Competent Teacher Quotes

No doubt there are some who, when confronted with a line of mathematical symbols, however simply presented, can only see the face of a stern parent or teacher who tried to force into them a non-comprehending parrot-like apparent competence--a duty and a duty alone--and no hint of magic or beauty of the subject might be allowed to come through.

I should have made my meaning plainer,” said Professor McGonagall, turning at last to look Umbridge directly in the eyes. “He has achieved high marks in all Defense Against the Dark Arts tests set by a competent teacher.” Professor Umbridge’s smile vanished as suddenly as a lightbulb blowing. She

He has achieved high marks in all Defense Against the Dark Arts tests set by a competent teacher.

The approach of old school consulting companies is to sell the transfer of knowledge. They see themselves as selling information and selling advice. But at Mayflower-Plymouth we see ourselves more like a teacher in the global classroom - we teach businesses and business people how to thrive in business. We provide not just knowledge but also skills and competencies and depth of character and culture and values and habits.

...We must also realize-students, teachers, and laymen alike-that even when we have accomplished the task that lies before us, we will not have accomplished the whole task. We must be more than a nation of functional literates. We must become a nation of truly competent readers, recognizing all that the word competent implies. Nothing less wil satisfy the needs of the world that is coming.

Do not go by oral tradition, by lineage of teaching, by hearsay, by a collection of texts, by logic, by inferential reasoning, by reasoned cogitation, by the acceptance of a view after pondering it, by the seeming competence of a speaker, or because you think, ‘The ascetic is our teacher.’4 But when you know for yourselves, ‘These things are unwholesome; these things are blamable; these things are censured by the wise; these things, if undertaken and practiced, lead to harm and suffering,’ then you should abandon them.

There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Competence excuses strange behavior.

Competent teachers do not challenge students to achieve, they challenge themselves to create such learning environment where every student is a willing achiever. That makes all the difference.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

Improving the skills of HR colleagues. The best learners are also teachers. Investing in building the skills of HR colleagues requires individuals to be clear and disciplined about a topical area, tool, or technology.

I should have made my meaning plainer,’ said Professor McGonagall, turning at last to look Umbridge directly in the eyes. ‘He has achieved high marks in all Defence Against the Dark Arts tests set by a competent teacher.

What if our understanding of ourselves were based not on static labels or stages but on our actions and our ability and our willingness to transform ourselves? What if we embraced the messy, evolving, surprising, out-of-control happening that is life and reckoned with its proximity and relationship to death? What if, instead of being afraid of even talking about death, we saw our lives in some ways as preparation for it? What if we were taught to ponder it and reflect on it and talk about it and enter it and rehearse it and try it on? What if our lives were precious only up to a point? What if we held them loosely and understood that there were no guarantees? So that when you got sick you weren’t a stage but in a process? And cancer, just like having your heart broken, or getting a new job, or going to school, were a teacher? What if, rather than being cast out and defined by some terminal category, you were identified as someone in the middle of a transformation that could deepen your soul, open your heart, and all the while—even if and particularly when you were dying—you would be supported by and be part of a community? And what if each of these things were what we were waiting for, moments of opening, of the deepening and the awakening of everyone around us? What if this were the point of our being here rather than acquiring and competing and consuming

1 One went to the door of the Beloved and knocked. A voice asked: “Who is there?” He answered: “It is I.” The voice said: “There is no room here for me and thee.” The door was shut. After a year of solitude and deprivation this man returned to the door of the Beloved. He knocked. A voice from within asked: “Who is there?” The man said: “It is Thou.” The door was opened for him. 2 The minute I heard my first love story, I started looking for you, not knowing how blind that was. Lovers don’t finally meet somewhere, they’re in each other all along. 3 Love is from the infinite, and will remain until eternity. The seeker of love escapes the chains of birth and death. Tomorrow, when resurrection comes, The heart that is not in love will fail the test. 4 When your chest is free of your limiting ego, Then you will see the ageless Beloved. You can not see yourself without a mirror; Look at the Beloved, He is the brightest mirror. 5 Your love lifts my soul from the body to the sky And you lift me up out of the two worlds. I want your sun to reach my raindrops, So your heat can raise my soul upward like a cloud. 6 There is a candle in the heart of man, waiting to be kindled. In separation from the Friend, there is a cut waiting to be stitched. O, you who are ignorant of endurance and the burning fire of love– Love comes of its own free will, it can’t be learned in any school. 7 There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It’s fluid, and it doesn’t move from outside to inside through conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out.

When people seek the help of a professional, they usually have certain expectations about how a competent one looks and behaves.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

My concern with democracy is highly specific. It begins in observing the remarkable fact that, while democracy means a government accountable to the electorate, our rulers now make us accountable to them. Most Western governments hate me smoking, or eating the wrong kind of food, or hunting foxes, or drinking too much, and these are merely the surface disapprovals, the ones that provoke legislation or public campaigns. We also borrow too much money for our personal pleasures, and many of us are very bad parents. Ministers of state have been known to instruct us in elementary matters, such as the importance of reading stories to our children. Again, many of us have unsound views about people of other races, cultures, or religions, and the distribution of our friends does not always correspond, as governments think that it ought, to the cultural diversity of our society. We must face up to the grim fact that the rulers we elect are losing patience with us. No philosopher can contemplate this interesting situation without beginning to reflect on what it can mean. The gap between political realities and their public face is so great that the term “paradox” tends to crop up from sentence to sentence. Our rulers are theoretically “our” representatives, but they are busy turning us into the instruments of the projects they keep dreaming up. The business of governments, one might think, is to supply the framework of law within which we may pursue happiness on our own account. Instead, we are constantly being summoned to reform ourselves. Debt, intemperance, and incompetence in rearing our children are no doubt regrettable, but they are vices, and left alone, they will soon lead to the pain that corrects. Life is a better teacher of virtue than politicians, and most sensible governments in the past left moral faults to the churches. But democratic citizenship in the twenty-first century means receiving a stream of improving “messages” from politicians. Some may forgive these intrusions because they are so well intentioned. Who would defend prejudice, debt, or excessive drinking? The point, however, is that our rulers have no business telling us how to live. They are tiresome enough in their exercise of authority—they are intolerable when they mount the pulpit. Nor should we be in any doubt that nationalizing the moral life is the first step towards totalitarianism. We might perhaps be more tolerant of rulers turning preachers if they were moral giants. But what citizen looks at the government today thinking how wise and virtuous it is? Public respect for politicians has long been declining, even as the population at large has been seduced into demanding political solutions to social problems. To demand help from officials we rather despise argues for a notable lack of logic in the demos. The statesmen of eras past have been replaced by a set of barely competent social workers eager to take over the risks of our everyday life. The electorates of earlier times would have responded to politicians seeking to bribe us with such promises with derision. Today, the demos votes for them.

