Classroom Wall Quotes

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.

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.

so deeply ingrained is the unconscious northern hemisphere chauvinism in those of us who live there, and even some who don't. 'Unconscious' is exactly right. That is where consciousness-raising comes in. It is for a deeper reason than gimmicky fun that, in Australia and New Zealand, you can buy maps of the world with the South Pole on top. What splendid consciousness-raisers those maps would be, pinned to the walls of our northern hemisphere classrooms. Day after day, the children would be reminded that 'north' is an arbitrary polarity which has no monopoly on 'up'.

As a writer, I marinate, speculate, and hibernate.

Dad once noted (somewhat morbidly, I thought at the time) that American institutions would be infinitely more successful in facilitating the pursuit of knowledge if they held classes at night, rather than in the daytime, from 8:00 PM to 4:00 or 5:00 in the morning. As I ran through the darkness, I understood what he meant. Frank red brick, sunny classrooms, symmetrical quads and courts--it was a setting that mislead kids to believe that Knowledge, that Life itself, was bright, clear, and freshly mowed. Dad said a student would be infinitely better off going out into the world if he/she studied the periodic table of elements, Madame Bovary (Flaubert, 1857), the sexual reproduction of a sunflower for example, with deformed shadows congregating on the classroom walls, the silhouettes of fingers and pencils leaking onto the floor, gastric howls from unseen radiators, and a teacher's face not flat and faded, not delicately pasteled by a golden late afternoon, but serpentine, gargoyled, Cyclopsed by the inky dark and feeble light from a candle. He/she would understand "everything and nothing," Dad said, if there was nothing discernible in the windows but a lamppost mobbed by blaze-crazy moths and darkness, reticent and nonchalant, as darkness always was.

There was Fiona Fiddick’s faculties for both humour and sewing, which enabled her to hide the words FEED ME in an embroidered nosegay of coral peonies which Miss Sheffleton proudly hung upon the classroom wall.

Her attention was drawn to a movement in the woods in the direction of the river. The trees were slowly coming back into bud, but they were still bare enough that she could make out a shape. "Moose," she said, almost in a whisper. "Moose. Moose." She tugged Nate's sleeve. "Moose," she repeated. The object moved away, out of sight. Stevie blinked. It had just been there, the massive antlers moving through the trees. "My moose," she said in a low voice. "I finally got it. The universe paid me in moose." With one backward glance at the magical spot, Stevie Bell resumed walking toward her class. Anatomy was still ahead of her. Lots of things were ahead of her, but this one was the closest. "That wasn't a moose, was it?" Janelle said when Stevie was out of earshot. "That's a branch, right? It moved in the wind?" "It's a branch," Nate replied. "Like, that's obviously a branch," Vi said. "Should we tell her? She seems really invested in this." "Definitely not," Nate said as Stevie vanished in the direction of the classroom buildings, earbuds already in her ears. "Let her have her moose.

When we entered a classroom we always tossed our caps on the floor, to free our hands; as soon as we crossed the threshold we would throw them under the bench so hard that they struck the wall and raised a cloud of dust; this was "the way it should be done." But the new boy either failed to notice this maneuver or was too shy to perform it himself, for he was still holding his cap on his lap at the end of the prayer. It was a head-gear of composite nature, combining elements of the busby, the lancer cap, the round hat, the otter-skin cap and the cotton nightcap--one of those wretched things whose mute ugliness has great depths of expression, like an idiot's face. Egg-shaped and stiffened by whalebone, it began with three rounded bands, followed by alternating diamond-shaped patches of velvet and rabbit fur separated by a red stripe, and finally there was a kind of bag terminating in a cardboard-lined polygon covered with complicated braid. A network of gold wire was attached to the top of this polygon by a long, extremely thin cord, forming a kind of tassel. The cap was new; its visor was shiny. "Stand up," said the teacher. He stood up; his cap fell. The whole class began to laugh. He bent down and picked it up. A boy beside him knocked it down again with his elbow; he picked it up once again. "Will you please put your helmet away?" said the teacher, a witty man.

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

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

Inside Ms. Maddox's classroom, it was so quiet you could hear the breathing bounce off the walls.

The world’s greatest classroom has no walls: nature.

The bougainvillea bushes surrounding the school had been replaced with a high brick wall to keep out the stray bullets, which sometimes lodged themselves in the classrooms.

The more obsessed with personal identity campus liberals become, the less willing they become to engage in reasoned political debate. Over the past decade a new, and very revealing, locution has drifted from our universities into the media mainstream: 'Speaking as an X' . . . This is not an anodyne phrase. It tells the listener that I am speaking from a privileged position on this matter. (One never says, 'Speaking as an gay Asian, I fell incompetent to judge on this matter'). It sets up a wall against questions, which by definition come from a non-X perspective. And it turns the encounter into a power relation: the winner of the argument will be whoever has invoked the morally superior identity and expressed the most outrage at being questioned. So classroom conversations that once might have begun, 'I think A, and here is my argument', now take the form, 'Speaking as an X, I am offended that you claim B'. This makes perfect sense if you believe that identity determines everything. It means that there is no impartial space for dialogue. White men have one "epistemology", black women have another. So what remains to be said? What replaces argument, then, is taboo. At times our more privileged campuses can seem stuck in the world of archaic religion. Only those with an approved identity status are, like shamans, allowed to speak on certain matters. Particular groups -- today the transgendered -- are given temporary totemic significance. Scapegoats -- today conservative political speakers -- are duly designated and run off campus in a purging ritual. Propositions become pure or impure, not true or false. And not only propositions but simple words. Left identitarians who think of themselves as radical creatures, contesting this and transgressing that, have become like buttoned-up Protestant schoolmarms when it comes to the English language, parsing every conversation for immodest locutions and rapping the knuckles of those who inadvertently use them.

