Classroom Reading Quotes

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.

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.

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.

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.

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.

I can see myself at the head of my own classroom, telling my own students what to read and write. Maybe that's what this has always been about - not wanting these men but wanting to be them.

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.

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.

It's the first thing I tell my students: If you could understand, really understand, that no one needs to read your work, then your writing would improve vastly by the time we meet in this classroom again.

A classroom atmosphere that promotes reading does not come from the furniture and its placement as much as it comes from the teacher's expectation that students will read.

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.

K-12 teachers. Many work in classrooms for as many as thirty-five hours a week; on top of that they must assign, read, and comment on homework, prepare and grade exams, and develop next week’s lesson plans.

Children’s books, even good picture books, are much richer than ordinary home or classroom conversation,

Students who excel in active listening also contribute much to the formation of community. This is also true of students who may not speak often but when they speak (sometimes only when reading required writing) the significance of what they have to say far exceeds those of other students who may always openly discuss ideas. And of course there are times when an active silence, one that includes pausing to think before one speaks, adds much to classroom dynamics.

Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.

I had seen myself, a portrait of myself as a reader. My childhood: hours spent in airless classrooms, days home sick from school reading Nancy Drew, forbidden books read secretively late at night. Teenage years reading - trying to read- books I'd heard were important, Naked Lunch and The Fountainhead, Ulysses and Women in Love." -The Night Bookmobile

The more that you read the more you will know the more you know the more places you'll go

He did gradually start to wonder why all their classroom discussions were so abstract and lacking in textual detail, and eventually he realized that most people were not actually doing the reading.

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.

And learning, for Musk, is simply the process of “downloading data and algorithms into your brain.”3 Among his many frustrations with formal classroom learning is the “ridiculously slow download speed” of sitting in a classroom while a teacher explains something, and to this day, most of what he knows he’s learned through reading.

I need to put forward more encouraging terms for my students than the negative popular terminology struggling and reluctant. Where is the hope in these terms? I prefer to use positive language to identify the readers in my classes. Peeking into my classroom, I see sixty different readers with individual reading preferences and abilities, but I consistently recognize three trends: developing readers, dormant readers, and underground readers.

If ever I was distraught or heartbroken, my mom would always say, Go read history. Her solution for everything. For so long I believed history was a thick book you carried around in your backpack, not something you could create. It was one hour in an air-conditioned portable classroom after lunch, watching Civil War reenactments.... It'd take me a long time to realize history is happening now, and we are a part of it. ...History shows you what people have endured before you...History shows that if you were in the minority, if no one believed you, it didn't mean you were wrong. Rather, it meant society was slow to catch up to you. And if those in the minority did not buckle, did not give up their truths, the world would shift below their feet.

Like a lot of other bashful introverts, I discovered that I like teaching a lot because it's like acting. When I stepped into the classroom, I stepped into a role, one that allowed me to forget myself.

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.

I think it’s our culture,” explains Tiffany Liao, a poised Swarthmore-bound high school senior whose parents are from Taiwan. “Study, do well, don’t create waves. It’s inbred in us to be more quiet. When I was a kid and would go to my parents’ friends’ house and didn’t want to talk, I would bring a book. It was like this shield, and they would be like, ‘She’s so studious!’ And that was praise.” It’s hard to imagine other American moms and dads outside Cupertino smiling on a child who reads in public while everyone else is gathered around the barbecue. But parents schooled a generation ago in Asian countries were likely taught this quieter style as children. In many East Asian classrooms, the traditional curriculum emphasizes listening, writing, reading, and memorization. Talking is simply not a focus, and is even discouraged.

Every one of us needs a teacher. But every one of us also needs to be a teacher. It doesn’t mean we will stand before a large audience or have a classroom we are responsible for. It may be a son and daughter we read Bible stories to in our home. It may be a friend we meet with over coffee to read a passage of Scripture and pray

Therefore, reading and reacting to other people’s behaviors, emotions, and attitudes have been hardwired into our brains. We are not only wired to connect, but we are also wired to attune to, resonate with, and learn from others.

Ruhn read the words on each wooden door: Year Three. Year Seven. Year Five. She skidded to a halt, gripping a doorjamb. Ruhn reached her side as she shoved her face up to the glass. Year Nine. A group of teenagers—most of them mer, with striped skin and various coloring—sat in rows of desks in the classroom. Lidia pressed a hand against the door. Tears rolled down her cheeks. And then a boy, golden-haired and blue-eyed, looked away from his teacher and toward the window. The kid wasn’t mer. The ground slid out from under Ruhn. The boy had Lidia’s face. Her coloring. Another boy to his left, also not mer, had dark hair and golden eyes. Lidia’s eyes. Behind them, Flynn grunted with surprise. “You’ve got brothers on this ship?” “They’re not my brothers,” Lidia whispered. Her fingers curled on the glass. “They’re my sons.

