Child Care Teacher Quotes

Good teachers don't approach a child of this age with overzealousness or with destructive conscientiousness. They're not drill-masters in the military or floor managers in a production system. They are specialists in opening small packages. They give the string a tug but do it carefully. They don't yet know what's in the box. They don't know if it's breakable.

When my child was bullied and called names for years, you all didn’t care. Now all of a sudden, since he/she is taking up for him/herself, it’s a problem.

Every day and every hour, every minute, walk round yourself and watch yourself, and see that your image is a seemly one. You pass by a little child, you pass by, spiteful, with ugly words, with wrathful heart; you may not have noticed the child, but he has seen you, and your image, unseemly and ignoble, may remain in his defenceless heart. You don't know it, but you may have sown an evil seed in him and it may grow, and all because you were not careful before the child, because you did not foster in yourself a careful, actively benevolent love. Brothers, love is a teacher; but one must know how to acquire it, for it is hard to acquire, it is dearly bought, it is won slowly by long labour. For we must love not only occasionally, for a moment, but for ever. Everyone can love occasionally, even the wicked can.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

Child, your lesson for today is to drink wine.” “What ? But teacher, doesn’t the Sun Knight have a low tolerance for drink ?” “The Sun Knight always forgives others, but have you ever really forgiven someone ?” “Nope.” “The Sun Knight always wears a smile, but how many times have you really smiled from the bottom of your heart ?” “Only a few times...” “The Sun Knight is a benevolent spokesperson, but are you really benevolent ?” “...” “Child, if you have a low tolerance for drink, then how are you going to make sure that after drinking, you’ll still be able to maintain the image of the Sun Knight as someone who turns red on the first cup, has a headache with the second cup, and topples over unconscious after the third ? So you see, the idea that the Sun Knight has low tolerance for drink is actually founded on the premise that the Sun Knight cannot be defeated by drink.” This argument might sound really reasonable, but when I think about it carefully, it seems to be full of contradictions as well ! “Drink up, child. You have to drink wine every night for the next month, until you can drink wine like it’s just water.” “...” The year I turned twelve, I became someone who could drink wine as easily as water, an undefeatable drinker, all for the sake of the Sun Knight’s image as a lightweight drinker.

Anyone who truly cares about children must be repelled by the insistence on ranking them, rating them, and labeling them. Whatever the tests measure is not the sum and substance of any child. The tests do not measure character, spirit, heart, soul, potential. When overused and misused, when attached to high stakes, the tests stifle the very creativity and ingenuity that our society needs most. Creativity and ingenuity stubbornly resist standardization. Tests should be used sparingly to help students and teachers, not to allocate rewards and punishments and not to label children and adults by their scores.

It’s a disgusting mess we come through to be born, the sticky-wet of blood and afterbirth, mother wailing, child crying … the helpless soft spot at the top of its head pulsing, waiting to be kissed. Our parents and teachers say it’s a miracle, but it’s not. It’s going to happen no matter what, there’s no choice in the matter. To my mind, a miracle is something that could go one way or another. The fact that something happens, when by all rights it shouldn’t, is what makes us take notice, it’s what saints are made of, it takes the breath away. How a mother comes to love her child, her caring at all for this thing that’s made her heavy, lopsided and slow, this thing that made her wish she were dead … that’s the miracle.

Our teachers forgot to mention that by throwing our tassels in the air, we throw every shit anyone can ever give about us. The world says it cares, but it goes ahead and does something different. I wish we weren’t cared for later than we’re supposed to be cared for. It's like: 'You graduated college. There’s no way you have any trace of still being a scared child. Oh, you fucked up? Here’s a jail cell.

I find myself increasingly shocked at the unthinking and automatic rubbishing of men which is now so part of our culture that it is hardly even noticed. Great things have been achieved through feminism. We now have pretty much equality at least on the pay and opportunities front, though almost nothing has been done on child care, the real liberation. We have many wonderful, clever, powerful women everywhere, but what is happening to men? Why did this have to be at the cost of men? I was in a class of nine- and ten-year-olds, girls and boys, and this young woman was telling these kids that the reason for wars was the innately violent nature of men. You could see the little girls, fat with complacency and conceit while the little boys sat there crumpled, apologising for their existence, thinking this was going to be the pattern of their lives. The teacher tried to catch my eye, thinking I would approve of this rubbish. This kind of thing is happening in schools all over the place and no one says a thing. It has become a kind of religion that you can't criticise because then you become a traitor to the great cause, which I am not. It is time we began to ask who are these women who continually rubbish men. The most stupid, ill-educated and nasty woman can rubbish the nicest, kindest and most intelligent man and no one protests. Men seem to be so cowed that they can't fight back, and it is time they did.

Imagine Cara caring enough to make a police report about an abused child knowing the information will likely be unwelcome to the police, enraging to the parent, and unappreciated by the child, knowing nothing might happen, or worse, that the kid may be beaten for the trouble it causes—yet hoping this case is one where the child is actually helped. There’s nothing depressing about the heroism teachers show every day.

The very worst thing a parent or teacher or other care-giver can do, is to ignore bullying, to ignore the plight of a child being bullied, or trivialize or even blame a child for the bullying actions of others.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

I was very fond of strange stories when I was a child. In my village-school days, I used to buy stealthily popular novels and historical recitals. Fearing that my father and my teacher might punish me for this and rob me of these treasures, I carefully hid them in secret places where I could enjoy them unmolested. As I grew older, my love for strange stories became even stronger, and I learned of things stranger than what I had read in my childhood. When I was in my thirties, my memory was full of these stories accumulated through years of eager seeking. l have always admired such writers of the T'ang Dynasty as Tuan Ch'eng-shih [author of the Yu-yang tsa-tsu] and Niu Sheng [author of the Hsuan-kuai lu]. Who wrote short stories so excellent in portrayal of men and description of things. I often had the ambition to write a book (of stories) which might be compared with theirs. But I was too lazy to write, and as my laziness persisted, I gradually forgot most of the stories which I had learned. Now only these few stories, less than a score, have survived and have so successfully battled against my laziness that they are at last written down. Hence this Book of Monsters. I have sometimes laughingly said to myself that it is not I who have found these ghosts and monsters, but they, the monstrosities themselves, which have found me! ... Although my book is called a book or monsters, it is not confined to them: it also records the strange things of the human world and sometimes conveys a little bit of moral lesson.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

DEAR MAMA, I’m sorry it’s taken me so long to write. Every time I try to write to you and Papa I realize I’m not saying the things that are in my heart. That would be O.K., if I loved you any less than I do, but you are still my parents and I am still your child. I have friends who think I’m foolish to write this letter. I hope they’re wrong. I hope their doubts are based on parents who loved and trusted them less than mine do. I hope especially that you’ll see this as an act of love on my part, a sign of my continuing need to share my life with you. I wouldn’t have written, I guess, if you hadn’t told me about your involvement in the Save Our Children campaign. That, more than anything, made it clear that my responsibility was to tell you the truth, that your own child is homosexual, and that I never needed saving from anything except the cruel and ignorant piety of people like Anita Bryant. I’m sorry, Mama. Not for what I am, but for how you must feel at this moment. I know what that feeling is, for I felt it for most of my life. Revulsion, shame, disbelief—rejection through fear of something I knew, even as a child, was as basic to my nature as the color of my eyes. No, Mama, I wasn’t “recruited.” No seasoned homosexual ever served as my mentor. But you know what? I wish someone had. I wish someone older than me and wiser than the people in Orlando had taken me aside and said, “You’re all right, kid. You can grow up to be a doctor or a teacher just like anyone else. You’re not crazy or sick or evil. You can succeed and be happy and find peace with friends—all kinds of friends—who don’t give a damn who you go to bed with. Most of all, though, you can love and be loved, without hating yourself for it.” But no one ever said that to me, Mama. I had to find it out on my own, with the help of the city that has become my home. I know this may be hard for you to believe, but San Francisco is full of men and women, both straight and gay, who don’t consider sexuality in measuring the worth of another human being. These aren’t radicals or weirdos, Mama. They are shop clerks and bankers and little old ladies and people who nod and smile to you when you meet them on the bus. Their attitude is neither patronizing nor pitying. And their message is so simple: Yes, you are a person. Yes, I like you. Yes, it’s all right for you to like me too. I know what you must be thinking now. You’re asking yourself: What did we do wrong? How did we let this happen? Which one of us made him that way? I can’t answer that, Mama. In the long run, I guess I really don’t care. All I know is this: If you and Papa are responsible for the way I am, then I thank you with all my heart, for it’s the light and the joy of my life. I know I can’t tell you what it is to be gay. But I can tell you what it’s not. It’s not hiding behind words, Mama. Like family and decency and Christianity. It’s not fearing your body, or the pleasures that God made for it. It’s not judging your neighbor, except when he’s crass or unkind. Being gay has taught me tolerance, compassion and humility. It has shown me the limitless possibilities of living. It has given me people whose passion and kindness and sensitivity have provided a constant source of strength. It has brought me into the family of man, Mama, and I like it here. I like it. There’s not much else I can say, except that I’m the same Michael you’ve always known. You just know me better now. I have never consciously done anything to hurt you. I never will. Please don’t feel you have to answer this right away. It’s enough for me to know that I no longer have to lie to the people who taught me to value the truth. Mary Ann sends her love. Everything is fine at 28 Barbary Lane. Your loving son, MICHAEL

It puzzled him that she did not mourn all the things she could have been. Was it a quality inherent in women, or did they just learn to shield their personal regrets, to suspend their lives, subsume themselves in child care? She browsed online forums about tutoring and music and schools, and she told him what she had discovered as though she truly felt the rest of the world should be as interested as she was in how music improved the mathematics skills of nine-year-olds. Or she would spend hours on the phone talking to her friends, about which violin teacher was good and which tutorial was a waste of money. One day, after

Night shifts were brutal but easier to schedule around. Sometimes, it was just less painful to forgo sleep than to try to find child care for all the early dismissals and vacations and holidays and staff developments and parent-teacher conference days. It was also true that nights in the ER were often more peaceful than nights at home with her family. Sometimes they even involved less blood.

