could almost win an Academy Award for my performance. What a character, what a drama! And I could say that the drama of my life begins when I agree that I am not good enough — when I hear my teachers, my family, the television tell me, “Miguel, you have to be this way,” but I am not.

The winners are awarded medals, but no prize money. The top three finishers in each event receive a medal and a diploma. The next five finishers get only a diploma. Each first-place winner receives a gold medal, which is actually made of silver and coated with gold. The second-place medal is made of silver and the third-place medal is made of bronze. The design for the medal changes for each Olympics. All members of a winning relay team get a medal. In team sports, all the members of a winning team who have played in at least one of the games during the competition receive a medal.

Liked Following Message More Contact Us .. Status Photo / VideoOffer, Event + . Write something... . 1 Draft Created Saturday, November 5 at 4:05pm. See draft. . The Year of “Alphabetization In the Cuban post revolution era it was at “Che” Guevara who promoted educational and health reforms. 1961 became the “Year of Cuban Literacy” or the “Campaña Nacional de Alfabetización en Cuba,” meaning the “Year of Alphabetization in Cuba.” The illiteracy rate had increased throughout Cuba after the revolution. Fidel Castro in a speech told prospective literacy teachers, “You will teach, and you will learn,” meaning that this educational program would become a two-way street. Both public and private schools were closed two months earlier, for the summer than usual, so that both teachers and students could voluntarily participate in this special ambitious endeavor. A newly uniformed army of young teachers went out into the countryside, to help educate those in need of literacy education. It was the first time that a sexually commingled group would spend the summer together, raising the anxiety of many that had only known a more Victorian lifestyle. For the first time boys and girls, just coming of age, would be sharing living conditions together. This tended to make young people more self-sufficient and thought to give them a better understanding of the Revolution. It is estimated that a million Cubans took part in this educational program. Aside from the primary purpose of decreasing illiteracy, it gave the young people from urban areas an opportunity to see firsthand what conditions were like in the rural parts of Cuba. Since it was the government that provided books and supplies, as well as blankets, hammocks and uniforms, it is no surprise that the educational curriculum included the history of the Cuban Revolution, however it made Cuba the most literate countries in the world with a UNESCO literacy rate in 2015, of 99.7%. By Captain Hank Bracker, author of the award winning book “The Exciting Story of Cuba,” Follow Captain Hank Bracker on Facebook, Goodreads, his Website account and Twitter.

Before either men could commence a deliberation over who knew more of the hotel’s history, Coraline injected, “India was writing the last chapters of its saga of independence when The Imperial opened its doors in the 1930s.” She paused before proceeding, “Pandit Nehru, Mahatama Gandhi, Muhammad Ali Jinnah and Lord Mountbatten met under congenial conditions to discuss the partition of India and the creation of Pakistan on the very ground we stand on. Adding to that, the Nehru family also had a permanent suite within the walls of this ‘Maiden of the East.’” She let out a discreet chuckle that I think only I caught. Both men stared at the female, not knowing how to respond. Before either one of them could opine, she continued, “If only walls could speak. Here indeed is a repository of fascinating anecdotal material for authors of romantic and detective fiction. It was here, at this very site, that one could clink glasses for the Royals to their war efforts, urge Gandhi to quit the India movement, or dance to the strains of Blue Danube, belly dance like a belle from Beirut or be serenaded by an orchestra from London.” The group of us stared at the big sister, wondering how in the world she knew so much about The Imperial. My teacher and Jabril pressed for affirmation. Instead, she vociferated, “Notably, The Imperial has the largest collection on display of land war gallantry awards in India and among its neighbouring countries such as Afghanistan, Burma, Bhutan and China. It also holds a sizeable record of orders and decorations bestowed by the British Royalties to the Emperor of India as an honour to the local Maharajas, Sultans and ruling Princes from the various Indian states.” While Narnia’s chaperone continued her historical spiel, the recruit pulled me aside and whispered amusingly, “Although everything my big sister said is true, she’s having fun with you guys. Her information is from the hotel’s brochure in the guest rooms.” I quipped. “Why didn’t you tell the rest of our group? I thought she was an expert in India’s history!” She gave me a wet kiss and said saucily, “I’m telling you because I like you.” Stunned by her raciness, I was speechless. I couldn’t decide whether to tell her there and then that I was gay – but at that very moment, Andy appeared from around the corner. “Where did you two disappear to?” he inquired. When Narnia was out of earshot, I muttered knowingly to my BB, “I’ll tell you later.”, as we continued the art tour browsing portraitures of India’s Princely Rulers of yore.