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

If modern scholars overlook the entertainment motive, dominant in the Iliad, and treat Homer as a Virgil, Dante, or Milton, rather than as a Shakespeare or Cervantes, they are doing him a great disservice. The Iliad, Don Quixote and Shakespeare’s later plays are life—tragedy salted with humour; the Aeneid, the Inferno and Paradise Lost are literary works of almost superhuman eloquence, written for fame not profit, and seldom read except as a solemn intellectual task. The Iliad, and its later companion-piece, the Odyssey, deserve to be rescued from the classroom curse which has lain heavily on them throughout the past twenty-six centuries, and become entertainment once more; which is what I have attempted here. How this curse fell on them can be simply explained.

the assistant principal told me how he “loved to read a great novel and discuss the meaning of life.” He smiled, sighed wistfully, and then turned suddenly serious. “But we can’t do that at our school. We have to focus on basic skills and classroom management.

What innumerable follies laid waste my waking and sleeping thoughts after that evening! I wished to annihilate the tedious intervening days. I chafed against the work of school. At night in my bedroom and by day in the classroom her image came between me and the page I strove to read.

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

...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.

One of the hardest concepts for students to grasp or accept about writing is the time that it takes to make something good.

A classroom of students may read the same piece of poetry or the same passage in a novel, and each person may interpret it differently.

Author visits are a fun way to engage kids, and encourage reading!

In any case, I see no reason why a good-tempered, steady-going cat should not be included in a country classroom. It adds a pleasantly domestic touch to our working conditions.

One of the many drawbacks of this "I teach what I am" approach is that it stifles classroom discussion. Any disagreement with the professor's expertise comes off as an ad hominem attack.

Sorry. But it isn’t for us to change how things are. I’m just an administrator. You’re just a teacher.” “Oh, I hope I don’t teach. Because look what we did: we saved the zoo animals and the nice children and we damned the afflicted and the blacks. You know what I do every day in that classroom? I do everything in my power to make sure those poor souls won’t learn the obvious lesson.” “If I were you,” said Tom, “I should stick to reading, writing and arithmetic.” “But what good is it to teach a child to count, if you don’t show him that he counts for something?

unsolicited advice to adolescent girls with crooked teeth and pink hair When your mother hits you, do not strike back. When the boys call asking your cup size, say A, hang up. When he says you gave him blue balls, say you’re welcome. When a girl with thick black curls who smells like bubble gum stops you in a stairwell to ask if you’re a boy, explain that you keep your hair short so she won’t have anything to grab when you head-butt her. Then head-butt her. When a guidance counselor teases you for handed-down jeans, do not turn red. When you have sex for the second time and there is no condom, do not convince yourself that screwing between layers of underwear will soak up the semen. When your geometry teacher posts a banner reading: “Learn math or go home and learn how to be a Momma,” do not take your first feminist stand by leaving the classroom. When the boy you have a crush on is sent to detention, go home. When your mother hits you, do not strike back. When the boy with the blue mohawk swallows your heart and opens his wrists, hide the knives, bleach the bathtub, pour out the vodka. Every time. When the skinhead girls jump you in a bathroom stall, swing, curse, kick, do not turn red. When a boy you think you love delivers the first black eye, use a screw driver, a beer bottle, your two good hands. When your father locks the door, break the window. When a college professor writes you poetry and whispers about your tight little ass, do not take it as a compliment, do not wait, call the Dean, call his wife. When a boy with good manners and a thirst for Budweiser proposes, say no. When your mother hits you, do not strike back. When the boys tell you how good you smell, do not doubt them, do not turn red. When your brother tells you he is gay, pretend you already know. When the girl on the subway curses you because your tee shirt reads: “I fucked your boyfriend,” assure her that it is not true. When your dog pees the rug, kiss her, apologize for being late. When he refuses to stay the night because you live in Jersey City, do not move. When he refuses to stay the night because you live in Harlem, do not move. When he refuses to stay the night because your air conditioner is broken, leave him. When he refuses to keep a toothbrush at your apartment, leave him. When you find the toothbrush you keep at his apartment hidden in the closet, leave him. Do not regret this. Do not turn red. When your mother hits you, do not strike back.

ER also helps students move away from a word-by-word approach to reading. It helps them to look for the general meaning of what they read. They can ignore any details they do not fully understand.

About 50 per cent of children with Asperger’s syndrome have relatively advanced verbal reasoning skills, and may be colloquially described as ‘verbalizers’. If such a child has difficulty acquiring a particular academic ability in the social ‘theatre’ of the classroom, then his or her knowledge and understanding may be improved by reading about the concept or engaging in a one-to-one discussion.