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000.

If a sect does officially insist that its structure of belief demands that evolution be false, then no compromise is possible. An honest and competent biology teacher can only conclude that the sect's beliefs are wrong and that its religion is a false one.

Skill teachers are made scarce by the belief in the value of licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind. Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their pupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than most schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions.

In general children from low-income families are at risk of being failed by schools because of the erroneous belief that their parents lack ambition for them. A focus on the need for aspirations as widely set is necessary for closing the achievement gap between marginalized and privileged people. Yet an environment where students may not see themselves represented in person or on the page, what exactly are they inspiring to? Who sets those standards and are they achievable in the wider world without culturally sensitive and competent teachers?

False hope?’ repeated Professor McGonagall, still refusing to look round at Professor Umbridge. ‘He has achieved high marks in all his Defence Against the Dark Arts tests –’ ‘I’m terribly sorry to have to contradict you, Minerva, but as you will see from my note, Harry has been achieving very poor results in his classes with me –’ ‘I should have made my meaning plainer,’ said Professor McGonagall, turning at last to look Umbridge directly in the eyes. ‘He has achieved high marks in all Defence Against the Dark Arts tests set by a competent teacher.

The lower middle class is petty bourgeois. These people seek their security in status; status in an organizational structure. They try to find a place for themselves in an organization which has a hierarchy in which they can count on moving up automatically simply by surviving. Some people still think that most Americans are active, assertive, aggressive, self-reliant people who need no help from anyone, especially the Government, and achieve success as individuals by competing freely with each other. That may have been true 100 years ago. It isn’t true today. Today more and more of us are petty bourgeois who snuggle down in a hierarchical bureaucracy where advancement is assured merely by keeping the body warm and not breaking the rules; it doesn’t matter whether it is education or the Armed Services or a big corporation or the Government. Notice that high school teachers are universally opposed to merit pay. They are paid on the basis of their degrees and years of teaching experience. Or consider the professor. He gets his Ph. D. by writing a large dissertation on a small subject, and he hopes to God he never meets anyone else who knows anything about that subject. If he does, they don’t talk about it; they talk about the weather or baseball. So our society is becoming more and more a society of white-collar clerks on many levels, including full professors. They live for retirement and find their security through status in structures.

Clutter also deeply affects the teacher and their ability to focus on their job and their students. Overflowing cabinets, boxes piled in corners, art projects yellowing on the walls, papers and materials stacked on tables, and backpacks lying on the floor all compete for the teacher's attention.

Don't strive to be clever, strive to be sensible. Don't strive to be mighty, strive to be amiable. Don't strive to be eminent, strive to be helpful. Don't strive to be successful, strive to be useful. Don't strive to be rich, strive to be valuable. Don't strive to be great, strive to be humble. Don't strive to teach, strive to be knowledgable. Don't strive to preach, strive to be insightful. Don't strive to compete, strive to be impactful. Don't strive to command, strive to be resourceful. Don't strive to dominate, strive to be skillful. Don't strive to conquer, strive to be masterful. If you strive to be a preacher, strive to be spiritual. If you strive to be teacher, strive to be approachable. If you strive to be a leader, strive to be teachable. If you strive to be a warrior, strive to be thoughtful. If you strive to be a commander, strive to be gentle. If you strive to be a conqueror, strive to be merciful.

Despite the occasional backlash, I’ll continue to speak on this topic until people stop assuming that this debate is about whether or not to allow women into combat. Women are already fighting in combat with or without anyone’s permission, and they’re doing so valiantly. What they aren’t doing is being trained alongside their comrades-in-arms, given credit for doing the same jobs as their counterparts, given promotions to jobs overseeing combat operations, or being treated like combat veterans by people back home (even some in the Veterans Administration). Not every man has the skill set or warrior spirit for combat. Not every woman does, either. But everyone that does have that skill set should be afforded the opportunity to compete for jobs that enable them to serve in the way their heart calls them. For some people, that calling is in music or art. Some are natural teachers. There are those who will save lives with science. I was called to be a warrior and to fly and fight for my country. I was afforded the opportunity to answer that call, and because of that, I have lived a full and beautiful life. People will always be afraid of change. Just like when we integrated racially or opened up combat cockpits to women, there will always be those who are vocal in their opposition and their fear. History will do what it always does, however. It will make their ignorant statements, in retrospect, seem shortsighted and discriminatory, and the women who will serve their country bravely in the jobs that are now opening up will prove them wrong. Just like we always have.

Assessment centers on demonstrated competencies, not memorized content. Standardized tests are used thoughtfully to identify and assist students lagging in “learning how to learn” skills. Students teach and learn from each other. They learn to make the most of online resources and machine intelligence and draw on adults for guidance.

Teaching is an art that can be learned; learning from a teacher is an art that can be learned; anyone who tries--and we all try--can gain a certain competence in teaching; but a real teacher, now---he has a talent. He has a gift like a fine artist or musician or sculptor. Oh, we think highly of teachers, and of teaching. Teaching is part of loving, you know

Our professional competence and pride should rest not alone in our possession of knowledge but as well in our ability to communicate it. Of course we shall carry on our research, and of course we shall applaud the colleague who 'produces,' but we shan't be happy if he offers that as a substitute for inspiring young people with a desire for knowledge, a sense of taste, and a regard for virtue.

In general, here is how it works: The teacher stands in front of the class and asks a question. Six to ten children strain in their seats and wave their hands in the teacher’s face, eager to be called on and show how smart they are. Several others sit quietly with eyes averted, trying to become invisible, When the teacher calls on one child, you see looks of disappointment and dismay on the faces of the eager students, who missed a chance to get the teacher’s approval; and you will see relief on the faces of the others who didn’t know the answer…. This game is fiercely competitive and the stakes are high, because the kids are competing for the love and approval of one of the two or three most important people in their world. Further, this teaching process guarantees that the children will not learn to like and understand each other. Conjure up your own experience. If you knew the right answer and the teacher called on someone else, you probably hoped that he or she would make a mistake so that you would have a chance to display your knowledge. If you were called on and failed, or if you didn’t even raise your hand to compete, you probably envied and resented your classmates who knew the answer. Children who fail in this system become jealous and resentful of the successes, putting them down as teacher’s pets or even resorting to violence against them in the school yard. The successful students, for their part, often hold the unsuccessful children in contempt, calling them “dumb” or “stupid.” This competitive process does not encourage anyone to look benevolently and happily upon his fellow students.77

When students doubt their own competence, they typically respond with two behaviors: they either hide (hoods over faces, heads on desks) and try to become invisible, or they act out to prevent a scenario unfolding in which they will not be able to perform and will once again be proved "less than." Teachers frequently misinterpret both of these behaviors, usually inferring that the student is unmotivated, uninterested, or behavior disordered.

