Classroom Quotes

The classroom was a jail of other people’s interests. The library was open, unending, free.

I was made for the library, not the classroom. The classroom was a jail of other people’s interests. The library was open, unending, free.

Ren watched us as he leaned casually against the table, holding a pair of scissors. I'd never seen a classroom tool look so dangerous.

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.

If I thought this would turn into a history lesson, I would have picked a better classroom than a city street." -Grimalkin

The internet is just a world passing notes around a classroom.

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

Please be SILENT and LISTEN. I am the SCHOOLMASTER and you are in the CLASSROOM. Just like ELEVEN PLUS TWO equals TWELVE PLUS ONE, And even a FUNERAL can be REAL FUN, You will find my DICTIONARY is quite INDICATORY. If you want to read my story, just look... THEN UNREAD.

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

They had reached Lockhart's classroom… 'You could've fried an egg on your face' said Ron. 'You'd better hope Creevey doesn't meet Ginny, or they'll be starting a Harry Potter fan club.' ‘Shut up,’ snapped Harry. The last thing he needed was for Lockhart to hear the phrase ‘Harry Potter fan club’.

the best classroom in the world is at the feet of an elderly person.

I was made for the library, not the classroom. The classroom was a jail of other people's interests. The library is open, unending, free.

The pursuit of knowing was freedom to me, the right to declare your own curiosities and follow them through all manner of books. I was made for the library, not the classroom. The classroom was a jail of other people’s interests. The library was open, unending, free. Slowly, I was discovering myself.

The church is not a theological classroom. It is a conversion, confession, repentance, reconciliation, forgiveness and sanctification center, where flawed people place their faith in Christ, gather to know and love him better, and learn to love others as he designed.

Calvin: Today for show and tell, I've brought a tiny miracle of nature: a single snowflake! I think we might all learn a lesson from how this utterly unique and exquisite crystal turns into an ordinary, boring molecule of water just like every other one when you bring it into the classroom. And now, while the analogy sinks in, I will be leaving you drips and going outside...

I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created.

The least of learning is done in the classrooms.

At school, our classroom had a small rodent zoo consisting of two rabbits, three hamsters, a litter of baby gerbils and a guinea pig. At first, I’d thought the teacher was raising snack food, which impressed me, being the first sign of intelligence she’d shown. Soon, though, I’d figured out the animals’ true purpose and left them alone, though I would never understand the appeal of petting and coddling perfectly good food.

If pupils suffer from attention disorders, stress and low grades, perhaps we ought to blame outdated teaching methods, overcrowded classrooms and an unnaturally fast tempo of life.

It's Thursday afternoon, and we have sports. These are the choices for the girls: watching an invitational cricket game; studying in one of the classrooms; or watching the senior rugby league. As you can imagine, I'm torn.

Home is a child's first and most important classroom.

As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.

Lies," Mr Solomon said the next morning as he walked into the classroom. "We tell them to our friends," he said. "We tell them to our enemies. And eventually...we tell them to ourselves.

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.

You need to be more careful, or you could hurt yourself." Right. Thank you, Mrs. Detweiler. I never would have come to that conclusion by myself. I was planning on incorporating a backflip into my next walk across the classroom but on second thought...

The best brains of the nation may be found on the last benches of the classroom.

Always be willing to embrace ignorance and become the dumb fuck in the classroom again, because that is the only way to expand your body of knowledge and body of work. It’s the only way to expand your mind.

The classroom remains the most radical space of possibility in the academy

Librarians have always been among the most thoughtful and helpful people. They are teachers without a classroom. No libraries, no progress.

Life is a classroom -- only those who are willing to be lifelong learners will move to the head of the class.

Looks like we have quite the predicament here, boys.” I smile at both of them, then eye the coffee in Breckin’s hands. “I see the Mormon brought the queen her offering of coffee. Very impressive.” I look at Holder and cock my eyebrow. “Do you wish to reveal your offering, hopeless boy, so that I may decide who shall accompany me at the classroom throne today?” Breckin looks at me like I’ve lost my mind. Holder laughs and picks his backpack up off the desk. “Looks like someone’s in need of an ego-shattering text today.

Books have been my classroom and my confidant. Books have widened my horizons. Books have comforted me in my hardest times. Books have changed my life.

They agree that chess training only improves chess skills but disagree that classroom training (almost) only improves classroom skills.

I don’t have an issue with what you do in the church, but I’m gonna be up in your face if you’re gonna knock on my science classroom and tell me they’ve got to teach what you’re teaching in your Sunday school. Because that’s when we’re gonna fight!

Trust that some of the best days of your life haven’t even happened yet. There are going to be parties that leave you dancing until 6am, spontaneous adventures that teach you more than you ever learned in a classroom. There are going to be nights that will stay burned beneath your eyelids, memories that dance underneath your skin. Life is going to exceed your expectations, it is going to astonish you with its timing. Remember — you have not felt it all. The world still has so much left for you

A classroom . People trying to stick me in classrooms was becoming as predictable and annoying as people trying to kill me, but with less-fun results.