This sudden sharpening of our attention doesn’t just apply to pioneering artworks. It can be seen in an ordinary high school classroom. In a recent study, psychologists Connor Diemand-Yauman, Daniel M. Oppenheimer, and Erikka Vaughan teamed up with teachers, getting them to reformat the teaching handouts they used. Half their classes, chosen at random, got the original materials. The other half got the same documents, reformatted into one of three challenging fonts: the dense , the florid , or the zesty . These are, on the face of it, absurd and distracting fonts. But the fonts didn’t derail the students. They prompted them to pay attention, to slow down, and to think about what they were reading. Students who had been taught using the ugly fonts ended up scoring higher on their end-of-semester exams.21 Most of us don’t have

Connell initially felt a sense of crushing inferiority to his fellow students, as if he had upgraded himself accidentally to an intellectual level far above his own, where he had to strain to make sense of the most basic premises. He did gradually start to wonder why all their classroom discussions were so abstract and lacking in textual detail, and eventually he realized that most people were not actually doing the reading.

I’ve very often seen successful people of color framing their experiences of being the only person of color in their classrooms as narratives about struggle, rather than also being narratives about class and power;

Because one day people will stop reading Bloody Romeo and his Crap Dead Girlfriend and they will all sit in classrooms watching Youtubery from THE PAST that is now and reading BLOGGAGE instead and writing essays about magnificent us.

All Connell's classmates have identical accents and carry the same size MacBook under their arms. In seminars they express their opinions passionately and conduct impromptu debates. Unable to form such straightforward views or express them with any force, Connell initially felt a sense of crushing inferiority to his fellow students, as if he had upgraded himself accidentally to an intellectual level far above his own, where he had to strain to make sense of the most basic premises. He did gradually start to wonder why all their classroom discussions were so abstract and lacking in textual detail, and eventually he realized that most people were not actually doing the reading. They were coming into college every day to have heated debate about books they had no read. He understand 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. They are not stupid people, but they're not so much smarter than him either. They just move through the world in a different way, and he'll probably never really understand them, and he knows they will never understand him, or even try.

Once you’re out of the classroom, you might vow never to open another book, after being force-fed their contents for so many years. But know this: Books are the most worthy companions to take with you on this bitter-sweet journey known as life.

We have created a culture of reading poverty in which a vicious cycle of aliteracy has the potential to devolve into illiteracy for many students. By allowing students to pass through our classrooms without learning to love reading, we are creating adults (who then become parents and teachers) who don't read much. They may be capable of reading well enough to perform academic and informational reading, but they do not love to read and have few life reading habits to model for children.

This is what it’s like in Dublin. All Connell’s classmates have identical accents and carry the same size MacBook under their arms. In seminars they express their opinions passionately and conduct impromptu debates […] 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.

Teachers lose credibility with students when they ignore the cultural trends & issues that interest them & instead design classroom reading instruction around books that are "good for you." There is a certain amount of disdain from teachers in regard to popular fiction for children because some of those books are mind candy, but I’d bet that some of those teachers go home & read escapist books like Shopaholic or a James Patterson thriller & never make a connection. Are we teaching books or teaching readers?

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.

The boy who first entered a classroom barely able to speak English, twenty years later concluded his studies in the stately quiet of the reading room in the British Museum. Thus with one sentence I can summarize my academic career. It will be harder to summarize what sort of life connects the boy to the man.

Jack didn't try to speak to me the following day. Or the day after.Or the day after that. But he was in Mrs. Stone's classroom, in the seat next to mine, every day for an hour after school, the only sounds coming from our pencils scratching against our papers. And the days passed like this quickly. Too quickly. I stole glances at him.Sometimes he tucked his hair behind one ear, but mostly it hung loose around his face. Sometimes he had stubble,as if he were shaving every other day.Sometimes I was sure he could feel me staring.His lip would twitch,and I'd know he was about to turn toward me,so I would hurry and look at my paper. And sometimes I would read the same sentence in the textbook over and over, and at the end of the hour, the only thing I'd learned was that Jack liked to tap his eraser on his desk when he was stumped, and when he would stretch forward,his shirt lifted,exposing a tiny bit of skin on his back.

Alvin Toffler explained in Future Shock, “The illiterate of the twenty-first century will not be those who cannot read and write. The illiterate will be those who cannot learn, unlearn, and relearn.” His message applies to teachers as well. If we can’t unlearn and relearn, education is headed for irrelevance. Quickly.

My recreation, my preference, my cure from all Platonism has always been Thucydides. Thucydides and, perhaps, Machiavelli’s Principe are most closely related to myself by the unconditional will not to gull oneself and to see reason in reality–not in “reason,” still less in “morality.” For the wretched embellishment of the Greeks into an ideal, which the “classically educated” youth carries into life as a prize for his classroom drill, there is no more complete cure than Thucydides. One must follow him line by line and read no less clearly between the lines: there are few thinkers who say so much between the lines. With him the culture of the Sophists, by which I mean the culture of the realists, reaches its perfect expression–this inestimable movement amid the moralistic and idealistic swindle set loose on all sides by the Socratic schools. Greek philosophy: the decadence of the Greek instinct. Thucydides: the great sum, the last revelation of that strong, severe, hard factuality which was instinctive with the older Hellenes. In the end, it is courage in the face of reality that distinguishes a man like Thucydides from Plato: Plato is a coward before reality, consequently he flees into the ideal; Thucydides has control of himself, consequently he also maintains control of things.