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me vecchio―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a rospo―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

Child, you are finally going out to carry out missions. As your teacher, I am extremely relieved, but there are some instructions that I must give you before I can truly be at ease.” “I will definitely be careful, teacher.” I felt extremely moved ; my teacher is truly very concerned about me ! “Yes, child, you must be careful ! Remember, a Sun Knight must always maintain his graceful demeanor, regardless of time and place.” I nodded my head obediently. “Teacher, I will complete my mission very gracefully.” (Back then, I had gone through a lifestyle involving lots of falling down for several months already. On average, I would have to look for a cleric once every three days to cast a high level healing spell on me to cure the wounds I receive from a particularly nasty fall.) My teacher shook his head and said, “Child, completing the mission gracefully is but the basics.” “Then what’s more advanced than that ?” “Child, you must remember, when you have failed your mission and are near death, at that time, you must...” “Pray to the God of Light ?” “No, you must contemplate what sort of pose you will die in, and if that pose will be accompanied by a serene expression or a heroic one. Still more important is the question of whether you will die from a single thrust to the heart from your enemy or if you will slit your own throat, and so on and so forth. Only after all of the important circumstances surrounding your death have been planned out and arranged perfectly can you pass away in as graceful a position as possible ! Even in the face of death, a Sun Knight must die very gracefully !” “...

Make school affordable. For example, provide family stipends for keeping girls in school. Help girls overcome health barriers. For example, offer deworming treatments. Reduce the time and distance to get to school. For example, provide girls with bikes. Make schools more girl-friendly. For example, offer child-care programs for young mothers. Improve school quality. For example, invest in more and better teachers. Increase community engagement. For example, train community education activists. Sustain girls’ education during emergencies. For example, establish schools in refugee camps. Today,

Since you bring up the Buddha, let’s talk about that example. The story of the Buddha’s childhood is that he was born as a prince and that, at the time of his birth, a prophet told his father that the infant would grow up to be either a world ruler or a world teacher. The good king was interested in his own profession, and the last thing he wanted was that his son should become a teacher of any kind. So he arranged to have the child brought up in an especially beautiful palace where he should experience nothing the least bit ugly or unpleasant that might turn his mind to serious thoughts. Beautiful young women played music and took care of the child. And there were beautiful gardens, lotus ponds, and all.

Much like secret police operations in totalitarian states, the child abuse gestapo turns citizens into informers by providing for anonymous reporting, requiring mandatory reporting by doctors and other professionals of even suspected child abuse (whatever that might be), complete immunity from criminal prosecution or civil liability for knowingly false reports, and confidentiality of records and proceedings. “Much as we see in totalitarian regimes,” writes Krason, “The laws . . . have created a system driven to a certain extent by fear . . . Physicians, teachers, day care center workers, and other mandated reporters make reports—often on the slightest pretext—because they figure that it is better to speak up than not speak up for the sake of self-protection.

And here are some thoughts for parents. If you’re lucky enough to have control over where your child goes to school, whether by scouting out a magnet school, moving to a neighborhood whose public schools you like, or sending your kids to private or parochial school, you can look for a school that prizes independent interests and emphasizes autonomy conducts group activities in moderation and in small, carefully managed groups values kindness, caring, empathy, good citizenship insists on orderly classrooms and hallways is organized into small, quiet classes chooses teachers who seem to understand the shy/serious/introverted/sensitive temperament focuses its academic/athletic/extracurricular activities on subjects that are particularly interesting to your child strongly enforces an anti-bullying program emphasizes a tolerant, down-to-earth culture attracts like-minded peers, for example intellectual kids, or artistic or athletic ones, depending on your child’s preference

Lareau calls the middle-class parenting style "concerted cultivation." It’s an attempt to actively "foster and assess a child’s talents, opinions and skills." Poor parents tend to follow, by contrast, a strategy of "accomplishment of natural growth." They see as their responsibility to care for their children but to let them grow and develop on their own. Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middleclass child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of "entitlement." That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: "They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention It was common practice among middle-class children to shift interactions to suit their preferences." They knew the rules. "Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires." By contrast, the working-class and poor children were characterized by "an emerging sense of distance, distrust, and constraint." They didn’t know how to get their way, or how to "customize"—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

Yes, in the very beginning of her life the girl-child is full of herself. Her days are meaningful and unfold according to a deep wisdom that resides within her. It faithfully orchestrates her movements from crawling to walking to running, her sounds from garbles to single words to sentences, and her knowing of the world through her sensual connection to it. Her purpose is clear: to live fully in the abundance of her life. With courage, she explores her world. Her ordinary life is interesting enough. Every experience is filled with wonder and awe. It is enough to listen to the rain dance and count the peas on her plate. Ordinary life is her teacher, challenge, and delight. She says a big YES to Life as it pulsates through her body. With excitement, she explores her body. She is unafraid of channeling strong feelings through her. She feels her joy, sadness, anger, and fear. She is pregnant with her own life. She is content to be alone. She touches the depths of her uniqueness. She loves her mind. She expresses her feelings. She likes herself when she looks in the mirror. She trusts her vision of the world and expresses it. With wonder and delight, she paints a picture, creates a dance, and makes up a song. To give expression to what she sees is as natural as her breathing. And when challenged, she is not lost for words. She has a vocabulary to speak about her experience. She speaks from her heart. She voices her truth. She has no fear, no sense that to do it her way is wrong or dangerous. She is a warrior. It takes no effort for her to summon up her courage, to arouse her spirit. With her courage, she solves problems. She is capable of carrying out any task that confronts her. She has everything she needs within the grasp of her mind and imagination. With her spirit, she changes what doesn’t work for her. She says “I don’t like that person” when she doesn’t, and “I like that person” when she does. She says no when she doesn’t want to be hugged. She takes care of herself.

[Refers to 121 children taken into care in Cleveland due to suspected abuse (1987) and later returned to their parents] Sue Richardson, the child abuse consultant at the heart of the crisis, watched as cases began to unravel: “All the focus started to fall on the medical findings; other supportive evidence, mainly which we held in the social services department, started to be screened out. A situation developed where the cases either were proven or fell on the basis of medical evidence alone. Other evidence that was available to the court, very often then, never got put. We would have had statement from the child, the social workers and the child psychologist’s evidence from interviewing. We would have evidence of prior concerns, either from social workers or teachers, about the child’s behaviour or other symptoms that they might have been showing, which were completely aside from the medical findings. (Channel 4 1997) Ten years after the Cleveland crisis, Sue Richardson was adamant that evidence relating to children’s safety was not presented to the courts which subsequently returned those children to their parents: “I am saying that very clearly. In some cases, evidence was not put in the court. In other cases, agreements were made between lawyers not to put the case to the court at all, particularly as the crisis developed. Latterly, that children were sent home subject to informal agreements or agreements between lawyers. The cases never even got as far as the court. (Channel 4, 1997)” Nor is Richardson alone. Jayne Wynne, one of the Leeds paediatricians who had pioneered the use of RAD as an indicator of sexual abuse and who subsequently had detailed knowledge of many of the Cleveland children, remains concerned by the haphazard approach of the courts to their protection. I think the implication is that the children were left unprotected. The children who were being abused unfortunately returned to homes and the abuse may well have been ongoing. (Channel 4 1997)

The Sea of Galilee is usually calm and tranquil, but it can become treacherous when violent storms spring up. The lake is like life itself: beautiful and tranquil at times, stormy and threatening at others.     At the end of a long day, Jesus and his disciples got into a boat to cross the lake (4:35-36). After pushing away from the shore, Jesus fell asleep . . . and then a storm exploded. Twelve frightened men rushed to Jesus and exclaimed, “Teacher, don’t you care that we’re going to drown?” (4:38). Now go back to verse 35. What did Jesus say to his disciples just before entering the boat? “Let’s go to the middle of the lake and drown”? Of course not! He said, “Let’s cross to the other side of the lake.”     What stormy, unexpected event in your life has you feeling panicked and fretful? Remember, Christ intends to take you to the other side safe and secure. Invite him into your “boat” right now, and let him still your storms of doubt. NO TRIAL TROUBLES THE CHILD OF GOD WHO KNOWS GOD HAS A REASON FOR ALLOWING IT.

