Classroom Demonstration Quotes

Have you ever seen a demonstrable example of equality in your entire life? Can it be glimpsed in any dog show or classroom? In any ping pong game or chess match? Of course not. It is a philosophical abstraction, something nowhere to be found in nature.

Being a reader is how I choose to spend my life, every aspect of it, inside and outside of the classroom. I often wonder whether my identity as a reader, someone who reads voraciously and always has a book recommendation, is all I have to offer. That may be true, but it is an oversimplification. How can I express the extent to which reading has shaped who I am as a human being? Although I see myself as kind, I am not a demonstrative person. If I have ever brought you a book unasked for, know that I cared. I said everything to you that I wanted with that book. I have enough wisdom to acknowledge that an author’s words are more eloquent than my own. When we meet and I discover that we have read and loved the same books, we are instant friends. We know a great deal about each other already if we both read. I imagine this is why I strive so hard to get people around me to read. If you don’t read, I don’t know how to communicate with you. I know this is a shortcoming. Perhaps my mother, who worried that reading would make me socially stunted, was half right. I can never express who I really am in my own words as powerfully as my books can.

To My Children, I'm dedicating my little story to you; doubtless you will be among the very few who will ever read it. It seems war stories aren't very well received at this point. I'm told they're out-dated, untimely and as might be expected - make some unpleasant reading. And, as you have no doubt already perceived, human beings don't like to remember unpleasant things. They gird themselves with the armor of wishful thinking, protect themselves with a shield of impenetrable optimism, and, with a few exceptions, seem to accomplish their "forgetting" quite admirably. But you, my children, I don't want you to be among those who choose to forget. I want you to read my stories and a lot of others like them. I want you to fill your heads with Remarque and Tolstoy and Ernie Pyle. I want you to know what shrapnel, and "88's" and mortar shells and mustard gas mean. I want you to feel, no matter how vicariously, a semblance of the feeling of a torn limb, a burnt patch of flesh, the crippling, numbing sensation of fear, the hopeless emptiness of fatigue. All these things are complimentary to the province of War and they should be taught and demonstrated in classrooms along with the more heroic aspects of uniforms, and flags, and honor and patriotism. I have no idea what your generation will be like. In mine we were to enjoy "Peace in our time". A very well meaning gentleman waved his umbrella and shouted those very words...less than a year before the whole world went to war. But this gentleman was suffering the worldly disease of insufferable optimism. He and his fellow humans kept polishing the rose colored glasses when actually they should have taken them off. They were sacrificing reason and reality for a brief and temporal peace of mind, the same peace of mind that many of my contemporaries derive by steadfastly refraining from remembering the War that came before. [excerpt from a dedication to an unpublished short story, "First Squad, First Platoon"; from Serling to his as yet unborn children]

Establishing a pattern of reactive consequences can have disastrous effects on classroom efficiency and morale. Rather, a proactive strategy helps to give students an opportunity to demonstrate a positive contribution to the classroom community.

