Card For Teacher Quotes

I've always known I was gay, but it wasn't confirmed until I was in kindergarten. It was my teacher who said so. It was right there on my kindergarten report card: PAUL IS DEFINITELY GAY AND HAS VERY GOOD SENSE OF SELF.

I taught you everything you know. But I didn't teach you everything I know.

An enemy, Ender Wiggin," whispered the old man. "I am your enemy, the first one you've ever had who was smarter than you. There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy shows you where you are weak. Only the enemy tells you where he is strong. And the rules of the game are what you can do to him and what you can stop him from doing to you. I am your enemy from now on. From now on I am your teacher.

The only teacher that's worth anything to you is your enemy.

For the first time in his life, a teacher was pointing out things that Ender had not already seen for himself. For the first time, Ender had found a living mind he could admire.

The criminal misuse of time was pointing out the mistakes. Catching them―noticing them―that was essential. If you did not in your own mind distinguish between useful and erroneous information, then you were not learning at all, you were merely replacing ignorance with false belief, which was no improvement. The part of the man's statement that was true, however, was about the uselessness of speaking up. If I know that the teacher is wrong, and say nothing, then I remain the only one who knows, and that gives me an advantage over those who believe the teacher.

I am your enemy, the first one you've ever had who was smarter than you. There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy shows you where you are weak. Only the enemy tells you where he is strong. And the only rules of the game are what you can do to him and what you can stop him from doing to you. I am your enemy from now on. From now on I am your teacher. I will devise the strategy of your army, and you will learn to be quick and discover what tricks the enemy has for you. Remember, boy. From now on the enemy is more clever than you. From now on the enemy is stronger than you. From now on you are always about to lose.

I've become convinced that genius is a vastly overrated commodity. I think this country is full of geniuses, guys and gals so bright they make your average card carrying MENSA member look like Fucko the Clown. And I think that most of them are teachers, living and working in small town obscurity because that's the way they like it.

There are three points of view from which a writer can be considered: he may be considered as a storyteller, as a teacher, and as an enchanter. A major writer combines these three — storyteller, teacher, enchanter — but it is the enchanter in him that predominates and makes him a major writer...The three facets of the great writer — magic, story, lesson — are prone to blend in one impression of unified and unique radiance, since the magic of art may be present in the very bones of the story, in the very marrow of thought...Then with a pleasure which is both sensual and intellectual we shall watch the artist build his castle of cards and watch the castle of cards become a castle of beautiful steel and glass.

...you seemed to be listening to me, not to find out useful information, but to try to catch me in a logical fallacy. This tells us all that you are used to being smarter than your teachers, and that you listen to them in order to catch them making mistakes and prove how smart you are to the other students. This is such a pointless, stupid way of listening to teachers that it is clear you are going to waste months of our time before you finally catch on that the only transaction that matters is a transfer of useful information from adults who possess it to children who do not, and that catching mistakes is a criminal misuse of time.

That was great. They’re calling him Buttwatcher now. Just “Watcher” in front of the teachers, but everybody knows what he’s watching.

Having lost his mother, father, brother, an grandfather, the friends and foes of his youth, his beloved teacher Bernard Kornblum, his city, his history—his home—the usual charge leveled against comic books, that they offered merely an escape from reality, seemed to Joe actually to be a powerful argument on their behalf… The escape from reality was, he felt—especially right after the war—a worthy challenge… The pain of his loss—though he would never have spoken of it in those terms—was always with him in those days, a cold smooth ball lodged in his chest, just behind his sternum. For that half hour spent in the dappled shade of the Douglas firs, reading Betty and Veronica, the icy ball had melted away without him even noticing. That was the magic—not the apparent magic of a silk-hatted card-palmer, or the bold, brute trickery of the escape artist, but the genuine magic of art. It was a mark of how fucked-up and broken was the world—the reality—that had swallowed his home and his family that such a feat of escape, by no means easy to pull off, should remain so universally despised.

There is no teacher but the enemy. No one but the enemy will teach you how to destroy and conquer.

Ender grinned back. “Teacher,” he said. “Do you have a name?” “Mazer Rackham,” said the old man.

I was terrified of death by the time I was three or four, actively if not lucidly. I had frequent nightmares about snakes and scary neighbors. By the age of four or five, I was terrified by my thoughts. By the time I was five, the migraines began. I was so sensitive about myself and the world that I cried or shriveled up at the slightest hurt. People always told me, "You've got to get a thicker skin," like now they might say, jovially, "Let go and let God." Believe me, if I could, I would, and in the meantime I feel like stabbing you in the forehead. Teachers wrote on my report cards that I was too sensitive, excessively worried, as if this were an easily correctable condition, as if I were wearing too much of the violet toilet water little girls wore then.

There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy show you where you are weak. Only the enemy shows you where he is strong. And the rules of the game are what you can do to him and what you can stop him from doing to you. – Mazer Rackham

The Majors are the preachers, teachers and wisdom keepers, The Minors are your everyday highs, your lows, your woes and what grows, while the Courts are the actors, the players and the trouble makers.

One day after the exams, the teachers sat at their desks correcting papers while the pupils read comics, played chess or cards or talked quietly in groups. Coulter at a desk in front of Thaw turned round and said, "What are ye reading?" Thaw showed a book of critical essays on art and literature. Coulter said accusingly, "You don't read that for fun." "Yes, I read it for fun." "People our age don't read that sort of book for fun. They read it to show they're superior." "But I read this sort of book even when there's nobody around to see me." "That shows you arenae trying to make us think you're superior, you're trying to make yourself think you're superior.

I’ll take a game of cards to stitchery any day. My brothers are shrewd, bordering on thieves when it comes to their cards—the best kind of teachers to have. Last

These other armies, they aren’t the enemy. It’s the teachers, they’re the enemy.

According to Q-Jo, the whole tarot deck, or at least the twenty-two trump cards of the Major Arcana, may be read as the Fool's journey. "On one important level," she explained, "the major cards are chapters in the story of a quest. I'm talking the universal human quest for understanding and divine reunion. And it doesn't matter whether the quest starts with the Fool or ends with him, because it's a loop anyhow, a cycle endlessly repeated. When the naive young Fool finally tumbles over the precipice, he falls into the world of experience. Now his journey has really begun. Along the way, he'll meet all the teachers and tempters - the tempters are teachers, too - and challenging situations that a person is likely to meet in the task of his or her growing. The Fool is potentially everybody, but not everybody has the wisdom or the guts to play the fool. A lot of folks don't know what's in that bag they're carrying. And they're all too willing to trade it for cash. Inside the bag, the have every tool they need to facilitate their life's journey, but they won't even open it up and glance inside. Subconsciously, the goal of all of us out-of-control primates is essentially the same, but let me assure you of this: the only ones who'll ever reach that goal are the ones who have the courage to make fools of themselves along the way.

These are the lessons of being human, being vulnerable, and seeking wholeness with all that is. They are part of the pathway to power. The power lies in the wisdom and understanding of one’s role in the Great Mystery, and in honouring every little thing as a teacher. The lessons taught are eternal and forever forthcoming. If the learning is over, so is the magic and the life.

That's how they think of me, too. Teacher. Legendary soldier. Not one of them. Not someone that you embrace and whisper Salaam in his ear. That only lasted while Ender still seemed a victim. Still seemed vulnerable. Now he was the master soldier, and he was completely, utterly alone.