Our failure to keep our children attached to us and to the other adults responsible for them has not only taken away their shields but put a sword in the hands of their peers. When peers replace parents, children lose their vital protection against the thoughtlessness of others. The vulnerability of a child in such circumstances can easily be overwhelmed. The resulting pain is more than many children can bear. Studies have been unequivocal in their findings that the best protection for a child, even through adolescence, is a strong attachment with an adult. The most impressive of these studies involved ninety thousand adolescents from eighty different communities chosen to make the sample as representative of the United States as possible. The primary finding was that teenagers with strong emotional ties to their parents were much less likely to exhibit drug and alcohol problems, attempt suicide, or engage in violent behavior and early sexual activity. Such adolescents, in other words, were at greatly reduced risk for the problems that stem from being defended against vulnerability. Shielding them from stress and protecting their emotional health and functioning were strong attachments with their parents. This was also the conclusion of the noted American psychologist Julius Segal, a brilliant pioneer of research into what makes young people resilient. Summarizing studies from around the world, he concluded that the most important factor keeping children from being overwhelmed by stress was “the presence in their lives of a charismatic adult — a person with whom they identify and from whom they gather strength.” As Dr. Segal has also said, “Nothing will work in the absence of an indestructible link of caring between parent and child.” Peers should never have come to matter that much — certainly not more than parents or teachers or other adult attachment figures. Taunts and rejection by peers sting, of course, but they shouldn't cut to the quick, should not be so devastating. The profound dejection of an excluded child reveals a much more serious attachment problem than it does a peer-rejection problem.

Believing that your qualities are carved in stone—the fixed mindset—creates an urgency to prove yourself over and over. If you have only a certain amount of intelligence, a certain personality, and a certain moral character—well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics. Some of us are trained in this mindset from an early age. Even as a child, I was focused on being smart, but the fixed mindset was really stamped in by Mrs. Wilson, my sixth-grade teacher. Unlike Alfred Binet, she believed that people’s IQ scores told the whole story of who they were. We were seated around the room in IQ order, and only the highest-IQ students could be trusted to carry the flag, clap the erasers, or take a note to the principal. Aside from the daily stomachaches she provoked with her judgmental stance, she was creating a mindset in which everyone in the class had one consuming goal—look smart, don’t look dumb. Who cared about or enjoyed learning when our whole being was at stake every time she gave us a test or called on us in class?

Just as an adult-oriented child is more vulnerable in relationship to his parents and teachers, peer-oriented kids are more so in relationship to one another. Having lost their parental attachment shields, they become highly sensitized to the actions and communication of other children. The problem is that children's natural interaction is anything but careful and considerate and civilized. When peers replace parents, this careless and irresponsible interaction takes on a potency it was never meant to have. Sensitivities and sensibilities are easily overwhelmed. We have only to imagine how we as adults would fare if subjected by our friends to the kind of social interaction children have to endure each and every day — the petty betrayals, the shunning, the contempt, the sheer lack of dependability. It is no wonder that peer-oriented kids shut down in the face of vulnerability. The literature on the impact of peer rejection on children, based on extensive research, is very clear about the negative consequences, employing words like shattering, crippling, devastating, mortifying. Suicides among children are escalating, and the literature indicates that the rejection of peers is a growing cause.

RESILIENCE QUESTIONNAIRE Please circle the most accurate answer under each statement: 1. I believe that my mother loved me when I was little. Definitely true Probably true Not sure Probably not true Definitely not true 2. I believe that my father loved me when I was little. Definitely true Probably true Not sure Probably not true Definitely not true 3. When I was little, other people helped my mother and father take care of me and they seemed to love me. Definitely true Probably true Not sure Probably not true Definitely not true 4. I’ve heard that when I was an infant someone in my family enjoyed playing with me, and I enjoyed it, too. Definitely true Probably true Not sure Probably not true Definitely not true 5. When I was a child, there were relatives in my family who made me feel better if I was sad or worried. Definitely true Probably true Not sure Probably not true Definitely not true 6. When I was a child, neighbors or my friends’ parents seemed to like me. Definitely true Probably true Not sure Probably not true Definitely not true 7. When I was a child, teachers, coaches, youth leaders, or ministers were there to help me. Definitely true Probably true Not sure Probably not true Definitely not true 8. Someone in my family cared about how I was doing in school. Definitely true Probably true Not sure Probably not true Definitely not true 9. My family, neighbors, and friends talked often about making our lives better. Definitely true Probably true Not sure Probably not true Definitely not true 10. We had rules in our house and were expected to keep them. Definitely true Probably true Not sure Probably not true Definitely not true 11. When I felt really bad, I could almost always find someone I trusted to talk to. Definitely true Probably true Not sure Probably not true Definitely not true 12. When I was a youth, people noticed that I was capable and could get things done. Definitely true Probably true Not sure Probably not true Definitely not true 13. I was independent and a go-getter. Definitely true Probably true Not sure Probably not true Definitely not true 14. I believed that life is what you make it. Definitely true Probably true Not sure Probably not true Definitely not true How many of these fourteen protective factors did I have as a child and youth? (How many of the fourteen were circled “Definitely True” or “Probably True”?) _______ Of these circled, how many are still true for me?

To the memory of my parents My Mother Sea waves, golden sand, pilgrims' faith, Rameswaram Mosque Street, all merge into one, My Mother! You come to me like heaven's caring arms. I remember the war days when life was challenge and toil— Miles to walk, hours before sunrise, Walking to take lessons from the saintly teacher near the temple. Again miles to the Arab teaching school, Climb sandy hills to Railway Station Road, Collect, distribute newspapers to temple city citizens, Few hours after sunrise, going to school. Evening, business time before study at night. All this pain of a young boy, My Mother you transformed into pious strength With kneeling and bowing five times For the Grace of the Almighty only, My Mother. Your strong piety is your children's strength, You always shared your best with whoever needed the most, You always gave, and gave with faith in Him. I still remember the day when I was ten, Sleeping on your lap to the envy of my elder brothers and sisters It was full moon night, my world only you knew Mother! My Mother! When at midnight I woke with tears falling on my knee You knew the pain of your child, My Mother. Your caring hands, tenderly removing the pain Your love, your care, your faith gave me strength To face the world without fear and with His strength. We will meet again on the great Judgement Day, My Mother! APJ Abdul Kalam

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

Type II trauma also often occurs within a closed context - such as a family, a religious group, a workplace, a chain of command, or a battle group - usually perpetrated by someone related or known to the victim. As such, it often involves fundamental betrayal of the relationship between the victim and the perpetrator and within the community (Freyd, 1994). It may also involve the betrayal of a particular role and the responsibility associated with the relationship (i.e., parent-child, family member-child, therapist-client, teacher-student, clergy-child/adult congregant, supervisor-employee, military officer-enlisted man or woman). Relational dynamics of this sort have the effect of further complicating the victim's survival adaptations, especially when a superficially caring, loving or seductive relationship is cultivated with the victim (e.g., by an adult mentor such as a priest, coach, or teacher; by an adult who offers a child special favors for compliance; by a superior who acts as a protector or who can offer special favors and career advancement). In a process labelled "selection and grooming", potential abusers seek out as potential victims those who appear insecure, are needy and without resources, and are isolated from others or are obviously neglected by caregivers or those who are in crisis or distress for which they are seeking assistance. This status is then used against the victim to seduce, coerce, and exploit. Such a scenario can lead to trauma bonding between victim and perpetrator (i.e., the development of an attachment bond based on the traumatic relationship and the physical and social contact), creating additional distress and confusion for the victim who takes on the responsibility and guilt for what transpired, often with the encouragement or insinuation of the perpetrator(s) to do so.