I’m in my classroom and I’m looking at this girl, but all I can see is my dad on the ground, in front of The Wall, telling the truth, finally—his knees drawn and his chest heaving—and when people pass by they look the other way, except for this one lady who stops to give my dad a hug. She gets down on her knees to reach him, and now she’s crying with a stranger, and without asking I know it’s because she’s lost something, too, and I wonder if in comforting my dad she thinks she can find it again. Probably not. It doesn’t work that way.

For all the talk of education, modern societies neglect to examine by far the most influential means by which their populations are educated. Whatever happens in our classrooms, the more potent and ongoing kind of education takes place on the airwaves and on our screens. Cocooned in classrooms for only our first eighteen years or so, we effectively spend the rest of our lives under the tutelage of news entities which wield infinitely greater influence over us than any academic institution can. Once our formal education has finished, the news is the teacher. It is the single most significant force setting the tone of public life and shaping our impressions of the community beyond our own walls. It is the prime creator of political and social reality. As revolutionaries well know, if you want to change the mentality of a country, you don't head to the art gallery, the department of education or the homes of famous novelists; you drive the tanks straight to the nerve center of the body politic, the news HQ.

Finally, as the sky began to grow light in the morning, I’d feel that I might be drifting off. But that wasn’t sleep. My fingertips were just barely brushing against the outermost edge of sleep. And all the while, my mind was awake. I would feel a hint of drowsiness, but my mind was there, in its own room, on the other side of a transparent wall, watching me. My physical self was drifting through the feeble morning light, and all the while it could feel my mind staring, breathing, close beside it. I was both a body on the verge of sleep and a mind determined to stay awake. The incomplete drowsiness would continue on and off all day. My head was always foggy. I couldn’t get an accurate fix on the things around me—their distance or mass or texture. The drowsiness would overtake me at regular, wavelike intervals: on the subway, in the classroom, at the dinner table. My mind would slip away from my body. The world would sway soundlessly. I would drop things. My pencil or my purse or my fork would clatter to the floor. All I wanted was to throw myself down and sleep. But I couldn’t. The wakefulness was always there beside me. I could feel its chilling shadow. It was the shadow of myself. Weird, I would think as the drowsiness overtook me, I’m in my own shadow. I would walk and eat and talk to people inside my drowsiness. And the strangest thing was that no one noticed. I lost fifteen pounds that month, and no one noticed. No one in my family, not one of my friends or classmates, realized that I was going through life asleep. It was literally true: I was going through life asleep. My body had no more feeling than a drowned corpse. My very existence, my life in the world, seemed like a hallucination. A strong wind would make me think that my body was about to be blown to the end of the earth, to some land I had never seen or heard of, where my mind and body would separate forever. Hold tight, I would tell myself, but there was nothing for me to hold on to.

The school year started in September, with a long vacation in the winter, not the summer, due to the difficulty of keeping the schools warm in North Korea’s harsh winters. My kindergarten had a large wood-burning stove in the middle of the classroom and walls painted with colourful scenes of children performing gymnastics, children in uniform, and of a North Korean soldier simultaneously impaling a Yankee, a Japanese and a South Korean soldier with his rifle bayonet.

How could something so seemingly insignificant give someone comfort? A ribbon in a gutter. A pinecone on the street. A button leaning casually against a classroom wall. A flat stone from the river. If nothing else, it showed that she cared, and it might give them something to talk about when Max woke up. When she was alone, she would conduct those conversations. 'So what's all this?' Max would say. 'What's all this junk?' 'Junk?' In her mind,she was sitting on the side of the bed. 'This isn't junk, Max. These are what made you wake up.

I have performed the following experiment in workshops for nearly 40 years now: Everybody in the class is asked to describe the hall they passed through to get to the classroom. I must have tried this several hundred times by now, and I have never encountered two people who agreed totally about what was or was not in the hall, the color of the walls, or any similar data. We do not walk through the “same” hall: we walk through a reality-tunnel constructed by our imprinted, conditioned and learned brain circuits. The same experiment works with hearing, and other senses, as well as with vision and memory. Try it with a half-dozen friends. Let somebody with a watch say “Go!” and then all of you be silent and listen for one full minute — 60 surprisingly long seconds. You will all hear some sounds nobody else hears and miss some sounds everybody else caught. From 'In Doubt We Trust: Cults, religions, and BS in general

A few days before finals, I sat for an hour with my friend Josh in an empty classroom. He was reviewing his applications for law school. I was choosing my courses for the next semester. "If you were a woman," I asked, "would you still study law?" Josh didn't look up. "If I were a woman," he said, "I wouldn't *want* to study it." "But you've talked about nothing except law school for as long as I've known you," I said. "It's your dream, isn't it?" "It is," he admitted. "But it wouldn't be if I were a woman. Women are made differently. They don't have this ambition. Their ambition is for children." He smiled at me as if knew what he was talking about. And I did. I smile, and for a few seconds we were in agreement. Then: "But what if you were a woman, and somehow you felt exactly as you do now?" Josh's eyes fixed on the wall for a moment. He was really thinking about it. Then he said, "I'd know something was wrong with me.

But when she imagined college she thought of her dreary days in the schoolhouse in Lushoto, the heat of classrooms, the impatience of mathematics, bland two-dimensional maps pinned to walls. Green for land, blue for water, stars for capital cities. Schoolmasters obsessed with naming things that had existed unnamed for a million years.

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

Marissa Theodora took out her journal, put it on her lap so Mr. Alva would not see. She penciled thoughts as they came. ‘Picture the classroom plunged into dark,’ she wrote. A touchable darkness, like the fur of a black cat. A thick fog of ink. You can move through it; just not quickly. Can’t shout through it; only talk in low soft tones.’ She frowned. Why ‘plunged into dark’? Why not ‘opened’? Darkness was already everywhere. Under the floor, between the walls. Up in space and below the earth. Everyone’s pockets were full of Dark. Our heads? Stuffed with the stuff. Close your eyelids and roll your eyes inward, and gaze into the cavern of your skull. Behold: your secret vault of Dark. Marissa considered writing that. Decided not. It sounded gloomy, even creepy.

