Classroom Officers Quotes

While complying can be an effective strategy for physical survival, it's a lousy one for personal fulfillment. Living a satisfying life requires more than simply meeting the demands of those in control. Yet in our offices and our classrooms we have way too much compliance and way too little engagement. The former might get you through the day, but only the latter will get you through the night.

Living a satisfying life requires more than simply meeting the demands of those in control. Yet in our offices and our classrooms we have way too much compliance and way too little engagement. The former might get you through the day, but the latter will get you through the night.

A chiropractor is a doctor who performs adjustments on the spine," Rickey told the class before bending Gary backward and "adjusting" him, ripping off the false arm and spraying red hair dye all over the classroom. Gary howled in "pain" and collapsed dramatically on the threadbare school carpet, his legs flailing a bit before hitting the floor with a terrible, final-sounding thunk. That was the first time they were sent to the principal's office together. They had to apologize to their teacher and explain to their classmates that doctor visits were unlikely to result in surprise dismemberments.

If God is the God of all pots and pans, then He is also the God of all shovels and computers and paints and assembly lines and executive offices and classrooms. Peace and joy belong not to the woman who finds the right vocation, but to the woman who finds God in ANY vocation, who looks for the divine around every corner.

I spent the last Friday of summer vacation spreading hot, sticky tar across the roof of George Washington High. My companions were Dopey, Toothless, and Joe, the brain surgeons in charge of building maintenance. At least they were getting paid. I was working forty feet above the ground, breathing in sulfur fumes from Satan's vomitorium, for free. Character building, my father said. Mandatory community service, the judge said. Court-ordered restitution for the Foul Deed. He nailed me with the bill for the damage I had done, which meant I had to sell my car and bust my hump at a landscaping company all summer. Oh, and he gave me six months of meetings with a probation officer who thought I was a waste of human flesh. Still, it was better than jail. I pushed the mop back and forth, trying to coat the seams evenly. We didn't want any rain getting into the building and destroying the classrooms. Didn't want to hurt the school. No, sir, we sure didn't.

While Calvin is in the classroom TEACHER: Yes, Calvin? CALVIN: Miss Wormwood, I'm a fierce advocate of the separation of church and state. CALVIN: Nevertheless, I feel the need for spiritual guidance and comfort as I face the day's struggles. CALVIN: So I was wondering if I could strip down, smear myself withg paste, and set fire to this little effigy of you in a non-denominational sort of way. CALVIN (After being sent to the Principal's office): Boy, what a touchy subject!

And then there's the perverse joy of subtly working in references to marathon training in daily life, say at the post office or while waiting outside my first-graders' classrooms at the end of the school day.

The sequence of doors we passed made me think of all the rooms of my past and future. The hospital ward I was born in, classrooms, tents, churches, offices, hotels, museums, nursing homes, the room I’ll die in. (Has it been built yet?)

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

Sitting in the empty classroom and listening to the faraway sounds of noisy students in the cafeteria, I was reminded of feeling sick in class and being sent to the school nurse. The nurse’s office had that same muffled sense of distance, like a satellite to the loud planet that was the school.

...the notion of the classroom as an intellectual community gets lost when conference rooms by the principal's office are turned into data rooms - rooms in which walls, floor to ceiling, are covered with test scores of every child in the school - and "Days Until the TEST" banners greet students and parents as they enter the school. That, at the very least, suggests the school is more interested in making sure students pass a test than in creating an intellectual community.

I get the sense that many in the contemporary biblical womanhood movement feel that the tasks associated with homemaking have been so marginalized in our culture that it’s up to them to restore the sacredness of keeping the home. This is a noble goal indeed, and one around which all people of faith can rally. But in our efforts to celebrate and affirm God’s presence in the home, we should be wary of elevating the vocation of homemaking above all others by insinuating that for women, God’s presence is somehow restricted to that sphere. If God is the God of all pots and pans, then He is also the God of all shovels and computers and paints and assembly lines and executive offices and classrooms. Peace and joy belong not to the woman who finds the right vocation, but to the woman who finds God in any vocation, who looks for the divine around every corner.

For the week after the man's visit to my work, campus security will assign an officer to stand outside the door of my classroom while I teach, in case he returns. On one of these days, I teach Alice Notley's grouchy epic poem Disobedience. A student complaints, Notley says she wants a dailiness that is free and beautiful, but she's fixated on all the things she hates and fears the most, and then smashes her face and ours in them for four hundred pages. Why bother? Empirically speaking, we are made of star stuff. Why aren't we talking more about that? Materials never leave this world. They just keep recycling, recombining. That's what you kept telling me when we first met—that in a real, material sense, what is made from where. I didn't have a clue what you were talking about, but I could see you burned for it. I wanted to be near that burning. I still don't understand, but at least now my fingers ride the lip. Notley knows all this; it's what tears her up. It's why she's a mystic, why she locks herself in a dark closet, why she knocks herself out to have visions. Can she help it if the unconscious is a sewer? At least my student had unwittingly backed us into a crucial paradox, which helps to explain the work of any number of artists: it is sometimes the most paranoid-tending people who are able to, and need to, develop and disseminate the richest reparative practices.

And after that loneliness will accompany you to every airport, train station, bus depot, café, cinema, and onto airplanes and into cars, strange rooms and offices, classrooms and libraries, and it will hang near your hand like a habit. But it isn’t a habit and no one can see it. It’s your obligation, and your companion warms itself against you. You are faithful to it because it was the only vow you made finally, when it was unnecessary. If you figured out why you chose it, years later, would you ask it to go? How would you replace it?

I guess that's what my dad did. Stopped agreeing with reality. I could do it for as long as it took me to get from my classroom to the office. He managed it for sixteen years. He must have had more mental discipline than me. Or maybe it wasn't that much of an effort to pretend that I didn't exist.

I began to wonder if it was a bad thing to dwell on problems. But then I remembered that it is precisely not talking about problems that is itself a problem. It's what causes people to break down in their office or classroom. It's what fills up addiction units and hospitals and raises suicide figures.

Yes. Let’s be honest. I’m a privileged white woman who left her kids in a $30,000 minivan watching Dora the Explorer to go in for a Starbucks. Is there any clearer picture of privilege than that? But no matter what color you are, no matter how much money you have, you don’t deserve to be harassed for making a rational parenting choice.” It’s funny, but in all the time that had passed, I had never thought about what was happening in quite those terms—as harassment. When a person intimidates, insults, verbally abuses, or demeans a woman on the street, in the bedroom, at the office, in the classroom, it’s harassment. When a woman is intimidated or insulted or abused because of the way she dresses or her sexual habits or her outspokenness on social media, she is experiencing harassment. But when a mother is intimidated, insulted, abused, or demeaned because of the way she is mothering, we call it concern or, at worst, nosiness. A mother, apparently, cannot be harassed. A mother can only be corrected.

The sequence of doors we passed made me think of all the rooms of my past and future. The hospital ward I was born in, classrooms, tents, churches, offices, hotels, museums, nursing homes, the room I’ll die in. (Has it been built yet?) Cars’re rooms. So are woods. Skies’re ceilings. Distances’re walls. Wombs’re rooms made of mothers. Graves’re rooms made of soil.

Having already funneled its students to their respective classrooms, the school's front hall was empty, its glass showcase in the same neglected spot outside the front office. ... She looked at it briefly, her eyes sweeping over the faces of students whose adult trajectories would lead them either to gloss over these moments or to spend their lives pining for their return.