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me [i]vecchio[/i]―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a [i]rospo[/i]―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

You don’t like feeling powerless? Then change your definition of power. Do not fix unfixable problems. Do not devote yourself to things you cannot control. You cannot make this world respect you. You cannot make it dignify you. It will never bend to you. This world does not belong to door. She tied her long hair away from her face, meticulously turning on specific track lights and not others, perhaps to highlight the beauty of her Scandinavian-style furniture choices or the incomparable city view. Then she poured herself a glass of wine from a previously opened bottle, joining Reina on the sofa with an air of hospitably withheld dread. “I was born here in Tokyo,” Reina commented. “Not far from here, actually. There was a fire the day I was born. People died. My grandmother always thought it meant something that I was—” She broke off. “What I was.” “People often search for meaning where there is none,” said Aiya placidly. Perhaps in a tone of sympathy, though Reina wasn’t sure what to think anymore. “Just because you can see two points does not mean anything exists between them.” “In other words, fate is a lie we tell ourselves?” asked Reina drolly. Aiya shrugged. Despite the careful curation of her lighting, she looked tired. “We tell ourselves many stories. But I don’t think you came here just to tell me yours.” No. Reina did not know why she was there, not really. She had simply wanted to go home, and when she realized home was an English manor house, she had railed against the idea so hard it brought her here, to the place she’d once done everything in her power to escape. “I want,” Reina began slowly, “to do good. Not because I love the world, but because I hate it. And not because I can,” she added. “But because everyone else won’t.” Aiya sighed, perhaps with amusement. “The Society doesn’t promise you a better world, Reina. It doesn’t because it can’t.” “Why not? I was promised everything I could ever dream of. I was offered power, and yet I have never felt so powerless.” The words left her like a kick to the chest, a hard stomp. She hadn’t realized that was the problem until now, sitting with a woman who so clearly lived alone. Who had everything, and yet at the same time, Reina did not see anything in Aiya Sato’s museum of a life that she would covet for her own. Aiya sipped her wine quietly, in a way that made Reina feel sure that Aiya saw her as a child, a lost little lamb. She was too polite to ask her to leave, of course. That wasn’t the way of things and Reina ought to know it. Until then, Aiya would simply hold the thought in her head. “So,” Aiya said with an air of teacherly patience. “You are disappointed in the world. Why should the Society be any better? It is part of the same world.” “But I should be able to fix things. Change things.” “Why?” “Because I should.” Reina felt restless. “Because if the world cannot be fixed by me, then how can it be fixed at all?” “These sound like questions for the Forum,” Aiya said with a shrug. “If you want to spend your life banging down doors that will never open, try their tactics instead, see how it goes. See if the mob can learn to love you, Reina Mori, without consuming or destroying you first.” Another reflective sip. “The Society is no democracy. In fact, it chose you because you are selfish.” She looked demurely at Reina. “It promised you glory, not salvation. They never said you could save others. Only yourself.” “And that is power to you?” Aiya’s smile was so polite that Reina felt it like the edge of a weapon. “You don’t like feeling powerless? Then change your definition of power. Do not fix unfixable problems. Do not devote yourself to things you cannot control. You cannot make this world respect you. You cannot make it dignify you. It will never bend to you. This world does not belong to you, Reina Mori, you belong to it, and perhaps when it is ready for a revolution it will look to you for leadership.

Do recall how you behaved as a child: Maybe your child is just like you once were. (The apple doesn’t fall far from the tree!) Ask yourself what you would have liked to make your childhood easier and more pleasurable. More trips to the playground, free time, or cuddling? Fewer demands? Lower expectations? Try saying, “When I was a kid and life got rough, I liked to climb trees. How about you?” Do respect your child’s needs, even if they seem unusual: “You sure do like a tight tuck-in! There, now you’re as snug as a bug in a rug.” Or, “I’ll stand in front of you while we’re on the escalator. I won’t let you fall.” Do respect your child’s fears, even if they seem senseless: “I see that your ball bounced near those big kids. I’ll go with you. Let’s hold hands.” Your reassurances will help her trust others. Do say “I love you”: Assure your child that you accept and value who she is. You cannot say “I love you” too often! Do follow your instincts: Your instincts will tell you that everyone needs to touch and be touchable, to move and be movable. If your child’s responses seem atypical, ask questions, get information, and follow up with appropriate action. Do listen when others express concerns: When teachers or caregivers suggest that your child’s behavior is unusual, you may react with denial or anger. But remember that they see your child away from home, among many other children. Their perspective is worth considering. Do educate yourself about typical child development: Read. Take parent education classes. Learn about invariable stages of human development, as well as variable temperaments and learning styles. It’s comforting to know that a wide variety of behaviors falls within the normal range. Then, you’ll find it easier to differentiate between typical and atypical behavior. Sometimes a cigar is just a cigar, and a six-year-old is just a six-year-old! Do seek professional help: SPD is a problem that a child can’t overcome alone. Parents and teachers can’t “cure” a child, just as a child can’t cure himself. Early intervention is crucial. Do keep your cool: When your child drives you crazy, collect your thoughts before responding, especially if you are angry, upset, or unpleasantly surprised. A child who is out of control needs the calm reassurance of someone who is in control. She needs a grown-up. Do take care of yourself: When you’re having a hard day, take a break! Hire a babysitter and go for a walk, read a book, take a bath, dine out, make love. Nobody can be expected to give another person undivided attention, and still cope.

Every day and every hour, every minute, walk round yourself and watch yourself, and see that your image is a seemly one. You pass by a little child, you pass by, spiteful, with ugly words, with wrathful heart; you may not have noticed the child, but he has seen you, and your image, unseemly and ignoble, may remain in his defenseless heart. You don’t know it, but you may have sown an evil seed in him and it may grow, and all because you were not careful before the child, because you did not foster in yourself a careful, actively benevolent love. Brothers, love is a teacher; but one must know how to acquire it, for it is hard to acquire, it is dearly bought, it is won slowly by long labor. For we must love not only occasionally, for a moment, but for ever. Every one can love occasionally, even the wicked can." Dostoevsky, Fyodor. The Brothers Karamazov (p. 250)

Every day and every hour, every minute, walk round yourself and watch yourself, and see that your image is a seemly one. You pass by a little child, you pass by, spiteful, with ugly words, with wrathful heart; you may not have noticed the child, but he has seen you, and your image, unseemly and ignoble, may remain in his defenseless heart. You don’t know it, but you may have sown an evil seed in him and it may grow, and all because you were not careful before the child, because you did not foster in yourself a careful, actively benevolent love. Brothers, love is a teacher; but one must know how to acquire it, for it is hard to acquire, it is dearly bought, it is won slowly by long labor. For we must love not only occasionally, for a moment, but for ever. Every one can love occasionally, even the wicked can.

I will lend you, for a little time,‬ ‪A child of mine, He said.‬ ‪For you to love the while he lives,‬ ‪And mourn for when he's dead.‬ ‪It may be six or seven years,‬ ‪Or twenty-two or three.‬ ‪But will you, till I call him back,‬ ‪Take care of him for Me?‬ ‪He'll bring his charms to gladden you,‬ ‪And should his stay be brief.‬ ‪You'll have his lovely memories,‬ ‪As solace for your grief.‬ ‪I cannot promise he will stay,‬ ‪Since all from earth return.‬ ‪But there are lessons taught down there,‬ ‪I want this child to learn.‬ ‪I've looked the wide world over,‬ ‪In search for teachers true.‬ ‪And from the throngs that crowd life's lanes,‬ ‪I have selected you.‬ ‪Now will you give him all your love,‬ ‪Nor think the labour vain.‬ ‪Nor hate me when I come‬ ‪To take him home again?‬ ‪I fancied that I heard them say,‬ ‪'Dear Lord, Thy will be done!'‬ ‪For all the joys Thy child shall bring,‬ ‪The risk of grief we'll run.‬ ‪We'll shelter him with tenderness,‬ ‪We'll love him while we may,‬ ‪And for the happiness we've known,‬ ‪Forever grateful stay.‬ ‪But should the angels call for him,‬ ‪Much sooner than we've planned.‬ ‪We'll brave the bitter grief that comes,‬ ‪And try to understand.‬ ‪From The Book LIVING THE YEARS 1949 ‬

The Roman Catholic view of prayer also must be opposed. Prayers to saints and to Mary amount to (1) a rejection of the accessibility of God in Christ (the only Mediator12) and (2) an ascription of attributes to glorified human beings that belong to God alone (omniscience, omnipresence, and sometimes omnipotence). Mary is called the “refuge of sinners,” the one who is to be asked to “guide” and “teach” us, who is “never implored in vain,” to whom “fervent prayers are to be addressed,” and the one whose “name alone comforts” (The Catholic Church the Teacher of Mankind). She solves the problems of rain and drought, famine and plague according to this book designed to instruct “the Catholic child at the mother’s knee” (Title page. The book was published in New York by the Office of Catholic Publications and bears the imprimatur of Archbishop Johannes W. Farley). On page 643 we read: Unfortunately, you are still mastered by many faults which prevent your becoming the pious and dutiful child God wishes you to be. To be able to cure yourselves of them you must implore the Blessed Virgin. Words almost fail in replying to such unrestrained idolatry. This concept of prayer puts Mary in God’s place. In fact it seems that according to this doctrine of prayer, God has delegated the answering of prayer to Mary. The response to make must be this: (1) Nowhere in all of the Scriptures can any such ideas be found. One will search in vain to find anyone at any time praying to Mary; nor is there any injunction to do so. Indeed, the Scriptures tell us to pray exclusively to God in Christ’s name (see vss. supra). And there is no model of prayer to Mary, any other human being, or to angels. The biblical picture differs considerably from the Roman Catholic one represented in these words: “…in his shortcomings, at each instant of his life, and in the hour of his death, the Christian turns to Mary. Her name alone comforts him, and gives him confidence” (ibid., p. 642). (2) When we pray to someone, we thereby ascribe to that one all of God’s attributes. For example, we must assume that the one to whom prayer is directed is omnipresent even to be able to hear the millions of prayers that are directed to him from all parts of the earth. But omnipresence is an attribute of God alone. Omnipotence likewise is required of the one to whom we pray; he must be able to answer all requests. Omniscience cannot be divorced from prayer either, since the answer must be given with reference to all other matters of all time (past, present and future). Does Mary have such attributes? Some think so (“Mary is all powerful, for she is the mother of God,” ibid., p. 642), others have not carefully thought through the issues involved.

