Classrooms Learning Quotes

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

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

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

The least of learning is done in the classrooms.

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

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

It is not an easy thing to do, walk away from what you’ve built and save yourself. Destroying Phoebe’s marriage felt like destroying herself. Walking out of the classroom felt like killing the twenty-two-year-old who tried to save her own life by applying to graduate school. It is so much easier to sit in things and wait for something to save us. For the past two years, Phoebe sat in the bad things the way she used to sit in the snow as a child. An hour would go by and it would be very hard for her to get back up. Eventually she looked down at her toes and became confused: Why are they frozen? It was her father who picked her up, said, It’s time to come inside. But now she has to learn when it’s time to come inside. She has to learn to check in with her toes when nobody else is looking. To care for them when no one else will.

You cannot afford to confine your studies to the classroom. The universe and all of history is your classroom.

And nothing compares to the promise of stepping into a classroom knowing she will step out a different person. That she could learn something that would change the way she saw the whole world, and her place in it.

Be inconvenient. Raise your hand despite their groans. Voice you opinions. Enter debates. Classrooms are not only boys’ domains.

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

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

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.

Language is best taught when it is being used to transmit messages, not when it is explicitly taught for conscious learning.

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

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

When everyone in the classroom, teacher and students, recognizes that they are responsible for creating a learning community together, learning is at its most meaningful and useful.

The world is a classroom - life is the teacher and the subjects are learned everyday from the successes, failures, changes twists, turns, surprises and contradictions - some brought about through choices and others pre-ordained by destiny.

Remember that anything important can't really be learned in the classroom. It must be learned by taking action, making mistakes, and then correcting them. That's when wisdom sets in.

Many of our elected officials have virtually handed the keys to our schools over to corporate interests. Presidential commissions on education are commonly chaired by the executives of large companies.

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

Education is a constant, lifelong process of learning, unlearning and relearning - from the playground all the way to the boardroom.

...I always took the rearmost seat in the classroom - it gave me a good view of things. And I must confess, the location taught me more about human nature and justice than could be learned from the professors' lectures.

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

Educators remind us that what counts in a classroom is not what the teacher teaches; it’s what the learner learns.

It is a strange thing, isn’t it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning?

A political system that won’t restrict firearms even after a shooter massacres classrooms full of children, a system that shrugs when a regime murders and dismembers a journalist because that regime controls an inordinate amount of oil, a system that won’t flinch at the images of starving babies when it has the power to save their lives—what manner of resistance can’t such a system learn to abide? What use is any of it, what use?

What is your view of the world?" My answer came easily. "I see the earth as a classroom," I said. "We are all sent here to learn lessons and help each other. But the real world is the spirit world. And that world is a world of light and love.

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

Students quickly receive the message that they can only be smart when they are not who they are. This, in many ways, is classroom colonialism; and it can only be addressed through a very different approach to teaching and learning.

Nothing worth knowing can ever be taught in a classroom.

Don't ever get to the point where you can't be taught because life is a classroom and everyone owns a pen.

Every forest is a classroom where we can go to learn business and economics.

Personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

From the vantage point of the brain, doing well in school and at work involves one and the same state, the brain’s sweet spot for performance. The biology of anxiety casts us out of that zone for excellence. “Banish fear” was a slogan of the late quality-control guru W. Edwards Deming. He saw that fear froze a workplace: workers were reluctant to speak up, to share new ideas, or to coordinate well, let alone to improve the quality of their output. The same slogan applies to the classroom—fear frazzles the mind, disrupting learning.

The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach than by what they teach.

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

But she didn’t know that when she was younger; then, the classroom was just a place that transformed itself based on whatever she was supposed to learn that day, like the Room of Requirement.

In an auditorium full of stares, his was the gaze she felt. in a classroom full of students learning lies, he scribbled the truth in the margins. In a school that clung to the illusion of safety, he didn't shy from talk of violence. He didn't belong there, the way she didn't belong there, and that shared strangeness made her feel like she knew him.

I learn. Sometimes I am taught something I have already been taught in dozens of other classrooms. Sometimes I am taught something completely new. I have to access the body, access the mind and see what information it’s retained. And when I do, I learn. Knowledge is the only thing I take with me when I go.

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

Whatever you learn, remember: the learning must make you more, not less, human.

Life has always been an open-book exam

Those who are nurtured best survive best. It turns out that our emotional resilience and our ability to learn are inextricably interwoven.

My most valuable lessons were not learned in a classroom.

Fact: life is a giant classroom and every day is an opportunity to learn something new. Fact: you have to be prepared for pop quizzes, because they can come from anywhere or anyone. Also fact: I wished I'd called in sick today. What I learned from professor Frosty? How to properly boost cars. The guy could do wicked things with a single piece of wire. "I'm a criminal now," I lamented as we soared down the highway. Killing in self defense didn't count. "I'm an accomplice. A thief." "Actually," he said smoothly, "you're a freelance valet. All you're doing is moving a car from one location to another. There's nothing wrong with that, now, is there?

To really see America, you need to drive it mile by mile. Because you not only begin to grasp the immensity of this beautiful country, you see the climate and geography change with every state line. These are indeed things that cannot be learned from an old school book under the cold classroom lights. They must be seen, heard, and felt in person to be truly appreciated.

One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

The future of the world is in my classroom today, a future with the potential for good or bad... Several future presidents are learning from me today; so are the great writers of the next decades, and so are all the so-called ordinary people who will make the decisions in a democracy. I must never forget these same young people could be the thieves and murderers of the future. Only a teacher? Thank God I have a calling to the greatest profession of all! I must be vigilant every day, lest I lose one fragile opportunity to improve tomorrow.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.

The theory clearly predicts that in the classroom and, as we shall see in the next chapter, the playing field, success will not necessarily go to the most talented. The prize will go to the adequately talented who are also optimists.

Notice the difference: A child’s disability is the focus in traditional classroom settings, but his abilities are the focus in the homeschool environment.

our ability to learn is regulated by how we are treated by our teachers, at home and in the classroom.