I had gone back to being the “other” Saffyre Maddox, the one who showed up in the classroom every morning clean and fresh, hair neatly tied back, some mascara, some lip gloss. It wasn’t so much that I actively wanted to look nice, it was more that if I didn’t look nice, people would worry, they’d ask me questions, the pastoral-care woman would pull me into her office and expect me to tell her what was wrong with me.

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!!

Lewis's voice echoed across the world: "Houston, this is Hermes Actual. Six crew safely aboard." The control room exploded with applause. Leaping from their seats, controllers cheered, hugged, and cried. The same scene played out all over the world, in parks, bars, civic centers, living rooms, classrooms, and offices. The couple in Chicago clutched each other in sheer relief, then pulled the NASA representative in for a group hug.

Because we don’t fully understand how our brains work, we do dumb things. We try to talk on our cell phones and drive at the same time, even though it is literally impossible for our brains to multitask when it comes to paying attention. We have created high-stress office environments, even though a stressed brain is significantly less productive than a non-stressed brain. Our schools are designed so that most real learning has to occur at home. Taken together, what do the studies in this book show? Mostly this: If you wanted to create an education environment that was directly opposed to what the brain was good at doing, you probably would design something like a classroom. If you wanted to create a business environment that was directly opposed to what the brain was good at doing, you probably would design something like a cubicle. And if you wanted to change things, you might have to tear down both and start over.

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

It’s funny the things you miss. Like phone cords. Reading this today, you might not even know what a phone cord is. Or it’s a relic that you see in an office, or on that antique phone in the corner of the classroom, used to call the principal’s secretary. But once upon a time—that would be our time—a telephone cord seemed like nothing less than a lifeline. It was your attachment to the outside world and, even more than that, your attachment to the people you loved, or wanted to love, or tried to love. Everything about it was fitting—the way it curled in on itself, they way it got so easily tangled, the way you could pull it only so far before it kept you in place. Twisted and knotted and essential.

Whenever you lose control, someone else always finds it.” These were the words of my high school English teacher Mr. Sologar on our first day of class. They didn’t have anything to do with literature or grammar, but I guess he wanted to kick off the class with a life lesson. It was a good one. If we acted up at home, he explained, control of our lives would swiftly transfer to our parents in the form of lost privileges or being grounded. The same was true at school. If we abused our freedom in the classroom or in the hallways—and we did!—we’d find ourselves in the principal’s office or confined to detention. If we got really crazy and decided to break the law, the legal system would step in to curtail our freedom. “No, control is never truly lost,” he repeated in his thick Indian accent. “If you fail to control yourself, others will control you.

According to the Southern Poverty Law Center, the school-to-prison pipeline is a set of seemingly unconnected school policies and teacher instructional decisions that over time result in students of color not receiving adequate literacy and content instruction while being disproportionately disciplined for nonspecific, subjective offenses such as “defiance.” Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Consequently, they fall further and further behind in reading achievement just as reading is becoming the primary tool they will need for taking in new content. Student frustration and shame at being labeled “a slow reader” and having low comprehension lead to more off-task behavior, which the teacher responds to by sending the student out of the classroom. Over time, many students of color are pushed out of school because they cannot keep up academically because of poor reading skills and a lack of social-emotional support to deal with their increasing frustration.

I used to have this lecturer, whenever he's asked a question he has no idea about the answer, he would shout at us all in the class, hurl insults at us and storm out of the class angrily. He would go to his office or library to study more, after finding the answers to the questions asked, he would march into the classroom, telling us to listen carefully, warn us sternly and then "use brain to" answer the question he's asked. There is no question without an answer in any topic. We ask questions to know cos we learn everyday. The lecturer knew walking out on us angrily without answering our questions wasn't ideal thus he always came back to answer us after he's fully equipped himself. As for you religious fanatics, when you are asked any question sequel to your belief, admit it when you have no idea and go study more to equip yourselves instead of dismissing people's questions and calling them unbelievers If you are not ready to be questioned, then don't teach. Do not spread what you can't defend. To know the truth, one must be sceptical about things. Like Voltaire rightly said, those who can make us believe absurdities can make us commit atrocities.

Are you sure you don't remember? Your mind seems to be working just fine to me." "You know what? Just forget it. Whatever it was, I forgive you. Give me my backpack so I can go back to the office. We're about to get busted anyway, just standing here." "If you really do forgive me, then you wouldn't still be going to the office." He tightens his hold on the strap of my backpack. "Ohmysweetgoodness, Galen, why are we even having this conversation? You don't even know me. What do you care if I change my schedule?" I know I'm being rude. The guy offered to carry my things and walk me to class. And depending on which version of the story I believe, he either asked me out on Monday already, or he did it indirectly a few seconds ago. None of it makes any sense. Why me? Without any effort, I can think of at least ten girls who beat me out in looks, personality, and darker foundation. And Galen could pull any of them. "What, you don't have a question for my question?" I ask after a few seconds. "It just seems silly for you to change your schedule over a disagreement about when the Titanic-" I throw my hands up at him. "Don't you see how weird this is for me?" "I'm trying to, Emma. I really am. But I think you've had a tough couple of weeks, and it's taking a toll on you. You said every time you're around me something bad happens. But you can't really know for sure that's true, unless you spend more time with me. You should at least acknowledge that." Something is wrong with me. Those cafeteria doors must have really worked me over. Otherwise, I wouldn't be pushing Galen away like this. Not with him pleading, not with the way he's leaning toward me, not with the way he smells. "See? You're taking it personally, when there's really nothing personal about it," I whisper. "It's personal to me, Emma. It's true, I don't know you well. But there are some things I do know about you. And I'd like to know more." A glass full of ice water wouldn't cool my cheeks. "The only thing you know about me is that I'm life threatening in flip-flops." That I won't meet his eyes obviously bothers him, because he lifts my chin with the crook of his finger. "That's not all I know," he says. "I know your biggest secret." This time, unlike at the beach, I don't swat his hand away. The electric current in my feet prove that we're really standing so close to each other that our toes touch. "I don't have any secrets," I say, mesmerized." He nods. "I finally figured that out. That you don't actually know about your secret." "You're not making any sense." Or I just can't concentrate because I accidentally looked up at his lips. Maybe he did talk me into swimming... The door to the front office swings open, and Galen grabs my arm and ushers me around the corner. He continues to drag me down the hall, toward world history. "That's it?" I say, exasperated. "You're just going to leave it at that?" He stops us in front of the door. "That depends on you," he says. "Come with me to the beach after school, and I'll tell you." He reaches for the knob, but I grab his hand. "Tell me what? I already told you that I don't have any secrets. And I don't swim." He grins and opens the door. "There's plenty to do at the beach besides swim." Then he pulls me by the hand so close I think he's going to kiss me. Instead, he whispers in my ear, "I'll tell you where your eye color comes from." As I gasp, he puts a gentle hand on the small of my back and propels me into the classroom. Then he ditches me.