It's an established fact that the very few naturally gifted "born teachers" are enormously more effective than the great mass of those in the teaching profession who teach with care and attention and even with good new ideas, but without the charisma and the flair that distinguish the best teachers as well as the best actors. In my ideal school of the future, children would assemble each afternoon for sports, music, and club activities that require group interaction. The mornings would be reserved for individual study, probably at home. The child would be in a private room in one-on-one interaction with a "tutor," the realistic, holographic presentation of an actual human being, one of the rare, inspiring, one-in-a-thousand superbly gifted teachers. Brief lectures, personally directed to the student, with lots of eye contact, would be aided by all possible tricks of costuming and special effects, but those lectures would have been staged as carefully as a dramatic movie

great potential exists for productive collaboration between parents and teachers. When parents and teachers are able to exchange highly specific information about a child’s lagging skills and unsolved problems, they start trusting each other. Parents become convinced that they are being heard and that the teacher sees, knows, and cares about their child. Educators become convinced that the parents are eager for information, eager to collaborate, and eager to help in any way possible. Both parties need to be part of the process of working toward a mutually satisfactory action plan. You’re on the same team.

I find it hilarious when someone says "science has proven this" and "science did not prove that". As a teacher, I was always proving my students wrong whenever they said those things. But I can't do the same with the many stupid from the western world who are obsessed with the appearances of the physical world. They shout louder when someone proves them wrong, like a little child would if confronted with a lie. People know nothing about science. The real scientists hate people like me, because I ask questions they never considered. You see, science evolves at the exact same level as consciousness, and if your consciousness is not evolved enough, you will think that you can make gold out of iron or that maggots appear spontaneously out of rotten meat. The great philosopher Aristotle believed that life can arise from nonliving matter. There was an equal level of stupidity and absurdity to his rationalizations, albeit often wise. Until a few centuries ago, it was scientifically proven that the earth was not round but was the center of the universe. It was also scientifically proven that if you are cut and bleed when sick, that will make you feel better, unless, of course, you die. Today, everyone tells me that learning disabilities have no cure and that intelligence can't be increased, even though I have always proven those beliefs to be false. Does anyone care? No! Because science is never scientific but a rationalization at the exact same level of consciousness of a people. If consciousness evolves nearly everything that you are being told now will be proven to be false, and scientists are afraid of that, which is why they stop any among them from being an heretic and prove the religious science of today to be wrong. Now, that requires quite a high level of consciousness, to not be emotionally affected by the fact that you have been fooled by everyone on almost everything you consider to be true, and worse - restart again!

What people love is the idea of freedom. They love to think that they are not slaves. They go to great lengths to convince themselves they are independent, and that no one can boss them around. But reality tells a different story. Most people badly want some parent figure—whether that's a teacher, president, gang leader, pope, guru, God, or Santa Claus—to whom they can delegate their power of choice, for they would much rather trust anyone other than themselves. Having to figure things out on their own and take responsibility for their lives is too scary of a prospect. Following a path is much easier than creating one. This accounts for the popularity of dogma; and this is why, despite all the rhetoric suggesting otherwise, real freedom terrifies people. What they crave is not freedom but authority figures to give them orders. If I can go on record with another runner-up for the most undemocratic sentence of all times . . . most people seem to be born to obey commands. They probably resent the commands, often complain about them, and occasionally secretly break them only to feel guilty later, but the truth is they would be totally lost without them. If you try to take away their chains, they'll scream and shout because their security, their very identity, is in their chains. Give them real freedom and they'll run back to their dogmas crying “please mama hold me tight.” Dogma is what reassures them and lulls them to sleep at night. “No, dear child—dogma whispers softly in their ears—you don't need to venture alone in that big, scary world. Stay by my side instead, and I will always take care of you. I promise you will never have to make difficult choices all by yourself. I will map out the path for you, and all you'll have to do is follow. You will never be lost again.” Forget freedom as a family value. Real freedom is scary. Real freedom is for people with broad shoulders and big hearts.

Let me describe how that same thought applies to the world of education. I recently joined a federal committee on incentives and accountability in public education. This is one aspect of social and market norms that I would like to explore in the years to come. Our task is to reexamine the “No Child Left Behind” policy, and to help find ways to motivate students, teachers, administrators, and parents. My feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can't take the path of market norms. The Beatles proclaimed some time ago that you “Can't Buy Me Love” and this also applies to the love of learning—you can't buy it; and if you try, you might chase it away. So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

When school districts are measured by how much confidence, worth and hope their graduates have acquired while in school, when the role of education becomes more about nurturing students and a love for learning than standardized test scores, when the term “honor” student stands more for a child’s character than than their grades, then schools will again take their role as a place for effective change in America. Until then education will continue to be run by paper chasing, pride driven central office administrators and educational bureaucrats trying to prove their worth to politicians who don’t even know our kids. Let our teachers care, let our children thrive. Let our teachers teach.

There is no simple way to determine when and where to get help. Many factors come into play, including the child’s age, family’s financial status, insurance, knowledge of resources, religious affiliation, availability of services in community, and so on. Parents may seek outside assistance for their adopted child when other factors such as a divorce, job loss, or other stresses compound the family needs. Parents are generally in the best position to determine when to get help, but advice from relatives, family physicians, teachers, and others in a position to know the family should be carefully considered. Services for children with special needs are provided by a variety of professionals. A physician—pediatrician or the family practitioner—is usually the place to begin. Families may be referred to a neurologist for a thorough assessment and diagnosis of neurological functioning (related to cognitive or learning disabilities, seizure disorders or other central nervous system problems). For specific communication difficulties, families may consult with a speech and language therapist, while a physical therapist would develop a treatment plan to enhance motor development. A rehabilitation technologist or an occupational therapist prescribes adaptive aids or activities of daily living. Early childhood educators specializing in working with children with special needs may be called a variety of titles, including Head Start teachers, early childhood special education teacher, or early childhood specialist.

And these words that I command you today shall be on your heart. (Deuteronomy 6) Our children become less important than our workers. We admonish our workers for our own financial benefit, but our children receive no instruction or correction, in effect being regarded as less valuable than our workers. But why even compare our children with other humans? We take better care of our cattle and horses than our children. Those who own a mule make sure to find the best driver for it, not some idiot who is a dishonest and inexperienced drunk. But if our child needs a teacher, we take the first person who comes along, haphazardly and without consideration. Yet no profession is more important than teaching. For what even remotely compares with guiding the soul and forming the mind and character of a young person? A teacher should be more skilled than a painter, and certainly more virtuous. But we completely neglect this. The one thing that matters to us is that our child learns to speak well — and just for the sake of money! In fact, if a person could become wealthy without being able to speak at all, we would not bother with our language lessons. Money exercises a tyranny over the world! It invades all of life and forces people to go where it chooses, like slaves. We make verbal attacks against it, but it defeats us by the sheer force of events. Nevertheless, I will not stop attacking it with my mouth, and if I achieve anything, you and I will both be better off. John Chrysostom

Why do national reform priorities keep getting misinterpreted on the ground? The federal Department of Education has no power over state legislatures or education departments. There are no federal inspectors of local schools to make sure principals, superintendents, and school boards understand how to use complex new tools like value-added measurement of teachers. Unique among Western nations, our national government does not produce or select high-quality tests, textbooks, or reading lists for teachers to use. Lastly—and perhaps most importantly—we consistently expect teachers and schools to close achievement gaps and panic when they fail to do so. But we do not provide families with the full range of social supports children need to thrive academically, including living-wage employment and stable and affordable child care, housing, higher education, and vocational training, in addition to decent nutrition and health care.

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

This means that everything the child must use in taking care of himself must be in proportion to his size and ability; the hook to hang his clothes on; the places where he washes and brushes and teeth, where he hangs his towel....

Molly holds the coat up, inspecting it. It’s interesting, actually, sort of a military style with bold black buttons. The gray silk lining is disintegrating. Going through the pockets, she fishes out a folded piece of lined paper, almost worn away at the creases. She unfolds it to reveal a child’s careful cursive in faint pencil, practicing the same sentence over and over again: Upright and do right make all right. Upright and do right make all right. Upright and do right . . . Vivian takes it from her and spreads the paper open on her knee. “I remember this. Miss Larsen had the most beautiful penmanship.” “Your teacher?” Vivian nods. “Try as I might, I could never form my letters like hers.

If we want developed societies with women doctors, political leaders, teachers, bus drivers, and computer programmers, we will need qualified people to give loving care to their children. And there is no reason why every society should not enjoy such loving paid child care.

