Classroom Inspirational Quotes

I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

When you catch yourself slipping into a pool of negativity, notice how it derives from nothing other than resistance to the current situation.

Crowded classrooms and half-day sessions are a tragic waste of our greatest national resource - the minds of our children.

When you blame, you open up a world of excuses, because as long as you're looking outside, you miss the opportunity to look inside, and you continue to suffer.

Private Detective, John Ballou, opened his glove compartment and took out his Colt 45 thinking an ex-con might be setting him up to settle an old score. He checked the bullet clip and slipped the powerful pistol into his coat pocket.

The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.

What we can change is our perceptions, which have the effect of changing everything.

Courage is often associated with aggression, but instead should be seen as a willingness to act from the heart.

The heart is a classroom. The soul is a teacher. The mind is a student. Life is the exam.

Embarrassing facts, those would really help our children remember their classroom lessons better.

Each situation is a blossom to be picked with a curious spirit.

You don't think your way back to joy; you open to it.

One of the dictums that defines our culture is that we can be anything we want to be – to win the neoliberal game we just have to dream, to put our minds to it, to want it badly enough. This message leaks out to us from seemingly everywhere in our environment: at the cinema, in heart-warming and inspiring stories we read in the news and social media, in advertising, in self-help books, in the classroom, on television. We internalize it, incorporating it into our sense of self. But it’s not true. It is, in fact, the dark lie at the heart of the age of perfectionism. It’s the cause, I believe, of an incalculable quotient of misery. Here’s the truth that no million-selling self-help book, famous motivational speaker, happiness guru or blockbusting Hollywood screenwriter seems to want you to know. You’re limited. Imperfect. And there’s nothing you can do about it.

Could it be that we don’t want to think badly of Woodrow Wilson? We seem to feel that a person like Helen Keller can be an inspiration only so long as she remains uncontroversial, one-dimensional. We don’t want complicated icons. “People do not like to think. If one thinks, one must reach conclusions,” Helen Keller pointed out. “Conclusions are not always pleasant.”41 Most of us automatically shy away from conflict, and understandably so. We particularly seek to avoid conflict in the classroom.

Life is Beautiful? Beyond all the vicissitudes that are presented to us on this short path within this wild planet, we can say that life is beautiful. No one can ever deny that experiencing the whirlwind of emotions inside this body is a marvel, we grow with these life experiences, we strengthen ourselves and stimulate our feelings every day, in this race where the goal is imminent death sometimes we are winners and many other times we lose and the darkness surprises us and our heart is disconnected from this reality halfway and connects us to the server of the matrix once more, debugging and updating our database, erasing all those experiences within this caracara of flesh and blood, waiting to return to earth again. "Life is beautiful gentlemen" is cruel and has unfair behavior about people who looked like a bundle of light and left this platform for no apparent reason, but its nature is not similar to our consciousness and feelings, she has a script for each of us because it was programmed that way, the architects of the game of life they know perfectly well that you must experiment with all the feelings, all the emotions and evolve to go to the next levels. You can't take a quantum leap and get through the game on your own. inventing a heaven and a hell in order to transcend, that comes from our fears of our imagination not knowing what life has in store for us after life is a dilemma "rather said" the best kept secret of those who control us day by day. We are born, we grow up, we are indoctrinated in the classrooms and in the jobs, we pay our taxes, we reproduce, we enjoy the material goods that it offers us the system the marketing of disinformation, Then we get old, get sick and die. I don't like this story! It looks like a parody of Noam Chomsky, Let's go back to the beautiful description of beautiful life, it sounds better! Let's find meaning in all the nonsense that life offers us, 'Cause one way or another we're doomed to imagine that everything will be fine until the end of matter. It is almost always like that. Sometimes life becomes a real nightmare. A heartbreaking horror that we find impossible to overcome. As we grow up, we learn to know the dark side of life. The terrors that lurk in the shadows, the dangers lurking around every corner. We realize that reality is much harsher and ruthless than we ever imagined. And in those moments, when life becomes a real hell, we can do nothing but cling to our own existence, summon all our might and fight with all our might so as not to be dragged into the abyss. But sometimes, even fighting with all our might is not enough. Sometimes fate is cruel and takes away everything we care about, leaving us with nothing but pain and hopelessness. And in that moment, when all seems lost, we realize the terrible truth: life is a death trap, a macabre game in which we are doomed to lose. And so, as we sink deeper and deeper into the abyss, while the shadows envelop us and terror paralyzes us, we remember the words that once seemed to us so hopeful: life is beautiful. A cruel and heartless lie, that leads us directly to the tragic end that death always awaits us.