He did gradually start to wonder why all their classroom discussions were so abstract and lacking in textual detail, and eventually he realised that most people were not actually doing the reading. They were coming into college every day to have heated debates about books they had not read. He understands now that his classmates are not like him. It's easy for them to have opinions, and to express them with confidence. They don't worry about appearing ignorant or conceited.

Professor Langdon,' called a young man with curly hair in the back row, 'if Masonry is not a secret society, not a corporation, and not a religion, then what is it?' 'Well, if you were to ask a Mason, he would offer the following definition: Masonry is a system of morality, veiled in allegory and illustrated by symbols.' 'Sounds to me like a euphemism for "freaky cult." ' 'Freaky, you say?' 'Hell yes!' the kid said, standing up. 'I heard what they do inside those secret buildings! Weird candlelight rituals with coffins, and nooses, and drinking wine out of skulls. Now that's freaky!' Langdon scanned the class. 'Does that sound freaky to anyone else?' 'Yes!' they all chimed in. Langdon feigned a sad sigh. 'Too bad. If that's too freaky for you, then I know you'll never want to join my cult.' Silence settled over the room. The student from the Women's Center looked uneasy. 'You're in a cult?' Langdon nodded and lowered his voice to a conspiratorial whisper. 'Don't tell anyone, but on the pagan day of the sun god Ra, I kneel at the foot of an ancient instrument of torture and consume ritualistic symbols of blood and flesh.' The class looked horrified. Langdon shrugged. 'And if any of you care to join me, come to the Harvard chapel on Sunday, kneel beneath the crucifix, and take Holy Communion.' The classroom remained silent. Langdon winked. 'Open your minds, my friends. We all fear what we do not understand.

When we seem to have won or lost in terms of certainties, we must, as literature teachers in the classroom, remember such warnings -- let literature teach us that there are no certainties, that the process is open, and that it may be altogether salutary that it is so.

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

I walked into his classroom. I existed. I was born.

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.

He cocked his head in an overly dramatic fashion. "Hey, I just got it: it was you, wasn't it?" He looked at Lissa, the back at me. "She got you to kill the fox, didn't she?Some weird kind of lesbian voo—ahhh!” Ralf burst into flames. I jumped up and pushed Lissa out of the way—not easy to do, since we were sitting at our desks. We both ended up on the floor as screams—Ralf's in particular—filled the classroom and Ms. Meissner sprinted for the fire extinguisher. And then, just like that, the flames disappeared. Ralf was still screaming and patting himself down, but he didn't have a single singe mark on him. The only indication of what had happened was the lingering smell of smoke in the air. For several seconds, the entire classroom froze. Then, slowly, everyone put the pieces together. Moroi magical specializations were well known, and after scanning the room, I deduced three fire users: Ralf, his friend Jacob, and— Christian Ozera. Since neither Jacob nor Ralf would have set Ralf on fire, it sort of made the culprit obvious. The fact that Christian was laughing hysterically sort of gave it away too.

In today's classroom everybody wins a trophy, even the one kid who actually won. Soon it will be, let's punish that kid for making the other kids feel like losers.

Censorship and the suppression of reading materials are rarely about family values and almost always about control; About who is snapping the whip, who is saying no, and who is saying go. Censorship's bottom line is this: if the novel Christine offends me, I don't want just to make sure it's kept from my kid; I want to make sure it's kept from your kid, as well, and all the kids. This bit of intellectual arrogance, undemocratic and as old as time, is best expressed this way: "If it's bad for me and my family, it's bad for everyone's family." Yet when books are run out of school classrooms and even out of school libraries as a result of this idea, I'm never much disturbed not as a citizen, not as a writer, not even as a schoolteacher . . . which I used to be. What I tell kids is, Don't get mad, get even. Don't spend time waving signs or carrying petitions around the neighborhood. Instead, run, don't walk, to the nearest nonschool library or to the local bookstore and get whatever it was that they banned. Read whatever they're trying to keep out of your eyes and your brain, because that's exactly what you need to know.

The History Teacher Trying to protect his students' innocence he told them the Ice Age was really just the Chilly Age, a period of a million years when everyone had to wear sweaters. And the Stone Age became the Gravel Age, named after the long driveways of the time. The Spanish Inquisition was nothing more than an outbreak of questions such as "How far is it from here to Madrid?" "What do you call the matador's hat?" The War of the Roses took place in a garden, and the Enola Gay dropped one tiny atom on Japan. The children would leave his classroom for the playground to torment the weak and the smart, mussing up their hair and breaking their glasses, while he gathered up his notes and walked home past flower beds and white picket fences, wondering if they would believe that soldiers in the Boer War told long, rambling stories designed to make the enemy nod off.

I wrote a huge number of letters that spring: one a week to Naoko, several to Reiko, and several more to Midori. I wrote letters in the classroom, I wrote letters at my desk at home with Seagull in my lap, I wrote letters at empty tables during my breaks at the Italian restaurant. It was as if I were writing letters to hold together the pieces of my crumbling life.

It seems to me of great importance to teach children respect for life. Towards this end, experiments on living animals in classrooms should be stopped. To encourage cruelty in the name of science can only destroy the finer emotions of affection and sympathy, and breed an unfeeling callousness in the young towards suffering in all living creatures.