capital expenditures required in Clean Technology are so incredibly high,” says Pritzker, “that I didn’t feel that I could do anything to make an impact, so I became interested in digital media, and established General Assembly in January 2010, along with Jake Schwartz, Brad Hargreaves and Matthew Brimer.” In less than two years GA had to double its space. In June 2012, they opened a second office in a nearby building. Since then, GA’s courses been attended by 15,000 students, the school has 70 full-time employees in New York, and it has begun to export its formula abroad—first to London and Berlin—with the ambitious goal of creating a global network of campuses “for technology, business and design.” In each location, Pritzker and his associates seek cooperation from the municipal administration, “because the projects need to be understood and supported also by the local authorities in a public-private partnership.” In fact, the New York launch was awarded a $200,000 grant from Mayor Bloomberg. “The humanistic education that we get in our universities teaches people to think critically and creatively, but it does not provide the skills to thrive in the work force in the 21st century,” continues Pritzker. “It’s also true that the college experience is valuable. The majority of your learning does not happen in the classroom. It happens in your dorm room or at dinner with friends. Even geniuses such as Mark Zuckerberg or Bill Gates, who both left Harvard to start their companies, came up with their ideas and met their co-founders in college.” Just as a college campus, GA has classrooms, whiteboard walls, a library, open spaces for casual meetings and discussions, bicycle parking, and lockers for personal belongings. But the emphasis is on “learning by doing” and gaining knowledge from those who are already working. Lectures can run the gamut from a single evening to a 16-week course, on subjects covering every conceivable matter relevant to technology startups— from how to create a web site to how to draw a logo, from seeking funding to hiring employees. But adjacent to the lecture halls, there is an area that hosts about 30 active startups in their infancy. “This is the core of our community,” says Pritzker, showing the open space that houses the startups. “Statistically, not all of these companies are going to do well. I do believe, though, that all these people will. The cost of building technology is dropping so low that people can actually afford to take the risk to learn by doing something that, in our minds, is a much more effective way to learn than anything else. It’s entrepreneurs who are in the field, learning by doing, putting journey before destination.” “Studying and working side by side is important, because from the interaction among people and the exchange of ideas, even informal, you learn, and other ideas are born,” Pritzker emphasizes: “The Internet has not rendered in-person meetings obsolete and useless. We chose these offices just to be easily accessible by all—close to Union Square where almost every subway line stops—in particular those coming from Brooklyn, where many of our students live.

We met three years prior, in 2003, when I created the first-ever Shakespeare program in a solitary confinement unit, and we spent three years working together in that unit. Now we have received unprecedented permission to work together, alone, unsupervised, to create a series of Shakespeare workbooks for prisoners. Newton is gesticulating so animatedly that it draws the attention of an officer walking by our little classroom. He pops his head inside. “Everything okay in here?” he asks. “Just reading Shakespeare,” I reply. He shakes his head and walks on. “That is crazy!” Newton repeats, his head still in the book. A record ten and a half consecutive years in solitary confinement, and he’s not crazy, he’s not dangerous—he’s reading Shakespeare. And maybe, just maybe, it is because he’s reading Shakespeare that he is not crazy, or dangerous.

If they are looking for a rewarding long term business with a plumber to perform tasks There are many companies who are working to decide what kind of vocational schools, replacement or installation of higher education institutions. For your education initiative must be the only option that is able to provide intensive plumber work relevant by the classic Nationwide Plumbing Code. After completing the program, each providing accreditation to another relevant effort and hard work as a plumber. The program includes training in the relevant programs to install and configure resources. It also includes mechanical design, troubleshooting, piping plans and key ingredients. Bacteriology and sanitation is also part of an important program for plumbers exercise. Although few plumbing works carried out in the classroom, the most important part of the class exercise is comfortable on the stage. The most important bands in principle were supposed to be a plumber in the direction of the company to do the exercises. It is organized in such a way that the student really easy, because you need a plumber's apprentice as an assistant purchasing palms running plumbing parts training. The student gets serious compensated despite the hour discovery replacement rate. He always takes four-year students to get the name of the certificate. In this position, the plumber will be held against the craftsman marketing consultant. When the full study plumbing, plumber charges may choose the next action plan for the office or a plumber, or may be may decide to acquire its own plumber in person in the office. System officeholder has more tasks and also includes all However, more flexibility. He came to power to decide employment opportunities for leadership simply do not want to take, and it can also maintain services in other management plumbers enough to have a lot less work if you need a cute hat.

Imagine considering every moment as a potential time of communion with God. By the time your life is over, you will have spent six months at stoplights, eight months opening junk mail, a year and a half looking for lost stuff (double that number in my case), and a whopping five years standing in various lines.7Why don’t you give these moments to God? By giving God your whispering thoughts, the common becomes uncommon. Simple phrases such as “Thank you, Father,” “Be sovereign in this hour, O Lord,” “You are my resting place, Jesus” can turn a commute into a pilgrimage. You needn’t leave your office or kneel in your kitchen. Just pray where you are. Let the kitchen become a cathedral or the classroom a chapel. Give God your whispering thoughts.

Back in Clemens's office, he and I talk about the proliferation of disciplines with the word studies in their names. "Anything with studies in it, avoid!" Clemens says. What about Cultural Studies? "That bullshit comes into the classroom in papers." He mentions Monterey's Sign Language Program, which was "founded with the best intentions" but which actually "promotes deafness" in the name of political correctness. "Just think of not healing a child who can't hear because it's an offense against deaf culture!

Just because you're standing in your office or your classroom or your studio doesn't mean that you can take emotion out of this process. You cannot. (P.8)

Coaching is leadership, and leadership is leadership, whether in a gym, an office, a classroom, or a family.

Complaining     “I am not saying this because I am in need, for I have learned to be content whatever the circumstances” (Philippians 4:11).     God hates complaining. In the Old Testament, God rescued the Israelites from 400 years of slavery in Egypt. They had a miraculous escape through the Red Sea and were on their way to the Promised Land. Yet only two of the original group actually arrived at the final destination. The rest perished in the desert. Why? One contributing factor was their complaining.   First, they complained that they had no food so God graciously provided manna. This was food that miraculously appeared each morning for them to collect for their families for the day. However, it wasn’t long before they complained about the manna. They even went so far as to say that they preferred their lives of slavery in Egypt to another day of eating manna.   I’m disgusted by their ungratefulness. They were a complaining, grumbling bunch that couldn’t see how good they actually had it. They were constantly looking for the bad in their situation instead of focusing on how God had favoured them, heard their cries, saved them from slavery, and provided for them on their way to the Promised Land.   However, it’s easy for me to pass judgment on them as I read about their story in the Bible. It’s obvious to me what they did wrong. But I was recently convicted of my own behaviour. Some days I am no better than those complainers.   I can think specifically of a job I received. This job was a miracle from God in itself. My two co-workers had been waiting over three years to get this job – I had just applied a month before. It was only part-time hours so it allowed me to continue to pursue my other interests and hobbies. It was close to my home, within the hours that my children were at school and doing what I love to do – teach.   However, when I was first offered the job I complained about the topic I would be teaching – accounting. It was not my first love. I would have preferred to teach creative writing or marketing – something fun. But accounting? I balked. Then I complained about the cost of parking. Then I complained that I had to share an office. Then I complained that my mailbox was too high, the water was too cold, the photocopier was too far away, the computer was too slow – well, you get the point. Instead of focusing on the answer to prayer, I focused on the little irritants about which to complain.   Finally, I started to complain about the students – one particular student. She would come to class with a snarl and sit in the back of the classroom with her arms crossed, feet up and a scowl that would scare crows away. It seemed to me that she not only hated the topic I was teaching, but she also hated the teacher.   Each day, I returned home and complained to my husband about this particular student. Things didn’t improve. She became more and more despondent and even poisoned the entire class with her sickly attitude. I complained more. I complained to other teachers and my friends; anyone who dared to ask the question, “How do you enjoy teaching?”  