The first time I read Isaac Babel was in a college creative writing class. The instructor was a sympathetic Jewish novelist with a Jesus-like beard, an affinity for Russian literature, and a melancholy sense of humor, such that one afternoon he even “realized” the truth of human mortality, right there in the classroom. He pointed at each of us around the seminar table: “You’re going to die. And you’re going to die. And you’re going to die.” I still remember the expression on the face of one of my classmates, a genial scion of the Kennedy family who always wrote the same story, about a busy corporate lawyer who neglected his wife. The expression was confused.

If they enjoy reading and are motivated to read outside of school, they are more likely to become expert readers than those who were put off books by being forced to learn to read before they were ready. When I was in a Finnish primary school, I peeked my head into one classroom to see Grade 1 children silently reading to themselves.

Toward the end of 1939, Liesel had settled into life in Molching pretty well. She still had nightmares about her brother and missed her mother, but there were comforts now, too. She loved her papa, Hans Hubermann, and even her foster mother, despite the abusages and verbal assaults. She loved and hated her best friend, Rudy Steiner, which was perfectly normal. And she loved the fact that despite her failure in the classroom, her reading and writing were definitely improving and would soon be on the verge of something respectable. All of this resulted in at least some form of contentment and would soon be built upon to approach the concept of Being Happy." (Page 49).

Adrienne Rich, in a lecture she gave in 1978 to the teachers of women students, spoke of what she called the “misleading concept” of “coeducation”: “that because women and men are sitting in the same classrooms, hearing the same lectures, reading the same books, performing the same laboratory experiments, they are receiving an equal education.

He did gradually start to wonder why all their classroom discussions were so abstract and lacking in textual detail, and eventually he realized 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. They are not stupid people, but they're not so much smarter than him either. They just move through the world in a different way, and he'll probably never really understand them, and he knows they will never understand him, or even try.

Come to school! Come to school. Before they kill you all, come to school! [Silence] [MR M looks around the empty classroom. He goes to his table, and after composing himself, opens the class register and reads out the names as he did every morning as he did at the start of a new day.] Johnny Awu, living or dead? Christopher Bandla, living or dead? Zandile Cwati, living or dead? Semphiwe Dambuza ... Ronald Gxasheka ... Noloyiso Mfundweni ... Stephen Gaika ... Zachzriah Javabu ... Thami ... Thami Mbikwana ... [Pause] Living or dead? How many young souls do I have to present this morning? There are a lot of well-aimed stray bullets flying around on the streets out there. Is that why this silence is so ... heavy?

As for school, well, the only kids who read books for pleasure, who read outside of when a teacher was literally standing over them in the classroom, were the freaks. The kids like . . . like him. Docherty. The Professor. Strange and unexpected then when I discovered under Mr Cardew’s encouragement that what seemed to me to be tracts of boredom and torture actually contained un imaginable vistas, entire worlds of escape. (And you were much in need of escape then, weren’t you?) That you could open one of them and start turning the pages and that, instead of time slowing down and refusing to pass, you would look up at the clock (that clock, in its mesh cage) and the deadly, endless afternoon ahead of you would have vanished.

I’ve got a query about your course aims,” said Hermione. Professor Umbridge raised her eyebrows. “And your name is — ?” “Hermione Granger,” said Hermione. “Well, Miss Granger, I think the course aims are perfectly clear if you read them through carefully,” said Professor Umbridge in a voice of determined sweetness. “Well, I don’t,” said Hermione bluntly. “There’s nothing written up there about using defensive spells.” There was a short silence in which many members of the class turned their heads to frown at the three course aims still written on the blackboard. “Using defensive spells?” Professor Umbridge repeated with a little laugh. “Why, I can’t imagine any situation arising in my classroom that would require you to use a defensive spell, Miss Granger. You surely aren’t expecting to be attacked during class?

I have found that educators yearn to be told something like this: There will be no more initiatives—at least for a time. Instead, we will focus only on what will have an immediate and dramatic impact on learning in your classrooms: ensuring the implementation of a common, content-rich curriculum; good lessons; and plenty of meaningful literacy activities (such as close reading, writing, and discussion) across the curriculum.

I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities—that no wild reader completes on his or her own—guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do.