In families in which parents are overbearing, rigid, and strict, children grow up with fear and anxiety. The threat of guilt, punishment, the withdrawal of love and approval, and, in some cases, abandonment, force children to suppress their own needs to try things out and to make their own mistakes. Instead, they are left with constant doubts about themselves, insecurities, and unwillingness to trust their own feelings. They feel they have no choice and as we have shown, for many, they incorporate the standards and values of their parents and become little parental copies. They follow the prescribed behavior suppressing their individuality and their own creative potentials. After all, criticism is the enemy of creativity. It is a long, hard road away from such repressive and repetitive behavior. The problem is that many of us obtain more gains out of main- taining the status quo than out of changing. We know, we feel, we want to change. We don’t like the way things are, but the prospect of upsetting the stable and the familiar is too frightening. We ob- tain “secondary gains” to our pain and we cannot risk giving them up. I am reminded of a conference I attended on hypnosis. An el- derly couple was presented. The woman walked with a walker and her husband of many years held her arm as she walked. There was nothing physically wrong with her legs or her body to explain her in- ability to walk. The teacher, an experienced expert in psychiatry and hypnosis, attempted to hypnotize her. She entered a trance state and he offered his suggestions that she would be able to walk. But to no avail. When she emerged from the trance, she still could not, would not, walk. The explanation was that there were too many gains to be had by having her husband cater to her, take care of her, do her bidding. Many people use infirmities to perpetuate relationships even at the expense of freedom and autonomy. Satisfactions are derived by being limited and crippled physically or psychologically. This is often one of the greatest deterrents to progress in psychotherapy. It is unconscious, but more gratification is derived by perpetuating this state of affairs than by giving them up. Beatrice, for all of her unhappiness, was fearful of relinquishing her place in the family. She felt needed, and she felt threatened by the thought of achieving anything 30 The Self-Sabotage Cycle that would have contributed to a greater sense of independence and self. The risks were too great, the loss of the known and familiar was too frightening. Residing in all of us is a child who wants to experiment with the new and the different, a child who has a healthy curiosity about the world around him, who wants to learn and to create. In all of us are needs for security, certainty, and stability. Ideally, there develops a balance between the two types of needs. The base of security is present and serves as a foundation which allows the exploration of new ideas and new learning and experimenting. But all too often, the security and dependency needs outweigh the freedom to explore and we stifle, even snuff out, the creative urges, the fantasy, the child in us. We seek the sources that fill our dependency and security needs at the expense of the curious, imaginative child. There are those who take too many risks, who take too many chances and lose, to the detriment of all concerned. But there are others who are risk-averse and do little with their talents and abilities for fear of having to change their view of themselves as being the child, the dependent one, the protected one. Autonomy, independence, success are scary because they mean we can no longer justify our needs to be protected. Success to these people does not breed success. Suc- cess breeds more work, more dependence, more reason to give up the rationales for moving on, away from, and exploring the new and the different.

There are other occasions where changing from bilingualism to monolingualism is unnecessary and wrong. If someone who has loved, cared for and played with the child in one language suddenly only uses another language, the emotional well-being of the child may well be negatively affected.

Part 1. My Life Story. - If I can do it, so can you- I was born and lived in one of the most oldest and most beautiful cities in Albania. for 23 years I lived under the communist regime, where everyone was poor, there was no rich people beside the Elite group who dictate the country. Since I was little girl I dreamed of fairy tale life. But for some reason no one was supportive of my dreams. It looked like they were enjoying watching us living in poverty and keep our heads down, for instance I remember when I was in 5th grade I told my literature teacher "When I get older I want to be a beautician." With a smire on her face she said "You are going to be just like your mother, keep having kids in a row" At that time I did not understood what she meant, but I did not expected that answer from an "educated" person, especially your teacher. As I got older I started to isolate myself from all the negative people until one day I asked my uncle to help me to get in a beauty college, he knew people in town that's why, I did not wanted to believe he respond. Even today I can hear his words whisper in my ears, telling me "Beauty college is not for poor children, education is only for rich kids" But that did not stopped me either, I told myself "No one can tell me what I can and can't do" They just motivated me to prove them wrong. Poor children can go to college. So I decided to make a very big move my that would either end it my life or could change my life for ever. Sep 2, 1990 I had it enough of that hell place, communist regime and all the negative people.I decided to leave everyone behind me and move forward in life, I decided to escape the communist and followed my dreams. I was also escaped from army who was chasing to kill us, but mighty God was with us. We made the local news saying "Two young girls were killed today by army forces escaping the borders" but I made it alive to Yugoslavia, I spend almost seven months there in concentration camp. There I meet the love of my life also, we dated for five months, until his visa was approved to come in US, two months later I come to state on March of 1991. New place, new chapter in my life, two weeks later got united, neither of us spoke English, it was very hard to find jobs, we manage to get a job in a local restaurant as a dishwasher and me as a bustable, at that time I was very I found a happy, so I did it with smile on my face. We were living at my husband's cousins unfinished basement. Yes we were sharing a single / twin size bed, we had to saved money so we can get our own apartment, we had nothing insite site. I remember when the manager showed us the appartment, it was green shaggy carpet, I told my husband. "Honey the carpet is thick enough, we don't need mattress to sleep on it, we can sleep on the carpet" later on a co-worker give us some household stuff to start our life with. Later that year our 1st child /daughter was born, two months later we get married in a local Albania church. Life was getting way better than living under the communist regime, later on we have two more children. We decided to bring my parents here so they can help us, I can get back to work or go to school . On April 1, 1998 my father come, we picked him at airport, with tears on his eye he was looking the street lights outside of the car window and said, "America is beautiful country, is land of dreams,....when I die please bury me here and not in Albania" By that time have I learning enough English to continued my education. I went to beauty school. two years later I graduated and got the state license. Yahhhh my dreams start coming true, remember I told you I always wanted to be a beautician. I found a job in a local salon, couple months later I was promoted to a salon manager. I did it for me and not for them who did not believed on me, As I said " I never cared

Part 1. My Life Story. - If I can do it, so can you- I was born and lived in one of the most oldest and most beautiful cities in Albania. for 23 years I lived under the communist regime, where everyone was poor, there was no rich people beside the Elite group who dictate the country. Since I was little girl I dreamed of fairy tale life. But for some reason no one was supportive of my dreams. It looked like they were enjoying watching us living in poverty and keep our heads down, for instance I remember when I was in 5th grade I told my literature teacher "When I get older I want to be a beautician." With a smire on her face she said "You are going to be just like your mother, keep having kids in a row" At that time I did not understood what she meant, but I did not expected that answer from an "educated" person, especially your teacher. As I got older I started to isolate myself from all the negative people until one day I asked my uncle to help me to get in a beauty college, he knew people in town that's why, I did not wanted to believe he respond. Even today I can hear his words whisper in my ears, telling me "Beauty college is not for poor children, education is only for rich kids" But that did not stopped me either, I told myself "No one can tell me what I can and can't do" They just motivated me to prove them wrong. Poor children can go to college. So I decided to make a very big move my that would either end it my life or could change my life for ever. Sep 2, 1990 I had it enough of that hell place, communist regime and all the negative people.I decided to leave everyone behind me and move forward in life, I decided to escape the communist and followed my dreams. I was also escaped from army who was chasing to kill us, but mighty God was with us. We made the local news saying "Two young girls were killed today by army forces escaping the borders" but I made it alive to Yugoslavia, I spend almost seven months there in concentration camp. There I meet the love of my life also, we dated for five months, until his visa was approved to come in US, two months later I come to state on March of 1991. New place, new chapter in my life, two weeks later got united, neither of us spoke English, it was very hard to find jobs, we manage to get a job in a local restaurant as a dishwasher and me as a bustable, at that time I was very I found a happy, so I did it with smile on my face. We were living at my husband's cousins unfinished basement. Yes we were sharing a single / twin size bed, we had to saved money so we can get our own apartment, we had nothing insite site. I remember when the manager showed us the appartment, it was green shaggy carpet, I told my husband. "Honey the carpet is thick enough, we don't need mattress to sleep on it, we can sleep on the carpet" later on a co-worker give us some household stuff to start our life with. Later that year our 1st child /daughter was born, two months later we get married in a local Albania church. Life was getting way better than living under the communist regime, later on we have two more children. We decided to bring my parents here so they can help us, I can get back to work or go to school . On April 1, 1998 my father come, we picked him at airport, with tears on his eye he was looking the street lights outside of the car window and said, "America is beautiful country, is land of dreams,....when I die please bury me here and not in Albania" By that time have I learning enough English to continued my education. I went to beauty school. two years later I graduated and got the state license. Yahhhh my dreams start coming true, remember I told you I always wanted to be a beautician. I found a job in a local salon, couple months later I was promoted to a salon manager. I did it for me and not for them who did not believed on me, As I said " I never cared

Children Are a Gift Behold, children are a gift of the LORD; the fruit of the womb is a reward. Like arrows in the hand of a warrior, so are the children of one’s youth. —PSALM 127:3 NASB     In a recent women’s Bible study, the teacher asked the group, “Did you feel loved by your parents when you were a child?” Here are some of the responses. • “A lot of pizza came to the house on Friday nights when my parents went out for the evening.” • “I got in their way. I wasn’t important to them.” • “They were too busy for me.” • “Mom didn’t have to work, but she did just so she wouldn’t have to be home with us kids.” • “I spent too much time with a babysitter.” • “Mom was too involved at the country club to spend time with me.” • “Dad took us on trips, but he played golf all the time we were away.” So many of the ladies felt they were rejected by their parents in their childhoods. There was very little love in their homes. What would your children say in response to the same question? I’m sure we all would gain insight from our children’s answers. In today’s verse we see that children are a reward (gift) from the Lord. In Hebrew, “gift” means “property—a possession.” Truly, God has loaned us His property or possessions to care for and to enjoy for a certain period of time. My Bob loves to grow vegetables in his raised-bed garden each summer. I am amazed at what it takes to get a good crop. He cultivates the soil, sows seeds, waters, fertilizes, weeds, and prunes. Raising children takes a lot of time, care, nurturing, and cultivating as well. We can’t neglect these responsibilities if we are going to produce good fruit. Left to itself, the garden—and our children—will end up weeds. Bob always has a smile on his face when he brings a big basket full of corn, tomatoes, cucumbers, and beans into the kitchen. As the harvest is Bob’s reward, so children are parents’ rewards. Let your home be a place where its members come to be rejuvenated after a very busy time away from it. We liked to call our home the “trauma center”—a place where we could make mistakes, but also where there was healing. Perfect people didn’t reside at our address. We tried to teach that we all make mistakes and certainly aren’t always right. Quite often in our home we could hear the two

We must seek broader solutions to the economics of family life, and we must be very careful not to fall into the trap of defining ourselves solely by the values of a society in transition.