Finally, as the sky began to grow light in the morning, I’d feel that I might be drifting off. But that wasn’t sleep. My fingertips were just barely brushing against the outermost edge of sleep. And all the while, my mind was awake. I would feel a hint of drowsiness, but my mind was there, in its own room, on the other side of a transparent wall, watching me. My physical self was drifting through the feeble morning light, and all the while it could feel my mind staring, breathing, close beside it. I was both a body on the verge of sleep and a mind determined to stay awake. The incomplete drowsiness would continue on and off all day. My head was always foggy. I couldn’t get an accurate fix on the things around me—their distance or mass or texture. The drowsiness would overtake me at regular, wavelike intervals: on the subway, in the classroom, at the diner table. My mind would slip away from my body. The world would sway soundlessly. I would drop things. My pencil or my purse or my fork would clatter to the floor. All I wanted was to throw myself down and sleep. But I couldn’t. The wakefulness was always there beside me. I could feel its chilling shadow. It was the shadow of myself. Weird, I would think as the drowsiness overtook me, I’m in my own shadow. I would walk and eat and talk to people inside my drowsiness. And the strangest thing was that no one noticed. I lost fifteen pounds that month, and no one noticed. No one in my family, not one of my friends or classmates, realized that I was going through life asleep. It was literally true: I was going through life asleep. My body had no more feeling than a drowned corpse. My very existence, my life in the world, seemed like a hallucination. A strong wind would make me think that my body was about to be blown to the end of the earth, to some land I had never seen or heard of, where my mind and body would separate forever. Hold tight, I would tell myself, but there was nothing for me to hold on to.

If you don't attend, Gwendolen," said the mistress, "and stop looking out of the window, I shall have to give you an order-mark." "But please, Miss Prizzle-" began Gwendolen. "Did you hear what I said, Gwendolen?" asked Miss Prizzle. "But please, Miss Prizzle," said Gwendolen, "there's a LION!" "Take two order-marks for talking nonsense," said Miss Prizzle. "And now-" A roar interrupted her. Ivy came curling in at the windows of the classroom. The walls became a mass of shimmering green, and leafy branches arched overhead where the ceiling had been. Miss Prizzle found she was standing on grass in a forest glade. She clutched at her desk to steady herself, and found that the desk was a rose-bush. Wild people such as she had never even imagined were crowding round her. Then she saw the Lion, screamed and fled, and with her fled her class, who were mostly dumpy, prim little girls with fat legs. Gwendolen hesitated. "You'll stay with us, sweetheart?" said Aslan. "Oh, may I? Thank you, thank you," said Gwendolen. Instantly she joined hands with two of the Maenads, who whirled her round in a merry dance and helped her take off some of the unnecessary and uncomfortable clothes that she was wearing.

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

Within a year, possibly by next fall," he was saying, "something that has never before been done, will be done. NASA will be sending men to the moon. Think of that. Men who were once in classrooms like this one will leave their footprints on the lunar surface." He paused. I leaned in close against the wall so I could hear him. "That is why you are sitting here tonight, and why you will be coming here in the months ahead. You come to dream dreams. You come to build fantastic castles up in the air. And you come to learn how to build the foundations that make those castles real. When the men who will command that mission were boys your age, no one knew. But in a few months, that's what will happen. So, twenty years from now, what will people say of you? 'No one knew then that this kid Washington Irving High School would grow up to do'...what? What castle will you build?

The Holy Water No one lives outside the walls of this sacred place, existence. The holy water, I need it upon my eyes: it is you, dear, you – each form. What mother would lose her infant – and we are that to God, never lost from His gaze are we? Every cry of the heart is attended by light’s own arms. You cannot wander anywhere that will not aid you. Anything you can touch – God brought it into the classroom of your mind. Differences exist, but not in the city of love. Thus my vows and yours, I know they are the same. I have just peeled the skin from the potato and you are still contemplating its worth, sweetheart; indeed there are wonderful nutrients in all, for God made everything. You joined our community at birth. With your Father being who He is, what do the world’s scales know of your precious value. The priest and the prostitute – they weigh the same before the Son’s immaculate being, but who can bear that truth and freedom, so a wise man adulterated the scriptures; every wise man knows this. My soul’s face has revealed its beauty to me; why was it shy so long, didn’t it know how this made me suffer and weep? A different game He plays with His close ones. God tells us truths you would not believe, for most everyone needs to limit His compassion; concepts of right and wrong preserve the golden seed until one of God’s friends comes along and tends your body like a divine bride. The Holy sent out a surveyor to find the limits of its compassion and being. God knows a divine frustration whenever He acts like that, for the Infinite has no walls. Why not tease Him about this? Why not accept the freedom of what it means for our Lord to see us as Himself. So magnificently sovereign is our Lover; never say, 'On the other side of this river a different King rules.” For how could that be true – for nothing can oppose Infinite strength. No one lives outside the walls of this sacred place, existence. The holy water my soul’s brow needs is unity. Love opened my eye and I was cleansed by the purity of each form.

I pause by the door,schedule in hand, taking a moment to confirm I'm in the right place,since I really don't need to make that particular mistake yet again. Independent study.Right.Last class of the day-praise be,hallelujah, and more. I make my way inside and introduce myself to the man at the podium bearing a squinty mean gaze, a cruel slash of a mouth, a size-too-small T-shirt forced to stretch over a belly that will always arrive well before the rest of him,and a crew cut so tight it's mostly just scalp.Pausing when he places a red checkmark next to my name and tells me to grab any seat. If I've learned anything today,it's that it can't be that easy.It may not be obvious at first sight,but somewhere in this deceptively innocuous classroom, territory has been staked, boundaries drawn,and an invisible wall erected,bearing an equally invisible sign that states clueless new girls like me are not welcome here. "Any seat," he barks, shooting me a look that's already pegged me as just another moron in a succession of many.