Even teacher learns.. without growing each day how would I be able to teach my students?

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

Every great leader is clearly teaching and every great teacher is leading

the shorter the time interval between eliciting the evidence and using it to improve instruction, the bigger the likely impact on learning.

Most of what our students need to know hasn’t been discovered or invented yet. “Learning how to learn” used to be an optional extra in education; today, it’s a survival skill.

Any teacher can take a child to the classroom, but not every teacher can make him learn.

God's word tells us that righteousness is a gift; it cannot be earned. But godliness is not a gift. We must pay a price to touch godliness through a daily decision to die to self and embrace the cross. God calls us to learn godliness in the classroom of life among people as we sit on airplanes and buses, walk among our neighbors and labor at our factories or desks.

Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.

Allowing bullying in the classroom is equivalent to excluding learning from the classroom. If bullying is present in the classroom it causes the classroom to not feel like a safe environment, and people do not learn in unsafe environments - except for those things which they feel will ensure their present safety.

Truly, I've learned more theology living in poor neighborhoods than in classrooms. At times I wonder if the questions of traditional theology have any meaning for the poor. And "the poor" here mean eighty percent of the population! (Ivone Gebara, p. 209)

The third leg of critical pedagogy's three-legged stool involves something called "affective learning." How students feel in class shapes so much of how they receive content as well as their ability to develop critical thinking. Emotions matter for students and teachers alike. Social inequalities become important here via all the classroom practices that create privilege and penalty in the classroom, with all the feelings of empowerment and hurt that go with them. When we set up our classes such that some people dominate classroom discussions and others never say anything, we are actually teaching inequality and the emotions that it engenders. Social hierarchy is quite crucial to how students feel about learning, regardless of content and critical thinking.

Optimal sculpting of key neural networks through healthy early relationships allows us to think well of ourselves, trust others, regulate our emotions, maintain positive expectations, and utilize our intellectual and emotional intelligence in moment-to-moment

There is only one classroom in which to learn: 1. The work of God. 2. The will of God. 3. The trustworthiness of God. 4. The presence of God. The classroom is where I am now. This is the place appointed by God for my instruction and sanctification - even here: 1. where it seems God is doing nothing (He is, in fact, at work in unseen ways); 2. where His will seems obscure or frightening (He will surely give me peace at last); 3. where He isn't doing what I want Him to (He is doing something better - preparing bread for me when what I asked was in actual fact a stone; or perhaps, He is doing the very thing I prayed for, but in a way incomprehensible to me); 4. where He is most absent (yes, even there His promise holds: I will never leave you or forsake you. My faith must size that written word regardless of the enemy's taunt, "You've been abandoned.").

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.

Our musicians in residence carry this belief into the classroom. They don't think of children's self-esteem as so fragile that it will be shattered by the suggestion that the child guessed wrong or jumped to an invalid conclusion. They make corrections matter-of-factly, with no feeling that a chid is a failure because she has made an error, but with ocnfidence that the feedback will help the child learn and be accurate the next time.

Here’s a little nugget I’ve learned in life about the secret to being a good friend: when words won’t suffice, lend an ear. When you can’t march into a courtroom or a conference room or a classroom and lay the smack down, lend your shoulder to cry on. When you don’t have money for expensive presents, offer your simple presence. And when you don’t know what else to do for someone, pray for him or her. It does matter. It is enough. It will be remembered for years to come.

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

For unless our children begin to learn together, there is little hope that our people will ever learn to live together and understand each other.

At first, I cried. I cried because I missed people, and then I learned that no one was coming to help me.

We do not need to attend classroom training programs for everything, our observation opens the windows of knowledge around us.

The world is a scholar's classroom; the universe is a sage's university.

the frightening conclusion that I am the decisive element in the classroom.

Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.

No Child Left Behind has diminished [teachers'] sense of control of their own classroom, narrowed the focus of their jobs, and stifled pedagogical innovation.

The central hypothesis of the theory is that language acquisition occurs in only one way: by understanding messages.

People take joy in learning. It’s the same whether it’s studying, exercising, or even when you’re playing a game. You feel pleasure when you realize you’ve improved.

We are meant to be learning at every stage of life. Think about life as a series of classrooms or ashrams in which we learn various lessons.

A wealth of knowledge is openly accessible in nature. Our ancestors knew this and embraced the natural cures found in the bosoms of the earth. Their classroom was nature. They studied the lessons to be learned from animals, knowing that much of human behavior can be explained by watching the wild beasts around us. Animals are constantly teaching us things about ourselves and the way of the universe, but most people are too blind to watch and listen.

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

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.

But first the student must learn to think creatively, to innovate, and to do the things that will most quickly seek out the enemy’s weak spots and undo him. Learning to think in that fashion is fundamental. That is what this course is about: the fundamentals. Once these fundamentals are learned, that is, once the student has begun to think clearly about how best to undo his adversary, once he has been rewarded in the classroom or the field for creative thought, the careful weighing of alternatives and risks followed by boldness in decision-making, he will then be ready to study definitions, control measures and formats. He will grasp their meaning more rapidly, for he will have a context in which to place them. They will be more than mere words and symbols.

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.

critical pedagogy illuminates how classroom learning embodies selective values, is entangled with relations of power, entails judgments about what knowledge counts, legitimates specific social relations, defines agency in particular ways, and always presupposes a particular notion of the future.

Are you an experienced scuba diver? Great, shed your gear, take a deep breath and become a one-hundred-foot free diver. Are you a badass triathlete? Cool, learn how to rock climb. Are you enjoying a wildly successful career? Wonderful, learn a new language or skill. Get a second degree. Always be willing to embrace ignorance and become the dumb fuck in the classroom again, because that is the only way to expand your body of knowledge and body of work. It’s the only way to expand your mind.