Attention Surplus Syndrome Teachers find this just as bad as the other sort. No one likes a child who pays attention too hard, whose eyes follow your every move, and who listens very carefully to everything you say. It’s like talking to a great big bottomless ear. Advanced cases correct spelling and pronunciation in a clear piping voice, and point out errors of fact to the rest of the class. They also have the infuriating habit of reading all the way to the end of the classroom reader on the first day of term, instead of having the decency to read at the geological speed considered correct for the rest of their age group. Expel at the earliest opportunity.

Unbeknownst to all, I learned to read. When the teacher was still droning away with the letters of the alphabet to my classmates, I had already been long acquainted with the solidarity that weaves written signs together, the infinite combinations and marvelous sounds that had dubbed me a dame in this place, on that first day, when she had said my name. No one knew. I read as if deranged, at first in hiding and then, once it seemed to me that the normal amount of time to learn one’s letters had elapsed, out in the open for all to see, but I was careful to conceal the pleasure and interest that reading afforded me. The feeble child had become a hungry soul.

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

relatedness refers to the feeling of being connected to others, of being cared about. When your child feels connected to his teacher, he’ll want to work hard for that teacher.

Jesus used breh denasha to say: "I am just an ordinary human being; I am nobody." Of course, Jesus was not just an ordinary human being; he was Divine and not a nobody. But this term is also used in another context which is likely the case here. It also means, "You don't know me from Adam." In other words, to use the Son of Man in the third person is like saying, "You think I am just another teacher coming down the pike, that is all you really know about me. There is no chance you are going to get a free ticket to wealth because I am not one of those teachers who will suck up to the elite and rich." Bar is the word for son, but the word used here is breh, which is a word for son or daughter; it is for a child. I am merely a child of Nasha, which is the word for a human being, male or female. So, Jesus was saying: "I am a child of a human being." This was really a true statement, and the scribe did not seek to correct him by saying, "Ah, but you are also Divine." No, the scribe was so interested in locking up a lucrative gig he really didn't care who Jesus was, only that he was popular, and with his expertise, he would surely be a valuable asset to someone like Jesus with His potential.

I believe it would be much better for everyone if children were given their start in education at home. No one understands a child as well as his mother, and children are so different that they need individual training and study. A teacher with a roomful of pupils cannot do this. At home, too, they are in their mother's care. She can keep them from learning immoral things from other children.

1 am green. A lotus flower in full-bloom residing in the lushness of the heart. Reaching, embracing, nourishing all in need. Fragile as the morning dew, as expansive as the depth offragrant forests. Ultimate unconditional acceptance, like the Mother Earth's love for her children. I am blue. Calm and cool, a reflection in a mirrored pond. Diamond stars married to the nighttime sky. The ocean waves curling back to their source. Kind, compassionate words serving as our guide, teacher, and mentor. Father Sky carries truth in the celestial music of his voice. I am purple. The richness of velvet and the elegance of silk. Diamonds of intuition embedded in the space of all-knowingness. Imagination running through the vastness of the dreamscape, playing in afield of swaying lavender, swirling in the energy of dimensions. Insight radiates softly into the mind's eye. I am white. Living within us like the innocence of a child. Sitting quietly, still with peace and patience, ready to serve. Every sparkling, dazzling particle on our planet shining forth universal light. The phenomenal beauty of pure Spirit. I am many colors. NOTE TO READERS This book is intended as an informational guide and is not meant to treat, diagnose, or prescribe. For any medical condition, physical conditions, or symptoms, always consult with a qualified physician or appropriate health care professional. Neither the author nor the publisher accepts any responsibility for your health or how you choose to use the information contained in this book. Names and identifying details have

We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it.

You love your kids, after all. If their actions make you dislike them, think what an effect they will have on other people, who care much less about them than you. Those other people will punish them, severely, by omission or commission. Don’t allow that to happen. Better to let your little monsters know what is desirable and what is not, so they become sophisticated denizens of the world outside the family. A child who pays attention, instead of drifting, and can play, and does not whine, and is comical, but not annoying, and is trustworthy—that child will have friends wherever he goes. His teachers will like him, and so will his parents. If he attends politely to adults, he will be attended to, smiled at and happily instructed. He will thrive, in what can so easily be a cold, unforgiving and hostile world.

It just wasn’t the right learning environment for Lucas. The teachers really tried and we believe in public education, but a lot of the other kids were just out of control.” The man working on bagging chamomile tea immediately beside her felt obliged to say, “Right.” “Obviously it’s not the kids’ fault. A lot of them are coming from homes—” The woman who was helping me bag mangoes, Noor, with whom I was friendly, tensed up a little in expectation of an offensive predicate. “—well, they’re drinking soda and eating junk food all the time. Of course they can’t concentrate.” “Right,” the man said, maybe relieved her sentence hadn’t taken a turn for the worse. “They’re on some kind of chemical high. Their food is full of who knows what hormones. They can’t be expected to learn or respect other kids who are trying to learn.” “Sure.” It was the kind of exchange, although exchange isn’t really the word, with which I’d grown familiar, a new biopolitical vocabulary for expressing racial and class anxiety: instead of claiming brown and black people were biologically inferior, you claimed they were—for reasons you sympathized with, reasons that weren’t really their fault—compromised by the food and drink they ingested; all those artificial dyes had darkened them on the inside. Your child, who had never so much as sipped a high-fructose carbonated beverage containing phosphoric acid and E150d, was a more sensitive instrument: purer, smarter, free of violence. This way of thinking allowed one to deploy the vocabularies of sixties radicalism—ecological awareness, anticorporate agitation, etc.—in order to justify the reproduction of social inequality. It allowed you to redescribe caring for your own genetic material—feeding Lucas the latest in coagulated soy juice—as altruism: it’s not just good for Lucas, it’s good for the planet. But from those who out of ignorance or desperation have allowed their children’s digestive tracts to know deep-fried, mechanically processed chicken, those who happen to be, in Brooklyn, disproportionately black and Latino, Lucas must be protected at whatever cost.

The most powerful tool parents have for sharing their way of life and their values, is the example they set, the behavior they model all of the time. In every waking moment of the child's life, especially in the first three years, he is learning and becoming more and more like those people he finds around him. He will imitate their way of walking, moving and talking, the vocabulary, the handling of objects, the emotions, manners, taste, the respect and consideration (or lack of) for others, and on and on. The first important thing we can do is to surround him with the kind of people we want him to emulate. These are his first teachers. Practicing the correct way to ladle soup. The second thing to keep in mind is to avoid correcting when the action or behavior can be taught in another way. For example, if a child is continually slamming the door very loudly, the best approach is to: (1) Note that the child needs to be shown how to close a door carefully and quietly. (2) Choose a neutral moment at a later time, (which means not an emotionally charged moment when the adult is upset by the door slamming). (3) Give an amusing, exaggerated, and interesting lesson, showing the child how to close the door—turning the handle so carefully and closing the door so slowly that there is no sound whatsoever. Try other doors, do it over and over, as long as both are enjoying it. With these lessons the adult can teach many important lessons, such as brushing teeth, putting away toys, and pouring milk. But if a child reaches for a hot pot handle, or runs into the street, we correct, act immediately!

As a homeschooling mom, you have many roles to play. You are teacher. You are wife. You are mom. You are a nurse when your child is sick. You are the chauffeur. You are chef and housekeeper and laundry service and child care and referee and maybe even piano teacher. Honestly, you have too many roles. You can’t fulfill your roles on your own and succeed. But God is more than able to help you to succeed at your many tasks. He will strengthen you through His Word.

