Classroom Board Quotes

...in the eyes of her oldest friends and colleagues and extended family, she wasn't a painfully thin seventy-five-year-old gray haired woman dying of cancer- she was a grade school class president, the young friend you gossiped with, a date or double date, someone to share a tent with in Darfur, a fellow election monitor in Bosnia, a mentor, a teacher you'd laughed within a classroom or a faculty lounge, or the board member you'd groaned with after a contentious meeting

Politics of Friendship is, in other words, only a book between covers. For the real text, you must enter the classroom, put yourself to school, as a preview of the formation of collectivities. A single “teacher's” “students,” flung out into the world and time, is, incidentally, a real-world example of the precarious continuity of a Marxism “to come,” aligned with grassroots counterglobalizing activism in the global South today, with little resemblance to those varieties of “Little Britain” leftism that can take on board the binary opposition of identity politics and humanism, shifting gears as the occasion requires.

Hazel sometimes had a fantasy daydream at school where the teacher walked into the classroom and yelled, ISN’T EVERYTHING HORRIBLE? DOESN’T THE PAIN OF THE WORLD OUTWEIGH THE JOY BY TRILLIONS? WOULD YOU LIKE TO PUSH ALL OF THE DESKS INTO THE CENTER OF THE ROOM AND BURN THEM IN A GIANT BONFIRE? THEN WE CAN RUN AROUND SCREAMING AND WEEPING AMIDST THE SMOKE IN A TRUTHFUL PARADE OF OUR HUMAN CONDITION. SINCE YOU ARE SMALL STATURED, CHILDREN, IT MIGHT HELP OTHERS TO FEEL THE FULL BRUNT OF YOUR AGITATION IF YOU WAVE STICKS AND SHRUBBERY OVER YOUR HEADS ALL THE WHILE. WE DON’T WANT TO KILL ANYTHING WE DON’T HAVE TO KILL; EVERYTHING LIVING THAT WE’VE EVER SEEN OR KNOWN WILL DIE WITHOUT OUR INTERVENTION, OURSELVES INCLUDED; THIS IS A PSYCHOLOGICAL LEAD BLANKET THAT EVEN OUR MOST PERVASIVE MOMENTS OF COMFORT CANNOT CRAWL OUT FROM UNDER AND ONE UNEXTINGUISHABLE SOURCE OF DESPAIR, SO WE WON’T BE PERFORMING ANY RITUALISTIC SACRIFICES; THAT’S NOT THE DIRECTION WE WILL GO IN JUST YET; HOWEVER, ASSISTANT PRINCIPAL LAWRENCE IS ON THE PROWL FOR A ROAD CARCASS WE MIGHT BE ABLE TO USE AS A REPRESENTATIVE PROP BECAUSE NOWHERE IN OUR AUTUMN-THEMED POSTER BOARD DéCOR IS MORBIDITY OR DECAY SYMBOLIZED. OUR SCHOOL BOARD MEMBERS CANNOT AGREE ON HOW BEST TO ACKNOWLEDGE THE BOUNDLESSNESS OF HUMAN CRUELTY. IN OUR SOCIETY SOME OF YOU ARE FAR SAFER AND MORE ADVANTAGED THAN OTHERS; AT HOME SOME OF YOU ARE FAR MORE LOVED; SOME OF YOU WILL FIND THAT CONCEPTS LIKE FAIRNESS AND JUSTICE WILL BE THIN, FLICKERING HOLOGRAMS ON THE PERIPHERY OF YOUR LIVES. OH, LOOK, CHILDREN—I SEE MR. LAWRENCE IN THE DISTANCE DRAGGING A PORTION OF A HIGHWAY-SLAUGHTERED DEER. LET’S GO HELP HIM LUG IT INSIDE AND BE REMINDED THAT WE TOO INHABIT BODIES MADE OF MEAT-WRAPPED BONES; LET’S MEDITATE ON THIS CORPOREAL TERROR. Whenever her mother had asked, Hazel always told her, School is great.

But the “jobs of the future” do not need scientists who have memorized the periodic table. In fact, business leaders say they are looking for creative, independent problem solvers in every field, not just math and science. Yet in most schools, STEM subjects are taught as a series of memorized procedures and vocabulary words, when they are taught at all. In 2009, only 3% of high school graduates had any credits in an engineering course. (National Science Board, 2012) Technology is increasingly being relegated to using computers for Internet research and test taking.