Before every elementary school classroom had a 'Drop Everything and Read' period, before parents and educators agonized more about children being glued to Call of Duty or getting sucked into the vortex of the Internet, reading as a childhood activity was not always revered. Maybe it was in some families, in some towns, in some magical places that seemed to exist only in stories, but not where I was. Nobody trotted out the kid who read all the time as someone to be admired like the ones who did tennis and ballet and other feats requiring basic coordination. While those other kids pursued their after-school activities in earnest, I failed at art, gymnastics, ice skating, soccer, and ballet with a lethal mix of inability, fear and boredom. Coerced into any group endeavor, I wished I could just be home already. Rainy days were a godsend because you could curl up on a sofa without being banished into the outdoors with an ominous 'Go play outside.' Well into adulthood, I would chastise myself over not settling on a hobby—knitting or yoga or swing dancing or crosswords—and just reading instead. The default position. Everyone else had a passion; where was mine? How much happier I would have been to know that reading was itself a passion. Nobody treated it that way, and it didn't occur to me to think otherwise.

The Easy Learn Hebrew program is the 'Learn To Read Hebrew In One Day' classroom course 'online', however offering much more in terms of being able to revise the 'classroom' content online repeatedly via the videos, take the online quizzes and being able to print out the associated hard copy learning materials as required.I am very excited to make this program available and look forward to welcoming you as an online Easy Learn Hebrew student.

Underline in your books, jot notes in the margins, and turn the corners of your pages down. Public education is a beautiful dream, but public classrooms too often train students not to mark, write in, disfigure, or in any way make books permanently their own. You're a grownup now, so buy your own books if you possibly can. In my opinion, a cheap paperback filled with your own notes is worth five times as much as a beautiful collector's edition.

The pressure to bind is always present. Once the virus gets one hook into the culture, it has the means to place many more. In this case a hook might be reestablishing prayer in schools, which could lead to reading Bible verses in classrooms, which quickly leads to using schools for religious instruction, and so on. A culture that is bound with religion soon becomes an oppressive and toxic place for those who are not infected with the god virus.

Terrible as this is, there’s worse news. An article in the New York Times points out a statistic that should make our nation’s leaders tremble… suspension rates, kindergarten through high school, have nearly doubled from the early 1970s through 2006. Whatever is happening with our test scores, something else, something catastrophic, is going on in our schools. As countless teachers across America can testify, disruptive kids are hijacking our classrooms.

I hear what they're saying about faith, about the priests at our church and how they relate to women, about the bishops and cardinals above the priests and how they ignore women, about the things they are reading and thinking about. And I realize several things in rapid succession: you can be Catholic and feminist. You can be Catholic and lesbian. You can be Catholic and a straight female and not have kids. You can be Catholic and have children but wonder if they should be Catholic. You can be Catholic and believe in better access to birth control, especially in impoverished and AIDS-ravaged communities. You can be Catholic and female and not be a nun and still be a leader in the church. Women, as it turns out, are part of the priestly class. It's just that they aren't allowed to minister publicly. They do it in places like here, and in hospitals, classrooms, homeless shelters, and in any room, really, where there is someone who needs healing.

Another Mexican American in another class, approaches Victor after class, carrying his copy of Fahrenheit 451, required reading for the course. The student doesn't understand the reference to a salon. Victor explains that this is just another word for the living room. No understanding in the student's eyes. He tries Spanish: la salon. Still nothing. The student has grown up as a migrant worker. And Victor remembers the white student who had been in his class a quarter ago, who had written about not understanding racism, that there was none where he had grown up, in Wennatchee, that he has played with the children of his father's migrant workers without there being any hostility. His father's workers. Property. Property that doesn't know of living rooms. And Victor thought of what the man from Wennatchee knew, what the ROTC Mexican American knew, what the migrant worker knew. And he thought of getting up the next morning to go with Serena to St. Mary's for cheese and butter. And he knew there was something he was not doing in his composition classrooms.

　　A former fighter pilot, teaching at an aeronautics university, discovered how this works in the classroom. One of his students had been a star in ground school but was having trouble in the air. During a training flight, she misinterpreted an instrument reading, and he yelled at her, thinking it would force her to concentrate. Instead, she started crying, and though she tried to continue reading the instruments, she couldn’t focus. He landed the plane, lesson over. What was wrong? From the brain’s perspective, nothing was wrong. The student’s mind was focusing on the source of the threat, just as it had been molded to do over the past few million years. The teacher’s anger could not direct the student to the instrument to be learned because the instrument was not the source of danger. The teacher was the source of danger. This is weapons focus, merely replacing “Saturday Night Special” with “ex-fighter pilot.” 　　The same is true if you are a parenting a child rather than teaching a student. The brain will never outgrow its preoccupation with survival.

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.

High school teachers and college professors who have discussed this book in thousands of classrooms over the years tend to do so in terms of Freud, Jung, and Nietzche; of classical myth, Victorian innocence, and original sin; of postmodernism, postcolonialism, and poststrucuralism. European and American readers, not comfortable acknowledging the genocidal scale of killing Africa at the turn of the century, have cast Heart of Darkness loose from its historical moorings. We read it as a parable for all times and places, not as a book about one time and place.