I think mentoring is simply an inborn passion and not something you can learn in a classroom. It can only be mastered by observation and practice. I also realized that most mentees select you, and not the other way round. The mentor’s role is to create a sense of comfort so that people can approach you and hierarchy has no role to play in that situation. The mentee has to believe that when they share anything, they are sharing as an equal and that their professional well-being is protected, that they won’t be ridiculed or their confidentiality breached. As a mentor you have to create that comfort zone. It is somewhat like being a doctor or a psychiatrist, but mentoring does not necessarily have to take place only in the office. For example, if I was travelling I would often take along a junior colleague to meet a client. I made sure they had a chance to speak and then afterwards I would give them feedback and say, ‘You could have done this or that’. Similarly, if I observed somebody when they were giving a pitch or a talk, I would meet them afterwards or send them an e-mail to say ‘well done’ or coach them about how they could have done better. This trait of consciously looking for the bright spark amongst the crowd has paid me rich dividends. I spotted N. Chandrasekaran (Chandra), TCS’s current Chief Executive, when he was working on a project in Washington, DC in the early 1990s; the client said good things about him so I asked him to come and meet me. We took it from there. Similarly urging Maha and Paddy to move out of their comfort zones and take up challenging corporate roles was a successful move. From a leadership perspective I believe it is important to have experienced a wide range of functions within an organization. If a person hasn’t done a stint in HR, finance or operations, or in a particular geography or more than one vertical, they stand limited in your learning. A general manager needs to know about all functions. You don’t have to do a deep dive—a few months exploring a function is enough so long as you have an aptitude to learn and the ability to probe. This experience is very necessary today even from a governance perspective.

At roughly $10,000 per student per year, the average American school is spending $250,000–$300,000 per classroom of twenty-five to thirty students. Where is that money going? Arguably, most of it should be going to teachers; but that isn’t how it works. Teachers’ salaries are a relatively small part of the expenditure. If we generously put a teacher’s salary and benefits at $100,000 per year—teachers in most of the country make far less—and the cost of maintaining a 1,000-square-foot classroom at $30,000 per year (a figure comparable to leasing high-end office space), we still have $120,000–$170,000 for each classroom to be spent on “other stuff.” This other stuff includes things like well-paid administrators, security guards, and well-manicured football fields—none of which have a direct role in students’ learning.

Whatever it was, it caused me to be late getting the roll taken, and I had just turned to that task when the door opened and Molly Bendixon walked in abruptly. ‘Where’s your absence report?’ she demanded. ‘They’re waiting for it in the office. It’s holding everybody up. Haven’t you been told that you’re supposed to take the roll first thing and get it down there?’ Her tone was sarcastic and patronizing. ‘I’m just taking it now,’ I said. ‘I’ll have it down there right away.’ I was furious but determined not to show it in front of the students. Molly turned and marched out, and I followed her, closing the door behind us. I hadn’t had my morning coffee yet, and my anger was getting the upper hand. ‘Miss Bendixon,’ I said, ‘let me explain something.’ She sighed and turned, evidently expecting an excuse. ‘My classroom is off limits to you. You are never again to enter it unless I invite you. And if you ever humiliate me in front of my students again, I will knock you on your ass. You can tell that to the principal if you want to, and if you don’t believe me, try me.’ I went back to my classroom and slammed the door, hard. Several of the students had slipped up to the door and had been straining to hear what I was saying to Molly, but they scuttled back to their seats when I came in, and everybody was very quiet.

The other article was by Lois Weiner, a professor who prepared urban teachers at New Jersey City University. Weiner was a parent activist at P.S. 3 in District 2, which she described as a highly progressive alternative school with an unusual degree of parent involvement. She claims that district administrators were stifling teachers and parents at P.S.3 by mandating "constructivist" materials and specific instructional strategies ... She [Weiner] continued, "The degree of micromanagement is astounding." Those who challenged the district office's mandates, she said, risked getting an unsatisfactory rating or being fired. Weiner contended that "opposition from parents is building against the new math curriculum," which was supposed to be field-tested with control groups, but instead was mandated for every classroom." Teachers were expressly prohibited from using other math textbooks or materials, and some were clandestinely "photocopying pages of now-banned workbooks.

Haruyuki Arita, student No: 460017, grade eight, class C: As soon as you arrive at school, report to the counseling office on the first floor of the general classroom wing. —Koji Sugeno, class C homeroom teacher

It’s no coincidence that the Thoughtfully Fit model helps you focus on your choices and control. That’s what coaching does too. From my master’s thesis to my office to the university classroom, this is a training plan grounded in coaching philosophies that work.

Grandmama told me survival stories placed in offices, washrooms, Sunday school classrooms, parking lots, kitchens, fields and bedrooms. She told me stories featuring her body and the white foremen at the chicken plant. She told me about Mr. Mumford, about the deacons at our church, about the men who worked the line with her. She told me stories about her father, her uncles, her cousins, and her husband. "I think the men folk forgot," she said near the end, "that I was somebody's child.

He’s currently copying every move I make. It’s the Mirror Game. To the casual observer it wouldn’t be immediately obvious; he’s as subtle as a shadow. But not to me. Each movement of mine is replicated on his side of the office on a slight time delay. I lift my chin from my palm and swivel to my desk, and smoothly he does the same. I’m twenty-eight years old and it seems I’ve fallen through the cracks of heaven and hell and into purgatory. A kindergarten classroom. An asylum.

Not through the fast-firing synapses of social media, because I am difficult to find on those channels. I am no one of note, and no one would particularly want to follow me, this stale thirty-nine-year-old woman. I lead a simple life now, riding the subway to my office and my classroom at an unremarkable local college. And then, back in the evenings to my silent apartment.

At school, the DARE program brought friendly police officers into our classrooms to convince us that drug abuse was everywhere, a mortal threat, and that only the weakest, most morally bankrupt individuals would succumb to it-the losers, those who didn't love themselves enough or weren't strong enough. I loved Mama through and through, but it was hard to to internalize the message.