Yet the structure we have built to protect and nurture these children actually does the opposite. Imagine an impoverished six-year-old boy who rarely gets a healthy meal and rarely has parental supervision. He finally goes to school and falls in love with the first person who has ever been there every day for him—his first-grade teacher. She loves and encourages and teaches him. She won’t let the kids bully one another, and she makes sure he gets a good breakfast, lunch, and an after-school snack. Only the weekends are scary. The sixyear-old has a daily routine that includes a committed relationship for the very first time. Life is good; hope is learned. Then the school year ends, and this wonderful teacher says, “Good-bye. You will have a great teacher in second grade.” So the seven-year-old survives the short summer and begins the process all over. But now he has a homeroom teacher, a math and science teacher, a language arts teacher, and a music teacher. Which one is he to fall in love with? Who will fall in love with him? Each of these teachers has dozens of students to care for an hour at a time. And so, at the end of second grade it’s a little less painful to part with his teachers because he never really got to know them. But at least he was physically safe and was fed every day. And so, by the end of third grade, he hardly notices his teacher because he has formed a strong attachment to the friends who move along from class to class with him. They share multiple hours together daily. Instead of taking his signals of proper behavior from a committed adult, since he has none at home or school, he models his life after the future football captain, just as the girls in his class likely emulate the future prom queen. This child from an impoverished culture was taught, in effect, that no adult cares enough to hang out and teach him for more than the 150 hours required to complete a credit. And as he got older, he also learned that the teachers were not quite as able to physically protect him as when he and his classmates were small, and it’s humiliating to have to eat the government-provided free lunch. Even our elementary

sublimation a term that references a cor paradox of healthy adult life, namely that we need to give up in order to get. We we accept the limits and structure of a role-be it to parent to child, husband to wife, teacher to student- we paradoxically gain freedom to express the full range of emotion within that role. This bargain can be surprisingly hard to strike because the gain is tied to the loss. Accepting the need to behave within the limits of roles involves relinquishment for sure: the frustration of wises, the loss of a fantasy of infinite possibilities, even grief at what we cannot have. But all told, it's a productive and creative exchange. Reinvesting time and energy into our limits life often yields the greatest bounty of fruits, even if we are aware that somewhere over there is an exotic variety we'll never get a chance to try. Holding onto limits even when they are tested, is what allows us to conserve and preserve those things we care most about nurturing whether it's a stable home for our children , the time and energy to pay attention to them, or the pleasure to develop our interests. Having confidence in our boundaries also allows for the flourishing of much more diverse relationships.

A long time ago, in a small village, there lived a wise old monk named Tenzen. One day his neighbors discovered that their sixteen-year-old daughter was pregnant. Furious, the parents confronted her and demanded to know the name of the baby’s father. Through tears she confessed, “It was the Zen master, Tenzen.” The parents went to Tenzen and angrily accused him of betraying their trust. “How could you do this?” they cried out. “You are going to raise this child!” The great sage listened attentively, replying with no emotion. “Is that so?” When the baby was born, they brought the infant to the master’s door and said, “This baby is now your responsibility.” Taking the child in his arms, he replied, “Is that so?” He then compassionately cared for the newborn. As word of the teacher’s misdeeds spread throughout the countryside, he lost both his reputation and his followers. This meant nothing to him as he continued to care for the child with great love. A year later, feeling terrible about what she had done, the young mother confessed to her parents that Tenzen was not the father. Instead, it was the young man in the butcher shop whom they had forbidden her to see. Horrified and embarrassed, the parents returned to the master’s compound to seek forgiveness. “We are so sorry,” they said. “We have just learned you are not the baby’s father.” “Is that so?” “With your blessing, we would like our baby back.” “Is that so?” And with that the master gently returned the child to the parents.

3King Herod was deeply disturbed when he heard this, as was everyone in Jerusalem. 4He called a meeting of the leading priests and teachers of religious law and asked, “Where is the Messiah supposed to be born?” 5“In Bethlehem in Judea,” they said, “for this is what the prophet wrote: 6‘And you, O Bethlehem in the land of Judah, are not least among the ruling cities* of Judah, for a ruler will come from you who will be the shepherd for my people Israel.’*” 7Then Herod called for a private meeting with the wise men, and he learned from them the time when the star first appeared. 8Then he told them, “Go to Bethlehem and search carefully for the child. And when you find him, come back and tell me so that I can go and worship him, too!” 9After this interview the wise men went their way. And the star they had seen in the east guided them to Bethlehem.

He who can share knowledge is “a teacher”; he who could open minds is “THE TEACHER.” He who has right to lead is “a leader”; he who could free the poor is “THE LEADER.” She who conceives a child is “a parent”; she who cared for the child is “THE PARENT.” He who lives next to you is “a neighbor”; he who gave help to you is “THE NEIGHBOR.

As mandatory reporting laws and community awareness drove an increase its child protection investigations throughout the 1980s, some children began to disclose premeditated, sadistic and organised abuse by their parents, relatives and other caregivers such as priests and teachers (Hechler 1988). Adults in psychotherapy described similar experiences. The dichotomies that had previously associated organised abuse with the dangerous, external ‘Other’ had been breached, and the incendiary debate that followed is an illustration of the depth of the collective desire to see them restored. Campbell (1988) noted the paradox that, whilst journalists and politicians often demand that the authorities respond more decisively in response to a ‘crisis’ of sexual abuse, the action that is taken is then subsequently construed as a ‘crisis’. There has been a particularly pronounced tendency of the public reception to allegations of organised abuse. The removal of children from their parents due to disclosures of organised abuse, the provision of mental health care to survivors of organised abuse, police investigations of allegations of organised abuse and the prosecution of alleged perpetrators of organised abuse have all generated their own controversies. These were disagreements that were cloaked in the vocabulary of science and objectivity but nonetheless were played out in sensationalised fashion on primetime television, glossy news magazines and populist books, drawing textual analysis. The role of therapy and social work in the construction of testimony of abuse and trauma. in particular, has come under sustained postmodern attack. Frosh (2002) has suggested that therapeutic spaces provide children and adults with the rare opportunity to articulate experiences that are otherwise excluded from the dominant symbolic order. However, since the 1990s, post-modern and post-structural theory has often been deployed in ways that attempt to ‘manage’ from; afar the perturbing disclosures of abuse and trauma that arise in therapeutic spaces (Frosh 2002). Nowhere is this clearer than in relation to organised abuse, where the testimony of girls and women has been deconstructed as symptoms of cultural hysteria (Showalter 1997) and the colonisation of women’s minds by therapeutic discourse (Hacking 1995). However, behind words and discourse, ‘a real world and real lives do exist, howsoever we interpret, construct and recycle accounts of these by a variety of symbolic means’ (Stanley 1993: 214). Summit (1994: 5) once described organised abuse as a ‘subject of smoke and mirrors’, observing the ways in which it has persistently defied conceptualisation or explanation.

HELPING KIDS MANAGE EMOTIONAL FLASHBACKS This list is for social workers, teachers, relatives, neighbors and friends to help children from traumatizing families. It is adapted from the steps at the beginning of this chapter. Depending on the age of the child, some steps will be more appropriate than others. Even if you are not in a position to help other kids, please read this list at least once for the benefit of your own inner child. Help the child develop an awareness of flashbacks [inside “owies”]: “When have you felt like this before? Is this how it feels when someone is being mean to you?” Demonstrate that “Feeling in danger does not always mean you are in danger.” Teach that some places are safer than others. Use a soft, easy tone of voice: “Maybe you can relax a little with me.” “You’re safe here with me.” “No one can hurt you here.” Model that there are adults interested in his care and protection. Aim to become the child’s first safe relationship. Connect the child with other safe nurturing adults, groups, or clubs. Speak soothingly and reassuringly to the child. Balance “Love & Limits:” 5 positives for each negative. Set limits kindly. Guide the child’s mind back into her body to reduce hyper-vigilance and hyperarousal. a. Teach systemic relaxation of all major muscle groups b. Teach deep, slow diaphragmatic breathing c. Encourage slowing down to reduce fear-increasing rushing d. Teach calming centering practices like drawing, Aikido, Tai Chi, yoga, stretching e. Identify and encourage retreat to safe places Teach “use-your-words.” In some families it’s dangerous to talk. Verbal ventilation releases pain and fear, and restores coping skills. Facilitate grieving the death of feeling safe. Abuse and neglect beget sadness and anger. Crying releases fear. Venting anger in a way that doesn’t hurt the person or others creates a sense of safety. Shrink the Inner Critic. Make the brain more user-friendly. Heighten awareness of negative self-talk and fear-based fantasizing. Teach thought-stopping and thought substitution: Help the child build a memorized list of his qualities, assets, successes, resources. Help the child identify her 4F type & its positive side. Use metaphors, songs, cartoons or movie characters. Fight: Power Rangers; Flight: Roadrunner, Bob the Builder; Freeze: Avatar; Fawn: Grover. Educate about the right/need to have boundaries, to say no, to protest unfairness, to seek the protection of responsible adults. Identify and avoid dangerous people, places and activities. [Superman avoids Kryptonite. Shaq and Derek Jeter don’t do drugs.] Deconstruct eternity thinking. Create vivid pictures of attainable futures that are safer, friendlier, and more prosperous. Cite examples of comparable success stories.