Anybody gets to ask questions about any fiction-related issues she wants. No question about literature is stupid. You are forbidden to keep yourself from asking a question or making a comment because you fear it will sound obvious or unsophisticated or lame or stupid. Because critical reading and prose fiction are such hard, weird things to try to study, a stupid-seeming comment or question can end up being valuable or even profound. I am deadly-serious about creating a classroom environment where everyone feels free to ask or speak about anything she wishes. So any student who groans, smirks, mimes machines-gunning or onanism, chortles, eye-rolls, or in any way ridicules some other student's in-class question/comment will be warned once in private and on the second offense will be kicked out of class and flunked, no matter what week it is. If the offender is male, I am also apt to find him off-campus and beat him up. . . . This does not mean we all have to sit around smiling sweetly at one another for three hours a week. No truths about the form, content, structure, symbolism, theme, or overall artistic quality of any piece of fiction are etched in stone or beyond dispute.

Does doing something old with new technology mean that I’m teaching with technology and that I’m doing so in a way as to really improve the reading and writing skills of the students in my classroom?” (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the...

Niru, you're welcome to stay if you want, Ms. McConnell says to me without looking up from her desk. Without students in the classroom she is much smaller and more feminine. I stare at her legs visible beneath her desk and at the way her blonde hair falls about her face as she reads the New Yorker. Porn makes it look so easy, so casual, so routine. Older women are supposed to crave fresh young meat, to lick their pen tops absentmindedly while thinking about us, to squeeze their legs together in a good faith effort to keep from corrupting the younger generations. And I am supposed to stumble forward both confused and uncontrolled, pulled by my relentless desire like light towards a black hole. Except I am unmoved. I imagine Ms. McConnell naked, perched at the edge of her desk, legs crossed waiting for me to cross the room and give her what she needs. That's how they always say it, that they will take what they want, get what they need, that hardcore sex is good punishment for bad behavior. I wonder if it would set the record straight for me. It's nice outside, Ms. McConnell says, you should enjoy the day. Her stare makes me feel like she can read my thoughts and I am suddenly embarrassed.

This is the basis for the flipped classroom described by physics professor Eric Mazur in his book Peer Instruction. Mazur doesn’t lecture in his classes at Harvard. Instead, he asks students difficult questions, based on their homework reading, that require them to pull together sources of information to solve a problem. Mazur doesn’t give them the answer; instead, he asks the students to break off into small groups and discuss the problem among themselves. Eventually, nearly everyone in the class gets the answer right, and the concepts stick with them because they had to reason their own way to the answer.

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.

For the first time in my life, I’m being sent home with weekly progress reports that I have to give to my father. The reports are written by Mrs. Leibler and read and signed by Mrs. Kushel, which is my teachers’ way of saying that they’re in agreement about my behavior. The reports list all my notable behaviors for Monday through Friday. Some of the comments are nice such as the ones about when I participate appropriately in a classroom discussion. But most of the comments make my father slam the reports on the table and say, “Rose, for God’s sake. Keep your mouth closed when you think of a homonym” or “Do you see any of the other kids clapping their hands over their ears and screaming when they hear the fire alarm?

Merrill Swain and Sharon Lapkin (2002), who have investigated sociocultural explanations for second language learning in Canadian French immersion programmes. Their work has its origins in Swain’s comprehensible output hypothesis and the notion that when learners have to produce language, they must pay more attention to how meaning is expressed through language than they ordinarily do for the comprehension of language. Swain (1985) first proposed the comprehensible output hypothesis based on the observation that French immersion students were considerably weaker in their spoken and written production than in their reading and listening comprehension. She advocated more opportunities for learners to engage in verbal production (i.e. output) in French immersion classrooms.

Build, Build, Build has been the target of fake news, trolls, and critics. They have tried to redefine it far from its scope — and in their “proud, most credible voice” — report it as truth. Are they confused or just simply cunning? During the upcoming elections, many will try to discredit the accomplishments of 6.5 million construction workers. They will say that what we have completed is not enough, that there could have been many things that we could have done still, or that we never really worked at all. Allow me to say — if you are reading this, and you’re part of the Build, Build, Build team - without you, we wouldn’t have been able to build 29,264 kilometers of roads, 5,950 bridges, 11,340 flood control projects, 222 evacuation centers, 150,149 classrooms, 214 airport projects, and 451 seaport projects.