The Portland school board's policy equated integration and racial assimilation. This policy, Rist explains, is a "means of socializing nonwhite students to act, speak, and believe very much like white students." It leaves dominant group values intact, does no damage to notions of white superiority, and helps to gain the support of those whites who view it as a means of helping "nonwhite peoples to become fully human by instilling in them `white' ways of thinking and feeling." In keeping with the assimilationist tone of the program, the principal assigned one or two black children to each classroom, and scheduled only a few special teacher-training sessions, which were poorly handled. The principal's desire was to treat the black students just like the whites. This approach was undermined by his failure to recognize and address fears and misconceptions of teachers about the black children's academic ability and behavior problems, the adequacy of their home backgrounds, and their moral turpitude.

Paul watched him amble into his class-room at the end of the passage, where a burst of applause greeted his arrival. Dumb with terror, he went into his own class-room. Ten boys sat before him, their hands folded, their eyes bright with expectation. ‘Good morning, sir,’ said the one nearest him. ‘Good morning,’ said Paul. ‘Good morning, sir,’ said the next. ‘Good morning,’ said Paul. ‘Good morning, sir,’ said the next. ‘Oh, shut up,’ said Paul. At this the boy took out a handkerchief and began to cry quietly.

I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology.

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.

Passing the dark, low fields just south of Harrows, Smoke saw a scarecrow that reminded him, in shape, of his mother. Inspired by it, he imagined her burning. He imagined the dresses from her closet … the curls in her blond hair … the rims of her glasses … all of it and everything blistering, bending, burning. The fire he imagined for her was blue and smelled like childhood. And childhood reminded him of the children he once knew; he imagined a girl named Merrily melted to the shape of a chair, another, Henry, sitting upon her in a classroom. He'd like to burn them all. Every face he'd ever seen. Excited now, Smoke saw the mothers of these former schoolmates rushing from their homes, desperate feet pattering on the porch boards, able to discern the smell of their own child burning above all others. Smoke would be there when they came. He'd be there with a piece of meat on a stick. Dinner over childhood's fire. Hey, Ma! This meat only gets better the longer it cooks! Moved, Smoke imagined more. Men in suits bursting into flame upon exiting church. Families sitting down to eat burnt food, blackened bread, ashen meals upon scalding-hot plates. Come on, Billy! Eat your fire! EAT YOUR FIRE!

Ballad" Oh dream, why do you do me this way? Again, with the digging, again with the digging up. Once more with the shovels. Once more, the shovels full of dirt. The vault lid. The prying. The damp boards. Mother beside me. Like she’s an old hat at this. Like all she’s got left is curiosity. Like curiosity didn’t kill the red cat. Such a sweet, gentle cat it was. Here we go again, dream. Mother, wearing her take-out-the-garbage coat. I haven’t seen that coat in years. The coat she wore to pick me up from school early. She appeared at the back of the classroom, early. Go with your mother, teacher said. Diane, you are excused. I was a little girl. Already a famous actress. I looked at the other kids. I acted lucky. Though everyone knows what an early pick-up means. An early pick-up, dream. What’s wrong, I asked my mother. It is early spring. Bright sunlight. The usual birds. Air, teetering between bearable and unbearable. Cold, but not cold enough to shiver. Still, dream, I shiver. You know, my mother said. Her long garbage coat flying. There was a wind, that day. A wind like a scurrying grandmother, dusting. Look inside yourself, my mother said. You know why I have come for you. And still I acted lucky. Lucky to be out. Lucky to be out in the cold world with my mother. I’m innocent, I wanted to say. A little white girl, trying out her innocence. A white lamb, born into a cold field. Frozen almost solid. Brought into the house. Warmed all night with hair dryers. Death? I said. Smiling. Lucky. We’re barely to the parking lot. Barely to the car ride home. But the classroom already feels like the distant past. Long ago, my classmates pitying me. Arriving at this car full of uncles. Were they wearing suits? Death such a formal occasion. My sister, angry-crying next to me. Me, encountering a fragment of evil in myself. Evilly wanting my mother to say it. What? I asked, smiling. My lamb on full display at the fair. He’s dead! my sister said. Hit me in the gut with her flute. Her flute case. Her rental flute. He’s dead! Our father. Our father, who we were not supposed to know had been dying. He’s dead! The flute gleaming in its red case. Here, my mother said at home. She’d poured us each a small glass of Pepsi We normally couldn’t afford Pepsi. Lucky, I acted. He’s no longer suffering, my mother said. Here, she said. Drink this. The little bubbles flew. They bit my tongue. My evil persisted. What is death? I asked. And now, dream, once more you bring me my answer. Dig, my mother says. Pry, she says. I don’t want to see, dream. The lid so damp it crumbles under my hands. The casket just a drawerful of bones. A drawerful. Just bones and teeth. That one tooth he had. Crooked like mine.