Every choice in life is a battle between two wolves inside us. One represents anger, envy, greed, fear, lies, insecurity, and ego. The other represents peace, love, compassion, kindness, humility, and positivity. They are competing for supremacy.’ “ ‘Which wolf wins?’ the grandson asks. ‘The one you feed,’ the elder replies.” “But how do we feed them?” I asked my teacher. The monk said, “By what we read and hear. By who we spend time with. By what we do with our time. By where we focus our energy and attention.

The term ‘political correctness’ has evolved out of the Marxist and Freudian philosophies of the 1930s to become a tool for multicultural-ism, multisexualism, multitheism, and multi-anythingism. It was created to discourage bias and prejudiced thinking that discriminates against an individual or group. It has become society’s way of not offending anyone, whether it is an individual, a group, or a nation. In many instances, however, it is a simple, disarming way of ignoring or deflecting the truth about a situation. Today, the use of political correctness has become so abused that anyone who voices his or her opinion contrary to ‘politically correct think’ is immediately tagged with some form of disparaging label, such as racist and bigot. This exploitation has gotten so out of control that this name-calling accusation is used as a simple and mindless means to manipulate academic, social, or political discussion. The result is a social paranoia which discourages free thought and expression. It’s like living in a totalitarian state in which you are afraid to say what you think. Now who wants to suffer that? So people keep quiet. Their opinions are held captive to fear. How handy for the Islamo-fascists, the American-hating, Jew-killing, Israel-destroying, women-abusing, multireligious-intolerant Muslims. Oh! Excuse me. Did I say something not quite PC? This social paranoia is similar to the attitude that developed in the late 1980s and 1990s, when people became so concerned about children’s self-esteem that failure could not be acknowledged or misbehavior corrected. ‘Now, let’s not hurt their feelings’ was the standard approach. This degree of concern led to teachers giving passing grades for poor performance and youth sport activities where no one kept score. And what has been the fallout of all that psychobabble? High school kids who can’t read their diploma or make change for a dollar, internationally embarrassing scholastic performance scores, and young adults ill equipped to face the competitive lifestyle the world has to offer. They are left watching the television show The Apprentice, not competing to be an apprentice. America got itself into a mess by not upholding the high standards and expectations it once had, instead giving in to mediocrity; and we’re getting into a mess now with political correctness.

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.

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000. (The study’s authors speculate that the decline in empathy is related to the prevalence of social media, reality TV, and “hyper-competitiveness.”)

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000. (The study’s authors speculate that the decline in empathy is related to the prevalence of social media, reality TV, and “hyper-competitiveness.”) Of

People in Black Earth County didn’t think of women as lawyers. Or doctors or bankers. They could be teachers or nurses. Or wives and mothers. But competing on a playing field that was traditionally male made Charlie an item of consternation and even disapproval. Which she always thought odd, considering that not many years earlier, when men on that prairie were either giving up or going crazy because of the hard work the land demanded, it was often the iron-backed pioneer women who endured and saved the homesteads. So not only did the disapproval in Black Earth County not bother her, but Charlie rather reveled in it. The

TWO KINDS OF INTELLIGENCE There are two kinds of intelligence: one acquired, as a child in school memorizes facts and concepts from books and from what tne teacher says, collecting information from the traditional sciences as well as from the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others in regard to your competence in retaining information. You stroll with this intelligence in and out of fields of knowledge, getting always more marks on your preserving tablets. There is another kind of tablet, one already completed and preserved inside you. A spring overflowing its springbox. A freshness in the center of the chest. This other intelligence does not turn yellow or stagnate. It's fluid, and it doesn't move from outside to inside through the conduits of plumbing-learning. This second knowing is a fountainhead from within you, moving out

The animal soul, the intelligent soul, and two kinds of knowing There's a part of us that's like an itch. Call it the animal soul, a foolishness that, when we're in it, makes hundreds of others around us itchy. And there is an intelligent soul with another desire, more like sweet basil or the feel of a breeze. Listen and be thankful even for scolding that comes from the intelligent soul. It flows out close to where you flowed out. But that itchiness wants to put food in our mouths that will make us sick, feverish with the aftertaste of kissing a donkey's rump. It's like blackening your robe against a kettle without being anywhere near a table of companionship. The truth of being human is an empty table made of soul intelligence. Gradually reduce what you give your animal soul, the bread that after all overflows from sunlight. The animal soul itself spilled out and sprouted from the other. Taste more often what nourishes your clear light, and you'll have less use for the smoky oven. You'll bury that baking equipment in the ground! There are two kinds of knowing: one acquired, as a child in school memorizes facts and concepts from books and from what the teacher says, collecting information from the traditional sciences as well as the new sciences. With such intelligence you rise in the world. You get ranked ahead or behind others with regard to your competence in retaining information. YOu stroll with this intelligence in and out of fields of knowledge, getting always more marks on your tablets. There is another kind of tablet, one already completed inside you. A spring overflowing its springbox. A freshness in the center of your chest. This intelligence does not turn yellow or stagnate. It's fluid, and it doesn't move from outside to inside through the conduits of plumbing-learning. This second knowing is a fountainhead from within you moving out. Drink from there!

In 2014—one year after Dasani competed in a track competition at the Pratt Institute—Spike Lee stood onstage there during Black History Month, delivering a rant against gentrification. “Then comes motherfuckin’ Christopher Columbus Syndrome,” fumed Lee. “You can’t discover this! We been here.” He went on to compare Fort Greene Park to the Westminster Dog Show, “with twenty thousand dogs running around,” while lamenting how his father, a jazz musician who had purchased his home in 1968, was playing acoustic bass when his new neighbors, in 2013, called the police. “You just can’t come in where people have a culture that’s been laid down for generations and you come in and now shit gotta change because you’re here?” The same forces are reshaping Bed-Stuy, the historic neighborhood where Dasani’s great-grandfather June first landed and where her teacher, Miss Hester, still lives. Around the corner from her basement rental, a trendy café now sells $4 espressos. Miss Hester resents the neighborhood’s white transplants, walking around “as if I am the outsider, and I’m like, ‘Excuse me I was born here!’ 