This kind of parenting was typical in much of Asia—and among Asian immigrant parents living in the United States. Contrary to the stereotype, it did not necessarily make children miserable. In fact, children raised in this way in the United States tended not only to do better in school but to actually enjoy reading and school more than their Caucasian peers enrolled in the same schools. While American parents gave their kids placemats with numbers on them and called it a day, Asian parents taught their children to add before they could read. They did it systematically and directly, say, from six-thirty to seven each night, with a workbook—not organically, the way many American parents preferred their children to learn math. The coach parent did not necessarily have to earn a lot of money or be highly educated. Nor did a coach parent have to be Asian, needless to say. The research showed that European-American parents who acted more like coaches tended to raise smarter kids, too. Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. And at least one high-impact form of parental involvement did not actually involve kids or schools at all: If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. Only four in ten parents in the PISA survey regularly read at home for enjoyment. What if they knew that this one change—which they might even vaguely enjoy—would help their children become better readers themselves? What if schools, instead of pleading with parents to donate time, muffins, or money, loaned books and magazines to parents and urged them to read on their own and talk about what they’d read in order to help their kids? The evidence suggested that every parent could do things that helped create strong readers and thinkers, once they knew what those things were. Parents could go too far with the drills and practice in academics, just as they could in sports, and many, many Korean parents did go too far. The opposite was also true. A coddled, moon bounce of a childhood could lead to young adults who had never experienced failure or developed self-control or endurance—experiences that mattered as much or more than academic skills. The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms.

Anybody gets to ask questions about any fiction-related issues she wants. No question about literature is stupid. You are forbidden to keep yourself from asking a question or making a comment because you fear it will sound obvious or unsophisticated or lame or stupid. Because critical reading and prose fiction are such hard, weird things to try to study, a stupid-seeming comment or question can end up being valuable or even profound. I am deadly-serious about creating a classroom environment where everyone feels free to ask or speak about anything she wishes. So any student who groans, smirks, mimes machines-gunning or onanism, chortles, eye-rolls, or in any way ridicules some other student's in-class question/comment will be warned once in private and on the second offense will be kicked out of class and flunked, no matter what week it is. If the offender is male, I am also apt to find him off-campus and beat him up.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

Unable to form such straightforward views or express them with any force, Connell initially felt a sense of crushing inferiority to his fellow students, as if he had upgraded himself accidentally to an intellectual level far above his own, where he had to strain to make sense of the most basic premises. 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. They are not stupid people, but they’re not so much smarter than him either. They just move through the world in a different way, and he’ll probably never really understand them, and he knows they will never understand him, or even try.

I'm not the only person who carries a lot of assumptions when I read the Bible, and it can be tough to entertain the idea that the Word of God has different perspectives in it. Biblical apologists spend all their time weaving these different viewpoints into a single frame, in an effort that often looks like squids playing Twister: fascinating, appalling, and hard to follow. We've seen what this approach to history can sow: a destructive oversimplification of the Church's past. Americans treat their national narrative in much this way, too. We simplistically teach a single story in our history classrooms, of brave rebels who left cultures of tyranny and heroically crossed the Atlantic to found a nation built on freedom and justice. When we speak of our national sins, such as the genocide committed on Nation Americans or the brutal, longterm economic extraction of wealth from black bodies via slavery and segregation, we seem to dismiss these troubling matters as things that happened in the remote past but that have been resolved today.

As I read, I imagine Strane in sexual harassment training, irritated he had to sit through it at all—none of it would have touched him—along with the other teachers who saw me, the one who called me Strane's classroom pet, Ms. Thompson and Mrs. Antonova, who recognized the clues but didn't protest when those clues were used as evidence of an emotionally troubled girl. I imagine them sitting through the training, nodding in agreement, saying yes, this is so important; we need to be these children's advocates. But what have they done when faced with situations in which they could actually make a difference? When they heard of the camping trips the history teacher took each year with his students, when faculty advisors brought students into their homes? All of this feels like performance, because I've seen how it plays out, how quickly people lift their hands and say, It happens sometimes, or Even if he did do something, it couldn't have really been that bad, or What could I have done to stop it? The excuses we make for them are outrageous, but they're nothing compared with the ones we make for ourselves.

Bunny was the first to leave. For three weeks he had been in a panic over a paper he had to write for his fourth course, something called Masterworks of English Literature. The assignment was twenty-five pages on John Donne. We’d all wondered how he was going to do it, because he was not much of a writer; though his dyslexia was the convenient culprit the real problem was not that but his attention span, which was as short as a child’s. He seldom read the required texts or supplemental books for any course. Instead, his knowledge of any given subject tended to be a hodgepodge of confused facts, often strikingly irrelevant or out of context, that he happened to remember from classroom discussions or believed himself to have read somewhere. When it was time to write a paper he would supplement these dubious fragments by cross-examination of Henry (whom he was in the habit of consulting, like an atlas) or with information from either The World Book Encyclopedia or a reference work entitled Men of Thought and Deed, a six-volume work by E. Tipton Chatsford, Rev., dating from the 1890s, consisting of thumbnail sketches of great men through the ages, written for children, full of dramatic engravings.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