Why has it been accepted as gospel for so long that homework is necessary? The answer, I think, lies not in the perceive virtues of homework but rather in the clear deficiencies of what happens in the classroom. Homework becomes necessary because not enough learning happens during the school day... The broadcast, one-pace-fits-all lecture... turns out to be a highly inefficient way to teach and learn.

We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient,

The vast majority of our professors lacked basic communication skills, they were not self-actualized, and they often used the classroom to enact rituals of control that were about domination and the unjust exercise of power. In these settings I learned a lot about the kind of teacher I did not want to become.

As children, our classroom desks are increasingly arranged in pods, the better to foster group learning, and research suggests that the vast majority of teachers believe that the ideal student is an extrovert.

Educators remind us that what counts in a classroom is not what the teacher teaches; it’s what the learner learns. And so it is in families. What matters is the message our kids receive, not the one we think we’re sending.

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

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.

The world is a classroom - life is the teacher and the subjects are learned everyday from the successes, failures, changes, twists, turns, surprises and contradictions - some brought about through choices and others pre-ordained by destiny.

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

He had a theory that pupils learned better in a pleasant, non-scholastic atmosphere; and that luxurious hothouse of a room, flowers everywhere in the dead of winter, was some sort of Platonic microcosm of what he thought a schoolroom should be. ("Work?" he said to me once, astonished, when I referred to our classroom activities as such. "Do you really think that what we do is work?" "What else should I call it?" "

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

The purpose of education is to learn to die satiated with life.” That, I believe, is what we need to bring to our schools: experiences that are so full of the wonder of life, so full of connectedness, so embedded in the context of our communities, so brilliant in the insights that we develop and the analyses that we devise, that all of us, teachers and students alike, can learn to live lives that leave us truly satisfied.

Every good rowing coach, in his own way, imparts to his men the kind of self-discipline required to achieve the ultimate from mind, heart, and body. Which is why most ex-oarsmen will tell you they learned more fundamentally important lessons in the racing shell than in the classroom.

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

The very definition of what it means to be alone has changed. To be physically alone is still relatively easy, but many of us struggle daily to turn off e-mail, computers, or cell phones... Our students...find requests not to text during these activities strange, annoying, and downright silly.

I've come to believe in my bones that children - especially children in poverty - are desperate for an education to help them discover a sense of meaning and purpose. Yet, we have decided to narrow our focus to academic achievement, which creates an unhealthy fixation on grades as a sole indicator of self-worth.

Students want a safe, predictable, and nurturing environment—one that is consistent. Students like well-managed classes because no one yells at them, and learning takes place. Effective teachers spend the first two weeks teaching students to be in control of their own actions in a consistent classroom environment.

The exciting aspect of creating a classroom community where there is respect for individual voices is that there is infinitely more feedback because students do feel free to talk — and talk back. And, yes, often this feedback is critical. Moving away from the need for immediate affirmation was crucial to my growth as a teacher. I learned to respect that shifting paradigms or sharing knowledge in new ways challenges; it takes time for students to experience that challenge as positive.

From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.

What we all have discovered together, only rarely in classrooms, is that the passage of years guarantees very little in the way of answers, that ambivalence and ambiguity will follow us all the days of our lives, but that words and wit and woods and food and music will endure as sources of comfort. We have learned that surprises exhilarate, if they don’t barrage us too fast, and that the quest for the proper balances between stillness and motion, restraint and excess, sound and silence, will continue, and that too much freedom—a life too much at large…can feel at least as constricting as too little. We have learned, maybe most importantly of all, to cherish the company of those who can make us laugh, who can forgive us our shortcomings, who can restore to us or evoke in us a feeling of purpose in the face of absurdity.

Theater gives them what a computer takes away, what no classroom teacher can teach. They learn to work with other people. They learn patience and tolerance and how to be deferential to each other. They learn to be good citizens. It’s unifying. It has an impact on kids that can’t be quantified. Educators don’t know how to measure it.

I don't know why I always felt the need to educate my friends when I learned some new bit of information most of the rest of the world didn't know, such as the secret existence of Jesus' older, smarter brother, or, later, that you could crawl into our coal furnace and freeze or that the water coming out of our C tap was actually warm. But I did, and ended up on the wooden bench outside Mr. Mautz's Sunday school classroom the very next Sunday for what would become the first in a long string of blasphemous statements.

It is not possible to spend any prolonged period visiting public school classrooms without being appalled by the mutilation visible everywhere—mutilation of spontaneity, of joy in learning, or pleasure in creating, or sense of self. . . . Because adults take the schools so much for granted, they fail to appreciate what grim, joyless places most American schools are [they are much the same in most countries], how oppressive and petty are the rules by which they are governed, how intellectually sterile and esthetically barren the atmosphere, what an appalling lack of civility obtains on the part of teachers and principals, what contempt they unconsciously display for students as students.

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

Classroom research has confirmed that students can make a great deal of progress through exposure to comprehensible input without direct instruction. Studies have also shown, however, that students may reach a point from which they fail to make further progress on some features of the second language unless they also have access to guided instruction.

research has found that once we put a score or a grade on an assignment, the student is less likely to review comments or learn from that grade (Butler & Nisan, 1986).

Things that create an emotional reaction will be better remembered, but emotion is not necessary for learning.

Not all students will become scientists, but all students need to think scientifically.

Time for reflection and interaction is a casualty of the digital age, and one of the primary goals of higher education should be to reclaim this time.

Are you fully convinced that what is familiar to you is really the better way?

What if and I wonder are expressions that keep our brains in motion. Curious brains are active brains, and active brains become smart brains.

The goal of intervention is to use their strengths to learn what they need to know next to benefit fully from classroom instruction.

When students learn to wrestle with questions about purpose, audience, and genre, they develop a conceptual view of writing that has lifelong usefulness in any communicative context.

In school, when I was young, teachers walked around the classroom, man, and pop-pop-pop.” He smacks the back of his own head for emphasis. “You’re breathing from your mouth, you get pop,” he says. Mouthbreathing leads to sickness and is disrespectful, he told me, which is why he and everyone else he grew up with in Puebla, Mexico, learned to breathe through the nose.