What it takes to do a job will not be learned from management courses. It is principally a matter of experience, the proper attitude, and common sense — none of which can be taught in a classroom... Human experience shows that people, not organizations or management systems, get things done.

I tried not to feel intimidated when classroom conversation was dominated by male students, which it often was. Hearing them, I realized that they weren’t at all smarter than the rest of us. They were simply emboldened, floating on an ancient tide of superiority, buoyed by the fact that history had never told them anything different.

Taken together, it’s almost a sure sign. The letters float off the page when you read, right? That’s because your mind is hardwired for ancient Greek. And the ADHD-you’re impulsive, can’t sit still in the classroom. That’s your battlefield reflexes. In a real fight, they’d keep you alive. As for the attention problems, that’s because you see too much, Percy, not too little. Your senses are better than a regular mortal’s.

we left about midnight and walked down the hill in silence. the night was muggy, and all around me i felt the same pressure, a sense of time rushing by while it seemed to be standing still. whenever i thought of time in puerto rico, i was reminded of those old magnetic clocks that hung on the walls of my classrooms in high school. every now and then a hand would not move for several minutes -- and if i watched it long enough, wondering if it had finally broken down, the sudden click of the hand jumping three for four notches would startle me when it came.

Aru used to think that friends were there to share your food and keep your secrets and laugh at your jokes while you walked from one classroom to the next. Sometimes, though, the best kind of friend is the one who doesn't say anything but just sits beside you. It's enough.

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

Aesthetic value emanates from the struggle between texts: in the reader, in language, in the classroom, in arguments within a society. Aesthetic value rises out of memory, and so (as Nietzsche saw) out of pain, the pain of surrendering easier pleasures in favour of much more difficult ones ... successful literary works are achieved anxieties, not releases from anxieties.

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.

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

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

Elle hugged Amo’s side, then she leaned up as high as she could and kissed him on the cheek, barely making it. “Thanks.” 　　Elle ran off into the classroom to go be with her best friend. She couldn’t be happier 　　Nero couldn’t be more pissed. He didn’t understand how Amo could get a fucking thank you without asking. How he could get a kiss without asking. How come she never throws herself at me for a hug? I want a fucking hug.

I didn't drink in the essence of the classroom. I didn't take legible notes or dance all night. I thought I would marry my boyfriend and grow old and sick of him. I thought I would keep my friends, and we'd make different, new memories. None of that happened. Better things happened.

We’re going to have to read a lot of books,” I say. “My life’s work involves reading books.” “We’ll probably have to take some classes.” “I’m at my best in a classroom.” “And I hear we’ll need to buy a ton of stuff.” “We can afford stuff.” I look up into his chocolate-brown eyes. “I just wish I knew where to start,” I whisper. “Right here, beauty.” And he presses his lips to mine.

The two of them on top of the freezing slide, wordlessly holding hands. Once again they were a ten-year-old boy and girl. A lonely boy, and a lonely girl. A classroom, just after school let out, at the beginning of winter. They had neither the power nor the knowledge to know what they should offer to each other, what they should be seeking. They had never, ever, been truly loved, or truly loved someone else. They had never held anyone, never been held. They had not idea, either, where this action would take them. What they entered then was a doorless room. They couldn't get out, nor could anyone else come in. The two of them didn't know it at the time, but this was the only truly complete place in the entire world. Totally isolated, yet the one place not tainted with loneliness.

I’ll wait for you.. I can do that, right? hihintayin kita hanggang sa magsawa ako kakaintay sayo.. hanggang sa mapagod ako.. hanggang sa mawalan na ako ng lakas kakaintay sayo..” “Wag na Athena.. please. Wag mo na akong intayin..” “Pero gusto ko.. Hayaan mo na lang akong mag hintay kahit na alam kong wala na akong iniintay pa. Tama na, please.. Wag mo na akong intayin.. yun na lang hinihiling ko..” he sighed while I cried. “Wag ka namang umiyak oh.. please.. “Bakit hinde ako iiyak? Eh mawawala ka na sakin..” “Hinde naman ako mawawala eh.. “Magkatabi naman tayo sa classroom diba? Magkakasama rin naman tayo.. Magkaibigan pa rin tayo..” naiyak ako lalo sa huling sinabi niya.. “I love you.. I’m sorry Athena.. Bye..

In the high school classroom you are a drill sergent, a rabbi, a shoulder to cry on, a disciplinarian, a singer, a low-level scholar, a clerk, a referee, a clown, a counselor, a dress-code enforcer, a conductor, an apologist, a philosopher, a collaborator, a tap dancer, a politician, a therapist, a fool, a traffic cop, a priest, a mother-father-brother-sister-uncle-aunt, a bookeeper, a critic, a psychologist, the last straw.

The poet dreams of the classroom I dreamed I stood up in class And I said aloud: Teacher, Why is algebra important? Sit down, he said. Then I dreamed I stood up And I said: Teacher, I’m weary of the turkeys That we have to draw every fall. May I draw a fox instead? Sit down, he said. Then I dreamed I stood up once more and said: Teacher, My heart is falling asleep And it wants to wake up. It needs to be outside. Sit down, he said.