The house had always been full of books, far too many for one person to get through in a lifetime. Her father didn't collect them to read, to own first editions or to keep those signed by the author; Gil collected them for the handwritten marginalia and doodles that marked the pages, for the forgotten ephemera used as bookmarks. Every time Flora came home he would show her his new discoveries: left-behind photographs, postcards and letters, bail slips, receipts, handwritten recipes and drawings, valentines and tickets, sympathy cards, excuse notes to teachers; bits of paper with which he could piece together other people's lives, other people who had read the same books he held and who had marked their place.

the Tarot constitutes first and foremost an apprenticeship in seeing

If a person is intelligent and an idealist, then he will be a good teacher. And if a man is intelligent and selfish,

All education is self-education,” said Noxon. “And all self-education builds on the foundation provided by your teachers.

Because in the game of life, children have no control over the hand they are dealt. You, as a teacher, are the wild card that can make a difference in your students’ lives.

But my teachers had always been card-carrying members of the Miles Halter Fan Club

The report card just told me, my teacher, my parents where my mind was at maybe 3 weeks before when they gave me a test. IT HAD NOTHING TO DO WITH MY POTENTIAL.

Things I Used to Get Hit For: Talking back. Being smart. Acting stupid. Not listening. Not answering the first time. Not doing what I’m told. Not doing it the second time I’m told. Running, jumping, yelling, laughing, falling down, skipping stairs, lying in the snow, rolling in the grass, playing in the dirt, walking in mud, not wiping my feet, not taking my shoes off. Sliding down the banister, acting like a wild Indian in the hallway. Making a mess and leaving it. Pissing my pants, just a little. Peeing the bed, hardly at all. Sleeping with a butter knife under my pillow. Shitting the bed because I was sick and it just ran out of me, but still my fault because I’m old enough to know better. Saying shit instead of crap or poop or number two. Not knowing better. Knowing something and doing it wrong anyway. Lying. Not confessing the truth even when I don’t know it. Telling white lies, even little ones, because fibbing isn’t fooling and not the least bit funny. Laughing at anything that’s not funny, especially cripples and retards. Covering up my white lies with more lies, black lies. Not coming the exact second I’m called. Getting out of bed too early, sometimes before the birds, and turning on the TV, which is one reason the picture tube died. Wearing out the cheap plastic hole on the channel selector by turning it so fast it sounds like a machine gun. Playing flip-and-catch with the TV’s volume button then losing it down the hole next to the radiator pipe. Vomiting. Gagging like I’m going to vomit. Saying puke instead of vomit. Throwing up anyplace but in the toilet or in a designated throw-up bucket. Using scissors on my hair. Cutting Kelly’s doll’s hair really short. Pinching Kelly. Punching Kelly even though she kicked me first. Tickling her too hard. Taking food without asking. Eating sugar from the sugar bowl. Not sharing. Not remembering to say please and thank you. Mumbling like an idiot. Using the emergency flashlight to read a comic book in bed because batteries don’t grow on trees. Splashing in puddles, even the puddles I don’t see until it’s too late. Giving my mother’s good rhinestone earrings to the teacher for Valentine’s Day. Splashing in the bathtub and getting the floor wet. Using the good towels. Leaving the good towels on the floor, though sometimes they fall all by themselves. Eating crackers in bed. Staining my shirt, tearing the knee in my pants, ruining my good clothes. Not changing into old clothes that don’t fit the minute I get home. Wasting food. Not eating everything on my plate. Hiding lumpy mashed potatoes and butternut squash and rubbery string beans or any food I don’t like under the vinyl seat cushions Mom bought for the wooden kitchen chairs. Leaving the butter dish out in summer and ruining the tablecloth. Making bubbles in my milk. Using a straw like a pee shooter. Throwing tooth picks at my sister. Wasting toothpicks and glue making junky little things that no one wants. School papers. Notes from the teacher. Report cards. Whispering in church. Sleeping in church. Notes from the assistant principal. Being late for anything. Walking out of Woolworth’s eating a candy bar I didn’t pay for. Riding my bike in the street. Leaving my bike out in the rain. Getting my bike stolen while visiting Grandpa Rudy at the hospital because I didn’t put a lock on it. Not washing my feet. Spitting. Getting a nosebleed in church. Embarrassing my mother in any way, anywhere, anytime, especially in public. Being a jerk. Acting shy. Being impolite. Forgetting what good manners are for. Being alive in all the wrong places with all the wrong people at all the wrong times.

Do not oversleep and miss the school bus- you'll be late. That's a habit teachers generally don't appreciate. Never tell your friends at school that you still wet your bed. They are sure to tease you, and you'll wish that you were dead. Never call your teacher a name when she's not near you. Teachers' ears are excellent, so they can always hear you. Do not read a textbook when your hands aren't clean-it's tricky to separate the pages when the pages get real sticky. When you go out for a team it's always wise to practice. When you are a substitute, the bench can feel like cactus. Do not copy homework from a friend who is a dummy. If you do, I'm sure that you will get a grade that's crummy. And if your report card's bad, don't blame it on your buddy. Kiss up to your parents quick, or they might make you study.

Imagine how safe it would feel to know that no one could ever commit a crime of violence and go unnoticed, ever again. Imagine what it would mean to us to know – know for certain – that the plane or the bus we’re travelling on is properly maintained, that the teacher who looks after our children doesn’t have ugly secrets. All it would cost is our privacy, and to be honest who really cares about that? What secrets would you need to keep from a mathematical construct without a heart? From a card index? Why would it matter? And there couldn’t be any abuse of the system, because the system would be built not to allow it. It’s the pathway we’re taking now, that we’ve been on for a while.

I think back to third grade, how it felt to bring home a report card with a teacher’s note scribbled across the bottom: Vanessa is very advanced, seems like she’s eight years old going on thirty. I’m not sure I was ever really a kid at all.

Fs Are "Fabulous" Hey, Mom and Dad! I got my grades! And you'll be thrilled to hear the marks on our report cards are changed around this year. A bunch of kids were telling me this morning on the bus, that they had heard some teachers say that Fs are "fabulous." And Ds are proudly given out for work that's "dynamite." They're used to honor kids like me, whose brains are really bright. So C of course is super "cool"- I've got a few of those. I wish they could be Ds and Fs, but that's the way it goes. I'm pleased to see my teacher didn't give an A or B. I've worked too hard for one of those. Gosh, aren't you proud of me? I see you don't believe me. You think that I am lying? At least you will agree that I should get an A for trying!

And the feeling which filled him at that moment was clear and simple love for his brother Bill … love and a touch of regret that Bill couldn’t be here to see this and be a part of it. Of course he would try to describe it to Bill when he got home, but he knew he wouldn’t be able to make Bill see it, the way Bill would have been able to make him see it if their positions had been reversed. Bill was good at reading and writing, but even at his age George was wise enough to know that wasn’t the only reason why Bill got all A’s on his report cards, or why his teachers liked his compositions so well. Telling was only part of it. Bill was good at seeing.

I’ve become convinced that genius is a vastly overrated commodity. I think this country is full of geniuses, guys and gals so bright they make your average card-carrying MENSA member look like Fucko the Clown. And I think that most of them are teachers, living and working in small-town obscurity because that’s the way they like it.