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.

It should be obvious that technologies are capable of replacing teachers and professors in a wide variety of settings. The current buzzword for this is the flipped classroom—students watch lectures and learn the material online at home, then do their homework at school with the help of teachers and teaching assistants. Teachers may no longer need to prepare or deliver lectures, reducing them to what could be called “learning coaches.” The diminished skill set required is sure to transform the profession and create yet more challenges for our already beleaguered teachers.

During the interviews, many women associated shame with educators and helping professionals. As an educator, I was not at all surprised to hear shame identified as an issue in the classroom. In fact I believe that shame is one of the greatest barriers to learning. I’m afraid the social-community pressure to appear learned has become more important than actually learning. When we spend our time and energy building and protecting our image of “knowing,” it is highly unlikely that we will risk admitting we don’t understand or asking questions—both of which are essential to real knowledge building.

A step further. Creationism. If you want to go in so deep as to ignore all of the advances and hard facts that SCIENCE and LEARNING have provided us in the field of biological evolution and instead profess that the creation story, written by men from their holy visions, about how the Christian deity spinning the world together out of the void in the magic of Genesis describes the true origin of the universe, that is your business. Terrific. It’s a cool story, don’t get me wrong; I love magic. Check out Madeleine L’Engle’s A Wrinkle in Time, which won a Newbery Medal. For the record, I don’t believe the book of Genesis ever won one of those. You and your fellow creationists profess belief in a magical story. You are welcome to do so. Sing and chant, and eat crackers and drink wine that you claim are magically infused with the blood and flesh of your church’s original grand wizard, the Prince of Peace. I personally think that’s just a touch squirrelly, but that’s your business, not mine. You will not be punished for those beliefs in our nation of individual freedoms. But I do think the vast majority of your fellow Americans would appreciate it, kind creationists, if you silly motherfuckers would keep that bullshit out of our schools. Your preferred fairy tales have no place in a children’s classroom or textbook that professes to be teaching our youngsters what is REAL. Jesus Christ, it’s irrefutably un-American, people!

discover that the quality of our relationships with our teachers, families, friends, and communities is as important to learning as the curriculum, testing, and technologies which usually occupy our attention.

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

The phrase, “technology and education” usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way. Moreover, if the gadgets are computers, the same old teaching becomes incredibly more expensive and biased towards its dumbest parts, namely the kind of rote learning in which measurable results can be obtained by treating the children like pigeons in a Skinner box. (Papert, 1972a)

History gives us the facts, sort of, but from literary works we can learn what the past smelled like, sounded like, and felt like, the forgotten gritty details of a lost era. Literature brings us as close as we can come to reinhabiting the past. By reclaiming this use of literature in the classroom, perhaps we can move away from the political agitation that has been our bread and butter—or porridge and hardtack—for the last 30 years.

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

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

Still, we’ve gone soft since those days of wartime sacrifice, haven’t we? Contemporary humans are too self-centered, too addicted to gratification to live without the full freedom to satisfy our every whim—or so our culture tells us every day. And yet the truth is that we continue to make collective sacrifices in the name of an abstract greater good all the time. We sacrifice our pensions, our hard-won labor rights, our arts and after-school programs. We send our kids to learn in ever more crowded classrooms, led by ever more harried teachers. We accept that we have to pay dramatically more for the destructive energy sources that power our transportation and our lives. We accept that bus and subway fares go up and up while service fails to improve or degenerates. We accept that a public university education should result in a debt that will take half a lifetime to pay off when such a thing was unheard of a generation ago.

It has long been known that learners remember responses they generate themselves better than those responses that are given to them, and this is now often called the generation effect (Slamecka & Graf, 1978). In particular, one hour students spend writing test questions on what they have been studying results in more learning for them than one hour spent working with a study guide, answering practice tests, or leaving the students to their own devices (Foos, Mora, & Tkacz, 1994).

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.

the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ. She calls this grit, and first discovered its power in the classroom, while teaching seventh-grade math. She left teaching to pursue research on her hunch, and her findings have changed the way educators perceive student potential. Gritty students succeed, and failure strengthens grit like no other crucible.

Repetition and memorization of imposed lessons are indeed tedious work for children, whose instincts urge them constantly to play and think freely, raise their own questions, and explore the world in their own ways. Children did not adapt well to forced schooling, and in many cases they rebelled. This was no surprise to the adults. By this point in history, the idea that children’s own preferences had any value had been pretty well forgotten. Brute force, long used to keep children on task in fields and factories, was transported into the classroom to make children learn. Some of the underpaid, ill-prepared schoolmasters were quite sadistic. One master in Germany kept records of the punishments he meted out in fifty-one years of teaching, a partial list of which included: “911,527 blows with a rod, 124,010 blows with a cane, 20,989 taps with a ruler, 136,715 blows with the hand, 10,235 blows to the mouth, 7,905 boxes on the ear, and 1,118,800 blows on the head.”25 Clearly he was proud of all the educating he had done.

the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)—that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

Sensitive periods are triggered via the interaction of genetic timing and experience. Sensitive periods are times of rapid learning when thousands of synaptic connections are made each second (Greenough, 1987; ten Cate, 1989). The timing of sensitive periods varies

As students cross the threshold from outside to insider, they also cross the threshold from superficial learning motivated by grades to deep learning motivated by engagement with questions. Their transformation entails an awakening--even, perhaps, a falling in love.

Conditioned by coercive schooling, young people lose their autonomy and natural learning inclinations and are instead trained to be taught. This process, according to Illich, then translates into a lifetime of institutionalized thinking that eradicates personal power.

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

In a 1968 study of daily life in classrooms, Philip W. Jackson wrote that students spend as much as 50 percent of their time waiting for something to happen. They wait for teachers to pass out papers. They wait for slower students to get their questions answered. They wait for the lunch bell to ring. Alas, forty-five years after Jackson published his book, millions of American students are still waiting. They’re waiting for all of the old reasons, and one relatively new one: they’re waiting for our education system to catch up with their lives.

