Classroom Displays Quotes

Men write more books. Men give more lectures. Men ask more questions after lectures. Men post more e-mail to Internet discussion groups. To say this is due to patriarchy is to beg the question of the behavior's origin. If men control society, why don't they just shut up and enjoy their supposed prerogatives? The answer is obvious when you consider sexual competition: men can't be quiet because that would give other men a chance to show off verbally. Men often bully women into silence, but this is usually to make room for their own verbal display. If men were dominating public language just to maintain patriarchy, that would qualify as a puzzling example of evolutionary altruism—a costly, risky individual act that helps all of one's sexual competitors (other males) as much as oneself. The ocean of male language that confronts modern women in bookstores, television, newspapers, classrooms, parliaments, and businesses does not necessarily come from a male conspiracy to deny women their voice. It may come from an evolutionary history of sexual selection in which the male motivation to talk was vital to their reproduction.

It is not possible to spend any prolonged period visiting public school classrooms without being appalled by the mutilation visible everywhere—mutilation of spontaneity, of joy in learning, or pleasure in creating, or sense of self. . . . Because adults take the schools so much for granted, they fail to appreciate what grim, joyless places most American schools are [they are much the same in most countries], how oppressive and petty are the rules by which they are governed, how intellectually sterile and esthetically barren the atmosphere, what an appalling lack of civility obtains on the part of teachers and principals, what contempt they unconsciously display for students as students.

teachers typically gave students no more than a second or two before they directed the question to another student or answered the question themselves. They also tended to repeat or paraphrase the question several times rather than silently wait for the student to formulate a response. Although such rapid question/answer patterns are typical of audiolingual classes, they also occur in communicative instruction. Finding a balance between placing too much pressure on students to respond quickly and creating awkward silences seems to be a real challenge. Research has shown that when teachers are trained to give their students more time to respond to questions, not only do students produce more responses but their responses are also longer and more complex. Not surprisingly, this effect has been observed to be stronger with open/referential questions compared with closed/display questions (Long et al. 1985). In classrooms with students at different age levels and in different kinds of instruction, finding the right balance can lead to students providing fuller answers, expanding their ideas, and more successfully processing the material to be learned. Study 10: Time for learning languages in school

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.

Make‘e emphasized ‘ōlelo in our functions and pushed for stronger language revitalization efforts at the university. Make‘e’s language campaign started with the university's student-run newspaper, Ka Leo O Hawai‘i. The goal was simple: provide a venue for the weekly use and exploration of ideas in Hawaiian through heavily accessed print media. Make‘e believed language revitalization required normalized use in everyday social settings like the newspaper. Exposing language enthusiasts and nonspeakers to the written word would create awareness and generate curiosity to pursue Hawaiian language. The public printing and display of Hawaiian would also provide a more functional space for its use and practice. Such an arena would help release the Hawaiian language from its less active classroom role and eliminate the stigma that Hawaiian is a novel, cute, yet dying language.

When the time finally came, the subject matter for the quiz was displayed on all our tablets simultaneously. “Category: Anime

The theme of this exhibition is folk art, and the building, which is usually a typical white-cube space, has been dressed up to look like a circus. The walls are covered in strange murals; level with my head are alligators eating trapeze artists who are, in turn, eating small alligators. In large display cases are arrangements by the famous Victorian taxidermist and artist, Walter Potter. There's a feast being had by little ginger kittens that look like they were once---before dying and being stuffed with hay and then seated on miniature dining chairs and put in front of tiny cakes, pots of tea, and samovars---from the same litter. Their eyes are beautiful, black, glistening marbles. Next to the cat feast is another Walter Potter---rabbits diligently working at desks in a miniature classroom. It's thrilling seeing these works. I've known them for years; I studied them for my A-levels. In photographs, they seem clean and unreal. Up close, I can see the little dimples in the animals' skin where their muscles used to attach; I can smell the tiny, microscopic traces of hundred-year-old-blood inside them.