We have not thoroughly assessed the bodies snatched from dirt and sand to be chained in a cell. We have not reckoned with the horrendous, violent mass kidnapping that we call the Middle Passage. We have not been honest about all of America's complicity - about the wealth the South earned on the backs of the enslaved, or the wealth the North gained through the production of enslaved hands. We have not fully understood the status symbol that owning bodies offered. We have not confronted the humanity, the emotions, the heartbeats of the multiple generations who were born into slavery and died in it, who never tasted freedom on America's land. The same goes for the Civil War. We have refused to honestly confront the fact that so many were willing to die in order to hold the freedom of others in their hands. We have refused to acknowledge slavery's role at all, preferring to boil things down to the far more palatable "state's rights." We have not confessed that the end of slavery was so bitterly resented, the rise of Jim Crow became inevitable - and with it, a belief in Black inferiority that lives on in hearts and minds today. We have painted the hundred-year history of Jim Crow as little more than mean signage and the inconvenience that white people and Black people could not drink from the same fountain. But those signs weren't just "mean". They were perpetual reminders of the swift humiliation and brutal violence that could be suffered at any moment in the presence of whiteness. Jim Crow meant paying taxes for services one could not fully enjoy; working for meager wages; and owning nothing that couldn't be snatched away. For many black families, it meant never building wealth and never having legal recourse for injustice. The mob violence, the burned-down homes, the bombed churches and businesses, the Black bodies that were lynched every couple of days - Jim Crow was walking through life measuring every step. Even our celebrations of the Civil Rights Movement are sanitized, its victories accentuated while the battles are whitewashed. We have not come to grips with the spitting and shouting, the pulling and tugging, the clubs, dogs, bombs, and guns, the passion and vitriol with which the rights of Black Americans were fought against. We have not acknowledged the bloodshed that often preceded victory. We would rather focus on the beautiful words of Martin Luther King Jr. than on the terror he and protesters endured at marches, boycotts, and from behind jail doors. We don't want to acknowledge that for decades, whiteness fought against every civil right Black Americans sought - from sitting at lunch counters and in integrated classrooms to the right to vote and have a say in how our country was run. We like to pretend that all those white faces who carried protest signs and batons, who turned on their sprinklers and their fire hoses, who wrote against the demonstrations and preached against the changes, just disappeared. We like to pretend that they were won over, transformed, the moment King proclaimed, "I have a dream." We don't want to acknowledge that just as Black people who experienced Jim Crow are still alive, so are the white people who vehemently protected it - who drew red lines around Black neighborhoods and divested them of support given to average white citizens. We ignore that white people still avoid Black neighborhoods, still don't want their kids going to predominantly Black schools, still don't want to destroy segregation. The moment Black Americans achieved freedom from enslavement, America could have put to death the idea of Black inferiority. But whiteness was not prepared to sober up from the drunkenness of power over another people group. Whiteness was not ready to give up the ability to control, humiliate, or do violence to any Black body in the vicinity - all without consequence.

What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.

Paley’s book Boys and Girls is about the year she spent trying to get her pupils to behave in a more unisex way. And it is a chronicle of spectacular and amusing failure. None of Paley’s tricks or bribes or clever manipulations worked. For instance, she tried forcing the boys to play in the doll corner and the girls to play in the block corner. The boys proceeded to turn the doll corner into the cockpit of a starship, and the girls built a house out of blocks and resumed their domestic fantasies. Paley’s experiment culminated in her declaration of surrender to the deep structures of gender. She decided to let the girls be girls. She admits, with real self-reproach, that this wasn’t that hard for her: Paley always approved more of the girls’ relatively calm and prosocial play. It was harder to let the boys be boys, but she did. “Let the boys be robbers,” Paley concluded, “or tough guys in space. It is the natural, universal, and essential play of little boys.” I’ve been arguing that children’s pretend play is relentlessly focused on trouble. And it is. But as Melvin Konner demonstrates in his monumental book The Evolution of Childhood, there are reliable sex differences in how boys and girls play that have been found around the world. Dozens of studies across five decades and a multitude of cultures have found essentially what Paley found in her midwestern classroom: boys and girls spontaneously segregate themselves by sex; boys engage in much more rough-and-tumble play; fantasy play is more frequent in girls, more sophisticated, and more focused on pretend parenting; boys are generally more aggressive and less nurturing than girls, with the differences being present and measurable by the seventeenth month of life. The psychologists Dorothy and Jerome Singer sum up this research: “Most of the time we see clear-cut differences in the way children play. Generally, boys are more vigorous in their activities, choosing games of adventure, daring, and conflict, while girls tend to choose games that foster nurturance and affiliation.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