The Unknown Citizen by W. H. Auden (To JS/07 M 378 This Marble Monument Is Erected by the State) He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

You know what I was thinking? [Ruthie] got so excited when she was spouting this ahistorical countertextual nonsense, and I caught myself thinking, 'What an idiot her teacher must be,' and thinking about her teacher made me realize - the kind of excitement she was showing as she mindlessly spouted back the nonsense she learned in college, that's just like the excitement some of my own students show. And it occurred to me that what we professors think of as a 'brilliant student' is nothing but a student who is enthusiastically converted to whatever idiotic ideas we've been teaching them." "Self-knowledge is a painful thing," said Esther. "To learn that your best students are parrots after all.

At the time, I couldn’t relate to some of the Asian American fiction and poetry I came across. It seemed, for the lack of a better word, inauthentic, as if it were staged by white actors. I thought maybe English was the problem. It was certainly a problem for me. English tuned an experience that should be in the minor key to a major key; there was an intimacy and melancholy in Korean that were lost when I wrote in English, a language which I, from my childhood, associated with customs officers, hectoring teachers, and Hallmark cards. Even after all those years since I learned English, I still couldn’t shake the feeling that to write anything was to fill in a blank or to recite back the original.

There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy shows you where you are weak. Only the enemy tells you where he is strong. And the rules of the game are what you can do to him and what you can stop him from doing to you. I am your enemy from now on. From now on I am your teacher.

Unlike other relationships that have a purpose beyond themselves and are clearly delineated as such (dentist-patient, lawyer-client, teacher-student), the writer-subject relationship seems to depend for its life on a kind of fuzziness and murkiness, if not utter covertness, of purpose. If everybody put his cards on the table, the game would be over. The journalist must do his work in a kind of deliberately induced state of moral anarchy.

I am your enemy, the first one you’ve ever had who was smarter than you. There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy shows you where you are weak. Only the enemy tells you where he is strong. And the rules of the game are what you can do to him and what you can stop him from doing to you. I am your enemy from now on. From now on I am your teacher.

I have spent the months since Rick’s death inside a bubble of grief and fear. But in these last eleven days, as I venture outside that protective cocoon, I have met such a hodgepodge of wonderful people: Goodwill Charles, the soldier at Ponderosa, Neal’s wife with the poinsettias, and now the MasterCard lady—every one of them teachers on this new journey I am traveling. They are experts in the art of moving on, forgiving mistakes, and celebrating memories even if they hurt. I still have so much to learn.

You mix metaphors,” added Carl. “I what?” “You mix metaphors. You start talking about the idea of having a gun to their head and then you describe the corps as having strings in their backs, like puppets. And then you talk about playing a rigged game. You’ve got to pick one or the other. Unless you want them all to see themselves as puppets playing cards with guns to their heads, but that’s just stupid. Who shoots a puppet?” The captain’s mouth fell open. “You know, I had teachers who talked like you in school. Pretty sure they’re what drove me to a life of crime.

One of the teacher’s main goals should be to help learners become independent vocabulary learners. They can become independent vocabulary learners by knowing how to decide what vocabulary is most useful to learn, by knowing how to learn it through the use of word cards and other strategies, by knowing how to meet the words again by doing lots of extensive reading and listening, and by finding opportunities to produce the words they have learnt through speaking and writing. Rather than teach vocabulary, teachers should be spending that time on training learners in vocabulary learning.

Lacking older siblings, the oldest or only child identifies primarily with her parents, conforming to their ideals and demands, not the least reason being that she no one with whom to share those demands. Since firstborns try to live up to the expectations of adults- teachers' as well as parents'- rather than that of peers, they are likely to learn more and to bring home better report cards than younger siblings. Thus firstborns pave the way for younger siblings, setting the standards against which they are measured and measure themselves. Middle children tend to be more gregarious and more dependent on the approval of peers than that of adults. For one thing they have the example of the older sibling- who has the credibility of generational sameness- to guide them in their decisions and to teach them the rules of the family road. An older sister who was grounded for a month for coming home late from a date, for instance, is a lesson not lost on her younger sister or brother. At the same time younger children are buffered by birth order from their parents' sole concentration. Hence they are treated with more indulgence and are called upon less to take on responsibilities.

I opened the curtain and entered the confessional, a dark wooden booth built into the side wall of the church. As I knelt on the small worn bench, I could hear a boy's halting confession through the wall, his prescribed penance inaudible as the panel slid open on my side and the priest directed his attention to me. "Yes, my child," he inquired softly. "Bless me, Father, for I have sinned. This is my First Confession." "Yes, my child, and what sins have you committed?" .... "I talked in church twenty times, I disobeyed my mother five times, I wished harm to others several times, I told a fib three times, I talked back to my teacher twice." I held my breath. "And to whom did you wish harm?" My scheme had failed. He had picked out the one group of sins that most troubled me. Speaking as softly as I could, I made my admission. "I wished harm to Allie Reynolds." "The Yankee pitcher?" he asked, surprise and concern in his voice. "And how did you wish to harm him?" "I wanted him to break his arm." "And how often did you make this wish?" "Every night," I admitted, "before going to bed, in my prayers." "And were there others?" "Oh, yes," I admitted. "I wished that Robin Roberts of the Phillies would fall down the steps of his stoop, and that Richie Ashburn would break his hand." "Is there anything else?" "Yes, I wished that Enos Slaughter of the Cards would break his ankle, that Phil Rizzuto of the Yanks would fracture a rib, and that Alvin Dark of the Giants would hurt his knee." But, I hastened to add, "I wished that all these injuries would go away once the baseball season ended." ... "Are there any other sins, my child?" "No, Father." "For your penance, say two Hail Mary's, three Our Fathers, and," he added with a chuckle, "say a special prayer for the Dodgers. ...

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

When Lauren returned from lunch there were two dozen breathtakingly gorgeous red roses in a vase on her desk. She removed the card from its envelope and stared at it in blank amazement. On it was written "Thank you, sweetheart," followed by the initial J. When Lauren looked up,Nick was standing in the doorway,his shoulder casually propped against the frame. But there was nothing casual about the rigid set of his jaw or the freezing look in his gray eyes. "From a secret admirer?" he asked sarcastically. It was the first personal comment he had addressed to her in four days. "Not a secret admirer exactly," she hedged. "Who is he?" Lauren tensed. He seemed so angry she didn't think it would be wise to mention Jim's name. "I'm not absolutely certain." "You aren't absolutely certain?" he bit out. "How many men with the inital J are you seeing? How many of them think you're worth more than a hundred dollars in roses as a way of saying thank you?" "A hundred dollars?" Lauren repeated, so appalled at the expense that she completely overlooked the fact that Nick had obviously opened the envelope and read the card. "You must be getting better at it," he mocked crudely. Inwardly Lauren flinched, but she lifted her chin. "I have much better teachers now!" With an icy glance that raked her from head to toe,Nick turned on his heel and strode back into his office. For the rest of the day he left her completely alone.

This is on us. This is society. This is what America has come to. My generation just decided that we all wanted McMansions, so we maxed out our credit cards and doubled down on the rat race, thinking we could have it all. But someone always pays. And it’s the kids who are paying because we’re not paying any attention to them. Not really. We send them off to day care, to summer camp. We buy a house near the picture-perfect school: the best school in Florida! Then we congratulate ourselves on being great parents. But do we ever actually go to the school? Do we take any interest in what happens there? No! We let activists and bureaucrats force policies down teachers’ throats to make the school look better on paper. Then, if we even notice, we applaud ourselves for sending our kid to the safest school in Florida!