I prided myself on being the ultimate prankster. Every teacher at school used overhead projectors to put their notes up on the wall during class. One day I went around and took the magnifying glass out of every projector in every classroom. Another time I emptied a fire extinguisher into the school piano, because I knew we were going to have a performance at assembly the next day. The pianist sat down and played the first note and, foomp!, all this foam exploded out of the piano. The two things I loved most were fire and knives.

Looks like I’ve found myself a handy man,” I smiled. “Oh yeah,” he grinned, “I’m as handy as they come.” “I can see it now,” I fantasized, “leaky faucets, fixing lights, painting walls.” Caeden’s laugh filled the woodshop classroom. “And let me guess, you’re not going to help me, you’ll just watch.” “It’s what I do best,” I laughed. Caeden stood the cabinet upright and grabbed some trim pieces for detailing. “That’s okay, at least I’ll have something pretty to look at,” he winked. “And I’ll always be there to hand you tools,” I said. “Just not the power ones,” he grinned crookedly.

But it’s bells at twenty-seven thousand feet as the plane breaks into the clear again, as its motion steadies again; it is bells; it is the bell as Ben Hanscom sleeps; and as he sleeps the wall between past and present disappears completely and he tumbles backward through years like a man falling down a deep well – Wells’s Time Traveller, perhaps, falling with a broken iron rung in one hand, down and down into the land of the Morlocks, where machines pound on and on in the tunnels of the night. It’s 1981, 1977, 1969; and suddenly he is here, here in June of 1958; bright summerlight is everywhere and behind sleeping eyelids Ben Hanscom’s pupils contract at the command of his dreaming brain, which sees not the darkness which lies over western Illinois but the bright sunlight of a June day in Derry, Maine, twenty-seven years ago. Bells. The bell. School. School is. School is 2 out! The sound of the bell went burring up and down the halls of Derry School, a big brick building which stood on Jackson Street, and at its sound the children in Ben Hanscom’s fifth-grade classroom raised a spontaneous cheer – and Mrs Douglas, usually the strictest of teachers, made no effort to quell them. Perhaps she knew it would have been impossible. ‘Children!

You’re going to get an F.” Spencer shifted the papers on his school desk and looked for a hundredth time at the graffiti in the corner. Last year’s occupant of the desk must have spent hours etching the message into the wooden surface. Dummy, Spencer thought. Couldn’t even spell cabbage. Truth be told, Mrs. Natcher did smell a little like cabbage sometimes, but she was still tolerable. Today, however, a strong Bath and Body Works fragrance filled the sixth-grade classroom and Mrs. Natcher was nowhere to be seen. In her place was a thin, younger woman who had short, stylish hair streaked with pink highlights. She wore high-heeled red shoes and a skirt so short that Mrs. Natcher would have croaked. Turned out that Mrs. Natcher had croaked—well, almost—which was why Miss Leslie Sharmelle had been called to Welcher Elementary that morning. Spencer glanced at the clock on the wall.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

Her muscles clearly were not just for show. She pulled him into an empty chemistry classroom and closed the door. There were workstations and beakers and sinks with high faucets. A giant chart of the periodic table of elements, both a staple of every science classroom and a cliché, dominated the far wall. “Where is she?” Kristin asked. Adam wasn’t sure how to play it, so he went with honesty. “I don’t know.” “How can you not know?” “We were supposed to meet for dinner last night. She never showed.” “She just didn’t . . . ?” Kristin shook her head in confusion. “Did you call the police?” “What? No.” “Why not?” “I don’t know. She sent a text. She said she needed some time away.” “From what?” Adam just looked at her. Kristin said, “You?” “Seems so.” “Oh. Sorry.” Kristin stepped back, chastened. “So why are you here?” “Because I want to make sure she’s okay. I figured she’d be at work. She never calls in sick.” “Never,

Montessori classrooms emphasize self-directed learning, hands-on engagement with a wide variety of materials (including plants and animals), and a largely unstructured school day. And in recent years they’ve produced alumni including the founders of Google (Larry Page and Sergey Brin), Amazon (Jeff Bezos), and Wikipedia (Jimmy Wales). These examples appear to be part of a broader trend. Management researchers Jeffrey Dyer and Hal Gregersen interviewed five hundred prominent innovators and found that a disproportionate number of them also went to Montessori schools, where “they learned to follow their curiosity.” As a Wall Street Journal blog post by Peter Sims put it, “the Montessori educational approach might be the surest route to joining the creative elite, which are so overrepresented by the school’s alumni that one might suspect a Montessori Mafia.” Whether or not he’s part of this mafia, Andy will vouch for the power of SOLEs. He was a Montessori kid for the

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

Down the hall is Ms Englander's classroom. She teachers World Civilization. Her walls are covered with images from the Bible, Greek Mythology, and fairy tales. Passing by, I see Eve at the tree, Pandora, Bluebeard's wife. All those women in stories opening boxes they're not supposed to, peeking through doors to see what they shouldn't, eating forbidden fruit. They do it because they want to know what's really going on. They want to feel alive. Why are they always told no?

During the winter students researched the colors of the plants, berries, and flowers at different seasons of the year, creating a chart that wrapped high around three walls of the classroom showing with dots the color of each plant species in the park throughout the year.