research university that primarily awards master’s degrees and PhDs, JNU saw the number of seats offered to students wishing to enroll in a master’s or a doctoral program plummet by 84 percent, from 1,234 to 194 in one year.101 Furthermore, admissions committees were made up solely of experts appointed by the JNU vice-chancellor, flouting university statutes and guidelines followed by the University Grants Commission (UGC), which stipulate that academics should be involved.102 This made it possible to hire teachers from Hindu nationalist circles,103 with few qualifications,104 and some facing charges of plagiarism.105 In particular, several former ABVP student activists from JNU have been appointed as assistant professors even after being disqualified by the committee in charge of short-listing applicants.106 The vice-chancellor replaced deans in the School of Social Sciences without following appointment procedures, cutting the number of researchers by 80 percent and ceasing to apply rules JNU had set to ensure diversity through a mechanism taking into account the social background and geographic origin of its applicants.107 The new recruitment procedure strongly disadvantaged Dalits, Adivasis, and OBCs, who used to make up nearly 50 percent of the student intake and who now accounted for a mere 7 percent. The vice-chancellor also issued ad hoc promotions, nominating recently appointed faculty members to the post of full professor. Conversely, the freeze on promotions for “antigovernment” teachers who should have been promoted on the basis of seniority prompted some of the diktat’s victims to take the matter to court.108 However, even after the court—taking note of the illegality of the rejection procedure—ordered a reexamination of the claimants’ promotions, the latter were once again denied.109

I was good. My brother was bad. My brother knew that the teachers and school cops treated us differently because of our oversized clothes and natural hair. He defended himself in defied them. They responded with repeated punishment through suspensions. I decided I would prove the teachers wrong by earning good grades and becoming a lawyer one day. After I scored high on gifted and talented tests, everything changed. Our home filled with my laminated citizenship certificates, academic awards, sports trophies, and medals. The celebration of my obedience increased my brother's justifiable defiance and the school's punishment. I wish we would have both known then how to organize. Maybe I would have resisted the urge to be respectable.

As computers gained new status and exploded in popularity, hacker conferences and computer clubs sprang up across the San Francisco Bay Area, and enrollment in computer science classes surged at universities across the country. Demand became so great that some departments began turning students away. There was an overall peak in bachelor’s degrees awarded in computer science in the mid-1980s, and a peak in the percentage of women receiving those degrees at nearly 40 percent. And then there was a steep decline in both. It wasn’t that students were inexplicably abandoning this exciting field. It was that universities couldn’t attract enough faculty to meet growing demand. They increased class size and retrained teachers—even brought in staff from other departments—but when that wasn’t enough, they started restricting admission to students based on grades. At Berkeley, only students with a 4.0 GPA were allowed to major in electrical engineering and computer science. Across the country, the number of degrees granted started to fall.

Who are we, the people who have ADHD? We are the problem kid who drives his parents crazy by being totally disorganized, unable to follow through on anything, incapable of cleaning up a room, or washing dishes, or performing just about any assigned task; the one who is forever interrupting, making excuses for work not done, and generally functioning far below potential in most areas. We are the kid who gets daily lectures on how we’re squandering our talent, wasting the golden opportunity that our innate ability gives us to do well, and failing to make good use of all that our parents have provided. We are also sometimes the talented executive who keeps falling short due to missed deadlines, forgotten obligations, social faux pas, and blown opportunities. Too often we are the addicts, the misfits, the unemployed, and the criminals who are just one diagnosis and treatment plan away from turning it all around. We are the people Marlon Brando spoke for in the classic 1954 film On the Waterfront when he said, “I coulda been a contender.” So many of us coulda been contenders, and shoulda been for sure. But then, we can also make good. Can we ever! We are the seemingly tuned-out meeting participant who comes out of nowhere to provide the fresh idea that saves the day. Frequently, we are the “underachieving” child whose talent blooms with the right kind of help and finds incredible success after a checkered educational record. We are the contenders and the winners. We are also imaginative and dynamic teachers, preachers, circus clowns, and stand-up comics, Navy SEALs or Army Rangers, inventors, tinkerers, and trend setters. Among us there are self-made millionaires and billionaires; Pulitzer and Nobel prize winners; Academy, Tony, Emmy, and Grammy award winners; topflight trial attorneys, brain surgeons, traders on the commodities exchange, and investment bankers. And we are often entrepreneurs. We are entrepreneurs ourselves, and the great majority of the adult patients we see for ADHD are or aspire to be entrepreneurs too. The owner and operator of an entrepreneurial support company called Strategic Coach, a man named Dan Sullivan (who also has ADHD!), estimates that at least 50 percent of his clients have ADHD as well.