ED ABBEY’S FBI file was a thick one, and makes for engrossing reading. The file begins in 1947, when Abbey, just twenty and freshly back from serving in the Army in Europe, posts a typewritten notice on the bulletin board at the State Teachers College in Pennsylvania. The note urges young men to send their draft cards to the president in protest of peacetime conscription, exhorting them to “emancipate themselves.” It is at that point that Abbey becomes “the subject of a Communist index card” at the FBI, and from then until the end of his life the Bureau will keep track of where Abbey is residing, following his many moves. They will note when he heads west and, as acting editor of the University of New Mexico’s literary magazine, The Thunderbird, decides to print an issue with a cover emblazoned with the words: “Man will never be free until the last king is strangled with the entrails of the last priest!” The quote is from Diderot, but Abbey thinks it funnier to attribute the words to Louisa May Alcott. And so he quickly loses his editorship while the FBI adds a few more pages to his file. The Bureau will become particularly intrigued when Mr. Abbey attends an international conference in defense of children in Vienna, Austria, since the conference, according to the FBI, was “initiated by Communists in 1952.” Also quoted in full in his files is a letter to the editor that he sends to the New Mexico Daily Lobo, in which he writes: “In this day of the cold war, which everyday [sic] shows signs of becoming warmer, the individual who finds himself opposed to war is apt to feel very much out of step with his fellow citizens” and then announces the need to form a group to “discuss implications and possibilities of resistance to war.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

Grades can also be profoundly unfair, especially for students who are unable to keep up, because the level of the exams usually increases from week to week. Let’s take the analogy of video games. When you discover a new game, you initially have no idea how to progress effectively. Above all, you don’t want to be constantly reminded of how bad you are! That’s why video game designers start with extremely easy levels, where you are almost sure to win. Very gradually, the difficulty increases and, with it, the risk of failure and frustration—but programmers know how to mitigate this by mixing the easy with the difficult, and by leaving you free to retry the same level as many times as you need. You see your score steadily increase . . . and finally, the joyous day comes when you successfully pass the final level, where you were stuck for so long. Now compare this with the report cards of “bad” students: they start the year off with a bad grade, and instead of motivating them by letting them take the same test again until they pass, the teacher gives them a new exercise every week, almost always beyond their abilities. Week after week, their “score” hovers around zero. In the video game market, such a design would be a complete disaster. All too often, schools use grades as punishments.

Having lost his mother, father, brother, an grandfather, the friends and foes of his youth, his beloved teacher Bernard Kornblum, his city, his history—his home—the usual charge leveled against comic books, that they offered merely an escape from reality, seemed to Joe actually to be a powerful argument on their behalf. He had escaped, in his life, from ropes, chains, boxes, bags and crates, from countries and regimes, from the arms of a woman who loved him, from crashed airplanes and an opiate addiction and from an entire frozen continent intent on causing his death. The escape from reality was, he felt—especially right after the war—a worthy challenge. He would remember for the rest of his life a peaceful half hour spent reading a copy of 'Betty and Veronica' that he had found in a service-station rest room: lying down with it under a fir tree, in a sun-slanting forest outside of Medford, Oregon, wholly absorbed into that primary-colored world of bad gags, heavy ink lines, Shakespearean farce, and the deep, almost Oriental mistery of the two big-toothed wasp-waisted goddess-girls, light and dark, entangled forever in the enmity of their friendship. The pain of his loss—though he would never have spoken of it in those terms—was always with him in those days, a cold smooth ball lodged in his chest, just behind his sternum. For that half hour spent in the dappled shade of the Douglas firs, reading Betty and Veronica, the icy ball had melted away without him even noticing. That was magic—not the apparent magic of a silk-hatted card-palmer, or the bold, brute trickery of the escape artist, but the genuine magic of art. It was a mark of how fucked-up and broken was the world—the reality—that had swallowed his home and his family that such a feat of escape, by no means easy to pull off, should remain so universally despised.

One of my best friends is LinDee Loveland, who is a Bible teacher at OCS and the children’s minister at our church. She and another friend and teacher, Mrs. Rita, were there at the hospital with us. As soon as they heard that everything had gone well, the two of them gathered all of Mia’s cousins together. “Missy, what’s Mia’s room number?” LinDee asked. I rattled it off, then quickly caught up with Jase, who was heading to the recovery room. We spent an hour in the recovery room with Mia, and when she was ready to be moved to her regular hospital room, Jase and I walked beside her gurney. When we walked into her room, I burst into tears. Mia’s room was beautiful! Several weeks before Mia’s scheduled surgery, Mrs. LinDee had asked the children at church to make snowflakes that would be given to a child who needed some encouragement. Mia even made one herself and signed it. “Each individual snowflake is special, and no two are alike,” Mrs. LinDee told them. “It’s the same way with us,” she shared. “No two people are alike. God makes everyone unique and special, with a purpose designed to glorify Him.” Later, when Mia wasn’t there, she asked all the children to make cards for Mia. When LinDee and the cousins scooted out of the waiting room, they went straight to Mia’s room and hung up the cards and the snowflakes all over her room. Mia was awake by the time she got back to her room, and when she saw the decorations, she literally oohed and ahhed. Dr. Sperry and Dr. Genecov both made the same comment when they visited Mia later. “I’ve never seen a room like this! This is the most decorated room that’s ever been in this hospital!” And Dr. Sperry summed it up beautifully: “Wow, somebody must really love you.” Having a room decorated means so much to a child--and maybe even more to a child’s parents. The fact that so many of Mia’s friends had created such exquisite, handmade snowflakes and worked so hard to make cards for her, and that Mrs. LinDee, Mrs. Rita, and all the cousins surprised us with the final display, spoke volumes to me about the way people loved Mia and our family. That expression of creativity was not only beautiful, it also touched my heart deeply.

The bell over the front door chimed, and I caught my breath as Simon walked in. After all this time, we hadn’t interacted much outside of Faire. (Unless you counted one pretty significant interaction in his bedroom the night before last. I for one counted the hell out of it.) He looked like a strange amalgamation of his identities: the crisply ironed shirt and immaculate jeans of Simon Graham, but with the longer hair and face-framing beard of Captain Blackthorne. The juxtaposition was . . . well, I squirmed a little and fought the urge to hop the counter and wrinkle that shirt in the best possible way. Simon stopped short inside the doorway when he saw me, and Chris nudged me with her shoulder. “Now, I know for a fact you can handle him.” While my face flamed with mortification and Simon’s eyebrows knit in confusion, she snickered at her own joke and walked out of the store with a wave. Simon held the door for her, then turned back to me. “Hey.” “Hey.” I dropped my head to the counter and let the cool glass soothe my forehead. “God, it’s like working for my mother.” “What was that about?” I shook my head as I stood back up. “She knows.  Apparently, the whole town does.” “Knows?” After a beat his expression cleared and his eyes widened. “About us?” “Yeah.” I bit the inside of my cheek and waited for his reaction. “Huh.” He looked over his shoulder in the direction Chris had gone, as if he could still see her. “Well, if Chris knows, that’s as good as taking an ad out in the paper.” He tilted his head, thinking. “Do people still do that?” “Do what?” “Take ads out in the paper. Do people still even read the paper?” “I . . . I guess?” I was a little confused by the direction the conversation had gone, but now that he mentioned it I was curious too. “I mean, my mother does. The Sunday paper has coupons, you know.” Coupons that she still clipped and sent once a week to April and me, inside greeting cards where the coupons fell out like oversized confetti when we opened them. He considered that. “Seems like a dying thing, though. So will the idiom change? Should we start saying things like ‘posting it online’?” “‘Create a banner ad’?” I suggested, leaning my elbows on the counter. “See, I like that better.” He mirrored my pose and he was  close, so close to me that my heart pounded. I was no match for his smile. “Close to the original idiom, and it implies the same thing—spending money to make an announcement.” I allowed myself a second to be lost in his smile before I laughed. “Good God. Once an English teacher, always an English teacher.