We are not perfect. We are here to learn. Earth is one big classroom and God is our heavenly guidance counselor and teacher.

Education makes your maths better, not necessarily your manners.

School and status have nothing to do with it. Whether a fish lives in a clear stream or a water ditch, so long as it continues swimming forward, it will grow up beautifully.

I sincerely thank the Lord God Almighty for the amazing gift of writing that He bestowed upon me

They march in the streets and the classrooms and the courtrooms and the parliaments and the boardrooms, and we thought they would stop, but they didn’t. We thought they would grow tired, but still they didn’t. They grew louder and louder until every corner of the world heard their demand: a planet they can live on. That’s what they want, and they keep saying it, and they won’t stop saying it.

I love school, always have, always will, because any classroom feels to me like a sacred place. What do I love, exactly, about a schoolroom? How, right from the first moment, everybody knows we’re all about learning; not terribly different from sitting down to a tasty banquet, only the knowledge-food is being cooked right there in the classroom, where amazing ingredients can be summoned out of thin air.

Children and adolescents, being relatively new to life, are naturally creative because they haven't been brainwashed, so to speak, by the conventional attitudes of society. Consequently, students are always coming up with novel images, words, and actions that my delight, enlighten, or inspire adults....Creativity has not been the subject of intense focus, extensive research, or high levels of funding in American education.

Think of the jazz improv artist responding to the musical banter among her fellow players onstage. Aside from whatever training they've done in advance, as soon as the curtain opens, they move into unknown territory together, creating something new each time by remaining in a state of undivided presence.

I am in love with everything around me, the dotted white lines moving across my teacher's blackboard, the smell of chalk, the flag jutting out from the wall and slowly swaying above. There is nothing more beautiful that P.S. 106. Nothing more perfect than my first-grade classroom. No one more kind than Ms. Feilder, who meets me at the door each morning, takes my hand from my sister's, smiles down and says, Now that Jacqueline is here, the day can begin. And I believe her. Yes, I truly believe her.

Learning takes a lifetime and even the geniuses among us die ignorant. You should always want to learn, to grow, to improve. Otherwise what’s the point? You may as well just give up and die. There’s always new things to see, people to meet, lessons to learn. Life is both a classroom and a teacher. We’ll always be the students, never the professors.

Great teachers are never born in silent classrooms.

Christ-like virtues are a beacon of hope in the classroom, inspiring students to persevere through life's challenges with faith, resilience, and an unyielding spirit.

A Great Teacher is like a fountain; she draws from the still, deep waters of personal growth and professional knowledge to serve others from her abundant overflow.

I teach our young men that respect is earned each day on the practice field, in the classroom, and how each young man lives his life.

What we ought to know we never be taught in the classroom.

I’d be willing to bet no kid, no matter how disturbed, was inspired to go out and shoot up a classroom by boogeying around his living room to “Moves Like Jagger.” There

Tricks of the trade are not taught in a classroom, but through hard-learnt, hard-earned experience.

Compassion is not a state or emotion but an understanding. It is an understanding rooted in the classroom of our lives and hearts and in genuine and honest relationship to pain and to suffering.

My Kind of Girl A letter of inspiration from a loving Mother Understands who she is Stands for what she believes in She cannot be broken No one can belittle her When trials come her way She remains unfazed My Kind of Girl Walks with confidence She exudes excellence An epitome of elegance She does due diligence Being mindful of her intelligence And knowing her importance My Kind of Girl Builds her own future A certified trailblazer Who utilizes the power within her To be of good influence Always on top of her game Yes, she keeps soaring like an eagle My Kind of Girl Takes charge for her own life Secures her name in historical archives For she is no ordinary woman An extraordinary being She dares to dream In the world, she makes a difference That is my kind of girl

Shine Bright Take it from me This life is amazing You are the one with power To choose what you desire Please make the right choice Do not just make noise Have a voice Which people can listen to Be that special person Who is known for solutions And not for causing trouble You have what it takes To turn this world around Let go of any self-doubt Get out of the mud Shake off the dust Work hard, my child Make sure you shine bright

Tragedies, I was coming to realize through my daily studies in humanities both in and out of the classroom, were a luxury. They were constructions of an affluent society, full of sorrow and truth but without moral function. Stories of the vanquishing of the spirit expressed and underscored a certain societal spirit to spare. The weakening of the soul, the story of the downfall and the failed overcoming - trains missed, letters not received, pride flaring, the demolition of one's own offspring, who were then served up in stews - this was awe-inspiring, wounding entertainment told uselessly and in comfort at tables full of love and money. Where life was meagerer, where the tables were only half full, the comic triumph of the poor was the useful demi-lie. Jokes were needed. And then the baby feel down the stairs. This could be funny! Especially in a place and time where worse things happened. It wasn't that suffering was a sweepstakes, but it certainly was relative. For understanding and for perspective, suffering required a butcher's weighing. And to ease the suffering of the listener, things had better be funny. Though they weren't always. And this is how, sometimes, stories failed us: Not that funny. Or worse, not funny in the least.