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

The value of the student’s question is supreme. The best initial response to a question is not to answer it, per se, but to validate it, protect it, support it, and make a space for it. Like a blossom just emerging, a question is vulnerable and delicate. A direct answer can extinguish a question if you’re not careful. But if you nourish the blossom, it will grow and give fruit in the form of insight as well as more questions. In short, a question needs to be nurtured more than answered. It should be given center stage, admired, relished, embraced, and sustained.

But the “jobs of the future” do not need scientists who have memorized the periodic table. In fact, business leaders say they are looking for creative, independent problem solvers in every field, not just math and science. Yet in most schools, STEM subjects are taught as a series of memorized procedures and vocabulary words, when they are taught at all. In 2009, only 3% of high school graduates had any credits in an engineering course. (National Science Board, 2012) Technology is increasingly being relegated to using computers for Internet research and test taking.

It is 100 years since John Dewey began arguing for the kind of change that would move schools away from authoritarian classrooms with abstract notions to environments in which learning is achieved through experimentation, practice and exposure to the real world. I, for one, believe the computer makes Dewey’s vision far more accessible epistemologically. It also makes it politically more likely to happen, for where Dewey had nothing but philosophical arguments, the present day movement for change has an army of agents. The ultimate pressure for the change will be child power.

We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself.

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries.

What I have learned from the teachers with whom I have worked is that, just as there is no simple solution to the arms race, there is no simple answer to how to work with children in the classroom. It is a matter of being present as a whole person, with your own thoughts and feelings, and of accepting children as whole people, with their own thoughts and feelings. It's a matter of working very hard to find out what those thoughts and feelings are, as a starting point for developing a view of a world in which people are as much concerned about other people security as they are about their own

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

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.

Do you understand me, good people? Do you understand now why it is not as easy as it used to be to sit behind that desk and learn only what Oom Dawie has decided I must know? My head is rebellious. It refuses now to remember when the Dutch landed, and the Huguenots landed, and the British landed. It has already forgotten when the old Union become the proud young Republic. But it does know what happened in Kliptown in 1955, in Sharpville on 21st March, 1960, and in Soweto on the 16th of June 1976. Do you? Better find out because those are dates your children will have to learn one day. We don't need the Zolile classrooms any more. We know now what they really are ... traps which have been carefully set to catch our minds, our souls. No, good people. e have woken up at last.We have found another school ... the streets, the little rooms, the funeral parlours of the location ... anywhere the people meet and whisper names we have been told to forget, the dates of events they try to tell us never happened, and the speeches they try to say were never made. Those are the lessons we are eager and proud to learn, because they are lessons about our history, about our heroes. But the time for whispering them is past. Tomorrow we start shouting. AMANDLA!

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

Don't hate white people. They can't help it. They have a learning disability. They need your compassion. They need accommodations. They are like preschoolers--their understanding of race is so basic. They can't be faulted for being uncomfortable with somebody who has what amounts to a graduate degree in race--that is, us. It's not fair for preschoolers to be placed in the same classroom with graduate students and be forced to compete. Pity them, Maria. Take their hands and explain very slowly and very carefully to them the truth of what you know, but with kindness in your heart. Have compassion for them, because not everybody starts on an equal playing field.

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.

I cobbled together that film-school experience for myself. I didn't ever sit in a classroom: I would watch DVD commentaries of directors. I was like, "...So, this person is just going to walk me through every single thing they did to make this movie? And it's on every movie ever made?!" All that's to say: There are different ways to learn.

When education is the practice of freedom, students are not the only ones who are asked to share, to confess. Engaged pedagogy does not seek simply to empower students. Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process. That empowerment cannot happen if we refuse to be vulnerable while encouraging students to take risks. Professors who expect students to share confessional narratives but who are themselves unwilling to share are exercising power in a manner that could be coercive. In my classrooms, I do not expect students to take any risks that I would not take, to share in any way that I would not share.

We know from several statements of Knecht's that he wanted to write the former Master's biography, but official duties left him no time for such a task. He had learned to curb his own wishes. Once he remarked to one of his tutors: "It is a pity that you students aren't fully aware of the luxury and abundance in which you live. But I was exactly the same when I was still a student. We study and work, don't waste much time, and think we may rightly call ourselves industrious–but we are scarcely conscious of all we could do, all that we might make of our freedom. Then we suddenly receive a call from the hierarchy, we are needed, are given a teaching assignment, a mission, a post, and from then on move up to a higher one, and unexpectedly find ourselves caught in a network of duties that tightens the more we try to move inside it. All the tasks are in themselves small, but each one has to be carried out at its proper hour, and the day has far more tasks than hours. That is well; one would not want it to be different. But if we ever think, between classrooms, Archives, secretariat, consulting room, meetings, and official journeys–if we ever think of the freedom we possessed and have lost, the freedom for self-chosen tasks, for unlimited, far-flung studies, we may well feel the greatest yearning for those days, and imagine that if we ever had such freedom again we would fully enjoy its pleasures and potentialities.

The great pity of school integration is that in spite of court orders, busing, and terrible dislocations, it has done very little to improve classroom performances of black children. In 1983, the research arm of the Department of Education could not find a single study that showed black children were learning appreciably better after the switch to integrated Schools.

I think the way we learn about history in classrooms is so antiseptic. It makes those struggles feel so far away, like they could never happen to us, like we would never make the same decisions that the people in those textbooks did. I want to bring those bloody histories to the fore. I want to make the reader confront how close to the present those histories still are.

There’s no research that finds that failing grades motivate students, and plenty of research that has found the opposite—that a student who receives 0s and Fs becomes less motivated, not more motivated. Guskey (2009) found that “no studies support the use of low grades as punishment. Instead of prompting greater effort, low grades more often cause students to withdraw from learning.