Knock, knock. Who's there? A: Lettuce Q: Lettuce who? A: Lettuce in, it's freezing out here.. . 2. Q: What do elves learn in school? A: The elf-abet . 3. Q: Why was 6 afraid of 7? A: Because: 7 8 9 . . 4. Q. how do you make seven an even number? A. Take out the s! . 5. Q: Which dog can jump higher than a building? A: Anydog – Buildings can’t jump! . 6. Q: Why do bananas have to put on sunscreen before they go to the beach? A: Because they might peel! . 7. Q. How do you make a tissue dance? A. You put a little boogie in it. . 8. Q: Which flower talks the most? A: Tulips, of course, 'cause they have two lips! . 9. Q: Where do pencils go for vacation? A: Pencil-vania . 10. Q: What did the mushroom say to the fungus? A: You're a fun guy [fungi]. . 11. Q: Why did the girl smear peanut butter on the road? A: To go with the traffic jam! . 11. Q: What do you call cheese that’s not yours? A: Nacho cheese! . 12. Q: Why are ghosts bad liars? A: Because you can see right through them. . 13. Q: Why did the boy bring a ladder to school? A: He wanted to go to high school. . 14. Q: How do you catch a unique animal? A: You neak up on it. Q: How do you catch a tame one? A: Tame way. . 15. Q: Why is the math book always mad? A: Because it has so many problems. . 16. Q. What animal would you not want to pay cards with? A. Cheetah . 17. Q: What was the broom late for school? A: Because it over swept. . 18. Q: What music do balloons hate? A: Pop music. . 19. Q: Why did the baseball player take his bat to the library? A: Because his teacher told him to hit the books. . 20. Q: What did the judge say when the skunk walked in the court room? A: Odor in the court! . 21. Q: Why are fish so smart? A: Because they live in schools. . 22. Q: What happened when the lion ate the comedian? A: He felt funny! . 23. Q: What animal has more lives than a cat? A: Frogs, they croak every night! . 24. Q: What do you get when you cross a snake and a pie? A: A pie-thon! . 25. Q: Why is a fish easy to weigh? A: Because it has its own scales! . 26. Q: Why aren’t elephants allowed on beaches? A:They can’t keep their trunks up! . 27. Q: How did the barber win the race? A: He knew a shortcut! . 28. Q: Why was the man running around his bed? A: He wanted to catch up on his sleep. . 29. Q: Why is 6 afraid of 7? A: Because 7 8 9! . 30. Q: What is a butterfly's favorite subject at school? A: Mothematics. Jokes by Categories 20 Mixed Animal Jokes Animal jokes are some of the funniest jokes around. Here are a few jokes about different animals. Specific groups will have a fun fact that be shared before going into the jokes. 1. Q: What do you call a sleeping bull? A: A bull-dozer. . 2. Q: What to polar bears eat for lunch? A: Ice berg-ers! . 3. Q: What do you get from a pampered cow? A: Spoiled milk.

Parental efforts to gain leverage generally take two forms: bribery or coercion. If a simple direction such as “I'd like you to set the table” doesn't do, we may add an incentive, for example, “If you set the table for me, I'll let you have your favorite dessert.” Or if it isn't enough to remind the child that it is time to do homework, we may threaten to withdraw some privilege. Or we may add a coercive tone to our voice or assume a more authoritarian demeanor. The search for leverage is never-ending: sanctions, rewards, abrogation of privileges; the forbidding of computer time, toys, or allowance; separation from the parent or separation from friends; the limitation or abolition of television time, car privileges, and so on and so on. It is not uncommon to hear someone complain about having run out of ideas for what still might remain to be taken away from the child. As our power to parent decreases, our preoccupation with leverage increases. Euphemisms abound: bribes are called variously rewards, incentives, and positive reinforcement; threats and punishments are rechristened warnings, natural consequences, and negative reinforcements; applying psychological force is often referred to as modifying behavior or teaching a lesson. These euphemisms camouflage attempts to motivate the child by external pressure because his intrinsic motivation is deemed inadequate. Attachment is natural and arises from within; leverage is contrived and imposed from without. In any other realm, we would see the use of leverage as manipulation. In parenting, such means of getting a child to follow our will have become embraced by many as normal and appropriate. All attempts to use leverage to motivate a child involve the use of psychological force, whether we employ “positive” force as in rewards or “negative” force as in punishments. We apply force whenever we trade on a child's likes or when we exploit a child's dislikes and insecurities in order to get her to do our will. We resort to leverage when we have nothing else to work with — no intrinsic motivation to tap, no attachment for us to lean on. Such tactics, if they are ever to be employed, should be a last resort, not our first response and certainly not our modus operandi. Unfortunately, when children become peer-oriented, we as parents are driven to leverage-seeking in desperation. Manipulation, whether in the form of rewards or punishments, may succeed in getting the child to comply temporarily, but we cannot by this method make the desired behavior become part of anyone's intrinsic personality. Whether it is to say thank-you or sorry, to share with another, to create a gift or card, to clean up a room, to be appreciative, to do homework, or to practice piano, the more the behavior has been coerced, the less likely it is to occur voluntarily. And the less the behavior occurs spontaneously, the more inclined parents and teachers are to contrive some leverage. Thus begins a spiraling cycle of force and counterwill that necessitates the use of more and more leverage. The true power base for parenting is eroded.

School Library Journal Gr 3–6—This interactive manual is fun to read and even more fun to put into practice. From hopscotch to dodge ball, jacks to solitaire, and string games to memory games, all types of activities are included. Games to play with a ball, with cards, in a car on the go, alone, or in a group are all here to be enjoyed. The instructions are clear and easy to follow. There are also historical and factual asides for many of the entries. Some include variations on the main game or alternate names for the activity that have been used through the years. The illustrations depict children demonstrating a particular aspect of a game or just enjoying themselves playing. This is a great resource for parents and teachers, as well as for children.—Cynde Suite, Bartow County Library System, Adairsville, GA

Assign a file or paper tray to collect single-side printed paper for reuse. Boycott paper sourced from virgin forests and reams sold in plastic. Cancel magazine and newspaper subscriptions; view them online instead. Digitize important receipts and documents for safekeeping. Digital files are valid proofs for tax purposes. Download CutePDF Writer to save online files without having to print them. Email invitations or greeting cards instead of printing them (see “Holidays and Gifts” chapter). Forage the recycling can when paper scraps are needed, such as for bookmarks or pictures (for school collages, for example). Give extra paper to the local preschool. Hack the page margins of documents to maximize printing. Imagine a paperless world. Join the growing paperless community. Kill the fax machine; encourage electronic faxing through a service such as HelloFax. Limit yourself to print only on paper that has already been printed on one side. Make online billing and banking a common practice. Nag the kids’ teachers to send home only important papers. Opt out of paper newsletters. Print on both sides when using a new sheet of paper (duplex printing). Question the need for printing; print only when absolutely necessary. In most cases, it is not. Repurpose junk mail envelopes—make sure to cross out any barcode. Sign electronically using the Adobe Acrobat signing feature or SignNow.com. Turn down business cards; enter relevant info directly into a smartphone. Use shredded paper as a packing material, single-printed paper fastened with a metal clip for a quick notepad (grocery lists, errands lists), and double-printed paper to wrap presents or pick up your dog’s feces. Visit the local library to read business magazines and books. Write on paper using a pencil, which you can then erase to reuse paper, or better yet, use your computer, cell phone, or erasable board instead of paper. XYZ: eXamine Your Zipper; i.e., your leaks: attack any incoming source of paper.