This world is like a big classroom, and USA is the teacher, while other countries are the students, as one student tries to mess with the teacher, or does something really bad. The teacher shall teach him a nice lesson. Use your brain before you try to mess with the odds.

I found the role model to inspire me to handle such situations with more grace, maturity, and, most important of all, results... I reread Harper Lee's To Kill a Mockingbird, and I realized I had found my hero in Atticus Finch... It hit me like a thunderbolt. You see, Atticus knows everything Huck knows. He knows society is racist. He recognizes the violence, hypocrisy, injustice, and ignorance of society. He knows he is going to lose. But Atticus does not light out for the territory. He goes into the courtroom to fight the fight as best as he can, because it is what he believes in. He doesn't do it because of the law, or the rules, or what people will think. He has his own code, and he lives by it as well as he can. I still cry when I think about this. My classroom is my courtroom. I am going to lose more than I win. There are many times when, despite my efforts, I will lose children to poverty, ignorance, and, most tragically, a society that embraces mediocrity... I've made plenty of mistakes since rediscovering Atticus, but I've always been able to hold my head up to my students. Atticus showed me the way.

You are the TEACHER. Some people are so stuck on what you did in the past, that they don't realize that you forgave yourself, matured, and graduated from what happened. Yet here they are stuck on that memory..wondering how you were able to move on. Time waits for no one and life keeps going. When haters try to remind you of your past, starve their attention with silence..Just realize that you don't have time to supervise adults. You got things to do and individuals to mentor. What was designed to crush you just strengthened your walk, put confidence in your talk, and encouraged you to be content with You. Their presence or opinion is only entertainment in the bleachers, tolerated decorations on the wall, and the uncelebrated clown at your events. Remember you are the teacher and they are the student...take charge of your classroom!!

We look for happiness in every other thing and being around us. We live in an “if and then” model of happiness. If that happens, then I will be happy. This list of “if and then” never finishes, and we continue through our entire life learning how to be unhappy.” “Life is a classroom. Learn diligently. Apply the lessons in your life to create joyful experiences; otherwise, you have lost the meaning in living. Share your lessons with others; otherwise, the lessons you learned are lost.

If you had walked through the pleasant Tuscan countryside in the 1890's, you might have come upon a somewhat long-haired teenage high school dropout on the road to Pavia. His teachers in Germany had told him that he would never amount to anything, that his questions destroyed classroom discipline, that he would be better off out of school. So he left and wandered, delighting in the freedom of Northern Italy, where he could ruminate on matters remote from the subjects he had been force-fed in his highly disciplined Prussian schoolroom. His name was Albert Einstein, and his ruminations changed the world.

Creating the Weather in the Classroom As Haim Ginott suggests, teachers “create the weather” in the classroom:   I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate, or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child is humanized or dehumanized [p. x].

A Remarkable Woman She is so exquisite Even without make-up on her face She is very special Even if she lets others seem important She is selfless Even when the selfish surround her She offers a lot of love Even so, she needs it often She has a big heart Even though she appears small She lets others belong But she longs to be appreciated She adds value Despite her own worth being undermined She is attentive Nonetheless; no one pays attention to her needs She is patient No matter how long it takes, she waits She is giving While no one could be willing to give She is forgiving Much as the worst was done against her She is trusting Albeit her trust was broken a countless times She is wise In spite of being treated otherwise by some She works hard Notwithstanding that she requires to rest She is helpful Yet, there is none to lend her a hand She makes life seem easy Whilst going through difficult times herself She stands by others Although there is no one to stand by her She chooses to be peaceful Against being somehow provoked She is calm Undeterred by what is not She is bold In defiance of tough battles ahead She shows bravery Still in the presence of adversity She is fearless Though she may seem helpless She is spirited Contrary to attempts to bring her down She is never destroyed Irrespective of storms she faces sometimes She keeps moving forward Granting the hindrances along the way She does not look down on others Regardless of some doing so to her She recognizes those who shielded her on rainy days Whenever the sun shines upon her She keeps on running her race Because she knows for her, grace is abundant She puts a smile on, always Since prayer keeps her in the right place She is an inspiration A pioneer of transformation True leader of economic revolution How the world aspires for such A remarkable woman!