How do any of us end up working in bars? Some become bartenders on purpose- Han, Fina, Scott the Scot. But more often we stumble into it, in moments like these. Because our shiny degrees have not delivered the futures we were promised. Because we are night owls in a world that prizes early birds. Because we are tired of staring at screens, of sitting in unending meetings, of working for companies that do and make nothing. Because something marked us in our lives, or we marked ourselves, as somehow unfit for the office, for the classroom, for the nine-to-five. Because we descended, and found that once we had drunk the nectar of this particular netherworld, we could never go home.

classroom we passed Mr Krauthammer’s office. On his office door there was a big sign hanging. It read: Do not disturb for ANY reason between the hours of 1:00-3:00 unless there is an emergency. And it better be a real bad emergency. What was that about? “We have to find out what’s going on!” I said to Ethan. “Why can’t anyone go into his office during those hours?” “Yeah,” said Ethan. “We have to find out! I wonder what he’s up to?” “But how are we going to find out?” I asked. “You know his office will be locked.

as well have stuck my fingers in my ears. Warm air blew softly down the hall with a low roar that, coupled with a buzz from the lights and a hum from the elevator shaft, swallowed all other sounds, no matter how hard I concentrated. But that could work both ways. I padded down the hall, noiseless in sneakers. The hall branched to the left several times, forming the bottom end of a T. At each branch I listened intently, then bobbed my head into the hallway for a quick check. I reached the end of the hall. Nothing. Nobody. No Charles Manson or Ted Bundy or Vlad the Impaler. Definitely no Michael Wheeler. I considered for a second. I didn’t know which office I was looking for and could spend half the night checking doors and poking my head into rooms while Amanda might or might not be stuck in an elevator. And if Wheeler was holed up somewhere on this floor, it would be child’s play to sneak up and pop me while I was going up and down hallways, rattling doorknobs. It wasn’t a one-man job and I could afford to wait for backup. My first priority was to make sure Amanda was safe. Quick but cautious, I headed back to the elevators. Halfway there, my cell buzzed in my pocket. I answered. “Singer.” “Detective Singer, this is the dispatcher with the George Washington University police. We spoke earlier. Are you in the Krueger building?” “Yeah,” I said, keeping my head up and watching the doors to at least a dozen classrooms as I continued the walk back to the elevator. “I’m on the ninth floor now.” “Is Ms. Lane in danger?” “I don’t know.” I explained how I’d lost the call. “We’ll need to get someone to override

In private memory this place is its halls, its library, its chapel worn to satin by the encounters and collaborations among and between strangers from other neighborhoods and strangers from other lands. It is friend-ships secured and endangered on greens and in classrooms, offices, eating clubs, residences. It is stimulating rivalries negotiated in laboratories, lecture halls and sports arenas. Every doorway, every tree and turn is haunted by peals of laughter, murmurs of loyalty and love, tears of pleasure and sorrow and triumph.

It’s in moments of extreme stress that we find out who we really are. In the comfort of an office or a classroom, we’re happy to discuss what we might or might not do in certain hypothetical situations. But until you face that fear, that crisis, that emergency situation, you never know exactly how you’ll behave. Heroes and cowards are defined in a split second.

Yet in our offices and our classrooms we have way too much compliance and way too little engagement. The former might get you through the day, but only the latter will get you through the night.

Stuyvesant High School. In an English class, his teacher had been discussing The Merchant of Venice, and had held up the character of Shylock as “typical” of Jewish cruelty and greed. David Sarnoff had protested this interpretation, and had been hauled into the principal’s office for disrupting the classroom. The

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.

First Week of January 2013 Continuation of my Message to Andy (part 5)   Hi Andy, Are you back from your Tasmanian rowing expedition? Did your team win? I hope so. If I remember correctly, you were always an excellent rower and your teammates at Daltonbury Hall venerated your feathering mastery. I’d love to hear your adventures.☺   Back To My OBSS Escapades   As we headed to Jules’ makeshift office (a classroom temporarily converted), Kim was overtly skittish. He had surmised we would be consigned to cleaning the OBSS lavatories as punishment for our playful misdemeanour. I assured the teenager that that wouldn’t be the case; a more propitious outcome would be in order. Yet, he continued to brood, blaming me for my impertinence. Instead of arguing with him, I kept silent.               I couldn’t help but notice a sardonic smug on Jules’ handsome face when we entered. “Young, will you keep watch outside while I have a word with this young man?” he instructed. I sat on a nearby bench, waiting my turn. Minutes passed, and I needed to use the restroom. I wasn’t sure if I should leave, in the event I would be called upon, but I decided to go. Just as I was finishing my business, I heard a commotion outside. In states of disarray, my leader and tent-mate were being escorted out of the office by a couple of burly guards from the senior officer’s HQ. I was shocked to witness such an unanticipated occurrence. For a brief moment, Kim looked my direction before they marched into the darkness. The unforgettable terror on his face was of a man about to be hanged. It didn’t take long for rumours to circulate around camp that the two were caught red-handed doing unspeakable things to one another. Yet, none of the gossipmongers could provide a definitive account. The next day, Jules and Kim were gone. They had both been hastily expelled without having a chance to say goodbye. My three remaining days at OBSS, I was flummoxed. It was my final evening in Singapore when the truth came to light. My ex-OBSS leader was coming out of a bar in Bugis Street when I stumbled upon him. It was then that I heard the entire narrative from the horse’s mouth.

Dad called the principal before we went to school and he told me the principal was okay with what had happened. However upon entering his office, I felt terribly guilty. The poor man was in a neck collar and it was all my fault. The room smelt of sanitizer. He greeted me with a smile, “Good morning Richard.” I was so glad my dad had come with me! Straight away I burst into a full-blown apology, the words tumbling out of my mouth. He waved his hands to stop my verbal outpouring of regret and sympathy. “It’s okay, Richard, I should have replaced my chair years ago, it has always been a bit wonky. I’m fine, don’t worry. Your Dad told me the whole story and I am proud to have such a caring student at this school.” Now this scenario definitely did not play through my head last night! Then he stood and walked around his desk and put his hand on my shoulder. “Can I give you a piece of advice, Richard?” he asked. I nodded. “Sort out your girl problems, two girls and one guy…it never works out.” Breathing a sigh of relief, I shook my head in agreement, “Thank you Sir, I’ll do that.” At the same time I was thinking…how am I going to do that? He walked us out to the hallway and I hugged Dad goodbye. Walking along this hallway yesterday, I felt full of doom and gloom, but today was different. Until I saw the vice principal standing at the end. I stopped, lowered my eyes and tried to apologize. In a quiet and very firm voice, she said, “I’m watching you.” Then she turned and walked back into her office. Two down, one to go and this person was the most important one…Maddi. I walked into class slightly late and heard a few quiet giggles and whispers. Obviously the kids had been gossiping. Looking around I couldn’t see her, she was away! I let out a huge sigh. All morning I had been looking forward to working it out with her. I waved hi to Gretel, she pulled a face and looked away and that was not a good sign. That look told me that Maddi had believed Linda and that she was really mad and upset. Linda was even later than me. She walked into the classroom with a huge smile on her face and apologized for being late, then she headed towards the vacant seat next to me. I jumped up, grabbed the chair and moved it next to Ted. There was NO WAY she was going to sit next to me! Everyone laughed and she looked embarrassed, but I didn’t care. I had had enough!

Everywhere you go there's always a ring. People say the world is a boxing ring. It's easy enough to say that. But if it's true, shouldn't we always be prepared to fight? It's not just a meaningless metaphor. There's truth behind it. Do you know why the ring is a square? It's because nine times out of ten, the places you go in life are square. Bedrooms, classrooms, offices, elevators, buses, and so on and so on. From the cradle to the grave, we can't get away from squares. A man's destiny is a square.