The Strugglers" He was born on a Friday. And it was raining that day. He still does not know whether the Gods were happy or sad at his arriving on earth. He saw the world. He saw sadness. He saw misery. He saw the struggle of his dad and mom. They both struggled to give a good life to their children. He started becoming serious in life. He started winning awards in academics and in quiz competitions to begin with. Then he tried essay competitions and debates. His sole aim was to win awards to make his parents feel proud of him. He wanted to become an IAS officer to make his family (uncles, aunts, cousins) feel proud of him. He came to Delhi to prepare for the Civil Services. He thought he will do a job and not be dependent on his parents, and still clear the Civil Services. It did not happen. He lost out on becoming a Civil Servant of the people. He tried a few odds jobs. He eventually became a Teacher, Poet, and Writer. His inspirations to writing - his Mom who manages to writer Poetry even now along with her struggles of life, Sylvia Plath, Maya Angelou, Franz Kafka, Roald Dahl, Jack Kerouac, Charles Bukowski, Ernest Hemingway, and all the other poets, artists, writers, and strugglers in Life.

The Strugglers" He was born on a Friday. And it was raining that day. He still does not know whether the Gods were happy or sad at his arriving on earth. He saw the world. He saw sadness. He saw misery. He saw the struggle of his dad and mom. They both struggled to give a good life to their children. He started becoming serious in life. He started winning awards in academics and in quiz competitions to begin with. Then he tried essay competitions and debates. His sole aim was to win awards to make his parents feel proud of him. He wanted to become an IAS officer to make his family (uncles, aunts, cousins) feel proud of him. He came to Delhi to prepare for the Civil Services. He thought he will do a job and not be dependent on his parents, and still clear the Civil Services. It did not happen. He lost out on becoming a Civil Servant of the people. He tried a few odds jobs. He eventually became a Teacher, Poet, and Writer. His inspirations to writing - his Mom who manages to write Poetry even now along with her struggles of life, Sylvia Plath, Maya Angelou, Franz Kafka, Roald Dahl, Jack Kerouac, Charles Bukowski, Ernest Hemingway, and all the other poets, artists, writers, and strugglers in Life.

If she [English literature teacher Mrs. Ratliff] had been evaluated by the grades she gave, she would have been in deep trouble., because she did not award many A grades. An observer might have concluded that she was a very ineffective teacher who had no measurable gains to show for her work.

Throughout his career, Roger Kavigan has received numerous awards and accolades for his work as a teacher. He has been named Teacher of the Month for twelve different months and has won the state WHO award for his outstanding work with the California Teachers Association. Roger Kavigan holds a single subject credential for Social Science and is SB 395 compliant. Roger Kavigan aspires to enroll in a master's program and expand his child development and teaching expertise.

This story is adorable. As an early education teacher and Mom, I love how the character’s expressions are so apparent and kiddos can follow along knowing how they are feeling.

Teachers don’t reckon time the way normal people do.

Though Grant’s productivity depends on many factors, there’s one idea in particular that seems central to his method: the batching of hard but important intellectual work into long, uninterrupted stretches. Grant performs this batching at multiple levels. Within the year, he stacks his teaching into the fall semester, during which he can turn all of his attention to teaching well and being available to his students. (This method seems to work, as Grant is currently the highest-rated teacher at Wharton and the winner of multiple teaching awards.) By batching his teaching in the fall, Grant can then turn his attention fully to research in the spring and summer, and tackle this work with less distraction.

Teachers are the Most Selfless beings, they struggle, they sacrifice and then die un-awarded!

In all the years since then, I’ve never forgotten the lesson that Gary taught me,” said Lyden. “I have always told teachers, ‘Take all the steps that you’re capable of, and then take one more. If this were your kid, you would want people to keep reaching for him.