Student behavior had been a challenge, Walmsley told me. One girl sometimes got up from her seat to dance across the classroom. A boy with a special-ed diagnosis could answer problems on paper but had trouble speaking up in front of his classmates. On a quiz, he wrote Walmsley a note: “Teacher, you think I’m stupid, but I’m not.” On the wall was a chart showing a ladder, each level representing one behavioral demerit. Step 1 is a warning. At Step 3, a child is sent to the “icebox,” an isolated chair at the back of the classroom. By Step 5, a parent is notified, and the child is removed from the classroom. Each student’s name was written on a wooden clothespin, and as he or she accrued demerits, the pin moved up the ladder. Like Arpino with her kindergarteners, Walmsley spent an extraordinary amount of time policing how his fourth graders sat. Were their eyes “tracking” the teacher? Were pencils resting in the pencil groove of the desk? He didn’t hesitate to give demerits for small infractions. “Remember how I was talking about chocolate milk? How milk and chocolate are our products?” he asked the students, referencing the previous day’s multiplication lesson. When a boy named Anthony answered, “Yes!” he earned a demerit for speaking out of turn. By the end of the period, Anthony’s clothespin had moved up the ladder, and Anthony was sitting in the icebox, scowling.

Testing is weird. The whole school feels different . . . . . especially our classroom. It’s usually so colorful. Now the walls are bare! “What happened to this place?” Jimmy Russell asks. “A sneak attack from the bulletin board bandit?” Mrs. Holt shakes her head. “State testing rules mandate that our room can’t have anything displaying words or numbers on the walls while testing is taking place.” “Why?” Brandi asks. “Are they afraid you’re going to post the answers on the walls?” Mrs. Holt gives her a weak smile and says, “Ours is not to reason why, ours is but to test and try.

Set foot in his classroom, and you’ll see that he hasn’t quite given up on these dreams. True to his compulsive nature and eclectic taste, he punctuates his courses with entertaining routines to keep his students engaged, playing four songs at the start of each class and tossing candy bars to the first students who shout out the correct answers to music trivia. This is how a poster of a rapper ended up on his wall. “If you want to engage your audience, if you really want to grab their attention, you have to know the world they live in, the music they listen to, the movies they watch,” he explains. “To most of these kids, accounting is like a root canal. But when they hear me quote Usher or Cee Lo Green, they say to themselves, ‘Whoa, did that fat old white-haired guy just say what I thought he said?’ And then you’ve got ’em.

I glanced in the first open door and stopped short. Desks. Four tiny desks. A wall of faded posters of alphabet animals. A blackboard, still showing the ghost of numbers. I blinked, certain I was seeing wrong. Derek nudged my legs, telling me to get moving. I looked at him, and I looked at the classroom. This was where Derek had grown up. Four tiny desks. Four little boys. Four young werewolves. For a second, I could see them—three boys working at the three clustered desks, Derek alone at the fourth, pushed slightly away, hunched over his work, trying to ignore the others. Derek nudged me again, whining softly, and I looked down to see him eyeing the room, every hair on his neck on end, anxious to get away from this place.

Education has evolved beyond the four walls of a classroom, it has become a compulsory phenomena of constant acquisition of knowledge geared towards solving immediate problems and this was possible because education transformed itself to becoming accessible even in your bedroom.

My kindergarten had a large wood-burning stove in the middle of the classroom and walls painted with colourful scenes of children performing gymnastics, children in uniform, and of a North Korean soldier simultaneously impaling a Yankee, a Japanese and a South Korean soldier with his rifle bayonet.

Education was still considered a privilege in England. At Oxford you took responsibility for your efforts and for your performance. No one coddled, and no one uproariously encouraged. British respect for the individual, both learner and teacher, reigned. If you wanted to learn, you applied yourself and did it. Grades were posted publicly by your name after exams. People failed regularly. These realities never ceased to bewilder those used to “democracy” without any of the responsibility. For me, however, my expectations were rattled in another way. I arrived anticipating to be snubbed by a culture of privilege, but when looked at from a British angle, I actually found North American students owned a far greater sense of entitlement when it came to a college education. I did not realize just how much expectations fetter—these “mind-forged manacles,”2 as Blake wrote. Oxford upholds something larger than self as a reference point, embedded in the deep respect for all that a community of learning entails. At my very first tutorial, for instance, an American student entered wearing a baseball cap on backward. The professor quietly asked him to remove it. The student froze, stunned. In the United States such a request would be fodder for a laundry list of wrongs done against the student, followed by threatening the teacher’s job and suing the university. But Oxford sits unruffled: if you don’t like it, you can simply leave. A handy formula since, of course, no one wants to leave. “No caps in my classroom,” the professor repeated, adding, “Men and women have died for your education.” Instead of being disgruntled, the student nodded thoughtfully as he removed his hat and joined us. With its expanses of beautiful architecture, quads (or walled lawns) spilling into lush gardens, mist rising from rivers, cows lowing in meadows, spires reaching high into skies, Oxford remained unapologetically absolute. And did I mention? Practically every college within the university has its own pub. Pubs, as I came to learn, represented far more for the Brits than merely a place where alcohol was served. They were important gathering places, overflowing with good conversation over comforting food: vital humming hubs of community in communication. So faced with a thousand-year-old institution, I learned to pick my battles. Rather than resist, for instance, the archaic book-ordering system in the Bodleian Library with technological mortification, I discovered the treasure in embracing its seeming quirkiness. Often, when the wrong book came up from the annals after my order, I found it to be right in some way after all. Oxford often works such. After one particularly serendipitous day of research, I asked Robert, the usual morning porter on duty at the Bodleian Library, about the lack of any kind of sophisticated security system, especially in one of the world’s most famous libraries. The Bodleian was not a loaning library, though you were allowed to work freely amid priceless artifacts. Individual college libraries entrusted you to simply sign a book out and then return it when you were done. “It’s funny; Americans ask me about that all the time,” Robert said as he stirred his tea. “But then again, they’re not used to having u in honour,” he said with a shrug.

When attempting at understanding and grasping the truth concerning horrors of tyranny and oppression...To experience these first hand is the only viable and substantiated acquired form of education....Thus exceeding any knowledge or insight attained within the confined four walls of a classroom

Mrs. Kelly wore her glasses on a chain around her neck and had a piece of tissue tucked in her sleeve. And the only decorations on the classroom walls were a poster that said READ and a chart showing how all the letters of the alphabet looked in cursive. “Now,

Then, chillingly, they made an argument that has become increasingly common among the illiberal left: liberal political orthodoxy trumps academic freedom. “While academic freedom has immense value within the walls of the classroom,” they wrote, “[we] invite you into a dialogue with UVA students who are negatively impacted by your work. It is vitally important to balance the collective work of our academic community with the collective impact of that work in communities across the country.