However, the spooky boys of the super secret Technical Laboratory failed to impress me. I possessed a vast library on the various facades of technical intelligence. I was amused to see the rudimentary wireless sets (some manufactured by the IB technicians at mount joy), clandestine cameras, miniature radio transmitters and a few bugging tools flaunted by the so-called experts as the main tools of technical intelligence. These gadgets were shown to us like the magicians pulling out an occasional rabbit from their hats. I don’t think anyone emerged out of the classrooms much wiser about the application of electronic gadgets for generating intelligence

Sit Quietly This is the most important Zen practice.   It is the classroom for living a wise and kind life.   Sit anywhere and be quiet: on a couch, a bed, a bench, inside, outside, leaning against a tree, by a lake, at the ocean, in a garden, on an airplane, in your office chair, on the floor, in your car. Meditation cushions are okay too.   Sit at any time: morning, night, one minute, three years.   Wear what you've got on. Loosen your waist so that your belly can move with your breath.   Sit as relaxed as possible. Relax your muscles when starting and during sitting.   Sit with your back straight but not stiff. Keep your head upright with your ears level.   Respect all medical conditions. Only take a posture you can. All postures are okay.   Do what you can do.   Keep your eyes slightly opened and out of focus. Closing them will make you sleepy and sometimes busy. Opening them wide will keep you busy.   Breathe naturally through your nose. Enjoy breathing. Feel your breath. Watch your breath. Become your breath.   Be like a cat purring. Follow your breath like ocean waves coming in and out.   When you get distracted, come back to the simplest and most basic experience of being alive, your breathing.   That's it. No belief. No program. No dogma.   You do not have to be Buddhist. You can be of any faith, religion, race, nationality, gender, relationship status, or capacity.   Just sit quietly, connect with your breath, and pay attention to what happens. You will learn things.   Do it when you want. You decide how much is enough for you. If you do it daily, it will get into your bones.   Please enjoy sitting quietly!   The only way to learn sitting quietly is to do it.

Somewhere a scholar is preparing a manuscript on the poetry of Lucille Clifton while his child happily plays under the watch of a childcare provider, the cost of whose labor is paid without worry but the cost of whose living is a source of ongoing anxiety. Somewhere a Frantz Fanon scholar is spending grant money on addressing the built-in obsolescence of their laptop, the rare earth in the guts of which have been plundered from the ground in the new scramble for Africa; the toxic skeletal remains of which will be shipped away out of sight, out of mind, to be dismantled by dispossessed, non-white hands in sacrifice zones for digital capitalism. Somewhere a theorist of settler colonial economic formations is falling asleep on the train en route to a precarious adjunct gig an hour and a half from home, the text of the conference proposal in their lap blurring like the landscape outside, their eyelids heavy from last night's shift at the cafe at which the hourly pay is more or less equivalent to that which they receive for teaching. Somewhere a mid-career scholar is arriving on campus for office hours more relaxed than they have been in years, buoyed by a mixture of validation and excitement after having read an article on white supremacy in classrooms led by non-white faculty, text on page relaxing muscles, jaw, and gut, thinning the dense cloud of alienation in a department in which indicate phrases like "playing the race card" and "all lives matter" are replaced with more professional ones--like "you may be overreacting" and "try to adopt a student-centered approach." Scholarship, no matter how abstract its subject matter, is always already a material practice, a lived experience with complex, far-reaching physical entanglements.

The rest of the place was so dilapidated-but-trying that some of its offices and classrooms were still housed in old buildings abandoned by the neighboring State Mental Hospital, unfit for the mentally challenged but perfetly fine for "educating" the parated of probably-ought-to-major-in-business willfully ignorant know-nothings that rotated in and out of its former cells for a couple of months each semester before dropping out.

A somber energy settled inside the classroom, like the darkness outside. Our goal, BSU officers told each other, was to free the Jena 6. But were we willing to do anything? Were we willing to risk our freedom for their freedom? Not if our primary purpose was making ourselves feel better. We formulate and populate and donate to cultural and behavioral and educational enrichment programs to make ourselves feel better, feeling they are helping racial groups, when they are only helping (or hurting) individuals,

There are three key aspects of Bourdieu’s theory that are relevant to white fragility: field, habitus, and capital. Field is the specific social context the person is in—a party, the workplace, or a school. If we take a school as an example, there is the macro field of school as a whole, and within the school are micro fields—the teacher’s lounge, the staff room, the classroom, the playground, the principal’s office, the nurses’ office, the janitor’s supply room, and so on. Capital is the social value people hold in a particular field; how they perceive themselves and are perceived by others in terms of their power or status. For example, compare the capital of a teacher and a student, a teacher and a principal, a middle-class student and a student on free or reduced lunch, an English language learner and a native English speaker, a popular girl and an unpopular one, a custodian and a receptionist, a kindergarten teacher and a sixth-grade teacher, and so on. Capital can shift with the field, for example, when the custodian comes “upstairs” to speak to the receptionist—the custodian in work clothes and the receptionist in business attire—the office worker has more capital than does the maintenance person. But when the receptionist goes “down” to the supply room, which the custodian controls, to request more whiteboard markers, those power lines shift; this is the domain of the custodian, who can fulfill the request quickly or can make the transaction difficult. Notice how race, class, and gender will also be at play in negotiations of power. The custodian is most likely to be male, and the receptionist female; the custodian more likely a person of color and the receptionist more likely white. These complex and intersecting layers of capital are being negotiated automatically.

A school bus is many things. A school bus is a substitute for a limousine. More class. A school bus is a classroom with a substitute teacher. A school bus is the students' version of a teachers' lounge. A school bus is the principal's desk. A school bus is the nurse's cot. A school bus is an office with all the phones ringing. A school bus is a command center. A school bus is a pillow fort that rolls. A school bus is a tank reshaped- hot dogs and baloney are the same meat. A school bus is a science lab- hot dogs and baloney are the same meat. A school bus is a safe zone. A school bus is a war zone. A school bus is a concert hall. A school bus is a food court. A school bus is a court of law, all judges, all jury. A school bus is a magic show full of disappearing acts. Saw someone in half. Pick a card, any card. Pass it on to the person next to you. He like you. She like you. K-i-s-s-i . . . s-s-i-p-p-i is only funny on a school bus. A school bus is a stage. A school bus is a stage play. A school bus is a spelling bee. A speaking bee. A get your hand out of my face bee. A your breath smell like sour turnips bee. A you don't even know what a turnip bee is. A maybe not, but I know what a turn up is and your breath smell all the way turnt up bee. A school bus is a bumblebee, buzzing around with a bunch of stingers on the inside of it. Windows for wings that flutter up and down like the windows inside Chinese restaurants and post offices in neighborhoods where school bus is a book of stamps. Passing mail through windows. Notes in the form of candy wrappers telling the street something sweet came by. Notes in the form of sneaky middle fingers. Notes in the form of fingers pointing at the world zooming by. A school bus is a paintbrush painting the world a blurry brushstroke. A school bus is also wet paint. Good for adding an extra coat, but it will dirty you if you lean against it, if you get too comfortable. A school bus is a reclining chair. In the kitchen. Nothing cool about it but makes perfect sense. A school bus is a dirty fridge. A school bus is cheese. A school bus is a ketchup packet with a tiny hole in it. Left on the seat. A plastic fork-knife-spoon. A paper tube around a straw. That straw will puncture the lid on things, make the world drink something with some fizz and fight. Something delightful and uncomfortable. Something that will stain. And cause gas. A school bus is a fast food joint with extra value and no food. Order taken. Take a number. Send a text to the person sitting next to you. There is so much trouble to get into. Have you ever thought about opening the back door? My mother not home till five thirty. I can't. I got dance practice at four. A school bus is a talent show. I got dance practice right now. On this bus. A school bus is a microphone. A beat machine. A recording booth. A school bus is a horn section. A rhythm section. An orchestra pit. A balcony to shot paper ball three-pointers from. A school bus is a basketball court. A football stadium. A soccer field. Sometimes a boxing ring. A school bus is a movie set. Actors, directors, producers, script. Scenes. Settings. Motivations. Action! Cut. Your fake tears look real. These are real tears. But I thought we were making a comedy. A school bus is a misunderstanding. A school bus is a masterpiece that everyone pretends to understand. A school bus is the mountain range behind Mona Lisa. The Sphinx's nose. An unknown wonder of the world. An unknown wonder to Canton Post, who heard bus riders talk about their journeys to and from school. But to Canton, a school bus is also a cannonball. A thing that almost destroyed him. Almost made him motherless.