Feminist education — the feminist classroom — is and should be a place where there is a sense of struggle, where there is visible acknowledgment of the union of theory and practice, where we work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university.

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It’s a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning.

As a girl, you watched, from a banana grove, your schoolhouse collapse after an American napalm raid. At five, you never stepped into a classroom again. Our mother tongue, then, is no mother at all—but an orphan. Our Vietnamese a time capsule, a mark of where your education ended, ashed. Ma, to speak in our mother tongue is to speak only partially in Vietnamese, but entirely in war.

Oh, that,' said Ginny, giggling. 'Well-Percy's got a girlfriend.' Fred dropped a stack of books on George's head. 'What?' 'It's that Ravenclaw prefect, Penelope Clearwater,' said Ginny. 'That's who he was writing to all last summer. He's been meeting her all over the school in secret. I walked in on them kissing in an empty classroom one day. He was so upset when she was-you know-attacked. You won't tease him, will you?' she added anxiously. 'Wouldn't dream of it,' said Fred, who was looking like his birthday had come early.

The nine other students pack up their things and leave the classroom to carry on with their lives, to practices and rehearsals and club meetings. I leave the room, too, but I'm not part of them. They're the same, but I'm changed. I'm unhuman now. Unthetered. While they walk across campus, earthbound and ordinary, I soar, trailing a maple-red comet tail. I'm no longer myself; I am no one. I'm a red balloon caught in the boughts of a tree. I'm nothing at all.

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.

Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized -- it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn.

life is a classroom. we are both student and teacher. each day is a test. and each day we receive a passing or failing grade in one particular subject: grace. grace is compassion, gratitude, surrender, faith, forgiveness, good manners, reverence, and the list goes on. it's something money can't buy and credentials rarely produce. being the smartest, the prettiest, the most talented, the richest, or even the poorest, can't help. being a humble person can and being a helpful person can guide you through your days with grace and gratitude.

Every creature was designed to serve a purpose. Learn from animals for they are there to teach you the way of life. There is a wealth of knowledge that is openly accessible in nature. Our ancestors knew this and embraced the natural cures found in the bosoms of the earth. Their classroom was nature. They studied the lessons to be learned from animals. Much of human behavior can be explained by watching the wild beasts around us. They are constantly teaching us things about ourselves and the way of the universe, but most people are too blind to watch and listen.

I'll show up at every classroom open house and teacher conference,' she said, now in a voice that was almost frightening in its intensity. 'I'll bake brownies. My child will have new clothes. Her shoes will fit. She'll get her shots, and she'll get her braces. We'll start a college fund next week. I'll tell her I love her every damn day.' If that wasn't a great plan for being a good mother, I couldn't imagine what a better one could be.

Great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft: of knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is they would applaud my theft, laugh at the thought of it, realizing they had taught me their larcenous skills well.

The ship was sinking---and sinking fast. The captain told the passengers and crew, "We've got to get the lifeboats in the water right away." But the crew said, "First we have to end capitalist oppression of the working class. Then we'll take care of the lifeboats." Then the women said, "First we want equal pay for equal work. The lifeboats can wait." The racial minorities said, "First we need to end racial discrimination. Then seating in the lifeboats will be allotted fairly." The captain said, "These are all important issues, but they won't matter a damn if we don't survive. We've got to lower the lifeboats right away!" But the religionists said, "First we need to bring prayer back into the classroom. This is more important than lifeboats." Then the pro-life contingent said, "First we must outlaw abortion. Fetuses have just as much right to be in those lifeboats as anyone else." The right-to-choose contingent said, "First acknowledge our right to abortion, then we'll help with the lifeboats." The socialists said, "First we must redistribute the wealth. Once that's done everyone will work equally hard at lowering the lifeboats." The animal-rights activists said, "First we must end the use of animals in medical experiments. We can't let this be subordinated to lowering the lifeboats." Finally the ship sank, and because none of the lifeboats had been lowered, everyone drowned. The last thought of more than one of them was, "I never dreamed that solving humanity's problems would take so long---or that the ship would sink so SUDDENLY.

She isn't traumatized, she isn't weighed down by any obvious grief. She's just sad, all the time. An evil little creature that wouldn't have shown up on any X-rays was living in her chest, rushing through her blood and filling her head with whispers, saying she wasn't good enough, that she was weak and ugly and would never be anything but broken. You can get it into your head to do some unbelievably stupid things when you run out of tears, when you can't silence the voices no one else can hear, when you've never been in a room where you felt normal. In the end you get exhausted from always tensing the skin around your ribs, never letting your shoulders sink, brushing along walls all your life with white knuckles, always afraid that someone will notice you, because no one's supposed to do that. All Nadia knew was that she had never felt like someone who had anything in common with anyone else. She had always been entirely alone in every emotion. She sat in a classroom full of her contemporaries, looking like everything was the same as usual, but inside she was standing in a forest screaming until her heart burst. The trees grew until one day the sunlight could no longer break through the foliage, and the darkness in here became impenetrable.