One day in the dojo (the martial-arts studio) before our karate class began, I witnessed the power of a concentrated focus unlike anything that I’d ever seen growing up in the heartland of northern Missouri. On that day, our instructor walked into the room and asked us to do something very different from the form and movement practices that were familiar to us. He explained that he would seat himself in the center of the thick mat where we honed our skills, close his eyes, and go into a meditation. During this exercise, he would stretch his arms out on either side of his body, with his palms open and facedown. He asked us to give him a couple of minutes to “anchor” himself in this T position and then invited us to do anything that we could to move him from his place. The men in our class outnumbered the women by about two to one, and there had always been a friendly competition between the sexes. On that day, however, there was no such division. Together, we all sat close to our instructor, silent and motionless. We watched as he simply walked to the center of the mat, sat down with his legs crossed, closed his eyes, held out his arms, and changed his breathing pattern. I remember that I was fascinated and observed closely as his chest swelled and shrank, slower and slower with each breath until it was hard to tell that he was breathing at all. With a nod of agreement, we moved closer and tried to move our instructor from his place. At first, we thought that this was going to be an easy exercise, and only a few of us tried. As we grabbed his arms and legs, we pushed and pulled in different directions with absolutely no success. Amazed, we changed our strategy and gathered on one side of him to use our combined weight to force him in the opposite direction. Still, we couldn’t even budge his arms or the fingers on his hands! After a few moments, he took a deep breath, opened his eyes, and with the gentle humor we’d come to respect, he asked, “What happened? How come I’m still sitting here?” After a big laugh that eased the tension and with a familiar gleam in his eyes, he explained what had just happened. “When I closed my eyes,” he said, “I had a vision that was like a dream, and that dream became my reality. I pictured two mountains, one on either side of my body, and myself on the ground between the peaks.” As he spoke, I immediately saw the image in my mind’s eye and felt that he was somehow imbuing us with a direct experience of his vision. “Attached to each of my arms,” he continued, “I saw a chain that bound me to the top of each mountain. As long as the chains were there, I was connected to the mountains in a way that nothing could change.” Our instructor looked around at the faces that were riveted on each word he was sharing. With a big grin, he concluded, “Not even a classroom full of my best students could change my dream.” Through a brief demonstration in a martial-arts classroom, this beautiful man had just given each of us a direct sense of the power to redefine our relationship to the world. The lesson was less about reacting to what the world was showing us and more about creating our own rules for what we choose to experience. The secret here is that our instructor was experiencing himself from the perspective that he was already fixed in one place on that mat. In those moments, he was living from the outcome of his meditation. Until he chose to break the chains in his imagination, nothing could move him. And that’s precisely what we found out.

This tragedy demonstrates better than any classroom lesson that leaders can never let their emotions get the better of them. Cool heads and calm logic must always prevail if we are to succeed in restoring our country to what it was before the Seven Stages of War.

A good induction program can include a pre-school-year workshop, a welcome center, a bus tour of the neighborhood, study groups, mentors and coaches, portfolios and videos, demonstration classrooms, administrative support, and learning circles. It should last for at least three years.

Numerous state and federal policymakers are increasingly embracing competency-based learning. In a competency-based system, students advance upon demonstrating mastery. This model marks a sharp departure from the school system's traditional metric: hours spent in the classroom.

The children who were taught in English-only classrooms or transitioned to English instruction before they demonstrated well-established oral language abilities in their own language frequently never achieved high levels of English fluency and did not fare as well as those who had the opportunity to learn in two languages.

No one would doubt that I love my children, and even a quantitative social psychologist would find no fault with my list of loving behaviors: nurturing health and well-being protection from harm encouraging individual growth and development desire to be together generous sharing of resources working together for a common goal celebration of shared values interdependence sacrifice by one for the other creation of beauty If we observed these behaviors between humans, we would say, “She loves that person.” You might also observe these actions between a person and a bit of carefully tended ground and say, “She loves that garden.” Why then, seeing this list, would you not make the leap to say that the garden loves her back? The exchange between plants and people has shaped the evolutionary history of both. Farms, orchards, and vineyards are stocked with species we have domesticated. Our appetite for their fruits leads us to till, prune, irrigate, fertilize, and weed on their behalf. Perhaps they have domesticated us. Wild plants have changed to stand in well-behaved rows and wild humans have changed to settle alongside the fields and care for the plants—a kind of mutual taming. We are linked in a co-evolutionary circle. The sweeter the peach, the more frequently we disperse its seeds, nurture its young, and protect them from harm. Food plants and people act as selective forces on each other’s evolution—the thriving of one in the best interest of the other. This, to me, sounds a bit like love. I sat once in a graduate writing workshop on relationships to the land. The students all demonstrated a deep respect and affection for nature. They said that nature was the place where they experienced the greatest sense of belonging and well-being. They professed without reservation that they loved the earth. And then I asked them, “Do you think that the earth loves you back?” No one was willing to answer that. It was as if I had brought a two-headed porcupine into the classroom. Unexpected. Prickly. They backed slowly away. Here was a room full of writers, passionately wallowing in unrequited love of nature. So I made it hypothetical and asked, “What do you suppose would happen if people believed this crazy notion that the earth loved them back?” The floodgates opened. They all wanted to talk at once. We were suddenly off the deep end, heading for world peace and perfect harmony. One student summed it up: “You wouldn’t harm what gives you love.” Knowing that you love the earth changes you, activates you to defend and protect and celebrate. But when you feel that the earth loves you in return, that feeling transforms the relationship from a one-way street into a sacred bond.