There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

By habitus, I mean dispositions that inhere and mold the deepest, subtlest, intricate structures of personhood, are constituted and emergent in the most elusive folds and lineaments of consciousness, and are articulated in lastingly resilient, enduring textual tapestries of experience, orientations, desires. The range of habitus is deep and broad: habitus forms the long arc of evolutionary developments and arrangements of the body in action and at rest, posture, gait, stance, and gesture; it is the silent teacher of the phonemic alphabet, determining subtle distinctions of timbre and tone, accents and intonations in voice articulations; it is the subcutaneous, ingrained dynamic inhering in daily competencies, executed flawlessly and yet seemingly unconsciously, such as balancing huge loads the size of a person’s body weight on the head as Kikuyu women often do, or walking fearlessly on narrow glacial paths through plunging cliffs as the Sherpas do, or weaving in and out of traffic while engaged in deep conversations on a cell phone as Californians do. Habitus describes the imbrication of structure and culture in desire. It is what defines subtle distinctions of taste, those almost ineffable differences of sweetness, succulence, spiciness, and bitterness in food and drink; the raging fetishes and unbidden cravings that shadow sexuality; the fickle difference between scents that intoxicate or trigger upheavals of wretching. Habitus, then, is “human nature” understood as the deep penetration of sociality with biology in such a manner that it is the motor of self, of choice, of vocation.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

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.

The process of receiving teaching depends upon the student giving something in return; some kind of psychological surrender is necessary, a gift of some sort. This is why we must discuss surrendering, opening, giving up expectations, before we can speak of the relationship between teacher and student. It is essential to surrender, to open yourself, to present whatever you are to the guru, rather than trying to present yourself as a worthwhile student. It does not matter how much you are willing to pay, how correctly you behave, how clever you are at saying the right thing to your teacher. It is not like having an interview for a job or buying a new car. Whether or not you will get the job depends upon your credentials, how well you are dressed, how beautifully your shoes are polished, how well you speak, how good your manners are. If you are buying a car, it is a matter of how much money you have and how good your credit is. But when it comes to spirituality, something more is required. It is not a matter of applying for a job, of dressing up to impress our potential employer. Such deception does not apply to an interview with a guru, because he sees right through us. He is amused if we dress up especially for the interview. Making ingratiating gestures is not applicable in this situation; in fact it is futile. We must make a real commitment to being open with our teacher; we must be willing to give up all our preconceptions. Milarepa expected Marpa to be a great scholar and a saintly person, dressed in yogic costume with beads, reciting mantras, meditating. Instead he found Marpa working on his farm, directing the laborers and plowing his land. I am afraid the word guru is overused in the West. It would be better to speak of one’s “spiritual friend,” because the teachings emphasize a mutual meeting of two minds. It is a matter of mutual communication, rather than a master-servant relationship between a highly evolved being and a miserable, confused one. In the master-servant relationship the highly evolved being may appear not even to be sitting on his seat but may seem to be floating, levitating, looking down at us. His voice is penetrating, pervading space. Every word, every cough, every movement that he makes is a gesture of wisdom. But this is a dream. A guru should be a spiritual friend who communicates and presents his qualities to us, as Marpa did with Milarepa and Naropa with Marpa. Marpa presented his quality of being a farmer-yogi. He happened to have seven children and a wife, and he looked after his farm, cultivating the land and supporting himself and his family. But these activities were just an ordinary part of his life. He cared for his students as he cared for his crops and family. He was so thorough, paying attention to every detail of his life, that he was able to be a competent teacher as well as a competent father and farmer. There was no physical or spiritual materialism in Marpa’s lifestyle at all. He did not emphasize spirituality and ignore his family or his physical relationship to the earth. If you are not involved with materialism, either spiritually or physically, then there is no emphasis made on any extreme. Nor is it helpful to choose someone for your guru simply because he is famous, someone who is renowned for having published stacks of books and converted thousands or millions of people. Instead the guideline is whether or not you are able actually to communicate with the person, directly and thoroughly. How much self-deception are you involved in? If you really open yourself to your spiritual friend, then you are bound to work together. Are you able to talk to him thoroughly and properly? Does he know anything about you? Does he know anything about himself, for that matter? Is the guru really able to see through your masks, communicate with you properly, directly? In searching for a teacher, this seems to be the guideline rather than fame or wisdom.

Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

Until recently, it was believed that when a baby was born its mind was a clean slate on which its teachers could write its choices and prefe r enc e s . The biologi c a l evidenc e now ava i l abl e , however, shows a somewhat different picture of why we think the way we do. It shows convincingly that it is our hormones and brain wiring that are largely r e s p o n s i b l e f o r o u r a t t i t u d e s , p r e f e r e n c e s a n d behaviour. This means that if boys and girls grew up on a deserted island with no organised society or parents to guide them, girls would still cuddle, touch, make friends and play with dolls, while boys would compete mentally and physically with each other and form groups with a clear hierarchy

Be aware that unconscious competence is where some people start from, and it’s dangerous because they typically make terrible teachers because of their inability to explain their reasoning not based on a gut feeling. The levels of competency and creating intuition mirror the true learning process in a nutshell: Try Achieve or fail If you fail, analyze failure Go to step one. Where this process can go wrong is the following: Try Achieve or fail If you fail, analyze failure incorrectly or fail to correct actions. Go to step one.

Never compete with your master, because that is disrespect to him! You are your only rival, you compete with yourself, go beyond yourself!

Developing a business depends on many factors. But you should basically understand the exchange between value. In other words, you must provide value to receive equal value. If you look at single people, you can see that they can’t provide any value – they don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a life, with them. Relationships and Business are not much different. In a business, people know that appearance and the way you talk to a costumer is as important as the value of your product, and that’s why brands sell, even when their products have no quality. For example, in shopping malls you can see shops packed with people buying clothes that have no value and will be ruined or out of fashion very soon, because the brand is selling an image, not quality anymore. China, on the other hand, managed to compete in the world markets by reducing price over quality, and is now paying the price of a very bad reputation, as most people don’t trust Chinese brands anymore. This is already impacting the economy, so I don’t know what will happen in the next years. It’s all in the hands of the politicians and the internationalization of the companies. And yet, I just said this to explain the relation between value and product. But here’s another example. I tried to share what I know about Learning with Teachers, Parents and Psychologists, and nobody cared. Besides, what I earned in helping children with learning disabilities was a very low payment, and I had to quit that as I couldn’t afford to pay an apartment and daily expenses with such job. However, there are people making thousands of dollars with drugs that have no effect, toilets for cats and pet-rocks. In other words, is never about what the world needs but what the world wants.