In addition, teachers who can manage their emotions are more likely to display positive affect and higher job satisfaction (Brackett et al., 2010). Thus, looking at their own emotional response helps teachers recognize the emotional nature of their work, identify and reflect on their emotions and their causes, and cope with difficult emotions through reframing, problem solving, and emotional management (Chang, 2009).

Let us not be deceived by optimism and good intentions. Despite their exceptional merit, and the zeal and energy they display in the classroom, such teachers suffer from a disease of the will—although psychologists may not see it this way. Their sluggishness and neglect may not justify a diagnosis of abulia or loss of will power, but their students and friends may nevertheless consider them abnormal and suggest some adequate form of spiritual therapy, with all due respect to their fine intellectual abilities.

His name is C. J. Skender, and he is a living legend. Skender teaches accounting, but to call him an accounting professor doesn’t do him justice. He’s a unique character, known for his trademark bow ties and his ability to recite the words to thousands of songs and movies on command. He may well be the only fifty-eight-year-old man with fair skin and white hair who displays a poster of the rapper 50 Cent in his office. And while he’s a genuine numbers whiz, his impact in the classroom is impossible to quantify. Skender is one of a few professors for whom Duke University and the University of North Carolina look past their rivalry to cooperate: he is in such high demand that he has permission to teach simultaneously at both schools. He has earned more than two dozen major teaching awards, including fourteen at UNC, six at Duke, and five at North Carolina State. Across his career, he has now taught close to six hundred classes and evaluated more than thirty-five thousand students. Because of the time that he invests in his students, he has developed what may be his single most impressive skill: a remarkable eye for talent. In 2004, Reggie Love enrolled in C. J. Skender’s accounting class at Duke. It was a summer course that Love needed to graduate, and while many professors would have written him off as a jock, Skender recognized Love’s potential beyond athletics. “For some reason, Duke football players have never flocked to my class,” Skender explains, “but I knew Reggie had what it took to succeed.” Skender went out of his way to engage Love in class, and his intuition was right that it would pay dividends. “I knew nothing about accounting before I took C. J.’s class,” Love says, “and the fundamental base of knowledge from that course helped guide me down the road to the White House.” In Obama’s mailroom, Love used the knowledge of inventory that he learned in Skender’s class to develop a more efficient process for organizing and digitizing a huge backlog of mail. “It was the number-one thing I implemented,” Love says, and it impressed Obama’s chief of staff, putting Love on the radar. In 2011, Love left the White House to study at Wharton. He sent a note to Skender: “I’m on the train to Philly to start the executive MBA program and one of the first classes is financial accounting—and I just wanted to say thanks for sticking with me when I was in your class.

More recently, however, a re-evaluation of display questions has taken place. This is based on the observation that there are different ways in which display questions can be asked in classrooms. One is for the teacher to ask a series of questions in a drill-like format such as ‘Do you have a brother?’, ‘Does he have a brother?’, ‘Do you have a sister?’, ‘Does she have a sister?’ In this context, display questions do not have a meaningful or communicative purpose. In other contexts, however, display questions can serve important pedagogic and interaction functions.

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.

The will of God has been a much-debated subject, which I often find quite entertaining. It does us no good to keep the conversation in a classroom caught up in Christian theory. It has to be taken onto the streets, where the hurting people are. The will of God must be displayed by a praying people, unwilling to sit on the sidelines and see the devil continually steal, kill, and destroy, and then watch the theorist give God the credit. Masking our unbelief with a spineless theology is the great deception. This continual misrepresentation of the nature and heart of God for one another and for the world must stop. Stupidity often looks like intelligence in the absence of experience.

teachers hanging in with challenging students, such as Marcus, are not therapists, but we must behave as therapists; that is, we must provide an emotionally safe environment in which our students can become their best selves, intellectually and emotionally. We, the adults, are the most significant force for honesty and integrity in the classroom. We have to display a professional self that is authentic. This does not mean that we talk about our personal lives—we are not leading students, with details of our lives, into a friendship—but that we share our professional hopes, fears, and expectations with all the passion and sadness and sincerity in us. If we behave professionally so that students trust us and seek to relate to us, we offer them a path to find a healthy place for themselves in the less-than-ideal world the adults are bequeathing to them. Succinctly put, "Relationships are the means and ends to our development" (Nakkula & Toshalis, 2006, p. 95).