The very next morning It was Valentine’s Day! They grabbed all their cards and went on their way. The classroom was decked out in red, pink, and white, with balloons and streamers, so festive and bright. Someone dropped by with a giant bouquet addressed to the teacher, who blushed right away. The card was signed “From a secret admirer,” but everyone knew it was Mr. O’Meyer! They played pin the heart and won goofy toys, and girls ran away from kissy-face boys. The art teacher came and painted kids’ faces. She put hearts on cheeks and sillier places! At last it was time to deliver the cards. Look! One for Lisa, Jim, and Bernard. They opened them up, read them and smiled, and laughed at the cards that were totally wild. Then they ate goodies, sweet cherries, and grapes, and drank punch with ice cubes in little heart shapes. And just when they thought the party was done, a knock on the door came at quarter past one. When what to their wondering eyes should appear, but the principal himself dressed in full Cupid gear! His arrows--how golden! His bow--curved and tight! The wig that he wore was a comical sight. He spoke not a word and was gone in a minute, leaving a present behind. Now what could be in it? They read Cupid’s note as he leapt down the hall: “Happy Valentine’s Day-- to one and to all!

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

True leadership of teachers count in building humanity and character in students, and not in writing their report cards.

she hadn't just lost everything. After all, she had her health (which was actually saying quite a lot for a second grade teacher during flu season) and she had relative youth, though she was on the downhill slide to thirty. But she no longer had her luggage and she didn't have her purse. Meaning she had no clothes, no shoes, no undies, no toiletries, no ID, no credit card, not even a ChapStick. She glanced down at her

There are three points of view from which a writer can be considered: he may be considered as a storyteller, as a teacher, and as an enchanter. A major writer combines these three — storyteller, teacher, enchanter — but it is the enchanter in him that predominates and makes him a major writer…The three facets of the great writer — magic, story, lesson — are prone to blend in one impression of unified and unique radiance, since the magic of art may be present in the very bones of the story, in the very marrow of thought…Then with a pleasure which is both sensual and intellectual we shall watch the artist build his castle of cards and watch the castle of cards become a castle of beautiful steel and glass.” ~ Vladimir Nabokov

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.

A Toast to Mother’s Day When my daughter was in preschool she made a mother’s day card for me. The teachers were very good about letting the kids say exactly whatever they wanted on the cards. The children talked and the teacher wrote in the card what they said. My card that year said; Dear Mommy, I hope you have a nice Mother’s Day and if I had a lot of money I would buy you a lot of wine cause I know you like to drink wine. I was mortified by what the teacher must be thinking of me. I was sure everyone thought I was an alcoholic!

Friday was a bad-news day. First Mrs. Tealso announced report cards were ready and everybody would return to homeroom for the last ten minutes of the day to receive theirs. Lots of kids groaned. Willie’s stomach flip-flopped like a fish out of water. His marks might be as bad as last time. They could even be worse. Unless he’d done good work that he wasn’t remembering. Or unless his teachers had gotten the Christmas spirit early.

There is no teacher but the enemy.

Our challenge as human beings on this planet is to live in the present moment as much as we possibly can. When we’re focused on some point in the future or are letting someone else tell us how things should go, we’re neither present in a particular moment nor responsible for ourselves. But when we seek the perspective of the Masters, Teachers, and Loved Ones, they help us empower ourselves to be who we need to be in any given moment. Providing truth, information, and support is the role of the Akashic Records. So if you really need a time-related answer, there are oracles such as clairvoyants, card readers, and astrologers who can help. And if you need a yes-or-no answer, a pendulum works especially well.

I have been putting too much trust in the teachers’ evaluations. Do I have any real evidence that they’re right? Or do I believe in their evaluations because I am rated so highly? Have I let them flatter me into complacency? What if all their evaluations were hopelessly wrong?

But in the military you don’t get trusted positions just because of your ability. You also have to attract the notice of superior officers. You have to be liked. You have to fit in with the system. You have to look like what the officers above you think that officers should look like. You have to think in ways that they are comfortable with. The result was that you ended up with a command structure that was top-heavy with guys who looked good in uniform and talked right and did well enough not to embarrass themselves, while the really good ones quietly did all the serious work and bailed out their superiors and got blamed for errors they had advised against until they eventually got out. That was the military. These teachers were all the kind of people who thrived in that environment. And they were selecting their favorite students based on precisely that same screwed-up sense of priorities.

Hey, Dylan,” I said, holding my orange ball. “You got rid of the Mohawk.” Lark and Raven’s stepbrother ran his hand over his bald head and sighed. “Yeah, I’d been thinking about going the business man route for a while. Kept going back and forth about cutting it. A few weeks ago, I got drunk at Lark’s place. The sisters were nice enough to shave my head while I was passed out.” Nearby, Raven laughed so hard she had trouble distracting Vaughn who was still trying to win the game. Dylan glared at her then shrugged. “Gonna let it grow out and play the average Joe shit.” “Good luck with that,” I said, glancing at the bathroom and hoping Bailey would appear. When she didn’t, I walked to an open lane and rolled the ball. It took out a single pin which was one more than I expected. A lane away Raven struggled to win against Vaughn. She bent over one direction. When her ass didn’t do it, she bent forward and adjusted her tits. A distracted Vaughn missed his strike with a single pin remaining. Before I could hear him complain and her celebrate, Cooper and Tucker appeared next to me. “I liked the way you handled that fucker,” Tucker said, arms crossed tightly. “You always know how to deal with these losers while looking like a Boy Scout. A good skill to have.” Ignoring them, I rolled the second ball and managed to take out three pins. A new record for me. “What’s with the silent shit?” Tucker asked. Sighing, I looked at them and frowned. “I want to be with Bailey. We just started dating, but here I am jumping through hoops for you two. You do this shit with every guy?” “Most are losers,” Cooper said. “Most never do the second date thing. They bang then hang. If they’re lucky, she never mentions it to us and we don’t kick anyone’s ass. You’re the first boyfriend type she’s had.” “Our family needs good people,” added Tucker. Cooper shifted his stance and shook his head at his brother. “He doesn’t want that life. Nick wants to be a teacher.” “Why?” “Who cares?” Cooper said. “It’s what he wants. Sounds like a nice safe life for our little sister, don’t you think?” Tucker’s expression froze and his dopey brain took awhile to put things together. By the time he figured it out, I’d rolled a gutter ball, Bailey returned, and Vaughn declared his wife a cheater. “It’s only fair!” Raven cried as Vaughn threw her over his shoulder and spun her around. “You’re a better bowler and I want to win. Cheating was the only card I could play.” “Making me think some fucker was looking at your ass was low, Raven.” “So is naming our first born son Maverick. You’re just looking for trouble with a name like that.” Vaughn lowered her to her feet then grinned. “My boys will be nothing but trouble. They’ll own this town and chase pretty girls like Scarlet and Lily.” “Hey, keep your pervy kid away from my daughter!” Tucker hollered, looking pissed. Cooper grabbed his brother and they wrestled onto the ground. By the end of pounding each other, they were both laughing.