for a moment, Nina felt as if they weren’t stuck in this classroom or even this country. They were someplace better. They were someplace free. “Our first job is always to survive,” she said. “I won’t apologize for it.” Hanne’s lips twitched. “Have you always been this sure of yourself?” Nina shrugged. “Yes.” “And your husband didn’t complain?” “He complained,” Nina said—and suddenly she had to look away, because it was not some fictional merchant who had come to mind but Matthias with his strict propriety and his disapproving glower and his loving, generous heart. “He complained all the time.” “Was he quick to anger?” Hanne asked. Nina shook her head and pressed her palms to her eyes, unable to stop the tears that came, not wanting to. Saints, she was tired. “No. We didn’t always agree.” She smiled, tasting salt on her lips. “In fact, we almost never agreed. But he loved me. And I loved him.” Hanne reached across the desk and let her fingers brush Nina’s hand. “I had no right to ask.” “It’s okay,” said Nina. “The hurt just still catches me by surprise. It’s a sneaky little podge.” Hanne leaned back, studying her. “I’ve never met anyone like you.” Nina knew she should lower her head, make some comment about reining in her boldness of spirit, demonstrate that she gave a damn about Fjerdan ways. Instead, she sniffled and said, “Of course you haven’t. I’m spectacular.

[Faculty...] insisted that the lecture and live demonstration was a sacred space. Faculty talked about the importance of debating with students, responding to questions, and presenting a model for how to argue a point and respect differences. They talked about the sanctity of live demonstrations—the importance of doing science in real time. They wanted students to watch live, imperfect lectures and demonstrations and feel part of an in-person community. They say the classroom as a place where you learned to love the 'as-is' of nature as much as you love the 'as-if' of the virtual.

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.

To convince students, focus on five things. Enthusiasm and Engagement To capture and hold students’ attention, faculty must demonstrate enthusiasm for the material. While we both have extremely high energy in the classroom and use that energy to raise the level of intensity in the classroom, it can be equally effective to show enthusiasm in more subdued ways. Enthusiasm is contagious however it is presented, as long as it is genuine.

Teachers greatly influence how students perceive and approach struggle in the mathematics classroom. Even young students can learn to value struggle as an expected and natural part of learning, as demonstrated by the class motto of one first-grade math class: If you are not struggling, you are not learning. Teachers must accept that struggle is important to students' learning of mathematics, convey this message to students, and provide time for them to try to work through their uncertainties. Unfortunately, this may not be enough, since some students will still simply shut down in the face of frustration, proclaim, 'I don't know,' and give up. Dweck (2006) has shown that students with a fixed mindset--that is, those who believe that intelligence (especially math ability) is an innate trait--are more likely to give up when they encounter difficulties because they believe that learning mathematics should come naturally. By contrast, students with a growth mindset--that is, those who believe that intelligence can be developed through effort--are likely to persevere through a struggle because they see challenging work as an opportunity to learn and grow.

Lindsay Massaro demonstrates adept Classroom Management skills, fostering an environment conducive to artistic exploration and growth.

After describing the interplay between assets and liabilities, this CPA approached the chalkboard and in a few quick strokes demonstrated the balancing of accounts. And right then, while sitting in the back row of that hot little classroom, I finally understood what Sister Agnes had been talking about. In the course of our lives, she had said, we may do wrong unto others and others may do wrong unto us, resulting in the aforementioned chains. But another way to express the same idea was that through our misdeeds we put ourselves in another person’s debt, just as through their misdeeds they put themselves in ours. And since it’s these debts—those we’ve incurred and those we’re owed—that keep us stirring and stewing in the early hours, the only way to get a good night’s sleep is to balance the accounts. Emmett wasn’t much better than me at listening in class, but he didn’t need to pay heed to this particular lesson.