My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all) - that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

Ronan shrugged again. Questions cascaded through Adam, too difficult to say aloud. Was Ronan even human? Half a dreamer, half a dream, maker of ravens and hoofed girls and entire lands. No wonder his Aglionby uniform had choked him, no wonder his father had sworn him to secrecy, no wonder he could not make himself focus on classes. Adam had realized this before, but now he realized it again, more fully, larger, the ridiculousness of Ronan Lynch in a classroom for aspiring politicians.

It’s easy to pinpoint when it all started, that moment of walking into his sun-soaked classroom and feeling his eyes drink me in for the first time, but it’s harder to know when it ended, if it really ended at all. I think it stopped when I was twenty-two, when he said he needed to get himself together and couldn’t live a decent life while I was within reach, but for the past decade there have been late-night calls, him and me reliving the past, worrying the wound we both refuse to let heal.

The fireworks continued to burn and spread all over the school that afternoon. Though they caused plenty of disruption, the other teachers did not seem to mind them very much. "Dear, dear," said Professor McGonagall sardonically, as one of the dragons soared around her classroom, emitting loud bangs and exhaling flame. "Miss Brown, would you mind running along to the headmistress and informing her that we have an escaped firework in our classroom?" "Thank you so much, Professor!" said Professor Flitwick in his squeaky little voice. "I could have got rid of the sparklers myself, of course, but I wasn't sure whether I had the authority..." Beaming, he closed the classroom door in Umbridge's snarling face.

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

My education and that of my Black associates were quite different from the education of our white schoolmates. In the classroom we all learned past participles, but in the streets and in our homes the Blacks learned to drop s’s from plurals and suffixes from past-tense verbs. We were alert to the gap separating the written word from the colloquial. We learned to slide out of one language and into another without being conscious of the effort. At school, in a given situation, we might respond with “That’s not unusual.” But in the street, meeting the same situation, we easily said, “It be’s like that sometimes.

rest of my teachers maybe did the best they could, but they just needed a lot of help making their best better. There were so many things we needed in those classrooms, in our city, in our state, in our country that our teachers could have provided if they would have gone home and really done their homework. They never once said the words: “economic inequality,” “housing discrimination,” “sexual violence,” “mass incarceration,” “homophobia,” “empire,” “mass eviction,” “post traumatic stress disorder,” “white supremacy,” “patriarchy,” “neo-confederacy,” “mental health,” or “parental abuse,” yet every student and teacher at that school lived in a world shaped by those words.

I worry about exposing him to bands like Journey, the appreciation of which will surely bring him nothing but the opprobrium of his peers. Though he has often been resistant - children so seldom know what is good for them - I have taught him to appreciate all the groundbreaking musicmakers of our time - Big Country, Haircut 100, Loverboy - and he is lucky for it. His brain is my laboratory, my depository. Into it I can stuff the books I choose, the television shows, the movies, my opinion about elected officials, historical events, neighbors, passersby. He is my twenty-four-hour classroom, my captive audience, forced to ingest everything I deem worthwhile. He is a lucky, lucky boy! And no one can stop me.

You know this girl. Her hair is neither long nor short nor light nor dark. She parts it precisely in the middle. She sits precisely in the middle of the classroom, and when she used to ride the school bus, she sat precisely in the middle of that, too. She joins clubs, but is never the president of them. Sometimes she is the secretary; usually, just a member. When asked, she has been known to paints sets for the school play. She always has a date to the dance, but is never anyone’s first choice. In point of fact, she’s nobody’s first choice for anything. Her best friend became her best friend when another girl moved away. She has a group of girls she eats lunch with every day, but God, how they bore her. Sometimes, when she can’t stand it anymore, she eats in the library instead. Truth be told, she prefers books to people, and the librarian always seems happy to see her. She knows there are other people who have it worse—she isn’t poor or ugly or friendless or teased. Of course, she’s also aware that the reason no one teases is because no one ever notices her. This isn’t to say she doesn’t have qualities. She is pretty, maybe, if anyone would bother to look. And she gets good enough grades. And she doesn’t drink and drive. And she says NO to drugs. And she is always where she says she will be. And she calls when she’s going to be late. And she feels a little, just a little, dead inside. She thinks, You think you know me, but you don’t. She thinks, None of you has any idea about all the things in my heart. She thinks, None of you has any idea how really and truly beautiful I am. She thinks, See me. See me. See me. Sometimes she thinks she will scream. Sometimes she imagines sticking her head in an oven. But she doesn’t. She just writes it all down in her journal and waits. She is waiting for someone to see.

They are a testament not only to the Afghans' hunger for literacy, but also to their willingness to pour scarce resources into this effort, even during a time of war. I have seen children studying in classrooms set up inside animal sheds, windowless basements, garages, and even an abandoned public toilet. We ourselves have run schools out of refugee tents, shipping containers, and the shells of bombed-out Soviet armored personnel carriers. The thirst for education over there is limitless. The Afghans want their children to go to school because literacy represents what neither we not anyone else has so far managed to offer them: hope, progress, and the possibility of controlling their own destiny.

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

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.