When I started sixth grade, the other kids made fun of Brian and me because we were so skinny. They called me spider legs, skeleton girl, pipe cleaner, two-by-four, bony butt, stick woman, bean pole, and giraffe, and they said I could stay dry in the rain by standing under a telephone wire. At lunchtime, when other kids unwrapped their sandwiches or bought their hot meals, Brian and I would get out books and read. Brian told everyone he had to keep his weight down because he wanted to join the wrestling team when he got to high school. I told people that I had forgotten to bring my lunch. No one believed me, so I started hiding in the bathroom during lunch hour. I’d stay in one of the stalls with the door locked and my feet propped up so that no one would recognize my shoes. When other girls came in and threw away their lunch bags in the garbage pails, I’d go retrieve them. I couldn’t get over the way kids tossed out all this perfectly good food: apples, hard-boiled eggs, packages of peanut-butter crackers, sliced pickles, half-pint cartons of milk, cheese sandwiches with just one bite taken out because the kid didn’t like the pimentos in the cheese. I’d return to the stall and polish off my tasty finds. There was, at times, more food in the wastebasket than I could eat. The first time I found extra food—a bologna-and-cheese sandwich—I stuffed it into my purse to take home for Brian. Back in the classroom, I started worrying about how I’d explain to Brian where it came from. I was pretty sure he was rooting through the trash, too, but we never talked about it. As I sat there trying to come up with ways to justify it to Brian, I began smelling the bologna. It seemed to fill the whole room. I became terrified that the other kids could smell it, too, and that they’d turn and see my overstuffed purse, and since they all knew I never ate lunch, they’d figure out that I had pinched it from the trash. As soon as class was over, I ran to the bathroom and shoved the sandwich back in the garbage can.

Oddly, Angela took to school like a bird to flight. She completed her homework almost before the teacher finished assigning it and read twice as many books as required. She had an understanding of history as if she'd lived it. Most surprising, she could stand in front of the classroom and read with the passion and clarity of a little southern Shakespearean thespian.

If you made a country out of all the companies founded by Stanford alumni, it would have a GDP of roughly $ 2.7 trillion, putting it in the neighborhood of the tenth largest economy in the world. Companies started by Stanford alumni include Google, Yahoo, Cisco Systems, Sun Microsystems, eBay, Netflix, Electronic Arts, Intuit, Fairchild Semiconductor, LinkedIn, and E* Trade. Many were started by undergraduates and graduate students while still on campus. Like the cast of Saturday Night Live, the greats who have gone on to massive career success are remembered, but everyone still keeps a watchful eye on the newcomers to see who might be the next big thing. With a $ 17 billion endowment, Stanford has the resources to provide students an incredible education inside the classroom, with accomplished scholars ranging from Nobel Prize winners to former secretaries of state teaching undergraduates. The Silicon Valley ecosystem ensures that students have ample opportunity outside the classroom as well. Mark Zuckerberg gives a guest lecture in the introductory computer science class. Twitter and Square founder Jack Dorsey spoke on campus to convince students to join his companies. The guest speaker lineups at the myriad entrepreneurship and technology-related classes each quarter rival those of multithousand-dollar business conferences. Even geographically, Stanford is smack in the middle of Silicon Valley. Facebook sits just north of the school. Apple is a little farther south. Google is to the east. And just west, right next to campus, is Sand Hill Road, the Wall Street of venture capital.

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

The real test of financial competency lies beyond the classroom walls; young adults must ace it with the financial knowledge they've cultivated through education and practice.

Right, that’s enough! Miss Vega, get your ass in your own seat.” “Rigel, Acrux and Altair, if you throw one more fucking ice ball in my classroom, I will blast you through the wall and you can forget about coming back here to learn a single thing.” “What would happen if a Fae with a big Order form swallowed three people then shifted back into their Fae form? Do you think they’d die? I think they might die,” Seth mused aloud. “Actually, I know some annoying people we could send as bait to Lionel, then when he eats them, we could shoot an Order Suppressant dart up his ass and bang. Dead Dragon. Annoying people eaten. Win – win.” “Capella, if you ask another pointless question this lesson, I will force feed you three people in your Werewolf form and we’ll put your theory to the test,” I snarled, stealing the air from his lungs as he opened his mouth to respond. “So hot,” Darcy said under her breath as she watched me, shifting in her seat as desire filled her eyes. “Miss Vega, if you keep looking at me like that, I will bring you up here, bend you over my desk and spank you in front of everyone. Is that what you want?” I demanded, trying to ignore the way my cock was twitching for her.

Your are such a jerk! Marie stomped her foot as she watched Isis walk by,What did i do? Isis countered. You took away hunter! he was mine! Marie complained and threw herself at Isis. Being the smart girl Isis was she moved to the left and watched as Marie hit the wall face first and fell over. Isis smiled and kicked her body and continued down the hallway,Well bye then loser,Isis laughed and opened the door to her classroom

Learning is not confined to the walls of a classroom; it flourishes in the embrace of diverse experiences and perspectives.

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

MY BEST CLASSROOMS DID NOT HAVE ANY WALL

That wasn't a moose was it?" Janelle said when Stevie was out of earshot. "that's a branch, right? it moved in the wind?" "It's a branch". Nate replied. "Like, that's obviously a branch," Vi said. "Should we tell her? She seems really invested in this." "Definitely not," Nate said as Stevie vanished in the direction of the classroom buildings, earbuds already in her ears. "Let her have her moose.