By playing happy or sad music, displaying different emotionally moving photographs, or giving different kinds of feedback to participants during a taxing task, researchers can manipulate participants’ affective responses. This proves the variability of affective states in response to constantly changing surroundings and social interactions. Of course classrooms are rife with changing conditions that influence students’ affective states.

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.

Our Mothers Your eyes see hope for tomorrow Your hearts are made of gold that many wish to borrow Your minds sharp enough for others follow Your hands ensure that children grow Your feet go places where some cannot know Your courage makes you stand where strong winds blow Your presence becomes warmth, regardless of the snow Your influence can be felt within a stone’s throw You hold nothing back for whom you protect You speak words with good intent You treat others with so much respect You fight and never retract You pursue a path that keeps your faith intact You fulfil dreams and make a significant impact You pass through tough times while remaining steadfast You conquer battles as you pray and fast You instil discipline that becomes a great shield You serve others until they succeed You give inspiration among those who bleed You understand that you are rearing a rare breed You plant and nurture the right seed You help attract breakthroughs with speed You care for those in need You touch lives, indeed You lead your own to be great every step of the way You play your role very well, even without a pay You smile as if every day is your pay day You exude wisdom and put it on full display You save generations from going astray You run your race just like in a relay You pass the baton with no delay You carry so much worth as you get to be gray Hence, we salute you, our Mothers

You might choose to display the classroom support plan, but it shouldn’t simply be a replacement for ‘punishment steps’. It is more nuanced: less about trying to allocate punishment and much more about giving support.

ENTERED 2021 FEELING a general sense of disenchantment. I was in my second year at Birzeit University, studying law, but the Covid-19 pandemic meant all my classes were online. Even though I was already living at home with my family in Nabi Saleh, a ten-minute drive from Birzeit, I missed the daily buzz and excitement of campus life. I yearned to be learning in an actual classroom, instead of my bedroom. But there was no telling when things would return to normal. At the same time, Israel was receiving global praise for leading the world in vaccinating its population, including settlers like the ones living across the road from our village. But not us. Despite its international obligations as an occupying power, Israel did not initially provide vaccines to the millions of Palestinians living under its occupation, a grotesque display of medical apartheid, and something that only added to my mounting frustration.

He rubbed the side of his face, using his left hand. No wedding ring, she noticed. But then there hadn’t been last time, either. He gave her a lopsided smile. “Sounds like you’re still a little angry.” “I’m not angry, O’Dell. Just really not interested in seeing you. Or talking to you. Or even breathing the same air as you.” His eyebrows went up. “That’s harsh.” Obviously not harsh enough because he didn’t leave. Instead he wandered to the display of chocolate letters and selected an “S.” For Sage? “ I owe you an apology,” he allowed. “Five years ago you owed me an apology. Now, you just need to walk out that door and let me go on pretending I never met you.” He sighed like she was the dolt in the classroom who just didn’t get it. “I did try to apologize. But you left town mighty fast.” Less than twenty-four hours after she crashed on that second barrel, her father had shown up in Casper, Wyoming and had whisked her home. But there had been time for Dawson to reach her. If he’d wanted to. That had been the last rodeo she’d ever competed in. And it had been the last time she’d let herself get tangled up with a cowboy, too. “Sage, even if it is a little late, I still want to say it. I was sorry then, and I’m sorry now.” Damn, if he didn’t look sincere. But she hardened her heart. Facts were facts and how sorry could he be if he’d waited so long to find her? Keeping her tone artificially sweet, she asked, “What exactly are you sorry for? Would