I am sitting alone in my old English classroom at my old desk, reading from Shakespeare’s Macbeth. The only sounds in the room are the ticking of the clock and the occasional rustling of the pages of the book. Then, Martina Reynaud, the most beautiful girl in the Class of ’83, walks in. She’s tall, graceful, and absolutely breathtaking. She’s wearing a black dress, one that shows off her long dancer’s legs. Her peaches-and-cream complexion is flawless; there is no sign of a pimple anywhere. Her long chestnut hair cascades down over her shoulders. In short, she is the personification of feminine elegance from the top of her head to her high-heeled shoes. I try to get back to my reading assignment, but the scent of her perfume, a mixture of jasmine and orange blossoms, is beguiling. I look to my right; she is sitting at the desk right next to mine. She gives me a smile. My heart skips a beat. I know guys who would kill for one of Marty’s smiles. She has that effect on most men. Her smile is full of genuine warmth and affection; I can tell by the look in her hazel eyes. “Hi, Jimmy,” she says. Her voice is soft and melodious; she speaks with a lilting British accent. From what I’ve heard, her family is from England. London, actually. “Hi,” I reply, feeling about as articulate as your average mango. Then, mustering my last reserves of willpower, I focus my attention on Shakespeare’s play.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

God is not dead— She has forsaken us. We wipe our angry, hate-filled tears after another shooting, as a man polishes his gun outside a mosque. All those stolen lives—we scream for justice! But God has quietly left our temples and churches. She will not return, for what WE have done is much worse. We have murdered humanity. God has deserted even the devout of us who save our love and compassion for those good and righteous, as we abandon the bigots brimming with hate. Yes, those least deserving of love, but the most in need of it. God’s agony rings in our hearts. She wails for the future shooters. Though we reject them, God greets these cracked and confused creatures— the least deserving of compassion but the most in need of it! We’ve read their spiteful tweets, but when we pass them in classrooms, in trains and markets, we dismiss those seemingly small opportunities for kindness. We don’t know—and how ignorant we are— that every time we ignore them, we sharpen our daggers and stab humanity in its pink raw flesh, not in dark alleyways. No, we do this openly in broad daylight, for hating them shows how loving we are. For condemning them proves how moral we are. But every shooting illumines the failure of our collective duty to love as God loves, to be compassionate as God is compassionate. Your prayers heal, yes, but for God’s sake, let God be. I say: First, resurrect your humanity!

If you are an evangelical reading this book, then I would ask you to look around and see what your witness has wrought. The nation is polarized. The candidates you back want to take us back to a mythical time—apparently the 1950s—that honestly did not exist. The bile and hatred of some of the leaders you emulate make it impossible for people to believe whatever witness you have left. While you are clinging to God and guns, mothers are clinging to pictures of children who have been shot dead in classrooms, in streets, in malls, in cars. More people go hungry today than ever before. Inequality is mounting. Calls for law and order mean more Black and Brown bodies dead at the hands of the police. The nation’s infrastructure is failing. Disdain for science has left America behind during a pandemic, while the rest of the world moves forward. The president you followed slavishly declared “American carnage” in his inaugural speech. Look around. You helped make this carnage we now experience. All of these things have occurred because evangelicals, through religious lobbying and interference, supported the political structures that curtailed, limited, or struck down truly important issues. The polarization we are experiencing in government has stymied progress. That polarization has taken on a resemblance to ideological and theological battles. Your nationalistic evangelicalism is hurting others. Your racism is actively engaged in killing bodies and souls. My analysis and prognostications may be dire, but it is never too late to make amends.

you, Mr. Rowland.’ Chris taught me a lesson I will never forget – our deep desire to feel important. To help me never forget this rule, I made a sign which reads ‘YOU ARE IMPORTANT.’ This sign hangs in the front of the classroom for all to see and to remind me that each student I face is equally important. The unvarnished truth is that almost all the people you meet feel themselves superior to you in some way, and a sure way to their hearts is to let them realise in some subtle way that you realise their importance, and recognise it sincerely. Remember what Emerson said: ‘Every man I meet is my superior in some way. In that, I learn of him.’ And the pathetic part of it is that frequently those who have the least justification for a feeling of achievement bolster up their egos by a show of tumult and conceit which is truly nauseating. As Shakespeare put it: ‘. . . man, proud man,/Drest in a little brief authority,/ . . . Plays such fantastic tricks before high heaven/As make the angels weep.’ I am going to tell you how business people in my own courses have applied these principles with remarkable results. Let’s take the case of a Connecticut attorney (because of his relatives he prefers not to have his name mentioned). Shortly after joining the course, Mr. R – drove to Long Island with his wife to visit some of her relatives. She left him to chat with an old aunt of hers and then rushed off by herself to visit some of the younger relatives. Since he soon had to give a speech professionally on how he applied the principles of appreciation, he thought he would gain some worthwhile experience talking with the elderly lady. So he looked around the house to see what he could honestly admire. ‘This house was built about 1890, wasn’t it?’ he inquired.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All