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!

I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.

Be yourself, as long as it fits with what’s socially acceptable.” A bit ironic!

So while other teenagers were stuck in classrooms studying textbooks and taking notes during lectures, I was already out in the world, having dived head first into working for social change. I was learning complicated adult lessons in activism, campaign strategy, public relations, mass media, and corporate relations. And I was able to travel around the country, even if that sometimes meant seeing it through the eyeholes of an animal costume.

Artists usually do well without classroom education. Because we follow what our hearts tell us, and rarely what the textbook says.

We have the ability to build genuine rest and refueling into our schedule. We don’t want our kids to think living completely burnt out is healthy either.

We need an education system that not only imparts knowledge but also inspires a love of learning, encourages creative and critical thinking, fosters resilience and adaptability, and empowers students to address real-world challenges.

In a now-famous experiment, he and his colleagues compared three groups of expert violinists at the elite Music Academy in West Berlin. The researchers asked the professors to divide the students into three groups: the “best violinists,” who had the potential for careers as international soloists; the “good violinists”; and a third group training to be violin teachers rather than performers. Then they interviewed the musicians and asked them to keep detailed diaries of their time. They found a striking difference among the groups. All three groups spent the same amount of time—over fifty hours a week— participating in music-related activities. All three had similar classroom requirements making demands on their time. But the two best groups spent most of their music-related time practicing in solitude: 24.3 hours a week, or 3.5 hours a day, for the best group, compared with only 9.3 hours a week, or 1.3 hours a day, for the worst group. The best violinists rated “practice alone” as the most important of all their music-related activities. Elite musicians—even those who perform in groups—describe practice sessions with their chamber group as “leisure” compared with solo practice, where the real work gets done. Ericsson and his cohorts found similar effects of solitude when they studied other kinds of expert performers. “Serious study alone” is the strongest predictor of skill for tournament-rated chess players, for example; grandmasters typically spend a whopping five thousand hours—almost five times as many hours as intermediatelevel players—studying the game by themselves during their first ten years of learning to play. College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice. What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.” To see Deliberate Practice in action, we need look no further than the story of Stephen Wozniak. The Homebrew meeting was the catalyst that inspired him to build that first PC, but the knowledge base and work habits that made it possible came from another place entirely: Woz had deliberately practiced engineering ever since he was a little kid. (Ericsson says that it takes approximately ten thousand hours of Deliberate Practice to gain true expertise, so it helps to start young.)

Now, a few years later, their faces still come to me, one by one, and this motherly feeling overwhelms me. I taught them how to speak, this strange breed of children, unaware of the world outside. Yet I hope they have forgotten everything I inspired in them and have simply grown to become soldiers of the regime. I do not want to imagine what might happen if they retained my lessons, remembered me, began questioning the system. I cannot bear the idea that any of my students—my boys who so eagerly shouted, “Good morning, Professor Kim! How are you?” every time I walked into the classroom—might end up somewhere dark and cold, in one of the gulags that exist all over North Korea. The thought keeps me awake at night still.

sitting in this classroom reading passages of scripture wasn’t doing him or me any favors. It only inspired me to be naughtier.

You can be the one person in your students’ lives upon whom they can depend for honesty and consistency and stability. You can be the one to reinforce each student’s sense of worth and singular place of honour in the world. You can be the one who truly sees who your students are as individuals, instilling in them a deep sense of belonging every time they enter your classroom. Each day, ask for grace.

Transformative teaching isn't confined by walls; it's a philosophy that transcends boundaries, inspiring students to challenge conventions and carve their own path.

Transformative teaching isn't just about teaching content; it's about instilling a passion for lifelong learning, inspiring students to seek knowledge and growth beyond the classroom.

Welcoming guest speakers and industry experts into the classroom creates invaluable connections between theoretical concepts and real-world applications, inspiring students and providing them with valuable insights and mentorship.

Analysing success stories and case studies equips students with critical thinking skills and inspires them to think creatively and strategically when faced with challenges in their own lives and careers.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

Life Is Like A FINAL EXAM, So Work Hard For It Is, And Not A Classroom Assignment.

Do your best and your best gets better". Was posted on my classroom door for years.