We need industrious people in the education sector. The job is beyond the four walls of a classroom. Teaching itself is an empire. In it is the job of a healer, a doctor, a businessman, a researcher, a visionary, an accountant, an auditor, a leader, a manager, a designer...the list is so long, it scares the typical teacher.

Welcome!” the speaker announced as people continued to file into the room. “Come on in, everybody. Welcome to Black Magic Training 101.” My eyes lit up. I raised my hand. “Yes, sir. What’s your question?” “Um,” I said. “I’m in the wrong class. Do you know where McClellan Clown Training’s classroom is held?” “Down the hall. Have you enrolled with them yet?” “No. I was going to sign up when I got there.” “Excellent. Ladies and gentlemen… future witches and warlocks… we’re going to start with a more advanced topic this evening: How to perform a proper human sacrifice.

Self directed scholarship has an aesthetic dimension. For a long time I had on the wall of my study the following quote by Jacques Le Goff, the great French medievalist, who believes that the Renaissance came out of independent humanists, not professional scholars. He examined the striking contrast in period paintings, drawings and renditions that compare Medieval university members and humanists: “One is a professor surrounded and besieged by huddled students. The other is a solitary scholar, sitting in the tranquility and privacy of his chambers, at ease in the spacious and comfy room where his thoughts can move freely. Here we encounter the tumult of schools, the dust of classrooms, the indifference to beauty in collective workplaces,There, it is all order and beauty,Luxe, calme et volupté

Seamus Finnigan couldn’t control himself. He let out a snort of laughter which even Lockhart couldn’t mistake for a scream of terror. ‘Yes?’ he smiled at Seamus. ‘Well, they’re not – they’re not very – dangerous, are they?’ Seamus choked. ‘Don’t be so sure!’ said Lockhart, waggling a finger annoyingly at Seamus. ‘Devilish tricky little blighters they can be!’ The pixies were electric blue and about eight inches high, with pointed faces and voices so shrill it was like listening to a lot of budgies arguing. The moment the cover had been removed, they had started jabbering and rocketing around, rattling the bars and pulling bizarre faces at the people nearest them. ‘Right then,’ Lockhart said loudly. ‘Let’s see what you make of them!’ And he opened the cage. It was pandemonium. The pixies shot in every direction like rockets. Two of them seized Neville by the ears and lifted him into the air. Several shot straight through the window, showering the back row with broken glass. The rest proceeded to wreck the classroom more effectively than a rampaging rhino. They grabbed ink bottles and sprayed the class with them, shredded books and papers, tore pictures from the walls, upended the waste bin, grabbed bags and books and threw them out of the smashed window; within minutes, half the class was sheltering under desks and Neville was swinging from the candelabra in the ceiling. ‘Come on now, round them up, round them up, they’re only pixies …’ Lockhart shouted.

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

I knew a teacher that kept a calendar on his desk. He didn’t use it for lesson planning though. Instead he was marking time until summer. That’s what prisoners do on walls. They mark the days until they go free. But if you’re marking time as a teacher, you aren’t redeeming the time with your students. A parent drops a child off at the beginning of the year and it’s your job to redeem the time and educate that child. It’s your responsibility to see that child progress throughout the year. The child should be a better student as a result of being in your classroom. You are responsible—for successes and failures—and you have an obligation to students and parents to redeem every precious minute you’re given as an educator.

Walking around her [Sasha's] classroom at Sidwell's parents' night that fall, I'd come across a short "What I Did on My Summer Vacation" essay she'd authored, hanging alongside those of her classmates on one of the walls. "I went to Rome and I met the Pope," Sasha had written. "He was missing part of his thumb." I could not tell you what Pope Benedict XVI's thumb looks like, whether some part of it isn't there. But we'd taken an observant, matter-of-fact-eight-year-old to Rome, Moscow, and Accra, and this is what she'd brought back. Her view of history was, at that point, waist-high.

Traveling with us did have its advantages. Before Barack’s presidency was over, our girls would enjoy a baseball game in Havana, walk along the Great Wall of China, and visit the Christ the Redeemer statue in Rio one evening in magical, misty darkness. But it could also be a pain in the neck, especially when we were trying to tend to things unrelated to the presidency. Earlier in Malia’s junior year, the two of us had gone to spend a day visiting colleges in New York City, for instance, setting up tours at New York University and Columbia. It had worked fine for a while. We’d moved through NYU’s campus at a brisk pace, our efficiency aided by the fact that it was still early and many students were not yet up for the day. We’d checked out classrooms, poked our heads into a dorm room, and chatted with a dean before heading uptown to grab an early lunch and move on to the next tour. The problem is that there’s no hiding a First Lady–sized motorcade, especially on the island of Manhattan in the middle of a weekday. By the time we finished eating, about a hundred people had gathered on the sidewalk outside the restaurant, the commotion only breeding more commotion. We stepped out to find dozens of cell phones hoisted in our direction as we were engulfed by a chorus of cheers. It was beneficent, this attention—“Come to Columbia, Malia!” people were shouting—but it was not especially useful for a girl who was trying quietly to imagine her own future. I knew immediately what I needed to do, and that was to bench myself—to let Malia go see the next campus without me, sending Kristin Jones, my personal assistant, as her escort instead. Without me there, Malia’s odds of being recognized went down. She could move faster and with a lot fewer agents. Without me, she could maybe, possibly, look like just another kid walking the quad. I at least owed her a shot at that. Kristin, in her late twenties and a California native, was like a big sister to both my girls anyway. She’d come to my office as a young intern, and along with Kristen Jarvis, who until recently had been my trip director, was instrumental in our family’s life, filling some of these strange gaps caused by the intensity of our schedules and the hindering nature of our fame. “The Kristins,” as we called them, stood in for us often. They served as liaisons between our family and Sidwell, setting up meetings and interacting with teachers, coaches, and other parents when Barack and I weren’t able. With the girls, they were protective, loving, and far hipper than I’d ever be in the eyes of my kids. Malia and Sasha trusted them implicitly, seeking their counsel on everything from wardrobe and social media to the increasing proximity of boys. While Malia toured Columbia that afternoon, I was put into a secure holding area designated by the Secret Service—what turned out to be the basement of an academic building on campus—where I sat alone and unnoticed until it was time to leave, wishing I’d at least brought a book to read.