Although Saudi authorities promised after the September 11 attacks to revise textbooks that taught hatred against Jews and Christians, as late as 2006 Saudi texts still referred to Jews as “apes” and Christians as “swine.”27 And in April 2008 a British employment tribunal awarded 70,000 pounds ($115,000) to a teacher who had been fired from a Saudi-funded Islamic school for exposing that the school’s textbooks spoke of “the repugnant characteristics of the Jews” and asserted, “Those whom God has cursed and with whom he is angry, he has turned into monkeys and pigs. They worship Satan.”28 There is an endless parade of similar examples. In March 2004 Sheikh Ibrahim Mudayris, speaking on official Palestinian Authority television, railed against “the Jews today taking revenge for their grandfathers and ancestors, the sons of apes and pigs.”29 And during the swine flu scare in May 2009, Sheikh Ahmad ‘Ali ‘Othman, the superintendent of da’wa [Islamic proselytizing] affairs at the Egyptian Ministry of Religious Endowments, declared that “all pigs are descended from the Jews whom Allah transformed into apes, swine and worshippers of Satan, and must therefore be slaughtered.” Othman based his argument on Koran 5:60, one of the Koran’s notorious “apes and pigs” passages.30 In his televised sermon denouncing the Jews regardless of their actions in Israel or elsewhere, Muhammad Hussein Ya’qoub also invoked this theme: “As for you Jews—the curse of Allah upon you. The curse of Allah upon you, whose ancestors were apes and pigs. . . . Allah, we pray that you transform them again, and make the Muslims rejoice again in seeing them as apes and pigs. You pigs of the earth! You pigs of the earth! You kill the Muslims with that cold pig [blood] of yours.”31 Jews as apes and pigs: it’s in the Koran, holy book of the religion of peace.

were greatly improved by the fact that all the hair had gone from her face and her eyes were turning slowly back to brown. ‘I don’t suppose you’ve got any new leads?’ she added in a whisper, so that Madam Pomfrey couldn’t hear her. ‘Nothing,’ said Harry gloomily. ‘I was so sure it was Malfoy,’ said Ron, for about the hundredth time. ‘What’s that?’ asked Harry, pointing to something gold sticking out from under Hermione’s pillow. ‘Just a Get Well card,’ said Hermione hastily, trying to poke it out of sight, but Ron was too quick for her. He pulled it out, flicked it open and read aloud: ‘To Miss Granger, wishing you a speedy recovery, from your concerned teacher, Professor Gilderoy Lockhart, Order of Merlin, Third Class, Honorary Member of the Dark Force Defence League and five times winner of Witch Weekly’s Most-Charming-Smile Award.’ Ron looked up at Hermione, disgusted.

The story of the homework machine not only gives us insight into the way schoolwork has followed the same intensification trend as other forms of labor, it also shows us how children’s labor differs from waged work. The only compensation Danny gets for his extra effort and accomplishment is the nontransferable award from his teacher—one that costs only the price of a shiny sticker.

After nearly collapsing under the pressures of poverty, loneliness, and an addiction to Dexedrine, Spark sought help for her drug use and began to work seriously on a first novel, The Comforters (1957), partly with the financial and emotional support of the novelist Graham Greene. Though a late fiction writer, Spark began producing novels and stories at a rapid pace. In 1961 she wrote The Prime of Miss Jean Brodie, widely considered her masterpiece. The novel follows a teacher at a girls’ school who carefully and manipulatively cultivates the minds and morals of a select handful of promising pupils. In 1969, it was adapted into an Academy Award–winning film starring Maggie Smith and was a Royal Command Performance.

Ke Cheng-li doesn’t like working-class kids. He only likes rich kids. He made Jiang Ji-li the teacher’s assistant for math class and gave her higher grades, and he also let her win all the math contests and awarded her a lot of notebooks. We have to ask the question, What is the relationship between them after all?

On May 27, Bryn Mawr awarded 167 bachelor of arts degrees. Sixty percent of the class was headed straight to graduate or professional school. My friends and teachers had assumed I would go to law school, but I could not imagine devoting myself to the details of torts or civil procedure. If I decided to pursue further education, I knew it would be for graduate work in history. What had always captured me intellectually was the broad sweep of ideas and social forces. And having grown up in a changing and not-changing Virginia, I knew how those assumptions and circumstances exerted their power through time, often creating silences and blindnesses that undermined human possibility. From at least when I had written to Eisenhower as a nine-year-old, I had recognized the force and the burden of history; I understood the words of the white southern poet and novelist Robert Penn Warren: “History is what you can’t / Resign from.”11 Coming to terms with the past would ultimately become an intellectual and professional commitment as well as a personal necessity. I grew up to be a historian. My page in the Bryn Mawr college yearbook, 1968. On my right wrist I am wearing the bracelet my grandmother gave me the night my mother died. But not yet. I had decided I needed to be in the real world for a while. I had loved school since I began kindergarten at the age of four, and at Bryn Mawr I had become caught up not just in learning