Xenoglossophobia, or foreign-language anxiety, is a growing field of psychological study that routinely finds factors such as test apprehension, nervousness in a classroom setting and a fear of making mistakes can have hugely detrimental effects on the learning experiences. By adapting teaching methods accordingly, new languages could be opened up to anyone, regardless of any innate skill.

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

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?

That file full of letters meant I met with a Special Needs teacher in the hallway to get something called Individualized Attention, and let me tell you, working in the hallway with a teacher is like being the street person of a school. People pass you by, and they act like they don't see you, but three steps away they've got a whole story in their heads about why you're out there instead of in the nice cozy classroom where you belong, Stupid? Unlucky? Unloved?

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

Today, partly because many “conservative” schools have borrowed discriminatingly from progressive innovations, we may easily forget how dismal and self-satisfied the older conservative pedagogy often was, how it accepted, or even exploited, the child’s classroom passivity, how much scope it afforded to excessively domineering teachers, how heavily it depended on rote learning. The main strength of progressivism came from its freshness in method. It tried to mobilize the interests of the child, to make good use of his need for activity, to concern the minds of teachers and educators with a more adequate sense of his nature, to set up pedagogical rules that would put the burden on the teacher not to be arbitrarily authoritative, and to develop the child’s capacity for expression as well as his ability to learn. It had the great merit of being experimental in a field in which too many people thought that all the truths had been established.

I try not to be old. I try not to think, When I was your age..., but often, I do remember when I was their age. I enjoyed school; I loved learning and worked hard. Most people I went to school with did too. We partied hard, but we still showed up to class and did what we had to do. An alarming number of my students don't seem to want to be in college. They are in school because they don't feel they have a choice or have nothing better to do; because their parents are making them attend college; because, like most of us, they've surrendered to the rhetoric that to succeed in this country you need a college degree. They are not necessarily incorrect. And yet, all too often, I find myself wishing I could teach more students who actually want to be in school, who don't resent the education being foisted upon them. I wish there were viable alternatives for students who would rather be anywhere but in a classroom. I wish, in all things, for a perfect world.

Fortunately, new platforms and technology have made homeschooling manageable on many fronts. Parents can do everything from accessing first-rate courses online to finding support from other parents in the same situation. The best part is that they can completely tailor the experience to the learning style and interest of their children and give them the attention that they would never get in the classroom. The results are striking. Twenty-five percent of homeschooled children are at least one grade ahead of their traditionally schooled peers. The homeschooled population, as a whole, scores exceptionally higher on academic achievement tests.5 This shift is perhaps the best glimpse of the future of education—mass customization alongside personalized attention. Like banking, it will return to a human-scale model based on relationships and personal needs, and it will be where much of the disruption in the economy and labor market occurs in the next few decades.

An interesting question in the research on feedback is how quick it should be. Should you get immediate information about your mistakes or wait some period of time? In general, research has pointed to immediate feedback being superior in settings outside of the laboratory. James A. Kulik and Chen-Lin C. Kulik review the literature on feedback timing and suggest that “Applied studies using actual classroom quizzes and real learning materials have usually found immediate feedback to be more effective than delay.

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.

　　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.

are biased toward studying individual organisms. It is often difficult for scientists to grasp the idea that individual brains do not exist in nature. As much as one may adhere to the notion of the isolated self, humans have evolved as social creatures and are constantly regulating one another’s biology. Without mutually stimulating interactions, people (and neurons for that matter) wither and die. In neurons this process is called apoptosis (programmed cell death); in humans it is called failure to thrive, depression, or dying of a broken heart.

teachers typically gave students no more than a second or two before they directed the question to another student or answered the question themselves. They also tended to repeat or paraphrase the question several times rather than silently wait for the student to formulate a response. Although such rapid question/answer patterns are typical of audiolingual classes, they also occur in communicative instruction. Finding a balance between placing too much pressure on students to respond quickly and creating awkward silences seems to be a real challenge. Research has shown that when teachers are trained to give their students more time to respond to questions, not only do students produce more responses but their responses are also longer and more complex. Not surprisingly, this effect has been observed to be stronger with open/referential questions compared with closed/display questions (Long et al. 1985). In classrooms with students at different age levels and in different kinds of instruction, finding the right balance can lead to students providing fuller answers, expanding their ideas, and more successfully processing the material to be learned. Study 10: Time for learning languages in school

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Dweck’s work with children revealed two mindsets in action—a “growth” mindset that generally thinks big and seeks growth and a “fixed” mindset that places artificial limits and avoids failure. Growth-minded students, as she calls them, employ better learning strategies, experience less helplessness, exhibit more positive effort, and achieve more in the classroom than their fixed-minded peers. They are less likely to place limits on their lives and more likely to reach for their potential. Dweck points out that mindsets can and do change. Like any other habit, you set your mind to it until the right mindset becomes routine.

Doggerel by a Senior Citizen (for Robert Lederer) Our earth in 1969 Is not the planet I call mine, The world, I mean, that gives me strength To hold off chaos at arm’s length. My Eden landscapes and their climes Are constructs from Edwardian times, When bath-rooms took up lots of space, And, before eating, one said Grace. The automobile, the aeroplane, Are useful gadgets, but profane: The enginry of which I dream Is moved by water or by steam. Reason requires that I approve The light-bulb which I cannot love: To me more reverence-commanding A fish-tail burner on the landing. My family ghosts I fought and routed, Their values, though, I never doubted: I thought the Protestant Work-Ethic Both practical and sympathetic. When couples played or sang duets, It was immoral to have debts: I shall continue till I die To pay in cash for what I buy. The Book of Common Prayer we knew Was that of 1662: Though with-it sermons may be well, Liturgical reforms are hell. Sex was of course —it always is— The most enticing of mysteries, But news-stands did not then supply Manichean pornography. Then Speech was mannerly, an Art, Like learning not to belch or fart: I cannot settle which is worse, The Anti-Novel or Free Verse. Nor are those Ph.D’s my kith, Who dig the symbol and the myth: I count myself a man of letters Who writes, or hopes to, for his betters. Dare any call Permissiveness An educational success? Saner those class-rooms which I sat in, Compelled to study Greek and Latin. Though I suspect the term is crap, There is a Generation Gap, Who is to blame? Those, old or young, Who will not learn their Mother-Tongue. But Love, at least, is not a state Either en vogue or out-of-date, And I’ve true friends, I will allow, To talk and eat with here and now. Me alienated? Bosh! It’s just As a sworn citizen who must Skirmish with it that I feel Most at home with what is Real.