Team Obama joined the fight against teachers unions from day one: the administration supported charter schools and standardized tests; they gave big grants to Teach for America. In Jonathan Alter’s description of how the administration decided to take on the matter, it is clear that professionalism provided the framework for their thinking. Teachers’ credentials are described as somewhat bogus; they “often bore no relationship to [teachers’] skills in the classroom.” What teachers needed was a more empirical form of certification: they had to be tested and then tested again. Even more offensive to the administration was the way teachers’ unions had resisted certain accountability measures over the years, resulting in a situation “almost unimaginable to professionals in any other part of the economy,” as Alter puts it.15 As it happens, the vast majority of Americans are unprofessional: they are the managed, not the managers. But people whose faith lies in “cream rising to the top” (to repeat Alter’s take on Obama’s credo) tend to disdain those at the bottom. Those who succeed, the doctrine of merit holds, are those who deserve to—who race to the top, who get accepted to “good” colleges and get graduate degrees in the right subjects. Those who don’t sort of deserve their fates. “One of the challenges in our society is that the truth is kind of a disequalizer,” Larry Summers told journalist Ron Suskind during the early days of the Obama administration. “One of the reasons that inequality has probably gone up in our society is that people are being treated closer to the way that they’re supposed to be treated.”16 Remember, as you let that last sentence slide slowly down your throat, that this was a Democrat saying this—a prominent Democrat, a high-ranking cabinet official in the Clinton years and the man standing at the right hand of power in the first Obama administration.* The merit mind-set destroyed not only the possibility of real action against inequality; in some ways it killed off the hopes of the Obama presidency altogether. “From the days of the 2008 Obama transition team offices, it was clear that the Administration was going to be populated with Ivy Leaguers who had cut their teeth, and filled their bank accounts, at McKinsey, Goldman Sachs and Citigroup,” a labor movement official writes me. The President, who was so impressed with his classmates’ intelligence at Harvard and Columbia, gave them the real reins of power, and they used those reins to strangle him and his ambition of being a transformative President. The overwhelming aroma of privilege started at the top and at the beginning.… It reached down deep into the operational levels of government, to the lowest-level political appointees. Our members watched this process unfold in 2009 and 2010, and when it came time to defend the Obama Administration at the polls in 2010, no one showed up. THE

Some teachers will appreciate being invited to a school leader’s office to receive feedback, perhaps because they value time out of their classroom and they feel that doing so formalises the process, which they like; others will feel intimidated by this and would much prefer to receive feedback in the more familiar environment of their own classroom.

The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response.

There were no free spaces in the school’s parking lot. Adam ended up parking illegally—live on the edge—and hurrying toward the school. The side door was locked. Adam had never done this before—visited Corinne during a school day—but he knew that all schools had taken up stringent security protocols in the wake of shootings and other violence. He circled toward the front door. It was also locked. Adam pressed the intercom button. A camera whirred down on him, and the weary female voice that could only belong to someone working in a school’s main office asked him who he was. He put on his most disarming smile. “It’s Adam Price. Corinne’s husband.” The door buzzed. Adam pushed through the doors. A sign read CHECK IN AT THE MAIN DESK. He wasn’t sure what to do here. If he signed in, they would want to know why and probably buzz down to the classroom. He didn’t want that. He wanted to surprise Corinne or, at the very least, not need to explain to the staff why he was here. The office was on the right. Adam was about to turn left and just hurry down the opposite way when he saw the armed security guard. He aimed his most disarming smile at the guard. The guard offered one back. No choice now. He’d have to go to the main office. He veered through the door and weaved past a few local moms. There was a huge laundry basket in the middle of the floor where parents dropped off lunches for their kids who forgot to bring them in the morning. The

The emotional roller coaster of rescue work never seemed to end. I named my facility “Cougar Country” to highlight my focus, but I found myself called to help many different animals--in veterinarians’ offices, in the field, in classrooms and courtrooms. Somehow I kept it all together, and ran Westates Flagman, too. My day had forty-eight hours. It helped that I had no social life.

on the back. ‘Excellent.’ Mr Mudge crossed his arms. ‘So, at recess, you can polish the lawn bowls. At lunch, report to Mrs Trundle. There are quite a few things that need doing around her office. I’m sure she’ll find a use for you.’ ‘No problem, Mr Mudge.’ Mr Mudge waved them past. ‘Now, straight to class.’ They set off again, moving quickly this time, with Mudge bringing up the rear. ‘Good one, Warner,’ Sunil whispered in Davey’s ear as they approached the classroom. ‘What a crazy idea! Who’d have thought you’d pull it off?’ Davey rolled his eyes. ‘Thanks for the vote of confidence, Deep.’ ‘Now, we’ve just got to get McNab out of his dancing thing,’ Sunil muttered. ‘Wonder what Pepi’s other idea was?

oan Hilliard could feel the smile on her face as she stepped from her car. Not the best wheels, but they were hers, a token of four years spent working in a brokerage firm. Joan had always wanted to be a teacher, but she had finished college at the wrong time. To her great disappointment, she couldn’t land a teaching position. She had still wanted her own classroom but decided that any job was better than nothing. The brokerage firm paid well, and she felt better for the experience. She had learned about herself, how to work with other adults, and what life at work was all about. Above all, she felt more confident. She had learned to cope in a demanding and stressful adult environment. That experience ought to help in a classroom of kids. She was delighted to get a teaching assignment at Pico School. It looked like a friendly place from the outside. The surrounding neighborhood was in decline, but Pico boasted green lawns, welltrimmed shrubbery, and large, lattice-paned windows. Built in the 1950s, it had the architectural charm that Joan remembered from the schools of her childhood. As she walked through the arched entryway, she noticed the vaguely familiar smells of new wax and summer mustiness. As she turned down the corridor leading to the principal’s office, she ran into a tall, broad-shouldered man with hands on hips, scrutinizing the newly polished sheen on the floor. This had to be the custodian, admiring his work before hundreds of students’feet turned it into a mosaic of scuff marks. As she moved closer, he looked up and smiled as if he had