IN JANUARY 1959 Police Chief Herbert Jenkins found a poem tacked to a bulletin board at his departmental headquarters. Tellingly, the anonymous author had titled it “The Plan of Improvement,” in sarcastic tribute to Mayor Hartsfield’s 1952 program for the city’s expansion and economic progress. The poem looked back over a decade of racial change and spoke volumes about the rising tide of white resentment. It began with a brief review of the origins of residential transition and quickly linked the desegregation of working-class neighborhoods to the desegregation of the public spaces surrounding them: Look my children and you shall see, The Plan of Improvement by William B. On a great civic venture we’re about to embark And we’ll start this one off at old Mozeley Park. White folks won’t mind losing homes they hold dear; (If it doesn’t take place on an election year) Before they have time to get over the shock, We’ll have that whole section—every square block. I’ll try something different for plan number two This time the city’s golf courses will do. They’ll mix in the Club House and then on the green I might get a write up in Life Magazine. And now comes the schools for plan number three To mix them in classrooms just fills me with glee; For I have a Grandson who someday I pray Will thank me for sending this culture his way. And for my finale, to do it up right, The buses, theatres and night spots so bright; Pools and restaurants will be mixed up at last And my Plan of Improvement will be going full blast. The sarcasm in the poem is unmistakable, of course, but so are the ways in which the author—either a policeman himself or a friend of one—clearly linked the city’s pursuit of “progress” with a litany of white losses. In the mind of the author, and countless other white Atlantans like him, the politics of progress was a zero-sum game in which every advance for civil rights meant an equal loss for whites.

A folded triangle of paper landed in the center of his notebook. Normally he’d unfold it discreetly, but Beamis was so clueless that the note could have hit him in the head and he wouldn’t notice. Loopy script in purple pen. The paper smelled like her. What’s your #? Wow. Hunter clicked his pen and wrote below her words. I have a theory about girls who ask for your number before asking for your name. Then he folded it up and flicked it back. It took every ounce of self-control to not watch her unfold it. The paper landed back on his desk in record time. I have a theory about boys who prefer writing to texting. He put his pen against the paper. I have a theory about girls with theories. Then he waited, not looking, fighting the small smile that wanted to play on his lips. The paper didn’t reappear. After a minute, he sighed and went back to his French essay. When the folded triangle smacked him in the temple, he jumped a mile. His chair scraped the floor, and Beamis paused in his lecture, turning from the board. “Is there a problem?” “No.” Hunter coughed, covering the note with his hand. “Sorry.” When the coast was clear, he unfolded the triangle. It was a new piece of paper. My name is Kate. Kate. Hunter almost said the name out loud. What was wrong with him? It fit her perfectly, though. Short and blunt and somehow indescribably hot. Another piece of paper landed on his notebook, a small strip rolled up tiny. This time, there was only a phone number. Hunter felt like someone had punched him in the stomach and he couldn’t remember how to breathe. Then he pulled out his cell phone and typed under the desk. Come here often? Her response appeared almost immediately. First timer. Beamis was facing the classroom now, so Hunter kept his gaze up until it was safe. When he looked back, Kate had written again. I bet I could strip na**d and this guy wouldn’t even notice. Hunter’s pulse jumped. But this was easier, looking at the phone instead of into her eyes. I would notice. There was a long pause, during which he wondered if he’d said the wrong thing. Then a new text appeared. I have a theory about boys who picture you na**d before sharing their name. He smiled. My name is Hunter. Where you from? This time, her response appeared immediately. Just transferred from St. Mary’s in Annapolis. Now he was imagining her in a little plaid skirt and knee-high socks. Another text appeared. Stop imagining me in the outfit. He grinned. How did you know? You’re a boy. I’m still waiting to hear your theory on piercings. Right. IMO, you have to be crazy hot to pull off either piercings or tattoos. Otherwise you’re just enhancing the ugly. Hunter stared at the phone, wondering if she was hitting on him—or insulting him. Before he could figure it out, another message appeared. What does the tattoo on your arm say? He slid his fingers across the keys. It says “ask me about this tattoo.” Liar. Mission accomplished, I’d say. He heard a small sound from her direction and peeked over. She was still staring at her phone, but she had a smile on her face, like she was trying to stifle a giggle. Mission accomplished, he’d say.