Meeting people whose life trajectories were so different from my own enlarged my way of thinking. Outside the school, arguments over refugees were raging, but the time I had spent inside this building showed me that those conversations were based on phantasms. People were debating their own fears. What I had witnessed taking place inside this school every day revealed the rhetoric for what it was: more propaganda than fact. Donald Trump appeared to believe his own assertions, but I hoped that in the years to come, more people would be able to recognize refugees for who they really were: simply the most vulnerable people on earth. Inside this school, where the reality of refugee resettlement was enacted every day, it was plain to see that seeking a new home took tremendous courage. And receiving those who had been displaced involved tremendous generosity. That’s what refugee resettlement was, I decided. Acts of courage met by acts of generosity. Despite how fear-based the national conversation had turned, there was nothing scary about what was happening at South. Getting to know the newcomer students had deepened my own life, and watching Mr. Williams work with all twenty-two of them at once with so much grace, dexterity, sensitivity, and affection had provided me with daily inspiration. I would even say that spending a year in room 142 had allowed me to witness something as close to holy as I’ve seen take place between human beings. I could only wish that in time, more people would be able to look past their fear of the stranger and experience the wonder of getting to know people from other parts of the globe. For as far as I could tell, the world was not going to stop producing refugees. The plain, irreducible fact of good people being made nomad by the millions through all the kinds of horror this world could produce seemed likely to prove the central moral challenge of our times. How did we want to meet that challenge? We could fill our hearts with fear or with hope. And the choice would affect more than just our own dispositions, for in choosing which seeds to sow, we would dictate the type of harvest. Surely the only harvest worth cultivating was the one Mr. Williams had been seeking: greater fluency, better understanding.

Educational technology integration is not about replacing teachers with machines; it's about empowering teachers with tools and machines that can enhance their ability to inspire, engage, and support student learning.

Even Margaret’s beloved Wordsworth fell short on the issue; for him, she quoted ruefully, the ideal woman should not be “Too bright and good / For Human nature’s daily food.” Margaret drew on examples from ancient myth, wherein “the idea of female perfection is as fully presented as that of male,” to show that women had been accorded greater respect in earlier times. In Egyptian mythology, “Isis is even more powerful than Osiris,” and “the Hindoo goddesses reign on the highest peaks of sanctification.” In Greek myth, “not only Beauty, Health and the Soul are represented under feminine attributes, but the Muses, the inspirers of all genius,” and “Wisdom itself . . . are feminine.” Margaret’s dream was to bring the dispirited “individual man” together with the disempowered woman—unite the two sides of the Great Hall’s classroom—and create, by merging the best attributes of each, “fully” perfected souls. Then, a nation of men and women will for the first time exist, she might have said, amending Waldo Emerson’s visionary claim.

In summary, Culturally Relevant Teaching claims that the dominant culture uses schools to sustain and reproduce itself. The goal of the Culturally Relevant Teacher is to tailor her methods and practices to identify and deconstruct this dominant culture. She must determine how the dominant culture(s) marginalizes other cultures—other ways of reading, writing, doing math, practicing science, behaving, and “knowing the truth”—in her classroom. Likewise, the goal of the Culturally Relevant Teacher is to help students deconstruct their own culture(s) and determine how they specifically are oppressed by the dominant culture(s), or how their culture(s) oppress the marginalized culture(s). After modeling this deconstruction, the Culturally Relevant Teacher’s mission is to empower and inspire her students to change the dominant culture through social justice activism. Her job is to push her students to develop critical consciousness.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

I’m sorry for sisters in France who have to deal with this. And I hope that you won’t compromise. I mean, anything that you’re going to learn in those schools you can learn from home anyway. I would tell the sisters in France that you are already greater teachers than your instructors in those classrooms. And the lessons that you are teaching to the people of France, to the society of France, by your continued compliance with the dignity and the modesty of Islam, those are far more important and far more beneficial lessons for your society than anything they want to teach you.

have also experienced the wonder of sitting in classrooms with teachers who saw education as an opportunity to express their full creative potential. Filling us with imagination and inspiration, they provoked us to learn and grow.

Lindsay Massaro, based in New Jersey, is celebrated as an adept art teacher known for her mastery in classroom management and private art instruction. Her extensive experience has refined her knack for cultivating a supportive and inspiring environment, enabling students to explore and enhance their artistic abilities under her expert guidance.

Life's lessons are not confined to classrooms; they are earned in the complex narratives of our personal journeys.