If a mark is required for a report card, let’s ask our students what they believe that grade should be, based on a detailed assessment by both student and teacher of all that was or was not accomplished during a grading period.

And that," said Bean, "is why losing is a much more powerful teacher than winning.

Research on vocabulary teaching is not very encouraging. Typically, if a teacher teaches ten new words to the learners, they are likely to remember only three or four of them. Vocabulary teaching is also rather time-consuming, and when we compare the amount of learning that learners can do from word cards with the amount of learning from teaching, it is much better if learners spend time using word cards.

The widower was so full of questions that I half expected him to ask for an identity card. The only thing I carry in my wallet is my driver's license. I should have something with my picture on it and a statement below that tells who I am. Megumi Naomi Nakane. Born June 18, 1936, Vancouver, British Columbia. Marital status: Old maid. Health: Fine, I suppose. Occupation: School teacher. I'm bored to death with teaching and ready to retire. What else would anyone want to know? Personality: Tense. Is that past or present tense? It's perpetual tense. I have the social graces of a common housefly. That's self-denigrating, isn't it.

I regretted my human form briefly; it would be so much easier to drag and rope information into the brain as neatly as one dragged and dropped information on the computer. Perhaps I was suffering from a touch of information sickness? If I could weed out my thoughts...There was one reliable cure I've found, a bit of the hair of the dog--the release in reading. Not a manual: something with a narrative, a chute built by a writer and waxed until the reader fell into it and skittered right to the end without stopping. The relief of being in someone else's hands. Yes, exactly: I needed to be under a spell....it didn't matter who I was, or what I did, or where I paid taxes, or how long I stayed. I'm sure it didn't matter if the book had RFID tags or a checkout card with a ladder of scrawled names, though tags were neat. I knew the librarians would help me figure out anything I needed to know later--I was under the librarians' protection. Civil servants and servants of civility, they had my back. They would be whatever they needed to be that day: information professionals, teachers, police, community organizers, computer technicians, historians, confidantes, clerks, social workers, storytellers, or in this case, guardians of my peace. They were the authors of this opportunity--diversion from the economy and distraction from snow, protectors of the bubble of concentration I'd found in the maddening world. And I knew they wouldn't disturb me until closing time.

Those who would like to become writers attend courses on writing poetry and prose and analyze their own work and that of other writers in development. Teachers teach them that talent is not required and that anyone, who wants to be a writer, can do it if they only master the technique of writing and master the formulas of the genre that they choose. With a little brain storming ideas written on cards, as well as designs and plans on the table, one can even write a novel in a month. There is no secret; the whole secret is in the technique, a little research, and the rest is solved by form, according to a formula, in which it is all nicely wrapped up and packaged. And so, a bestseller is born.

And in time, over the years, she learned what her father had learned: that one could live with the hunger, contain it, often for hours, like a bright fire encased in a box of translucent jade, a dangerous, terrible fire from the gods, burning within her heart. Then, when she was alone, she could open that box and let the fire out, not in a single, terrible eruption, but slowly, gradually, filling her with light as she bowed her head and traced the lines on the floor, or bent over the sacred laver of her holy washings, quietly and methodically rubbing her hands with pumice, lye, and aloe. Thus she converted the raging voice of the gods into a private, disciplined worship. Only at rare moments of sudden distress did she lose control and fling herself to the floor in front of a teacher or visitor. She accepted these humiliations as the gods’ way of reminding her that their power over her was absolute, that her usual self-control was only permitted for their amusement. She was content with this imperfect discipline. After all, it would be presumptuous of her to equal her father’s perfect self-control. His extraordinary nobility came because the gods honored him, and so did not require his public humiliation; she had done nothing to earn such honor.

I was no longer making an effort at school. I didn’t decide to become lazy on a whim born of a bad attitude, I was tired. I was tired of all my earnest and concentrated scholastic efforts being met with not just dwindling grades, but also my teachers’ lowering estimation of me. My report cards were almost exclusively filled with sentiments like, ‘Hannah does not apply herself’, or ‘Hannah is falling well short of her potential’, sometimes the sentiments were more bluntly expressed. ‘Hannah is lazy’, or ‘had a bad attitude’. Sometimes they were contained within genuinely insightful observations and far more interesting language, ‘Hannah’s participation in class is spasmodic’, or, ‘Hannah brings a rather ethereal presence to class discussions’. The truth is none of my teachers seemed to notice how hard I was trying. Instead they would invariably conclude that laziness, mine, was the root cause of the ever-widening gap between my perceived intelligence, and my poor results. None of my teachers were inclined to wonder if it was their teaching methods that were falling short

In high school, the cool kids tend to be the underachievers. Cool kids don’t study; they don’t care what the teachers think of them. At that age, it’s slicker to hold back, to keep your cards close to your chest so it never looks like you’re trying too hard. Except that when you grow up a little, you realize the people getting the most out of their lives are the ones who wear their hearts on their sleeves, the ones who allow themselves to be passionate and open and vulnerable, and who approach everything they love at full-throttle, with curiosity and delight and unguarded enthusiasm.

She’d always been quiet; on report cards, teachers said she needed to talk more in class.

There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy shows you where you are weak. Only the enemy tells you where he is strong. And the rules of the game are what you can do to him and what you can stop him from doing to you.

try experimenting with the DIY (do it yourself) report card. At the beginning of a semester, ask students to list their top learning goals. Then, at the end of the semester, ask them to create their own report card along with a one- or two-paragraph review of their progress. Where did they succeed? Where did they fall short? What more do they need to learn? Once students have completed their DIY report cards, show them the teacher’s report card, and let the comparison of the two be the start of a conversation on how they are doing on their path toward mastery.