A few white children were friendly, but others were hostile or simply distant. Teachers unthinkingly added to both problems by physically separating black students in the classroom either for special instruction or in response to the black students' requests.

Class was almost over, thankfully. Right before the bell rang a girl entered the classroom, the same chick that had cornered Greyson in the hall that first day. She hadn't really, but I rewrote that scene to one I liked better. Mr. Price had already retired to his desk. He looked exhausted. "Alexis Owens?" I was focused on the pink paper in her hand. My flyer. This couldn't be good. "Yes." She turned the paper over. It was the LOST CAT flyer. I chuckled then realized the chick looked about ready to cry. Didn't she know you couldn't believe everything you read on a bulletin board? "Did anyone claim him?" Before I could answer her, her focus shifted to Greyson. My jaw might have dropped, but his chick did not walk into our class with a bogus flyer just to get a look at Greyson? By the way she was licking her lips, yes, she had. I had to give it to her; she was bold. I glanced over at the object of her obsession only to find he was looking at me. That sweet burn moved down my spine in the most pleasant way. Maybe she wasn't so crazy walking in here to get a look at him. If I wasn't such a coward, I'd take the opportunity to talk to him but I was glued to my seat. I watched every move he made. I wasn't much better than the chick. He headed for the door, but as he passed the girl he said, "I claimed him. Cat is a delicacy in Ireland." Those pale eyes glanced back at me and he winked before he walked from class.

To mix business with pleasure, schedule your next staff retreat in an elementary school. Talking about strategic priorities takes on new meaning when you’re in a classroom whose bulletin boards admonish everyone to Play Fair, Don’t Hit, and Be Nice. And if this retro approach is really working for you, head to a children's museum for a day of discovery. You’ll benefit not only from tackling the hands-on museum exhibits, but also by soaking in the learning and laughter of the little people around you.

OUR TEACHERS CALL ON NADIRA but stare at Anjali. Our teachers tell Michaela to Come to the board and answer number three and make sure you show your work, please, even though they hand the whiteboard marker to Naz. We stand when our names are called, and our teachers halt, confused. Oh, I’m sorry, I— No, not you, I didn’t mean you, I— Across the classroom, we catch each other’s gazes. Nadira is Pakistani and wears a headscarf, which drapes elegantly beneath her neck, except for when she’s playing handball and she knots the fabric, tight, under her chin.

In recent years, the integration of virtual reality (VR) technology into classrooms has sparked a wave of excitement and innovation in the field of education. As educators seek new ways to engage students and enhance learning outcomes, VR presents a promising frontier ripe with potential.

To me, the board has always been profoundly three-dimensional, an effect enhanced by the chalk dust which drifts up from the tray, or is inadequately removed when the slate is washed, so that its normal blue-black monochrome is full of subtle variations, grays which suggest faraway galaxies or a nebula's gaseous clouds. And when I begin to draw a line across a freshly cleaned section, my hand follows the chalk in, as though like fish it swam there, and then, in the curve of an encircled word, it returns toward its source, and the simpler surface of the classroom world. That may be one reason why I lose my way while spelling the most common terms, for the letters will not remain in a row on the same plane as they do on the page, but sink or rise or float away, becoming curlicues and bows of string, whorls of suspended weed in which I lose all sense of the word's original identity.