During mornings in front of the bird feeder, Tim eventually distilled his reflections down to a statement of “Team Expectations,” which he calls “the Three Cs—Character, Classroom, and Competitor.” “It’s a statement of principles, not rules. It’s an aspirational tool, not a corrective tool. It’s meant to create a culture. You need to share your vision as a leader, and get your people engaged in it.” The order of Tim’s Cs reflects his priorities as a leader. “Character” includes things like “treat everyone with respect,” “set good examples for others,” and “do what you say you will do.” “Classroom” includes “attend all classes” and “communicate with your

Demons worm these teachings into false religions, cults, pulpits, denominations, and seminary classrooms. Satan is mentioned in four of the seven letters to the churches in Revelation 2–3. We must never forget that “Satan is always at church before the preacher is in the pulpit or a member is in the pew. He comes to hinder the sower, to impoverish the soil, or to corrupt the seed.”3 What are some of these demonic doctrines that are being peddled today? God is a myth. Creation happened by time and chance. Man is simply a higher form of animal. Man is inherently good. The Bible was written by men; it’s not inspired by God. The Bible is filled with contradictions and errors. The Bible is one of many books that contain divine revelation. Man can get to heaven by his own good works. Jesus is not God, but a created being. Jesus did not physically rise from the dead. The miracles in the Bible never really happened. Everyone will go to heaven. There is no hell. God’s highest goal is your happiness. God wants you rich and healthy. Demons are lying spirits who want to destroy us body and soul and deceive us until the end. They are dead serious about this mission. We must be serious as well. We must know the truth and do all we can to spread it.

One of the biggest surprises my students always had in their exams, which made some angry and others, few, very happy, was to realize I always allow multiple correct answers, and also saw as correct many answers that I didn't predict to receive. The reason I do this, is because life works in the same way. If I do as other teachers, and only allow one correct answer, then students will never really have a chance at understanding how life works. Because it's never about the answer, it’s all about the intention in the answer, and that intention puts the teacher in a completely different position, with which most aren't comfortable. That’s why I was never surprised to hear from students, including in their final year of college, that they had never met any other teacher like me in their entire life. They also knew that they very likely never will. But very few among these students are brave enough to look at the portals to higher dimensions of conscience that open before their eyes, either they’re confronting them from one perspective or another. And I wonder if any of these students will one day present the same opportunities they got from me to others. These portals represent amazing opportunities for the ones with the courage to see them and cross them. But only a very powerful person possesses the power to open one for others. And if you think that person is what it seems, you will neglect the magician hiding behind the illusion of the teacher in front of you. You see, I was never teaching, I was always creating magic in the classroom. The ones looking for the teaching, got confused, the ones looking at the lecturer were hypnotized by the illusion, and those that really saw what was happening, were uplifted. Among thousands of them, one or two have acquired the skills to be magicians themselves. They are now performing the same kind of magic they learned from me wherever they go.

The junior high I attended also required students to change classrooms for each subject, which was unlike Australia

Nurturing Activities Self-Assessment In this section, you will discover the things you are doing now to nurture your well-being. In the section “Things I Do Now,” write all the activities you can think of that you really enjoy that you do now. For example, you may enjoy getting a massage, working out in the gym, playing tennis, reading a novel, or just taking a walk in the woods. Next think about how each of these activities supports one or more of the four dimensions of your personal growth and development: physical, emotional, intellectual, and spiritual. Activities that promote physical development include such things as exercise, relaxation, and massage. Those that promote emotional development include fun things with others that make you happy, such as attending a party with friends, seeing an inspirational film, or just sharing a meal with your family. You can promote your intellectual development by, for example, reading newspapers or intellectually stimulating magazines or books, attending courses, or having intellectual discussions with your colleagues. Activities that give your life meaning and help you connect to something greater than yourself give you spiritual meaning. These can be activities done in a religious context, such as attending services, but they can also be purely secular, such as reading an inspirational poem or practicing mindfulness. Next think about things that you are not doing now but would like to do. Again consider how each of these activities supports the four dimensions. This is your self-care plan. Things I Do Now: Activity Physical Emotional Intellectual Inner Life Self-Care Plan: Activity Physical Emotional Intellectual Inner Life

Character is never built in a classroom; it is developed through the circumstances of life.