What I have said about the newspapers and the movies applies equally to the radio, to television, and even to bookselling. Thus we are in an age where the enormous per capita bulk of communication is met by an ever-thinning stream of total bulk of communication. More and more we must accept a standardized inoffensive and insignificant product which, like the white bread of the bakeries, is made rather for its keeping and selling properties than for its food value. This is fundamentally an external handicap of modern communication, but it is paralleled by another which gnaws from within. This is the cancer of creative narrowness and feebleness. In the old days, the young man who wished to enter the creative arts might either have plunged in directly or prepared himself by a general schooling, perhaps irrelevant to the specific tasks he finally undertook, but which was at least a searching discipline of his abilities and taste. Now the channels of apprenticeship are largely silted up. Our elementary and secondary schools are more interested in formal classroom discipline than in the intellectual discipline of learning something thoroughly, and a great deal of the serious preparation for a scientific or a literary course is relegated to some sort of graduate school or other.

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

From the moment little boys are taught they should not cry or express hurt, feelings of loneliness, or pain, that they must be tough, they are learning how to mask true feelings. In worst-case scenarios they are learning how to not feel anything ever. These lessons are usually taught to males by other males and sexist mothers. Even boys raised in the most progressive, loving households, where parents encourage them to express emotions, learn a different understanding about masculinity and feelings on the playground, in the classroom, playing sports, or watching television. They may end up choosing patriarchal masculinity to be accepted by other boys and affirmed by male authority figures.

There aren't many classrooms in the school basement. Most of the space is for storage and utilities. As far as student use goes, the darkroom is down there, along with yearbook and the school paper. Places that either don't require much light or are used by students so happy to be there that they don't care. The only illumination comes from the fluorescents overhead and what filters in from the hallway through the glass upper half of the doors. It usually takes me about ten minutes in French to lose my focus completely. This time,it took less.We were learning the past imperfect tense, which, as well as being completely incomprehensible in practice, in theory describes a state where every action was either left incomplete, unfulfilled, or repeated over and over.

Thus I learned from life itself. At the beginning I was only a little mass of possibilities. It was my teacher who unfolded and developed them. When she came, everything about me breathed of love and joy and was full of meaning. She has never since let pass an opportunity to point out the beauty that is in everything, nor has she ceased trying in thought and action and example to make my life sweet and useful. It was my teacher’s genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child’s mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks.

(Saying groaning!) Do you remember your fifth-grade classes? The only thing that I recall is my teachers saying one word over and over again. The hair, the face, and the fiery eyes, still creeps into my mind. This person makes my skin crawl. Let’s go way on back then… Welcome to classroom 202 that I called ‘The Mind Warp.’ Miss. Caballero's teaching style was to hand me a worksheet that I did not know how to do, at the time. Then scream at me saying quote- ‘fix, fix, and fix.’ ‘How do I fix something that I never learned how to do?’ How about instead of playing Solitaire on your computer, why don’t you do your task, to motivate and educate. This is your obligation and occupation to do so! So, damn-it just do it already, and stop wasting my time, because, in all honesty, I don’t give a shit…! Fix- it is just a dick-faced word!

As you go through life, the might current of society is bound to get in your way and there will certainly be times that things don't go as you'd hoped. When this happens, don't look to society for a cause. Do not renounce society. Frankly, you'd be wasting your time. Instead just say, "That's life!" and muddle your way through with frustration. Once you're past it, consider: If society's swift current is tossing you around, how should you be swimming there in it's midst. You should have learned how, here in the E class, in this assassination classroom. You don't always have to stand and face it head-on. You can run and you can hide. If it's not against the rules, you can try a sneak attack. You can use unconventional weapons. Stay determined - not impatient nor discouraged - and with repeated trial and error, you're bound to reach a splendid outcome eventually.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

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.

As already suggested, when the individual first learns who it is that he must now accept a his own, he is likely, at the very least, to feel some ambivalence; for these others will not only be patently stigmatized, and thus not like the normal person he knows himself to be, but ma also have other attributes with which he finds it difficult to associate himself. What may end up as a freemasonry may begin with a shudder. A newly blind girl on a visit to The Lighthouse [probably the Chicago Lighthouse, one of the oldest social service agencies in Chicago serving the blind or visually impaired] directly from leaving the hospital provides an illustration: „My questions about a guide dog were politely turned aside. Another sighted worker took me in tow to show me around. We visited the Braille library; the classrooms; the clubrooms where the blind members of the music and dramatic groups meet; the recreation hall where on festive occasion the blind play together; the cafeteria, where all the blind gather to eat together; the huge workshops where the blind earn a subsistence income by making mops and brooms, weaving rugs, caning chairs. As we moved from room to room, I could hear the shuffling of feet, the muted voices, the tap-tap-tapping of canes. Here was the safe, segregated world of the sightless — a completely different world, I was assured by the social worker, from the one I had just left…. I was expected to join this world. To give up my profession and to earn my living making mops. The Lighthouse would be happy to teach me how to make mops. I was to spend the rest of my life making mops with other blind people, eating with other blind people, dancing with other blind people. I became nauseated with fear, as the picture grew in my mind. Never had I come upon such destructive segregation.“ (p.37)

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

Unfortunately, in most classrooms teachers penalize students for mistakes they make during the learning process, for assignments that prepare them for the test. Students lose points for errors (and for answers they don’t complete) on homework, classwork, and on any task that the teacher designs to help students learn content. Those scores are entered into the gradebook and included in the overall calculation of a student’s grade. With this grading approach, student mistakes are penalized during the very stage of learning when students should be making mistakes. If mistakes on any work—homework assignments, tests, quizzes, in-class worksheets, discussions—are always penalized with a score that is incorporated into a grade no matter whether those mistakes occur at the beginning, middle, or end of learning, then the message is that mistakes aren’t ever acceptable, much less desired, and they certainly aren’t ever valuable. Students will be discouraged, not encouraged, to take risks and be vulnerable.