Don't all women feel the same? The only difference is how much we know we feel it, how in touch we are with our fury. We're all furies, except the ones who are too damned foolish, and my worry now is that we're brainwashing them from the cradle, and in the end even the ones who are smart will be too damned foolish. What do I mean? I mean the second graders at Appleton Elementary, sometimes the first graders even, and by the time they get to my classroom, to the third grad, they're well and truly gone -- they're full of Lady Gaga and Katy Perry and French manicures and cute outfits and they care how their hair looks! In the third grade. They care more about their hair or their shoes than about galaxies or caterpillars or hieroglyphics. How did all that revolutionary talk of the seventies land us in a place where being female means playing dumb and looking good? Even worse on your tombstone than "dutiful daughter" is "looking good"; everyone used to know that. But we're lost in a world of appearances now.

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.

Dad on Child-rearing: "There's no education superior to travel. Think of The Motorcycle Diaries, or what Montrose St. Millet wrote in Ages of Exploration: 'To be still is to be stupid. To be stupid is to die.' And so we shall live. Every Betsy sitting next to you in a classroom will only know Maple Street on which sits her boxy white house, inside of which whimper her boxy white parents. After your travels, you'll know Maple Street, sure, but also wilderness and ruins, carnivals and the moon. You'll know the man sitting on an apple crate outside a gas station in Cheerless, Texas, who lost his legs in Vietnam, the woman in the tollboth outside Dismal, Delaware, in possession of six children, a husband with black lung but no teeth. When a teacher asks the class to interpret Paradise Lost, no one will be able to grab your coattails, sweet, for you will be flying far, far out in front of them all. For them, you will be a speck somewhere above the horizon. And thus, when you're ultimately set loose upon the world..." He shrugged, his smile lazy as an old dog. "I suspect you'll have no choice but to go down in history.

If you are ever forced to take a chemistry class, you will probably see, at the front of the classroom, a large chart divided into squares, with different numbers and letters in each of them. This chart is called the table of elements, and scientists like to say that it contains all the substances that make up our world. Like everyone else, scientists are wrong from time to time, and it is easy to see that they are wrong about the table of elements. Because although this table contains a great many elements, from the element oxygen, which is found in the air, to the element of aluminum, which is found in cans of soda, the table of elements does not contain one of the most powerful elements that make up our world, and that is the element of surprise. The element of surprise is not a gas like oxygen, or a solid, like aluminum. The element of surprise is an unfair advantage, and it can be found in situations in which one person has sneaked up on another. The surprised person - or, in this sad case, the surprised person - are too stunned to defend themselves and the sneaky person has the advantage of the element of surprise.

Now, for example, people with freckles aren’t thought of as a minority by the nonfreckled. They aren’t a minority in the sense we’re talking about. And why aren’t they? Because a minority is only thought of as a minority when it constitutes some kind of a threat to the majority, real or imaginary. And no threat is ever quite imaginary. Anyone here disagree with that? If you do, just ask yourself, What would this particular minority do if it suddenly became the majority overnight? You see what I mean? Well, if you don’t – think it over! “All right. Now along come the liberals – including everybody in this room, I trust – and they say, ‘Minorities are just people, like us.’ Sure, minorities are people – people, not angels. Sure, they’re like us – but not exactly like us; that’s the all-too- familiar state of liberal hysteria in which you begin to kid yourself you honestly cannot see any difference between a Negro and a Swede….” (Why, oh why daren’t George say “between Estelle Oxford and Buddy Sorensen”? Maybe, if he did dare, there would be a great atomic blast of laughter, and everybody would embrace, and the kingdom of heaven would begin, right here in classroom. But then again, maybe it wouldn’t.) “So, let’s face it, minorities are people who probably look and act and – think differently from us and hay faults we don’t have. We may dislike the way they look and act, and we may hate their faults. And it’s better if we admit to disliking and hating them than if we try to smear our feelings over with pseudo liberal sentimentality. If we’re frank about our feelings, we have a safety valve; and if we have a safety valve, we’re actually less likely to start persecuting. I know that theory is unfashionable nowadays. We all keep trying to believe that if we ignore something long enough it’ll just vanish…. “Where was I? Oh yes. Well, now, suppose this minority does get persecuted, never mind why – political, economic, psychological reasons. There always is a reason, no matter how wrong it is – that’s my point. And, of course, persecution itself is always wrong; I’m sure we all agree there. But the worst of it is, we now run into another liberal heresy. Because the persecuting majority is vile, says the liberal, therefore the persecuted minority must be stainlessly pure. Can’t you see what nonsense that is? What’s to prevent the bad from being persecuted by the worse? Did all the Christian victims in the arena have to be saints? “And I’ll tell you something else. A minority has its own kind of aggression. It absolutely dares the majority to attack it. It hates the majority–not without a cause, I grant you. It even hates the other minorities, because all minorities are in competition: each one proclaims that its sufferings are the worst and its wrongs are the blackest. And the more they all hate, and the more they’re all persecuted, the nastier they become! Do you think it makes people nasty to be loved? You know it doesn’t! Then why should it make them nice to be loathed? While you’re being persecuted, you hate what’s happening to You, you hate the people who are making it happen; you’re in a world of hate. Why, you wouldn’t recognize love if you met it! You’d suspect love! You’d think there was something behind it – some motive – some trick…

