Classroom Adviser Quotes

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The fact is, parents and schools and cultures can and do shape people. The most important influence in my life, outside of my family, was my high school journalism teacher, Hattie M. Steinberg. She pounded the fundamentals of journalism into her students -- not simply how to write a lead or accurately transcribe a quote but, more important, how to comport yourself in a professional way. She was nearing sixty at the time I had her as my teacher and high school newspaper adviser in the late 1960s. She was the polar opposite of "cool," but we hung around her classroom like it was the malt shop and she was Wolfman Jack. None of us could have articulated it then, but it was because we enjoyed being harangued by her, disciplined by her, and taught by her. She was a woman of clarity and principles in an age of uncertainty. I sit up straight just thinking about her!
Thomas L. Friedman (The World Is Flat: A Brief History of the Twenty-first Century)
Harvard Law School professor Jannie Suk writes about how hard it is to teach rape law in an era of trigger warnings. She explains how women's organizations now 'routinely advise students that they should not feel pressured to attend or participate in class sessions that focus on the law of sexual violence, and which might therefore be traumatic' as they might "trigger" traumatic memories'. She describes the way many students appear to equate 'the risk . . . of traumatic injury' incurred while discussing sexual misconduct as 'analogous to sexual assault itself'. As a consequence, more and more teachers of criminal law are not including rape law in their courses: 'it's not worth the risk of complaints of discomfort by students' and they fear being accused of inflicting 'emotional injuries' in classroom conversation.
Claire Fox (‘I Find That Offensive!’)
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DWI Lawyer
Equally far-reaching for theology was the Enlightenment's distinction between fact and value. The tolerant Enlightenment paradigm magnanimously allowed individuals to select whatever values they preferred from a wide range of options, all of which were on a par. Newbigin summarizes: In the physics classroom the student learns what the “facts” are and is expected in the end to believe the truth of what he has learned. In the religious education classroom he is invited to choose what he likes best (1986:39). The logical outcome of this course was, naturally, that Christianity was reduced to one province of the wide empire of religion. Different religions merely represented different values; each was part of a great mosaic. Two different “truths” or “facts,” two different views of the same “reality,” cannot coexist; two different values, however, can. Interestingly enough, there was some room left for religion in this edifice, but then only for tolerant religion, especially religion which had been advised by “a little philosophy” (Bertrand Russell, quoted in Polanyi 1958:271) through which one's values could, if necessary, be adjusted from time to time. Above all, the role of religion was to oppose any form of sectarianism, superstition, and fanaticism and to cultivate moral fiber in its adherents, thereby reinforcing human reason. Religion should, however, under no circumstances challenge the dominant worldview. Religion could exist alongside science, but without the first ever impinging on the latter.
David J. Bosch (Transforming Mission: Paradigm Shifts in Theology of Mission)
A Better Future A special tribute to my beautiful Mother When you were strict towards me I thought you were being mean When you advised me to behave I would sometimes misbehave When you instilled discipline I assumed you were ill-treating me When you taught about being responsible I did not want to be accountable When you told me to go to school I felt it was not cool When you gave me less money for lunch I somehow expected more When you asked for my homework I was keen to do nothing When you said I should pray I only wanted to play Mother! It was because back then I did not know, but now I realise You were preparing me For a better future!
Gift Gugu Mona (From My Mother's Classroom: A Badge of Honour for a Remarkable Woman)
The Biblical writers did not learn grace from a textbook or in a classroom. They learned it from the school of hardship and difficulty. They experienced the sufficiency of grace in the moment. Daniel was thrown into the lion’s den. David hid in a cave fearing for his life. Job lost everything, and his friends advised to curse God and die. Paul himself was shipwrecked, stoned, and suffered under the ever present thorn in his flesh. These are the same writers who teach us of God’s goodness. Their bad days or difficult experiences did not change the character of God; it changed them. They never attempt to answer all the questions. They ask different ones.
Chris Lautsbaugh (Death of the Modern Superhero:How Grace Breaks our Rules)
Jake pulls out the phone. The buzzing sound is a text from Kenny. Where are you? English classroom, Jake advises.  North side, right? Right. Stay there. Lock the door. Tell the teacher. Someone has a gun and is shooting people on the south side. Shit! Seriously?
Mark M. Bello (Betrayal High (Zachary Blake Legal Thriller, #5))
The Tikong... tends to walk short even though he may be tall. ... He normally lives too long on account of his love for energy conservation, which he achieves with enviable success simply by doing as little as possible or by doing nothing at all if he can. He does not have to police human rights, even in his own village, since he’s never heard of such things. Moreover, he has no global responsibility, for he is a citizen of a tiny country, so small that mankind is advised not to look for it on a classroom globe for it will only search in vain.
Epeli Hauʻofa (Tales of the Tikongs)
Attend to the Mission Statement One of the most important dimensions of this anthropological work is researching the culturally approved language of the institution. A junior member of an organization who wishes to persuade those in power of the merits of a new and potentially threatening initiative would be well advised to couch his or her proposal in the language that is spoken and approved by those in power.
Stephen D. Brookfield (The Skillful Teacher: On Technique, Trust, And Responsiveness in the Classroom)