Testing is weird. The whole school feels different . . . . . especially our classroom. It’s usually so colorful. Now the walls are bare! “What happened to this place?” Jimmy Russell asks. “A sneak attack from the bulletin board bandit?” Mrs. Holt shakes her head. “State testing rules mandate that our room can’t have anything displaying words or numbers on the walls while testing is taking place.” “Why?” Brandi asks. “Are they afraid you’re going to post the answers on the walls?” Mrs. Holt gives her a weak smile and says, “Ours is not to reason why, ours is but to test and try.

A Pineapple Chart is a systematic way to put a “welcome mat” out for all classrooms, a central message board that lets other teachers know that you’re doing something worth watching today, and if they’d like to come by, your door is open.

With regard to the linguistic constraint on classroom speaking, the teacher’s role in preparing learners for speaking activities (rather than simply plunging them into them) and of supporting them during speaking activities is obviously extremely important. Allowing learners to script and rehearse their own dialogues in pairs or small groups before publicly performing them is one way of reducing some of the anxiety associated with speaking the L2 in public. Another is providing the words and phrases they might need in advance, and having these available on the board during the activity. You can always erase these progressively as the learners become more proficient at using them.

Ownership is the one thing that fixes more things so other things can be made easier to fix,” argues the education expert Stefanie Sanford of the College Board. More often than not, she says, when citizens feel a sense of ownership over their country, when teachers feel a sense of ownership over their classrooms, when students feel a sense of ownership over their education, more good things tend to happen than bad. You get outcomes that are much more internally generated and therefore self-sustaining. And where ownership doesn’t exist, where people feel like renters or transients, more bad things tend to happen. When

When looking at agendas for board, faculty, team, and other meetings, to what extent do agenda items and meeting minutes deal with processes and criteria related to placing students in different programs versus classroom processes and strategies that can best meet the needs of these learners?

One day the teacher walks into her classroom and notices that someone has written the word PENIS in tiny letters on the blackboard. She scans the class looking for a guilty face. Finding none, she erases the obscenity and begins class. The next day, the word PENIS is written on the board again, this time in bigger letters stretching about halfway across the board. Again, the teacher looks around in vain for the culprit, erases the graffito and proceeds with the day’s lesson. Every morning for nearly a week the trend continues, and each day the word appears in larger letters. Each day she rubs them out vigorously. At the end of the week, the teacher walks in expecting to be greeted yet again by the offending word. Instead, she finds this: “The more you rub it, the bigger it gets.

The Legion also cultivated a relationship with newspaper magnate William Randolph Hearst, an opponent of the income tax and increased funding for teacher salaries and schools (all priorities of the AFT). In 1935 Hearst’s papers ran a series of articles written by a Legion commander, attacking public school teachers who explained the Depression as a failure of free markets. Teachers who did not purchase Liberty Bonds, did not display the American flag in their classrooms, or did not salute the flag were depicted in Legion literature as a “fifth column” loyal to the Soviet Union. Principals, school boards, and mayors sympathetic to the Legion—or scared to buck the group—targeted such teachers for investigation and sometimes dismissal.

Stage Three: The Child Is Gone Oh, the drama of the empty nest. The anxiety. The apprehension. What will life be like? Will the two of you have anything to talk about once your children are gone? Will you have sex now that the presence of your children is no longer an excuse for not having sex? The day finally comes. Your child goes off to college. You wait for the melancholy. But before it strikes—before it even has time to strike—a shocking thing happens: Your child comes right back. The academic year in American colleges seems to consist of a series of short episodes of classroom attendance interrupted by long vacations. These vacations aren’t called “vacations,” they’re called “breaks” and “reading periods.” There are colleges that even have October breaks. Who ever heard of an October break? On a strictly per diem basis, your child could be staying at a nice Paris hotel for about what you’re paying in boarding expenses. In any event, four years quickly pass in this manner. Your children go. Your children come back. Their tuition is raised. But eventually college ends, and they’re gone for good. The nest is actually empty.

In one of the great ironies of literary history, Fahrenheit 451 was itself silently modified in the 1960s to make the novel more likely to win school-board approval as a classroom text. A special “Bal-Hi” edition, first printed in 1967, retained the typesetting of the first edition, but the text was altered at nearly a hundred points to remove profanity and references to sexuality, drinking, drug use, and nudity. 7 This version was never intended to replace the mass-market paperback, but beginning in 1973 the censored text was accidentally transferred to successive printings of the commercial text.