When I open the door, Baz is wheeling an old-fashioned chalkboard in front of our beds. “Where did that come from?” I ask. “A classroom.” “Yeah, but how did it get up here?” “It flew.” “No,” I say, “seriously.” He rolls his eyes. “I Up, up and away-ed it. It wasn’t much work.” “Why?” “Because we’re solving a mystery, Snow. I like to organize my thoughts.” “Is this how you normally plot my downfall?” “Yes. With multicoloured pieces of chalk. Stop complaining.” He opens up his book bag and takes out a few apples and things wrapped in greaseproof paper. “Eat,” he says, throwing one at me. It’s a bacon roll. He’s also got a pot of tea. “What’s all this?” I say. “Tea, obviously. I know you can’t function unless you’re stuffing yourself.” I unwrap the roll and decide to take a bite. “Thanks.” “Don’t thank me,” he says. “It sounds wrong.” “Not as wrong as you bringing me bacon butties.” “Fine, you’re welcome—when’s Bunce getting here?” “Why would she?” “Because you do everything together, don’t you? When you said you’d help, I was counting on you bringing your smarter half.

How could I forget. I was her ghost daughter, sitting at empty tables with crayons and pens while she worked on a poem, a girl malleable as white clay. Someone to shape, instruct in the ways of being her. She was always shaping me. She showed me an orange, a cluster of pine needles, a faceted quartz, and made me describe them to her. I couldn’t have been more than three or four. My words, that’s what she wanted. ”What’s this?” she kept asking. ”What’s this?” But how could I tell her? She’d taken all the words. The smell of tuberoses saturated the night air, and the wind clicked through the palms like thoughts through my sleepless mind. Who am I? I am a girl you don’t know, mother. The silent girl in the back row of the classroom, drawing in notebooks. Remember how they didn’t know if I even spoke English when we came back to the country? They tested me to find out if I was retarded or deaf. But you never asked why. You never thought, maybe I should have left Astrid some words. I thought of Yvonne in our room, asleep, thumb in mouth, wrapped around her baby like a top. ”I can see her,” you said. You could never see her, Mother. Not if you stood in that room all night. You could only see her plucked eyebrows, her bad teeth, the books that she read with the fainting women on the covers. You could never recognize the kindness in that girl, the depth of her needs, how desperately she wanted to belong, that’s why she was pregnant again. You could judge her as you judged everything else, inferior, but you could never see her. Things weren’t real to you. They were just raw material for you to reshape to tell a story you liked better. You could never just listen to a boy playing guitar, you’d have to turn it into a poem, make it all about you.

our tragedy begins humid. in a humid classroom. with a humid text book. breaking into us. stealing us from ourselves. one poem. at a time. it begins with shakespeare. the hot wash. the cool acid. of dead white men and women. people. each one a storm. crashing. into our young houses. making us islands. easy isolations. until we are so beleaguered and swollen with a definition of poetry that is white skin and not us. that we tuck our scalding. our soreness. behind ourselves and learn poetry. as trauma. as violence. as erasure. another place we do not exist. another form of exile where we should praise. honor. our own starvation. the little bits of langston. phyllis wheatley. and angelou during black history month. are the crumbs. are the minor boats. that give us slight rest. to be waterdrugged into rejecting the nuances of my own bursting extraordinary self. and to have this be called education. to take my name out of my name. out of where my native poetry lives. in me. and replace it with keats. browning. dickson. wolf. joyce. wilde. wolfe. plath. bronte. hemingway. hughes. byron. frost. cummings. kipling. poe. austen. whitman. blake. longfellow. wordsworth. duffy. twain. emerson. yeats. tennyson. auden. thoreau. chaucer. thomas. raliegh. marlowe. burns. shelley. carroll. elliot… (what is the necessity of a black child being this high off of whiteness.) and so. we are here. brown babies. worshipping. feeding. the glutton that is white literature. even after it dies. (years later. the conclusion: shakespeare is relative. white literature is relative. that we are force fed the meat of an animal that our bodies will not recognize. as inherent nutrition. is not relative. is inert.)