Next door was a vegetarian café and deli, and next to that was the Wooly Bear yarn shop. Its logo was a caterpillar in shades of yellow, green, and scarlet. Maggie went in. The shop was warm and bright, with one entire wall given over to cubbyholes filled with yarns of every hue in many weights and fibers. The opposite wall held small skeins and spools of thread on pegs for embroidery and quilting. There were racks of pattern books and magazines, and in the back a mini classroom was set up with a small maple table and folding chairs, now accommodating a group of eight-year-olds wielding fat knitting needles and balls of oversize wool. A girl of about sixteen wearing a Rye Manor sweatshirt was helping a little boy to cast on stitches.

Great, but maybe you should mind your own damn business,” I snap. He’s standing there in his normal, causal stance with his hands in his pockets, his stupid sexy glasses hanging off his stupid sexy nose. “Wow, someone’s uptight this morning. Monday blues? You know, I know of something that can ease that tension.” God the nerve. How does he get away with it? I take a few menacing steps towards him, but he never drops that smile. “You know. You may have everyone fooled here. But not me. Ohhhh no! I see right through you. The ‘I’m just this nice innocent science teacher, who compliments old ladies’ cardigans and plays with baking soda and test tubes’. But nope. I know the real you. The condescending type. Thinks all highly of himself. With his big bad muscles and fake—” Peter grabs for me, pulling me into his classroom. The door shuts behind him and my back is thrown against the wall and his mouth is on mine. I spend a half-second thinking of fighting him off before I fight him in a different way, kissing him just as aggressively. God this is so hot. What is wrong with me!? His movement is quick and brutal. He doesn’t bother asking, but takes, as he spreads my legs with his knees, his hands hiking up my skirt. His mouth breaks from mine, his breath caressing my earlobe as he speaks. “We have exactly three minutes before that bell rings. Now you can waste it, or you can enjoy what I’m most definitely going to.” I don’t say a word, because his hand on my thigh is burning a hole through my skin. My silence is his green light, and he raises his hand, pushing my panties aside. The smirk on his face has a lot to do with the realization that I’m already soaking wet. He uses my juices to spread me open then pushing a thick finger inside. His mouth back on mine abusing my lips with his touch while his finger fucks me, in and out, the pleasure, heavenly. “Two minutes,” he says between nips and licks, his finger pulling out and two entering me. God, this is messed up, but so hot. I’m so turned on; my hands are pulling at his hair. “One minute,” he moans into my mouth and I find myself riding his hand thrust for thrust. It’s like I can hear the seconds ticking by, knowing that if I don’t come before that minute ends I will die. “Thirty seconds,” he murmurs across my lips and his pressure increases, his pumps wild, my back riding up and down the wall. He starts counting down from ten, the numbers getting louder and louder in my brain as he slams a third finger inside me and hooks, putting pressure on just the right spot. I explode. I squeeze his fingers so tight and come all over his hand, just as he grunts out the number one. We both hear the bell sound and he pulls out, adjusting my skirt. Taking his fingers into his mouth, he sucks off my juices, never taking his eyes off me. Before I can say anything, the doorknob begins to jiggle. Light appears from the outside and the door opens as a sea of children scatter in. “Thank you Ms. Gretchen, I will most definitely try out three finger servings of baking soda in today’s explosion experiment.” Smiling heftily at me, “But, you should really be getting to class now. The precious youth is waiting for you.” With that he holds his door open, and in a daze, I walk past him. What the fuck…

The industrial revolution needed people who could predictably produce results in a standardized way, so the education system provided. Not so long ago, if you wanted to learn anything, you had to go find a building with good books and smart people willing to teach what was in those books. If you were allowed, you had better sit down and shut up and take it as it was in order to have a chance at a future. It was a great system at the time and it really brought us a lot, but the world has changed and now we’re stuck with a rigid and inflexible school system that produces more bricks for a wall that’s no longer being built. A giant amount of human potential is being wasted away in classrooms that are only helpful to those who happen to be the sit-down-take-notes kind of learners. Taking tests that test how good we are at taking tests. Preparing for life instead of living it. Sitting down for six to eight hours a day. Being judged on the ability to conform to a system. A disempowering system that teaches us to always strive for some future state or circumstance to validate our being.

When I walked out of the movie theater I started thinking about my second-grade teacher, Miss Bernard, who used to put up paintings from almost all of the other boys and girls in my class on the classroom walls—paintings that she considered worthy—but she never put up one of mine. She never told me why or gave me an encouraging word, but I got the message: “You’re no good at art, Jerry.

If you could even find Marx outside of university classrooms (where he was increasingly presented as a humanist philosopher instead of a revolutionary firebrand), it was on Wall Street, where cheeky traders put down Sun Tzu and heralded the long-dead German as a prophet of globalization. Capitalism had certainly yielded immense progress in countries such as China and India. In 1991, when Indian finance minister Manmohan Singh announced plans to liberalize India’s economy, he quoted Victor Hugo: “No power on Earth can stop an idea whose time has come.” Over the next twenty-five years, India’s GDP grew by almost 1,000 percent. An even more impressive process unfolded in China, where Deng Xiaoping upturned Mao-era policies to deliver what he called “socialism with Chinese characteristics” and what the rest of the world recognized as state-managed liberalization. China is now as radically unequal as Latin America, but over five hundred million Chinese have been lifted out of extreme poverty during the past thirty years.1

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

Bukowski’s strength is in the sheer bulk of his contents, the virulent anecdotal sprawl, the melodic spleen without the fetor of the parlor or the classroom, as if he were writing while straddling a cement wall or sitting on a bar stool, the seat of which was made of thorns.

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