We all know the symbols for school: an apple, a red one-room schoolhouse, a bell. But those symbols never really worked for me.... If I had to pick one symbol that represents teaching, it wouldn't be any of these. It would be the bulletin board.

After the Supreme Court outlawed segregation in public schools in Brown v. Board of Education in 1954, the white-run school board in Prince Edward County, Virginia, delayed integrating as long as it could and then shut down the school system entirely rather than allow black students into classrooms with white students. The county had no public schools for five years, from 1959 to 1964, forcing parents of both races to find alternatives for their children. Local whites diverted government funds to private academies for white students, while black parents, whose tax dollars were now going to the white students, had to make do on their own.

Digital boards, also known as interactive or electronic whiteboards, have revolutionized the way information is presented and shared in various settings, ranging from classrooms to corporate boardrooms. These sophisticated devices combine the benefits of traditional whiteboards with cutting-edge technology, providing a dynamic and interactive platform for communication. Unlike static whiteboards, digital boards are equipped with touch-sensitive screens that respond to both stylus and finger input, allowing users to write, draw, and manipulate content with ease. This versatility enhances collaboration and engagement, making learning and business meetings more interactive and productive. The potential applications of digital boards are vast, from facilitating remote collaboration to enhancing creative brainstorming sessions. As technology continues to advance, we can expect further innovations in digital board design, with features such as artificial intelligence integration and enhanced interactivity. In essence, digital boards have become indispensable tools in modern communication, fostering dynamic and collaborative environments across educational, professional, and creative domains.

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

So, on the afternoon that Robert Frost’s horse had clip-clopped through the snow, I’d raised my hand and told the class my mother was a poet. “Now, now, Delphine,” Mrs. Peterson said, “nice girls don’t tell their classmates lies.” She’d kept me after school and told me she knew the truth about how my mother had left home and that wanting a mother was no excuse for dreaming one up. I couldn’t leave the classroom until I’d written “I will not tell lies in class” twenty-five times on the blackboard. And then I’d had to erase the board clean. Vonetta sulked something pitiful when Cecile told her to cut it out.

In courtrooms, classrooms, operating rooms, board rooms, churches and even airplanes, Americans no longer talk to each other, they entertain each other. They do not exchange ideas; they exchange images. They do not argue with propositions; they argue with good looks, celebrities and commercials.

Compulsory, class-based education of young people by teachers in preparation for exams is one of those universal things nobody ever questions. We just assume that’s the way learning happens. But a quick reflection on our own experience shows that there are all sorts of other ways to learn. We learn by reading, by watching, by emulating, by doing. We learn in groups of friends, we learn alone. Yet almost none of this is called ‘education’ – which is always a top–down activity. Is the classroom really the best way for young people to learn things? Or has the obsession with formal education crowded out all sorts of other, more emergent models of learning? What would education look like if allowed to evolve? When you think about it, it is rather strange that liberated, freethinking people, when their children reach the age of five, send them off to a sort of prison for the next twelve to sixteen years. There they are held, on pain of punishment, in cells called classrooms and made, on pain of further punishment, to sit at desks and follow particular routines. Of course it is not as Dickensian as it used to be, and many people emerge with brilliant minds, but school is still a highly authoritarian and indoctrinating place. In my own case, the prison analogy was all too apt. The boarding school I attended between the ages of eight and twelve had such strict rules and such regular and painful corporal punishment that we readily identified with stories of prisoners of war in Nazi Germany, even down to the point of digging tunnels, saving up food and planning routes across the countryside to railway stations. Escapes were frequent, firmly punished, and generally considered heroic.

David changes the subject and talks about school. We were both at Brighton College, although not at the same time. I’m a dozen years older, but we remember the same teachers, classrooms and dormitories. David went on to become a boarding school legend after getting caught in flagrante delicto with the headmaster’s daughter in the cricket pavilion. Felicity, aged seventeen, had more curves than a scenic railway and by all reports had starred in countless adolescent fantasies among the boarders

Something about reproductive health makes politicians and local officials lose their reasoning faculties. State education officials and local school board members know that teen pregnancy is a huge problem, yet they often refuse to allow teaching to avoid it. Just eighteen states require schools to reach birth control, and only about half of American kids receive any classroom instruction in contraception before the first time they have sex, according to the Guttmacher Institute.