Moses, for example, was not, according to some interpretations of his story, the brash, talkative type who would organize road trips and hold forth in a classroom at Harvard Business School. On the contrary, by today’s standards he was dreadfully timid. He spoke with a stutter and considered himself inarticulate. The book of Numbers describes him as “very meek, above all the men which were upon the face of the earth.” When God first appeared to him in the form of a burning bush, Moses was employed as a shepherd by his father-in-law; he wasn’t even ambitious enough to own his own sheep. And when God revealed to Moses his role as liberator of the Jews, did Moses leap at the opportunity? Send someone else to do it, he said. “Who am I, that I should go to Pharaoh?” he pleaded. “I have never been eloquent. I am slow of speech and tongue.” It was only when God paired him up with his extroverted brother Aaron that Moses agreed to take on the assignment. Moses would be the speechwriter, the behind-the-scenes guy, the Cyrano de Bergerac; Aaron would be the public face of the operation. “It will be as if he were your mouth,” said God, “and as if you were God to him.” Complemented by Aaron, Moses led the Jews from Egypt, provided for them in the desert for the next forty years, and brought the Ten Commandments down from Mount Sinai. And he did all this using strengths that are classically associated with introversion: climbing a mountain in search of wisdom and writing down carefully, on two stone tablets, everything he learned there. We tend to write Moses’ true personality out of the Exodus story. (Cecil B. DeMille’s classic, The Ten Commandments, portrays him as a swashbuckling figure who does all the talking, with no help from Aaron.) We don’t ask why God chose as his prophet a stutterer with a public speaking phobia. But we should. The book of Exodus is short on explication, but its stories suggest that introversion plays yin to the yang of extroversion; that the medium is not always the message; and that people followed Moses because his words were thoughtful, not because he spoke them well.

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

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.

ON THE FIRST day of class, Jerry Uelsmann, a professor at the University of Florida, divided his film photography students into two groups. Everyone on the left side of the classroom, he explained, would be in the “quantity” group. They would be graded solely on the amount of work they produced. On the final day of class, he would tally the number of photos submitted by each student. One hundred photos would rate an A, ninety photos a B, eighty photos a C, and so on. Meanwhile, everyone on the right side of the room would be in the “quality” group. They would be graded only on the excellence of their work. They would only need to produce one photo during the semester, but to get an A, it had to be a nearly perfect image. At the end of the term, he was surprised to find that all the best photos were produced by the quantity group. During the semester, these students were busy taking photos, experimenting with composition and lighting, testing out various methods in the darkroom, and learning from their mistakes. In the process of creating hundreds of photos, they honed their skills. Meanwhile, the quality group sat around speculating about perfection. In the end, they had little to show for their efforts other than unverified theories and one mediocre photo.

Even worse, traditional grading that penalizes students for mistakes often isn’t just limited to a student’s academic work. Teachers often assign grades based on mistakes in students’ behaviors as well: downgrading a score if an assignment is late, subtracting points from a daily participation grade if a student is tardy to class, or lowering a group’s grade if the group becomes too noisy while they work. In this environment, every mistake is penalized and incorporated into the final grade. Even if just a few points are docked for forgetting to bring a notebook to class or losing a few points for not heading a paper correctly, the message is clear: All mistakes result in penalties. While some might argue that this is simply accountability—“I asked the students to do something, so it has to count”—it’s missing the forest for the trees. The more assignments and behaviors a teacher grades, the less willing a student will be to reveal her weaknesses and vulnerability. With no zones of learning that are “grade free,” it becomes nearly impossible to build an effective teacher–student relationship and positive learning environment in which students try new things, venture into unfamiliar learning territory, or feel comfortable making errors, and grow. When everything a student does is graded, and every mistake counts against her grade, that student can perceive that to receive a good grade she has to be perfect all of the time. Students don’t feel trust in their teachers, only the pressure to conceal weaknesses and avoid errors.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

was a commonplace among his colleagues—especially the younger ones—that he was a “dedicated” teacher, a term they used half in envy and half in contempt, one whose dedication blinded him to anything that went on outside the classroom or, at the most, outside the halls of the University. There were mild jokes: after a departmental meeting at which Stoner had spoken bluntly about some recent experiments in the teaching of grammar, a young instructor remarked that “To Stoner, copulation is restricted to verbs,” and was surprised at the quality of laughter and meaningful looks exchanged by some of the older men. Someone else once said, “Old Stoner thinks that WPA stands for Wrong Pronoun Antecedent,” and was gratified to learn that his witticism gained some currency. But William Stoner knew of the world in a way that few of his younger colleagues could understand. Deep in him, beneath his memory, was the knowledge of hardship and hunger and endurance and pain. Though he seldom thought of his early years on the Booneville farm, there was always near his consciousness the blood knowledge of his inheritance, given him by forefathers whose lives were obscure and hard and stoical and whose common ethic was to present to an oppressive world faces that were expressionless and hard and bleak. And though he looked upon them with apparent impassivity, he was aware of the times in which he lived. During that decade when many men’s faces found a permanent hardness and bleakness, as if they looked upon an abyss, William Stoner, to whom that expression was as familiar as the air he walked in, saw the signs of a general despair he had known since he was a boy. He saw good men go down into a slow decline of hopelessness, broken as their vision of a decent life was broken; he saw them walking aimlessly upon the streets, their eyes empty like shards of broken glass; he saw them walk up to back doors, with the bitter pride of men who go to their executions, and beg for the bread that would allow them to beg again; and he saw men, who had once walked erect

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.