Developing a business depends on many factors. But you should basically understand the exchange between value. In other words, you must provide value to receive equal value. If you look at most singles, you can see that they can’t provide any value – they often don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a lifetime, with them. Relationships and businesses are not much different. In a business, people know that appearance and the way you talk to a costumer is as important as the value of your product, and that’s why brands sell, even when their products have no quality. For example, in shopping malls you can see shops packed with people buying clothes that have no value and will be ruined or out of fashion very soon, because the brand is selling an image, not quality anymore. China, on the other hand, managed to compete in the world market by reducing price over quality, and is now paying the cost of a very bad reputation, as most people don’t trust Chinese brands anymore. This is already impacting the economy, so I don’t know what will happen in the next years. It is all in the hands of the politicians and the internationalization of the companies. And yet, I just said this to explain the relation between value and product. But here’s another example: I tried to share what I know about learning with teachers, parents and psychologists, and nobody cared. Besides, what I earned in helping children with learning disabilities was a very low payment, and I had to quit that as I couldn’t afford to pay an apartment and daily expenses with such job. However, there are people making thousands of dollars with drugs that have no effect, toilets for cats and pet-rocks. In other words, it is never about what the world needs but what the world wants.

Being a working mother back then was to be a double-agent; you lied for a living. A male colleague who announced he was off to his son's rugby match was a hero; a women who did exactly the same was Lacking in Commitment... In the end, what made me quit EMF was the thought that my kids were suffering from the punishingly long - unnecessarily long, stupidly, inhumanely long - hours I spent away from them. They needed me, yes, but it turned out I needed them too. And our family was running on empty and the only person who could fill that emptiness was me. ... Winter. It must have been because all the commuting fathers, who had come straight from the station, were hurrying in with their thick dark coats and their briefcases. Each man stopped to ask me where they might find their child's classroom, They knew the name if their kid - he, credit where it's due! - but generally, that was the limit of their knowledge. They didn't know who the child's teacher was, sometimes didn't know what year group they were in. They had no clue where the little coats and bags were hung up, or what was in those bags. And I stood there in that cold, dark playground thinking, how could this ever possibly be fair? How could a woman compete when men were allowed to be so oblivious? One parent not knowing who the teacher was, not knowing what went in the lunchbox, not knowing which child in the class had the nut allergy, not knowing where the PE bag was, or which stinky little socks needed washing. OK, one parent could be oblivious. But not two. One parent has to carry the puzzle of family life in their head, and mostly, let's face it, it's still the mum. Professionally, back then I was competing with men whose minds were clear of all the stuff that small children bring.

An endless imposition of mandates, scripted curriculum, and lockstep pacing guides communicates little belief in teacher competence, and an overprescribed curriculum limits teachers’ capacity for growth.

The young wife, though she did not say so, had some idea that her husband was in error. It is true that one must put up with wrong, with a great deal of wrong. But no one need put up with wrong that he can remedy. Why should he, the vicar, consent to receive an incompetent teacher for the parish children, when he was able to procure one that was competent? In such a case — so thought Mrs. Robarts to herself — she would have fought the matter out with Lady Lufton. On the next morning, however, she did as she was bid, and signified to the dowager that all objection to Sarah Thompson would be withdrawn.

The futility of attempting to upgrade the teaching profession by paying higher salaries is obvious, so long as legal barriers keep out all those who refuse to take education courses. These courses are negative barriers, in the sense that they keep out the competent. It is Darwinism stood on its head, with the unfittest being most likely to survive as public school teachers. The

Developing a business depends on many factors. But you should basically understand the exchange between value. In other words, you must provide value to receive equal value. If you look at single people, you can see that they can’t provide any value – they don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a life, with them. Relationships and Business are not much different. In a business, people know that appearance and the way you talk to a costumer is as important as the value of your product, and that’s why brands sell, even when their products have no quality. For example, in shopping malls you can see shops packed with people buying clothes that have no value and will be ruined or out of fashion very soon, because the brand is selling an image, not quality anymore. China, on the other hand, managed to compete in the world markets by reducing price over quality, and is now paying the price of a very bad reputation, as most people don’t trust Chinese brands anymore. This is already impacting the economy, so I don’t know what will happen in the next years. It’s all in the hands of the politicians and the internationalization of the companies. Actually, that’s why this Chinese government sends its companies to other countries. And yet, I just said this to explain the relation between value and product. But here’s another. I tried to share what I know about Learning with Teachers, Parents and Psychologists, and nobody cared. Besides, what I earned in helping children with learning disabilities was a very low payment, and I had to quit that as I couldn’t afford to pay an apartment and daily expenses with such job. However, there are people making thousands of dollars with drugs that have no effect, toilets for cats and pet-rocks. In other words, is never about what the world needs but what the world wants.

To shorten what otherwise might become a long list of possible points of failure, it is sufficient to say that counselors may fail in exactly the same ways that their counselees have failed. Consequently, it is important for counselors to examine their own lives and their counseling practices in the light of every failure they detect in others. Counselees become strong reminders of human error and sin and, in that sense, are among the counselor’s most valuable teachers.

If you are like most people, then like most people, you don’t know you’re like most people. The average person doesn’t see herself as average. . . . Most students see themselves as more intelligent than the average student, most business managers see themselves as more competent than the average business manager, and most football players see themselves as having better “football sense” than their teammates. Ninety percent of motorists consider themselves to be safer-than-average drivers, and 94 percent of college professors consider themselves to be better-than-average teachers. Ironically, the bias toward seeing ourselves as better than average causes us to see ourselves as less biased than average too. As one research team concluded, “Most of us appear to believe that we are more athletic, intelligent, organized, ethical, logical, interesting, fair-minded, and healthy—not to mention more attractive—than the average person.”61 So when we tell ourselves stories, we hear a voice we trust—our own. And our voice is smart and honest. Or at least smarter and more honest than most people we know. And this way of looking at ourselves is powerful and compelling. When we have thoughts and feelings, we assume they’re right. We feel like we’re telling ourselves the truth.