At school I was a nuisance, for my father was now Chairman of our Continuation School Board, and I affected airs of near-equality with the teacher that must have galled her; I wanted to argue about everything, expand everything, and generally turn every class into a Socratic powwwow instead of getting on with the curriculum. Probably I made her nervous, as a pupil full of green, fermenting information is so well able to do. I have dealt with many innumerable variations of my younger self in classrooms since then, and have mentally apologized for my tiresomeness.

In courtrooms, classrooms, operating rooms, board rooms, churches and even airplanes, Americans no longer talk to each other, they entertain each other.

This "cargo," this group of twenty to thirty Angolans, sold from the deck of the White Lion by criminal English marauders in exchange for food and supplies, was also foundational to the American story. But while every American child learns about the Mayflower, virtually no American child learns about the White Lion. And yet the story of the White Lion is classically American. It is a harrowing tale--one filled with all the things that this country would rather not remember, a taint on a nation that believes above all else in its exceptionality. The Adams and Eves of Black America did not arrive here in search of freedom or a better life. They had been captured and stolen, forced onto a ship, shackled, writhing in filth as they suffered and starved. Some 40 percent of the Angolans who boarded that ghastly vessel did not make it across the Middle Passage. They embarked not as people but as property, sold to white colonists who were just beginning to birth democracy for themselves, commencing a four-hundred-year struggle between the two opposing ideas foundational to America. And so the White Lion has been relegated to what Bennett called the "back alley of American history." There are no annual classroom commemorations of that moment in August 1619. No children dress up as its occupants or perform classroom skits. No holiday honors it. The White Lion and the people on that ship have been expunged from our collective memory. This omission is intentional: when we are creating a shared history, what we remember is just as revelatory as what we forget.

After the Supreme Court outlawed segregation in public schools in Brown v. Board of Education in 1954, the white-run school board in Prince Edward County, Virginia, delayed integrating as long as it could and then shut down the school system entirely rather than allow black students into classrooms with white students. The county had no public schools for five years, from 1959 to 1964, forcing parents of both races to find alternatives for their children.

The report by the Community Service Society cites an official of the New York City Board of Education who remarks that there is “no point” in putting further money “into some poor districts” because, in his belief, “new teachers would not stay there.” But the report observes that, in an instance where beginning teacher salaries were raised by nearly half, “that problem largely disappeared”—another interesting reminder of the difference money makes when we are willing to invest it. Nonetheless, says the report, “the perception that the poorest districts are beyond help still remains.…” Perhaps the worst result of such beliefs, says the report, is the message that resources would be “wasted on poor children.” This message “trickles down to districts, schools, and classrooms.” Children hear and understand this theme—they are poor investments—and behave accordingly. If society’s resources would be wasted on their destinies, perhaps their own determination would be wasted too. “Expectations are a powerful force …,” the CSS observes.

One study found that the reading scores of students in a New York City elementary school were significantly lower if their classrooms were situated close to elevated subway tracks on which trains rattled past every four to five minutes. When the researchers, armed with their findings, pressed NYC transit system officials and Board of Education members to install noise-dampening materials on the tracks and in the classrooms, students’ scores jumped back up. Similar results have been found for children near airplane flight paths. When the city of Munich, Germany, moved its airport, the memory and reading scores of children near the new location plummeted, while those near the old location rose significantly.

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

From coloured report cards to track children who are repeatedly disrupting to names on the board, there are dangers lurking everywhere. The key to managing your classroom is to know your counter-intuitives and refuse to be drawn by them.

Learning is the major process of human adaptation. This concept of learning is considerably broader than that commonly associated with the school classroom. It occurs in all human settings, from schools to the workplace, from the research laboratory to the management board room, in personal relationships and the aisles of the local grocery…Therefore it encompasses other, more limited adaptive concepts such as creativity, problem solving, decision making, and attitude change that focus heavily on one or another basic aspects of adaptation.107