10 ways to raise a wild child. Not everyone wants to raise wild, free thinking children. But for those of you who do, here's my tips: 1. Create safe space for them to be outside for a least an hour a day. Preferable barefoot & muddy. 2. Provide them with toys made of natural materials. Silks, wood, wool, etc...Toys that encourage them to use their imagination. If you're looking for ideas, Google: 'Waldorf Toys'. Avoid noisy plastic toys. Yea, maybe they'll learn their alphabet from the talking toys, but at the expense of their own unique thoughts. Plastic toys that talk and iPads in cribs should be illegal. Seriously! 3. Limit screen time. If you think you can manage video game time and your kids will be the rare ones that don't get addicted, then go for it. I'm not that good so we just avoid them completely. There's no cable in our house and no video games. The result is that my kids like being outside cause it's boring inside...hah! Best plan ever! No kid is going to remember that great day of video games or TV. Send them outside! 4. Feed them foods that support life. Fluoride free water, GMO free organic foods, snacks free of harsh preservatives and refined sugars. Good oils that support healthy brain development. Eat to live! 5. Don't helicopter parent. Stay connected and tuned into their needs and safety, but don't hover. Kids like adults need space to roam and explore without the constant voice of an adult telling them what to do. Give them freedom! 6. Read to them. Kids don't do what they are told, they do what they see. If you're on your phone all the time, they will likely be doing the same thing some day. If you're reading, writing and creating your art (painting, cooking...whatever your art is) they will likely want to join you. It's like Emilie Buchwald said, "Children become readers in the laps of their parents (or guardians)." - it's so true! 7. Let them speak their truth. Don't assume that because they are young that you know more than them. They were born into a different time than you. Give them room to respectfully speak their mind and not feel like you're going to attack them. You'll be surprised what you might learn. 8. Freedom to learn. I realize that not everyone can homeschool, but damn, if you can, do it! Our current schools system is far from the best ever. Our kids deserve better. We simply can't expect our children to all learn the same things in the same way. Not every kid is the same. The current system does not support the unique gifts of our children. How can they with so many kids in one classroom. It's no fault of the teachers, they are doing the best they can. Too many kids and not enough parent involvement. If you send your kids to school and expect they are getting all they need, you are sadly mistaken. Don't let the public school system raise your kids, it's not their job, it's yours! 9. Skip the fear based parenting tactics. It may work short term. But the long term results will be devastating to the child's ability to be open and truthful with you. Children need guidance, but scaring them into listening is just lazy. Find new ways to get through to your kids. Be creative! 10. There's no perfect way to be a parent, but there's a million ways to be a good one. Just because every other parent is doing it, doesn't mean it's right for you and your child. Don't let other people's opinions and judgments influence how you're going to treat your kid. Be brave enough to question everything until you find what works for you. Don't be lazy! Fight your urge to be passive about the things that matter. Don't give up on your kid. This is the most important work you'll ever do. Give it everything you have.

Ms. Terwilliger didn’t have a chance to respond to my geological ramblings because someone knocked on the door. I slipped the rocks into my pocket and tried to look studious as she called an entry. I figured Zoe had tracked me down, but surprisingly, Angeline walked in. "Did you know," she said, "that it’s a lot harder to put organs back in the body than it is to get them out?" I closed my eyes and silently counted to five before opening them again. “Please tell me you haven’t eviscerated someone.” She shook her head. “No, no. I left my biology homework in Miss Wentworth’s room, but when I went back to get it, she’d already left and locked the door. But it’s due tomorrow, and I’m already in trouble in there, so I had to get it. So, I went around outside, and her window lock wasn’t that hard to open, and I—” "Wait," I interrupted. "You broke into a classroom?" "Yeah, but that’s not the problem." Behind me, I heard a choking laugh from Ms. Terwilliger’s desk. "Go on," I said wearily. "Well, when I climbed through, I didn’t realize there was a bunch of stuff in the way, and I crashed into those plastic models of the human body she has. You know, the life size ones with all the parts inside? And bam!" Angeline held up her arms for effect. "Organs everywhere." She paused and looked at me expectantly. "So what are we going to do? I can’t get in trouble with her." "We?" I exclaimed. "Here," said Ms. Terwilliger. I turned around, and she tossed me a set of keys. From the look on her face, it was taking every ounce of self-control not to burst out laughing. "That square one’s a master. I know for a fact she has yoga and won’t be back for the rest of the day. I imagine you can repair the damage—and retrieve the homework—before anyone’s the wiser.” I knew that the “you” in “you can repair” meant me. With a sigh, I stood up and packed up my things. “Thanks,” I said. As Angeline and I walked down to the science wing, I told her, “You know, the next time you’ve got a problem, maybe come to me before it becomes an even bigger problem.” "Oh no," she said nobly. "I didn’t want to be an inconvenience." Her description of the scene was pretty accurate: organs everywhere. Miss Wentworth had two models, male and female, with carved out torsos that cleverly held removable parts of the body that could be examined in greater detail. Wisely, she had purchased models that were only waist-high. That was still more than enough of a mess for us, especially since it was hard to tell which model the various organs belonged to. I had a pretty good sense of anatomy but still opened up a textbook for reference as I began sorting. Angeline, realizing her uselessness here, perched on a far counter and swing her legs as she watched me. I’d started reassembling the male when I heard a voice behind me. "Melbourne, I always knew you’d need to learn about this kind of thing. I’d just kind of hoped you’d learn it on a real guy." I glanced back at Trey, as he leaned in the doorway with a smug expression. “Ha, ha. If you were a real friend, you’d come help me.” I pointed to the female model. “Let’s see some of your alleged expertise in action.” "Alleged?" He sounded indignant but strolled in anyways. I hadn’t really thought much about asking him for help. Mostly I was thinking this was taking much longer than it should, and I had more important things to do with my time. It was only when he came to a sudden halt that I realized my mistake. "Oh," he said, seeing Angeline. "Hi." Her swinging feet stopped, and her eyes were as wide as his. “Um, hi.” The tension ramped up from zero to sixty in a matter of seconds, and everyone seemed at a loss for words. Angeline jerked her head toward the models and blurted out. “I had an accident.” That seemed to snap Trey from his daze, and a smile curved his lips. Whereas Angeline’s antics made me want to pull out my hair sometimes, he found them endearing.