Twenty-first-century schooling challenges teachers to balance competing goals for education: equity and excellence, standards and customization, efficiency and relationships.

In the early grades, being in positive classroom climates with friendly, considerate teachers is linked to greater self-regulation, less disruptive behavior, and higher teacher-rated social competence among elementary and middle school students. Middle school teachers whose classrooms support increasing student autonomy and competence can build personal relationships in which students feel known, valued, and respected. Gains in middle grade achievement and reduced levels of disruptive behavior are evidence in classrooms in which expectations are clear, time is used well and productively, and teachers respond effectively to variations in students’ motivation and focus. Similarly, strong, positive, and cooperative relationships with teachers increase high school students’ likelihood of graduating.

Many Catholics think that the deposit of faith lies first and foremost with the hierarchy, with the Pope and the bishops. The model they have in mind is a top-down flow of knowledge and communication, like the commander-in-chief of an army and his staff who hold all the information, make the plans and pass them down to the ranks. The true picture is different. The Church is more like a large family business in which the core of information is carried by all the family members jointly and individually, through a wide range of skill, experience and competence. The Pope and the bishops have the duty and the charism to articulate that knowledge as teachers of the Church. They can only do so by paying careful attention to the sensus fidelium, the faith that lives in the hearts of the faithful.

You see, because parents contribute to their children's underachievement, many teachers “Judge, Lecture and Compete” with them as a way of working on the case. Instead of this, you should Support, mentor and Partner. The idea is to Support not judge. Mentor not Lecture and Partner not Compete. Judging parents wouldn’t get you anywhere especially if those parents are underachievers themselves. Instead look out for ways to support them say by providing the needed information for them to do better. Instead of lecturing them it is better to mentor them –plus you would automatically gain a position as a mentor instead of a critic and they would look up to you as such and lastly, remember, these children are theirs so don’t compete with them on that, instead partner with them concerning these students. In Medical School, there is said to be a protocol taught to nurses and doctors and other relevant hospital personnel to deal with upset persons. It contains 6 steps or ideas , you should look into the protocol and come up with something similar. What better place is there to learn how upset persons who usually are the cause of their problems are than the hospital

In Singin’ in the Rain, Lina Lamont provides both an effective “beard” for Don and Cosmo and a foil, representing both the reason for Don’s “unattached” state and the basis for their mutual contempt for women. Yet the signs are all there to be read for those interested in reading them: Cosmo and Don performing as a burlesque team, in which they sit on each other’s laps and play each other’s violins; Cosmo’s comment to Lina after the premiere of The Royal Rascal, “Yeah, Lina, you looked pretty good for a girl”;30 and their bullying, in “Moses Supposes,” of the fogyish diction coach, figuratively drawn out of his closet only to be ridiculed as an asexual “pansy” who can’t sing and dance (thus both confirming and denying homosexuality at the same time).31 On a broader scale, Kelly’s career as a dancer, offering a more masculinized style of athletic dance (in opposition especially to the stylized grace of Fred Astaire), represented a similar balancing act between, in this case, the feminized occupation of balletic dance and a strong claim of heterosexual masculinity. Significantly, the process of exclusion they use with the diction coach is precisely what Cosmo proposes they apply to Lina in converting The Dueling Cavalier into a musical: “It’s easy to work the numbers. All you have to do is dance around Lina and teach her how to take a bow.” But they also apply the strategy to Kathy, who is only just learning to “dance” in this sense (conveniently so, since Debbie Reynolds had had but little dance training, as noted).32 Early on, we see her dance competently in “All I Do Is Dream of You,” but she then seems extremely tentative in “You Were Meant for Me,” immobile for much of the number, not joining in the singing, and dancing only as Don draws her in (which is, of course, consistent with her character’s development at this point). With “Good Mornin’,” though, she seems to “arrive” as part of the Don-Cosmo team, even though for part of the number she serves as a kind of mannequin—much like the voice teacher in “Moses Supposes,” except that she sings the song proper while Don and Cosmo “improvise” tongue-twisting elaborations between the lines. As the number evolves, their emerging positions within the group become clear. Thus, during their solo clownish dance bits, using their raincoats as props, Kathy and Don present themselves as fetishized love objects, Kathy as an “Island girl” and Don as a matador, while Cosmo dances with a “dummy,” recalling his earlier solo turn in “Make ’em Laugh.

Scott Eastman told me that he “never completely fit in one world.” He grew up in Oregon and competed in math and science contests, but in college he studied English literature and fine arts. He has been a bicycle mechanic, a housepainter, founder of a housepainting company, manager of a multimillion-dollar trust, a photographer, a photography teacher, a lecturer at a Romanian university—in subjects ranging from cultural anthropology to civil rights—and, most unusually, chief adviser to the mayor of Avrig, a small town in the middle of Romania. In that role, he did everything from helping integrate new technologies into the local economy to dealing with the press and participating in negotiations with Chinese business leaders. Eastman narrates his life like a book of fables; each experience comes with a lesson. “I think that housepainting was probably one of the greatest helps,” he told me. It afforded him the chance to interact with a diverse palette of colleagues and clients, from refugees seeking asylum to Silicon Valley billionaires whom he would chat with if he had a long project working on their homes. He described it as fertile ground for collecting perspectives. But housepainting is probably not a singular education for geopolitical prediction. Eastman, like his teammates, is constantly collecting perspectives anywhere he can, always adding to his intellectual range, so any ground is fertile for him.

Recognising competing purposes Although few would have much trouble identifying ‘maximising learning’ as the purpose of the class, there may be several competing purposes in play, all of which are invisible. For students, maximising enjoyment, minimising effort, maximising test scores, maximising learning about something else, and making friends are all likely to be found across the classroom. For the teacher, we can add to that list maximising evaluation scores, which may be closer linked to student satisfaction than to student learning.