HE HAD BEEN trained in a hidden monastery by the ninjas of Xi’en. He had studied yoga and meditation under an Avrantic guru. His strength, stamina and ability to withstand pain were legendary. He was as silent as a shadow of a black cat in the night, as deadly as a cobra’s fang. He moved like a panther, taut and sinuous. He could climb up rock-faces with his bare hands and stay underwater for hours without breathing. His skill and luck at love and cards was legendary, and he had almost beaten the Civilian at chess once. He was wondering what to wear. When in doubt, Black is the answer, the dance teacher in Ektara had said. He dressed, swiftly. It had been a long time since he had worn the original costume. Black silk clothes, padded boots. The cloth around the face, with slits for his eyes. The fire-resistant Xi’en lava-worm black silk cape. Of course, disguises and camouflage were fun, and often necessary, but this was his favourite. He strapped on his Necessity Belt. He had been all around the world and seen many beautiful things, but this was the finest example of vaman craftsmanship he had ever seen. He opened a trunk under his bed and started thinking about his assignment. His fingers, trained by years of practice, began sliding things into the right pockets on his belt. Into the little sheaths went the darts, the crossbow bolts and the blackened throwing knives. With practiced ease his fingers found the little pouches, side by side, one after the other, for the wires, the brass knuckles, the vial of oil, the sachet of poisonous powder and the shuriken, the little blackened poisoned-tipped discs the ninjas used. On his back was the slim bag that contained a little black chalk, his stamp and his emergency scarab. If he was killed or captured, it would fly to the Civilian. The message inside said Killed or captured. Sorry. He slung a pouch over his shoulder. It contained his blowpipes, ropes, strangling cords and cloth-covered grappling hooks. Over his other shoulder went the light and specially constructed crossbow. The flat bag filled with what he called his ‘special effects’ went on his back. He felt a little naked. He strapped on little black daggers in sheaths to his left arm and outer thighs. He tapped his left foot thrice on the floor and felt the blade slide to the front of the boot. He tapped again and it slid back to the heel. (...) He slipped on his gloves. Finally, he picked up the sheath that contained his first love. It was the one love he’d always been faithful to, the long, curved, deadly and beautiful Artaxerxian dagger that glittered and shone even in the candlelight as he pulled it out and held it lovingly. It was the only weapon he had never blackened. The Silver Dagger. He attached it to the Necessity Belt. Now he was dressed to kill.

Then one day in biology class the students were dissecting frogs and the teacher, Mrs. Joan Thomas, watched him and said, “Kermit, you’re doing an excellent job.” He was terribly embarrassed and he was sure that she was making fun of him. All the other kids began to laugh too, sure that she was mocking him. After all, Kermit was the boy who had never been praised before and who was often the butt of a teacher’s frustrated criticism. “No,” she corrected them, “I mean it. Kermit is doing an excellent job.” That was the first time that anyone had ever told him that he was good at anything in his entire life. With that he began to feel confident in biology and he began to study and get good marks. Soon he had good marks in biology and poor marks in everything else. Then Mrs. Thomas became his homeroom teacher and she looked at his report card and told him that he ought to try to do better in other courses too. “You know, Kermit,” she said, “you’re intelligent and you could get good marks if you wanted to.” He was stunned by that, by the idea that she thought he was intelligent. In his last year at Calvin Coolidge he made the honor roll. He was very proud of that.

Enthusiastic teachers can build strong relationships with students because they see each child as a separate human being. They don’t teach a classroom—they teach individuals.

Our lessons went well beyond the standard subjects of spelling, math, and physics. We also had to learn about the miraculous revolutionary changes the divine Kim Il-sung had brought about. The most important thing was how faithful you were to the Great Leader. Teachers and every other adult I knew tried to brainwash us into becoming slavish members of their pseudo-religious cult. I played along. I learned quickly that in that sort of situation, if you want to survive, you have to stifle your critical faculties and just get on with things. I had to pick my battles carefully and not let myself get riled up by every little thing. But the trouble is that some people really do end up brainwashed. They come to believe all the bullshit. But, thankfully, there are also many who don’t. And one day, they’ll be the downfall of the house of cards that is North Korea.

Steve Van Ert, a dedicated high school teacher, extends his passion beyond the classroom. This multifaceted individual not only imparts knowledge but also revels in diverse interests. From cooking up camping feasts to mastering the art of surfing and SUP boarding, Steve's pursuits include gardening, family card games, and cherishing moments with his kids and grandkids.

Being a teacher at a university was never in the cards for me. I'm too impatient, too outspoken, too much of a troublemaker to fit into the serene life of higher education. I would have been a pariah in the faculty lounge

These other armies, they aren’t the enemy. It’s the teachers, they’re the enemy. They get us to fight each other, to hate each other. The game is everything. Win win win. It amounts to nothing. We kill ourselves, go crazy trying to beat each other, and all the time the old bastards are watching us, studying us, discovering our weak points, deciding whether we’re good enough or not. Well, good enough for what?

My greatest teacher once told me,” said Yasujiro, “that a man who has risked his life knows that careers are worthless, and a man who will not risk his career has a worthless life.

I love playing a board game called What Shall I Be? The Exciting Game of Career Girls, in which you draw cards qualifying or disqualifying you for six possible outcomes: model, actress, nurse, teacher, stewardess, and ballerina. (“You are overweight” is the worst card to draw, because it alone eliminates two-thirds of the options.)

Normalcy?” I ask, louder than is probably necessary, surprising myself with the unusual amount of animated expression in my voice. “A regular human being? Jesus, what the fuck is there in that? What does that even mean? Credit card debt, a mortgage, a nagging spouse and bratty kids and a minivan and a fucking family pet? A nine-to-five job that you hate, and that’ll kill you before you ever see your fabled 401k? Cocktail parties and parent-teacher conferences and suburban cul-de-sacs? Monogamous sex, and the obligatory midlife crisis? Potpourri? Wall fixtures? Christmas cards? A welcome mat and a mailbox with your name stenciled on it in fancy lettering? Shitty diapers and foreign nannies and Goodnight Moon? Cramming your face with potato chips while watching primetime television? Antidepressants and crash diets, Coach purses and Italian sunglasses? Boxed wine and light beer and mentholated cigarettes? Pediatrician visits and orthodontist bills and college funds? Book clubs, PTA meetings, labor unions, special interest groups, yoga class, the fucking neighborhood watch? Dinner table gossip and conspiracy theories? How about old age, menopause, saggy tits, and rocking chairs on the porch? Or better yet, leukemia, dementia, emphysema, adult Depends, feeding tubes, oxygen tanks, false teeth, cirrhosis, kidney failure, heart disease, osteoporosis, and dying days spent having your ass wiped by STNAs in a stuffy nursing home reeking of death and disinfectant? Is that the kind of normalcy you lust for so much? All of that—is that worth the title of regular human being? Is it, Helen? Is it?

There is no teacher but the enemy. No one but the enemy will tell you what the enemy is going to do. No one but the enemy will ever teach you how to destroy and conquer. Only the enemy shows you where you are weak. Only the enemy tells you where he is strong.

But I had to maintain a high grade point average, and while that was easy enough in academic subjects, it was devilishly hard in the subjective world of the arts. The matter hadn't come up before - presidential scholars hadn't ever gone into the arts before me. So there was no mechanism for dealing with the subjective grades that came out of theatre. If I worked my tail off in an academic subject, I got an A. Period. No question. But I could work myself half to death on a play, do my very best, and still get a C because the teacher didn't agree with my interpretation, or didn't like my blocking or just plain didn't like me, and who could argue? There was nothing quantifiable.

A second alternative to clickers is to use color-coded index cards. When asking about their level of understanding of a particular topic, students can raise a green card (concept is understood), a yellow card (concept may need some clarification), or a red card (concept requires better explanation). Simply scanning the room for these colors can indicate where the class stands. This also reinforces the idea that the color-coded system reflects your ability as a teacher to clearly communicate, rather than the student’s ability to understand.

I began by assuring the kids I was not there to be cool and hip, as I am a dad with bad hair over fifty. This always gets a laugh and has the added advantage of being true. Then, just to set the standard, I showed them a slide of my third grade report card, in which my teacher quite rightly expressed reservations about my future. Then I talked about writing, and then I ended by showing a three-second video of my neighbor blowing up a silo with his homemade cannon, because you want the kids to appreciate art.