Another demonstration of perceptual contrast is one I have employed in my classrooms to introduce students to the principle. Each student takes a turn sitting in front of three pails of water—one cold, one at room temperature, and one hot. After placing one hand in the cold water and the other in the hot water, the student is told to place both simultaneously in the room-temperature water. The look of amused bewilderment that immediately registers tells the story: even though both hands are in the same bucket, the hand that was in the cold water feels as if it is in hot water, while the one that was in the hot water feels as if it is in cold water. The point is that the same thing—in this instance, room-temperature water—can be made to seem very different depending on the nature of the event preceding it. What’s more, the perception of other things, such as college course grades, can be affected similarly.

And now I will demonstrate that the teachings in your child’s classroom are no different from those of Anton Lavey’s—founder of the modern-day satanic church :

The professor is no longer revered for their depth of scholarly knowledge and andragogical skill. Instead, the educator is now at the subjective mercy of an assessment that evaluates how well they pleased the personal and entertainment interests of their students, as opposed to learning objectives, curriculum agendas, and demonstration of learned course skills and theory. When did this paradigm shift from educator to customer service agent begin?

In living out my conversion as a daily and lifelong process, I treasure most the example of my grandmother Totten, who dwelled in one marriage, one home, one church congregation for over sixty years. Her faith was alive for anyone to see; her life demonstrates that conversion is no more spectacular than learning to love the people we live with and work among. It does not mean seeking out the most exotic spiritual experience, or the ideal religion, the holiest teachers who will give us the greatest return on our investment. Conversion is seeing ourselves, and the ordinary people in our families, our classrooms, and on the job, in a new light. Can it be that these very people—even the difficult, unbearable ones—are the ones God has given us, so that together we might find salvation?

Automotive Technician Training in Las Vegas at ATI Our hands on program provides the fundamentals of Automotive Technician in order to prepare you for the demands of today’s Automotive Industry. Our program features Classroom theory on today’s complicated vehicles coupled with lab time where you demonstrate theory with hands-on learning on live vehicles.

At Saints, ethical values were largely passed on not by the priests and nuns but by Vince Lombardi, who found his pulpit everywhere, on the playing field, in the classroom and at schoolwide auditorium meetings. He was the one person to whom Sister Bap acceded. Dorothy Bachmann, salutatorian at Saints in 1944, thought “all the nuns loved him. They were not afraid of Vince, but they respected him for the way he presented his values to the students.” Saints football, with its discipline, subservience and teamwork, was considered the ideal demonstration of proper teenage behavior, and Lombardi the purveyor nonpareil of the football philosophy.

The State’s witnesses consist mostly of Maggie’s three best friends. First there is Sammy, with her salon hair and big eyes and expansive, fizzy gestures. Sammy talks about the time when she was Aaron Knodel’s service learner. She says, “When your best friend stays behind in the classroom when you go to get coffee for the two of you, it’s a Big. Red. Flag.” She holds her palms up in the air, to demonstrate how large the red flag is. “That was inappropriate, I thought.

demonstrating that in one manner of thinking the assessment process is coexistent with the motivational process.

Even if you're already using Power Tools, how learning works isn't always intuitive. Consider these myths about learning, which you'll read more about throughout the book: Myth: When students learn something easily, they will remember it well. Myth: Forgetting should be prevented as much as possible. Myth: It's better for learning if we give feedback before students make errors. Unleash these four Power Tools your way, with your content, in your classroom. In this book, we focus on how students learn, not what students learn. While we give examples from teachers in a variety of content areas, we don't focus on content-specific knowledge because research demonstrates that Power Tools are effective for all content areas. Because you know your classroom best, we will help you take these flexible research-based strategies and unleash them your way, with your content, in your classroom.

My experience in classrooms and congregations demonstrates that while some reader/hearers read and hear God as gender-neutral or gender-inclusive, many read and hear “God” as male, as the polar opposite of “goddess” (which in their construction does not merit the capital G of “God”).

demonstrated that, in general, students seem to learn better when information is presented in particular ways and at a certain pace. Proper nutrition does have a measurable impact on memory and learning, and physical activity does enhance learning.

And on she went about the room, serving food and compliments, fixing every guest with that strange piercing gaze of hers, so that by the time she finished and was ready to do her demonstration, everyone obediently swung their knees in her direction, their faces attentive, ready to be sold Tupperware, as if a firm but fair teacher had taken control of a rowdy classroom.

The section on Bloom's Taxonomy considers how critical thinking skills can be developed in an AI‐enhanced classroom, while the part on differentiated instruction demonstrates how AI can generate customized activities to cater to the diverse learning needs of students.