In the palm tree courtyard of the Villa Vinea, Nubia finished telling Aristo about her adventures in North Africa and Egypt. ‘Amazing,’ he kept saying. ‘That’s amazing.’ The jasmine-scented courtyard was dimly lit by bronze hanging lamps, some of them were reflected in the mirror smooth pool beside them. The silver light of the rising moon illuminated the tops of the four palm trees. ‘Tomorrow,’ said Aristo softly, ‘I am going to gather all the children together and begin to teach them. It’s what I know how to do, and it will keep them busy and occupied. Do you think that’s a good idea?’ ‘Yes,’ said Nubia. ‘That is a very good idea. You are a wonderful teacher, Aristo.’ The air was filled with the scent of jasmine, but as he moved a little closer she caught a subtle whiff of his musky lavender scent. It made her dizzy. ‘Nubia,’ he said softly. ‘I want to tell you something.’ The tone of his voice made her heart begin to pound. ‘Something you said a few days ago . . . about being old enough for love . . . For a long time I thought . . . But then Flavia said . . . and I couldn’t bear to think . . . I’ve been such a fool . . .’ Nubia couldn’t understand what he was saying. So she willed the pulsing roar in her ears to be quiet and when it was, she heard him say: ‘I loved Miriam so much!’ Nubia felt sick. How could she compete with the most beautiful girl in the Roman Empire? A girl whose beauty would never fade or grow wrinkled? She had been right not to tell Aristo her feelings. He would laugh at her. Or despise her. Or worst of all: pity her. In the darkness she felt him take her hand in his. The shock of his touch was so powerful that she almost cried out. ‘You’re trembling again,’ he said. ‘Are you cold?’ ‘No,’ she whispered. She wanted to cry out: Why do you still love Miriam? She never loved you. But I do. I will always love you. But she knew it would be the worst thing she could do. So instead she snatched her hand from his and ran upstairs and groped her way along the dim corridor to the bedroom and threw herself onto the bed. And in the lonely darkness, she wept.

If instructional expertise and cultural competence, or the ability to teach across difference, are essential to improving student achievement, then teachers are educational leaders with the greatest scope of influence

If there are 3 girls in a class with 11 boys those 3 girls may feel like they don't belong and no amount of preaching about gender equity is going to change that. But if the class is just girls you may get more girls to sign up and the girls will be more comfortable and will likely gain more competence.

Jennings’ and Greenberg’s Prosocial Classroom Model suggests that teachers’ social-emotional competence and well-being affect the classroom management strategies they use, the relationships they form with students, and their ability to implement SEL programs and practices. These factors, in turn, can contribute to a healthy classroom climate that then leads to students’ own academic and SEL success (from Schonert-Reichel, K. 2017, pp. 137-155).

Deci and Ryan identified three key human needs—competence, autonomy, and relatedness or personal connection. Students feel a sense of relatedness when they perceive that their teachers like, value, and respect them. They feel competent when they work at challenging tasks (Tough, 2013, pp. 74-5). These three feelings are far more effective motivators for students than “a deskful of gold stars and blue ribbons.” Deci and Ryan recognize that throughout the day, teachers convey to their students “deep messages about belonging, connection, ability, and opportunity” (quoted by Tough, 2013).

Businesses that compete on price can’t invade your territory. When you’re a boutique business, you’re the expert, you’re the personal consultant, you’re the teacher, you’re the person looking to thrill your customers every single time. THE

Dieters need to know they’re losing weight, even if gradually. We can help learners to weigh their English,  that is to realise their sense of achievement, or competence, in various ways. For example, we can set challenging but manageable tasks, give them tests, record them speak and have them listen a month later and notice the improvement and of course encourage and praise. The same principles apply when learners practise away from class. One reason we need to spend some time in class discussing what the learners do outside class is to create the opportunity for feedback (from the teacher and from fellow students), to say ‘Well done’, ‘Keep it up’ or ‘Go on, give it a go’. In addition, we can provide expert knowledge about which activities are right for them in terms of level and appropriacy.

My role as coach is to help her choose easy materials that boost confidence and so generate a sense of competence; to provide a sense of community by reminding her of the usefulness of her English for her grandchildren, by emailing her frequently, and by encouraging her to write emails to her family in Britain. I remind her of her freedom to choose: which ways to practise English, when to do it and even whether to continue with English or not.

In addition to the problem of teacher competency there is the malignancy of statist-driven political conformity, ideological indoctrination, social engineering, and academic experimentation that have suffused public schools with such agendas as multiculturalism, global warming, and the distortion of American history, among other things.22

This may be at once the curse and the blessing of the modern age, that the ready availability of printed books—and now, electronic versions easily downloadable from virtually anywhere on earth—has enabled teachings to be preserved and passed down, passed around, and disseminated to anyone with even a glimmer of interest. It's a curse, because this ready availability cheapens the teaching by making it that much easier to obtain without all the psychological preparation of periods of intense study, fasting, purification, and other conditioning techniques. The effect of this is noticeable on social media and websites in which serious studies of various forms of esoteric tradition are airily dismissed by casual readers who have difficulty understanding their specialized terminology due to a lack of years of preparatory instruction or even a basic classical education, but still feel competent enough to pass judgment. Yet books are what we have in lieu of the secret society, the midnight initiations, the training by an experienced guru. Books also have preserved essential information from being lost due to persecution by enemies or opponents, or to execution or death by natural causes of lineage holders in sacred traditions (the Chinese invasion of Tibet comes to mind, and the decimation of various sects in Iraq and Afghanistan by the Taliban, the Islamic State, and others beginning with the oppression of the Kurds under Saddam Hussein). A deeper question than we can address adequately in this place is what happens to a tradition if its human teachers are all dead, unable to pass on the oral instruction or the psycho-spiritual techniques of initiation?

Becoming culturally competent in facilitating difficult dialogues on race presupposes that parents and teachers must first do the necessary work of confronting their own biases, prejudices, and assumptions about human behavior. Self-healing must come before other healing.

Evidence has been elicited in this trial of the specific effect of the grossly ineffective teachers on students. The evidence is compelling. Indeed, it shocks the conscience. Based on a massive study, Dr. Chetty testified that a single year in a classroom with a grossly ineffective teacher costs students $1.4 million in lifetime earnings per classroom. Based on a 4 year study, Dr. Kane testified that students in LAUSD [Los Angeles Unified School District] who are taught by a teacher in the bottom 5% of competence lose 9.54 months of learning in a single year compared to students with average teachers.20

In a personalized learning environment, learners demonstrate mastery based on a competency-based model, not on seat time. In this learning environment, teachers are expected to help all learners succeed in mastering skills. Competency-based pathways are a re-engineering of our education system around learning. It is a re-engineering designed for success where failure is no longer an option.

Personalized learning means learners... •    know how they learn best. •    are co-designers of the curriculum and the learning environment. •    have flexible learning anytime and anywhere. •    have a voice in and choice about their learning. •    have quality teachers who are partners in learning. •    use a competency-based model to demonstrate mastery. •    self-direct their learning. •    design their learning path for college and career.