Alex whispers, “There’s a thin line between love and hate. Maybe you’re confusing your emotions.” I scoot away from him. “I wouldn’t bet on it.” “I would.” Alex’s gaze turns toward the door to the classroom. Through the window, his friend is waving to him. They’re probably going to ditch class. Alex grabs his books and stands. Mrs. Peterson turns around. “Alex, sit down.” “I got to piss.” The teacher’s eyebrows furrow and her hand goes to her hip. “Watch your language. And the last time I checked, you don’t need your books in order to go to the restroom. Put them back on the lab table.” Alex’s lips are tight, but he places the books back on the table. “I told you no gang-related items in my class,” Mrs. Peterson says, staring at the bandanna he’s holding in front of him. She holds out her hand. “Hand it over.” He glances at the door, then faces Mrs. Peterson. “What if I refuse?” “Alex, don’t test me. Zero tolerance. You want a suspension?” She wiggles her fingers, signaling to hand the bandana over immediately or else. Scowling, he slowly places the bandana in her hand. Mrs. Peterson sucks in her breath when she snatches the bandanna from his fingers. I screech, “Ohmygod!” at the sight of the big stain on his crotch. The students, one by one, start laughing. Colin laughs the loudest. “Don’t sweat it, Fuentes. My great-grandma has the same problem. Nothing a diaper won’t fix.” Now that hits home because at the mention of adult diapers, I immediately think of my sister. Making fun of adults who can’t help themselves isn’t funny because Shelley is one of those people. Alex sports a big, cocky grin and says to Colin, “Your girlfriend couldn’t keep her hands out of my pants. She was showin’ me a whole new definition of hand warmers, compa.” This time he’s gone too far. I stand up, my stool scraping the floor. “You wish,” I say. Alex is about to say something to me when Mrs. Peterson yells, “Alex!” She clears her throat. “Go to the nurse and…fix yourself. Take your books, because afterward you’ll be seeing Dr. Aguirre. I’ll meet you in his office with your friends Colin and Brittany.” Alex swipes his books off the table and exits the classroom while I ease back onto my stool. While Mrs. Peterson is trying to calm the rest of the class, I think about my short-lived success in avoiding Carmen Sanchez. If she thinks I’m a threat to her relationship with Alex, the rumors that are sure to spread today could prove deadly.

The walls covered with paintings and tapestries that often concealed the doors didn't help either. There were countless animal heads of all kinds lit by torches in several corridors, and I could have sworn I saw them move, but I was always so late for the lessons that I had no time to pay attention to them. Intense smells of herbs, vapors, and fumes filled this space, as potions and spells were constantly being played throughout the days and nights. Every time we passed Mrs. Fitz's secretary's office, we had to pinch our Nose, because she seemed to burn horrible herbs while she worked, and the smell spread down the hallway to the classrooms. Then there was Miss Melva Flin with her ever-vigilant bat. She controlled every person who came in and out of Philcrocks and roamed the corridors making sure no students broke the rules or tried to stick their noses where they weren't called. She had two spare eyes as her bat squeaked whenever it detected problems. No student liked her and everyone wished they could close that bat in the library where he could eat the bookworms for the rest of his life. Found the practice sites, there were still the lessons. Every Thursday at midnight the clan would gather in the High Ridge stone circle, at which hour it aligned with the moon, and it was possible to make omens from the constellations. On Tuesdays we went to the Philcrocks Woods where we watched the wild animals and any other species that walked around, hunted and fished in the river and even stayed overnight for the next day hoping to see the vampires hunt, which did not happen. I still couldn't believe vampires existed but the next day I turned away from all the sarcophagi I came across in the castle corridors. The most boring of the chairs was the Philcrocks Story, where they talked about the story of magic. Especially because the teacher talked monotonously and always behind the book, which made it impossible to see his face and understand what he was saying. He also made references to maps and wall articles that no one understood, which did not matter to him as long as he remained immersed in its reading aloud. Most interesting so far has been the story of the division of the 3 kingdoms and the emergence of the 3 clans. For many centuries they had lived peacefully until pure races emerged and the thirst for power increased, promoting their perpetuation. The segregation of sleves began there. King Elive's Night Clan was destroyed by King Ashen and the Night Clan disappeared, except for some sorcerers who chose the Shadow Kingdom to live on and continued the clan to which I now belong. Having to memorize endless dates and events was the worst part. It was hard to remember if it was Orlk or Orls who started the battle and whether it was in Cral or Crap, especially since all those names were strange to me.

We went to classes. The teachers didn’t quite know what to do with us. It wasn’t exactly kosher what we were doing–but then punishing the “apes” by sending them down the hall to the Principal’s Office within full view of all the other classrooms would only compound the problem. So they shrugged and started the school day. Within minutes of “home room”, Chris and I were sitting in our respective classrooms, working multiplication problems like good little monkeys. I remember suffering a lot throughout the day, horribly burdened by a growing realization. “What kind of a world is this,” I thought, “if you can’t go to school dressed up like a gorilla?” The question haunts me to his very day.

Office and Classroom Tools—Have the child cut with scissors; use a stapler and hole puncher; draw with crayons and chalk; paint with brushes, feathers, sticks, and eyedroppers; squeeze glue onto paper in letters or designs, sprinkle sparkles on the glue, and shake off the excess; and wrap boxes with brown paper, tape, and string. MOTOR PLANNING Jumping from a Table—Place a gym mat beside a low table and encourage the child to jump. After each landing, stick tape on the mat to mark the spot. Encourage the child to jump farther each time. Walking Like Animals—Encourage the child to lumber like a bear, on all fours; a crab, from side to side on all fours; a turtle, creeping; a snake, crawling; an inchworm, by stretching flat and pulling her knees toward her chest; an ostrich, while grasping her ankles; a duck, squatting; a frog, squatting and jumping; a kangaroo or bunny, jumping; a lame dog, with an “injured” leg; a gorilla, bending her knees; a horse, galloping. Playground Games—Remember Simon Says, Ring-Around-the-Rosy, The Hokey-Pokey, London Bridge, Shoo Fly, and Mother, May I? Insy-Outsy—Teach the child to get in and out of clothes, the front door, and the car. With a little help, the child may become able to perform these tasks independently, even if it takes a long time!

In our offices and our classrooms we have way too much compliance and way too little engagement. The former might get you through the day, but only the latter will get you through the night.

Employees who sit near windows report higher energy levels and tend to be more physically active both in and out of the office. In a study of elementary schools, students in classrooms with the most daylight advanced as much as 26 percent faster in reading and 20 percent faster in math over the course of a year. Hospital patients assigned to sunnier rooms were discharged sooner and required less pain medication than those in rooms with less light.

Wood has sensual powers that cannot be quantified. It may even be that these powers are the most important properties of wood today. Through odour, colour, resonance and warmth, we develop a sentimental attachment to artefacts made of wood that often reaches beyond their practical use. It is difficult to know exactly why we make these attachments, not least because our appreciation of such properties is so subjective. For some, touching wood engenders a feeling of safety; for others, it is a reminder of the proximity of nature; for yet others, it is about connecting to the past. Perhaps, for all of us, it is some kind of biological response. After all, we came down from the trees and for 99.9 per cent of our time on earth we have lived in natural environments: our physiological functions remain finely tuned to nature. There have been plenty of studies that have attempted to better understand the power of wood: such studies have shown that in classrooms and offices with wooden furniture, blood pressure and pulse rates tend to drop – wood is thus responsible for reducing stress levels and improving quality of sleep.

… “Education is a process, not a place.” Education can and must go on everywhere all the time-in schools, offices, at home, online, in the classroom, over your iPod…

We can’t control our environment everywhere we go, of course, but we have more control than we usually choose to exercise. Distractions literally make you stupid. Students whose classroom was situated near a noisy railroad line ended up academically a full year behind students with a quiet classroom. When the noise was dampened, the performance difference vanished. Offices aren’t much different. Research shows that the most productive computer programmers have one thing in common. It’s not experience, salary, or hours spent on a project. They had employers who gave them an environment free from distraction.