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.

the Omegas harnessed Prometheus to revolutionize education. Given any person’s knowledge and abilities, Prometheus could determine the fastest way for them to learn any new subject in a manner that kept them highly engaged and motivated to continue, and produce the corresponding optimized videos, reading materials, exercises and other learning tools. Omega-controlled companies therefore marketed online courses about virtually everything, highly customized not only by language and cultural background but also by starting level. Whether you were an illiterate forty-year-old wanting to learn to read or a biology PhD seeking the latest about cancer immunotherapy, Prometheus had the perfect course for you. These offerings bore little resemblance to most present-day online courses: by leveraging Prometheus’ movie-making talents, the video segments would truly engage, providing powerful metaphors that you would relate to, leaving you craving to learn more. Some courses were sold for profit, but many were made available for free, much to the delight of teachers around the world who could use them in their classrooms—and to most anybody eager to learn anything.

In a permeable classroom, schools use their community and beyond to learn by using the resources, inspiration, and environment beyond the walls of the classroom to generate learning experiences that can’t be replicated in the school house.

curriculum companies provide more work than is needed. I never finished the complete curriculum when I taught in a classroom or at home. If your race is with your curriculum, learn to pick and choose what to use, and please do not attempt to cover it all or your race will be ongoing and you will be exhausted. Even races require pit stops to refuel.

Measuring learning is education’s principal problem—one that stunts the growth of our students even more than a lack of technology, oversized classrooms, and standardized testing.

After studying the extensive research of experts like Dylan Wiliam (2011), Thomas Guskey (2011), Alfie Kohn (2011), and John Hattie (2007), I knew that replacing grades with narrative feedback would be a central piece of transitioning from a traditional to a student-centered classroom,

Feedback places students in a category all their own. This girl’s accomplishments were truly huge accomplishments if you only compare her performance to her ability. If you were to compare her performance with another student’s, she may look, once again, as just a mediocre, slow-processing reader. It isn’t fair, though, to compare her or belittle her progress, success, or accomplishments with another learner’s. She deserves the right to grow, process, and succeed at a rate that works for her and then celebrate when she meets her goals! That’s what feedback has the power to produce in a classroom. (2014)

It’s helpful to know that Eden drew his inspiration from a classic study led by the Harvard psychologist Robert Rosenthal, who teamed up with Lenore Jacobson, the principal of an elementary school in San Francisco. In eighteen different classrooms, students from kindergarten through fifth grade took a Harvard cognitive ability test. The test objectively measured students’ verbal and reasoning skills, which are known to be critical to learning and problem solving. Rosenthal and Jacobson shared the test results with the teachers: approximately 20 percent of the students had shown the potential for intellectual blooming, or spurting. Although they might not look different today, their test results suggested that these bloomers would show “unusual intellectual gains” over the course of the school year.

Feedback places students in a category all their own. This girl’s accomplishments were truly huge accomplishments if you only compare her performance to her ability. If you were to compare her performance with another student’s, she may look, once again, as just a mediocre, slow-processing reader. It isn’t fair, though, to compare her or belittle her progress, success, or accomplishments with another learner’s. She deserves the right to grow, process, and succeed at a rate that works for her and then celebrate when she meets her goals! That’s what feedback has the power to produce in a classroom.

In rural Bavaria, there were already flickers of revolt. When party bosses removed crucifixes from rural schools, pious women launched a wave of civil disobedience. Often they marched together to replace a crucifix after a Mass for a fallen soldier. In the village of Velburg, five hundred women pushed into the mayor’s house, pinned him down as he reached for his pistol, and forced his wife to hand over the classroom keys. Women rallied their husbands in other villages, where the public squares filled with peasants brandishing pitchforks. Perceiving “a front of psychological resistance” and “almost a revolutionary mood,” the Bavarian government restored the crosses.26 Unarmed women had faced down the world-conquering Nazis. The episode inspired and shamed the Ettal plotters. They now felt compelled to spearhead direct action within Germany itself.

Some students think their role in math classrooms is to memorize all the steps and methods. Other students think their role is to connect ideas. These different strategies link, unsurprisingly, to achievement, and the students who memorize are the lowest achieving in the world.

In the classroom of life, we take the tests before we learn the lessons. And success is when every day we are moving forward wiser, rather than restlessly striving to correct mistakes of days gone by.

What we need most in our classroom, Ibunda Guru, is inspiration!

My Kind of Girl A letter of inspiration from a Loving Mother My kind of girl Understands who she is And stands for what she believes in She cannot be broken No one can belittle her When trials come her way She remains unfazed My kind of girl Walks with confidence She exudes excellence An epitome of elegance She does due diligence Being mindful of her intelligence Because she knows her importance My kind of girl Builds her own future A certified trailblazer Who utilizes the power within her To be of good influence Always on top of her game Yes, she keeps soaring like an eagle My kind of girl Takes charge of her own life Secures her name in historical archives For she is no ordinary woman An extraordinary being She dares to dream In the world, she makes a difference That is my kind of girl

My Kind of Girl A letter of inspiration from a Loving Mother My kind of girl Understands who she is And stands for what she believes in She cannot be broken No one can belittle her When trials come her way She remains unfazed My kind of girl Walks with confidence She exudes excellence An epitome of elegance She does due diligence Being mindful of her intelligence Because she knows her importance My kind of girl Builds her own future A certified trailblazer Who utilizes the power within her To be of good influence Always on top of her game Yes, she keeps soaring like an eagle My kind of girl Takes charge of her own life Secures her name in historical archives For she is no ordinary woman An extraordinary being She dares to dream In the world, she makes a difference That is my kind of girl

My Kind of Girl A letter of inspiration from a Loving Mother My kind of girl Understands who she is And stands for what she believes in She cannot be broken No one can belittle her When trials come her way She remains unfazed My kind of girl Walks with confidence She exudes excellence An epitome of elegance She does due diligence Being mindful of her intelligence Because she knows her importance My kind of girl Builds her own future A certified trailblazer Who utilizes the power within her To be of good influence Always on top of her game Yes, she keeps soaring like an eagle My kind of girl Takes charge of her own life Secures her name in historical archives For she is no ordinary woman An extraordinary being She dares to dream In the world, she makes a difference That is my kind of girl

You Are Wonderfully Made You have a voice And certainly, a choice Speak out and let people listen To what you have to say Believe without a doubt That you are not average You can change the world Inside of you, there is greatness Yes, you must be great Your life should not be in vain For a purpose, you were created So, do not feel intimidated Go out there and be counted Among the best of the best Shine brighter and brighter Because you are wonderfully made

Be Great My Child This is your own journey I cannot tell so easily Exactly how to navigate But I am here to guide you Because I truly care And wish to see you prosper My darling, whatever life brings along Find ways to deal with it Acknowledge each season Pursue your God-given purpose Choose what is right Forget that which is not Be wiser as you grow old Live the best way you can Love yourself more and more Learn to embrace who you are Say a prayer each day Create beautiful memories Dream big and be happy Wake up, make your dreams a reality Walk towards prosperity And build a long-lasting legacy Whatsoever you do child, be great!

Soar Like An Eagle Please listen As I share with you child What is in my heart I want you to realize Your own potential So, think thoroughly Understand something Do not feed your enemies Dine in front of them Never hate your haters Love them instead Put up a good fight Remember you live once Avoid any regrets Choose to be great It is my sincere prayer That you soar like an eagle

You Are An Inspiration Inspiring words from an inspirational Mother to her child Walk this journey without hesitation Make a solemn declaration Have solid determination Until you reach your destination This process has no clear definition Therefore, make sound decisions Remember, the past has no revisions Child, have a clear vision This is what I envision As a candid resolution That you will be part of the solution When you embark on the Great Commission To accomplish the massive mission Seek the right information Celebrate your liberation Fear no limitation Pursue restoration Surpass any expectation And value your contribution Can I have a confirmation? Because you are an inspiration!

It Can Be Done An inspirational poem from a loving Mother to her child It can be done! Yes, we have to believe it We have seen God do miracles for others And we know He has power To turn the situation around It can be done! It does not matter what happened in the past It may seem impossible But highly possible To the Lord of all possibilities It can be done! Even if you have failed before You can still try once more Work until you are sure Of a better outcome It can be done! As long as you do it with passion Just go on your knees and say a prayer Make sure you prosper Because it can be done!

A Special Prayer For Mothers To all the Mothers Who stand for what is right They work so hard Never let the weather dictate How they love their children Always there whenever needed Do what is best for loved ones Yes, they guide leaders on how to reign Cry out to God to save future generations As they plead for true liberation A reliable source of inspiration Not ordinary humans But special women Whom we call Moms Fighters of hunger Seekers of wellbeing Promoters of longevity Providers of stability Pioneers of societies Pillars of many countries Teachers of morals and values We pray for their blessings And breakthroughs in all they do! This is our special prayer for Mothers

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

What A Remarkable Woman You Are You are a child of God You are gifted You are triumphant You are exceptional You are inspirational You are irreplaceable You are loveable You are valuable You are beautiful You are helpful You are hopeful You are wonderful You are powerful You are prayerful You are purposeful You are successful My blessed Mother! What a remarkable woman you are