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

Suppose that, through legislation (an artificial means) and through a government-run school voucher program (an artificially created market), public schools are privatized. "Natural evolution" will then take place: Schools will have to compete, only the best competitors will survive, and those schools that cannot compete will cease to exist. The surviving schools, by the Folk Theory of the Best Result, will be the best schools. It is an argument entirely based on two metaphors and a folk theory, all of which derive from Strict Father morality. Many people do not notice that Evolution Is Survival Of The Best Competitor is, indeed, a metaphor, much less a Strict Father metaphor. One way to reveal its metaphorical character is to contrast it with a metaphor for evolution that takes the perspective of Nurturant Parent morality: Evolution Is The Survival Of The Best Nurtured. Here "best nurtured" is taken to include both literal nurturing by parents and others and metaphorical nurturing by nature itself. Where fitting an ecological niche is being metaphorized as winning a competition in one case, it is metaphorized as being cared for by nature in the other. Both are metaphors for evolution, but they have very different entailments, especially when combined with the metaphor Natural Change Is Evolution and the folk theory that evolution yields the best result. Putting these together yields a very different composite metaphor for natural change, namely, Natural Change Is The Survival Of The Best Nurtured, which produces the best result. Applied to the issue of whether public schools should be privatized, this metaphor would entail that they should not be. Rather, public schools need to be "better nurtured," that is, given the resources they need to improve: better-trained and better-paid teachers, smaller classes, better facilities, programs for involving parents, community involvement, and so on.

Because of a profound, deep-seated doubt in their own competence, which begins in early childhood, girls become convinced that they must have protection if they are going to survive. This belief is bred into women by misguided social expectations (...) Girls are trained very differently than boys. The training leads to their becoming adults who stay stuck in jobs beneath their capabilities. It leads them to feel intimidated by the men they marry, and to defer to them in the hope of being protected. It even leads (...) to the crippling of women's intellectual abilities. Long praised by teachers for being diligent and dutiful in school, we who rely on dutifulness to get us by in the professional world son find ourselves being treated as if we were not quite grown up. (...) Not to be taken seriously. And (...) easily exploitable. (...) The way girls are socialized continues to predetermine an agonizing conflict over the psychological independence that's necessary if women are ever to spring free and take their place in the sun.

There is no one who can undertake this task for you. The student's hunger can never be satisfied by his teacher's eating a meal for him. It is like competing in a marathon. The winner will only be the person who is either the fittest or the most determined. It is solely up to the individual to win the race. Likewise, to achieve the aim of your practice, do not be distracted by things that are not related to this task. For the time being, just let everything else remain as it is and put it out of your mind. Only when you are awakened willl you be able to truly benefit others.

Our influence on the way our kids turn out is limited. We’re competing, of course, with genetics, peers, culture, and the other adults (nannies, teachers, grandparents, coaches) in our children’s lives. Parents can claim maybe 20 percent to 50 percent of the influence, researchers say.

Perfection doesn’t exist, and I’ve found that what makes children happy doesn’t always prepare them to be courageous, engaged adults. The same is true for schools. I haven’t encountered a single problem that isn’t attributed to some combination of parental, teacher, administrative, and/or student disengagement and the clash of competing stakeholders vying to define one purpose.

As Christian parents, pastors, teachers, and youth group leaders, we constantly see young people pulled down by the undertow of powerful cultural trends. If all we give them is a “heart” religion, it will not be strong enough to counter the lure of attractive but dangerous ideas. Young believers also need a “brain” religion—training in worldview and apologetics—to equip them to analyze and critique the competing worldviews they will encounter when they leave home.

Clue After a night of reflection, a thorough look at all of Lien’s notes and carefully plotted data, Paul had doubts about his reasoning ability.  He concluded that while at one time he had been competent enough as both a surgeon and teacher, much of that skill and knowledge had eroded with time—the objective to their research project eluded him.   Funny,

In all such interpersonal relations, principles previously set forth in other sections of this book are applicable. The teacher must be careful to stress the urgency for reconciliation, the need for forgiveness and help, the importance of first removing the log from one’s own eye, and the necessity for attacking problems rather than people.

What is the book (or books) you’ve given most as a gift, and why? Or what are one to three books that have greatly influenced your life? Mastery by George Leonard. I first read this book 20 years ago, after reading Leonard’s Esquire article, the seed from which the book grew. Leonard wrote the book to share lessons from becoming an Aikido master teacher, despite starting practice at the advanced age of 47. I raced through its 170-plus pages in a state of almost feverish excitement, so strongly did it affirm our swimming method. The book helped me see swimming as an ideal vehicle for teaching the mastery habits and behaviors closely interwoven with our instruction in the physical techniques of swimming. I love this book because it is as good a guide as I’ve ever seen to a life well lived. A brief summary: Life is not designed to hand us success or satisfaction, but rather to present us with challenges that make us grow. Mastery is the mysterious process by which those challenges become progressively easier and more satisfying through practice. The key to that satisfaction is to reach the nirvana in which love of practice for its own sake (intrinsic) replaces the original goal (extrinsic) as our grail. The antithesis of mastery is the pursuit of quick fixes. My five steps to mastery: Choose a worthy and meaningful challenge. Seek a sensei or master teacher (like George Leonard) to help you establish the right path and priorities. Practice diligently, always striving to hone key skills and to progress incrementally toward new levels of competence. Love the plateau. All worthwhile progress occurs through brief, thrilling leaps forward followed by long stretches during which you feel you’re going nowhere. Though it seems as if we’re making no progress, we are turning new behaviors into habits. Learning continues at the cellular level . . . if you follow good practice principles. Mastery is a journey, not a destination. True masters never believe they have attained mastery. There is always more to be learned and greater skill to be developed.

wasn't that they didn't have at least a core cadre of competent teachers and scientists. It was that the Legislaturalists had managed to hobble the general system with so much political indoctrination and water it down with so much 'feel-good' insistence on passing students regardless of their actual academic achievements, that the ratio of competent researchers to useless drones was so far lower than Manticore's. Research priorities tended to be assigned on the basis of who the researchers' patrons were, rather than any impartial analysis of potential benefits, too.

I should have made my meaning plainer,” said Professor McGonagall, turning at last to look Umbridge directly in the eyes. “He has achieved high marks in all Defense Against the Dark Arts tests set by a competent teacher.

The first hints of this emerged in the early and mid-1990s, at the tail end of the crack epidemic. Suniya Luthar is now sixty-two, with an infectious smile, bright brown eyes, and short snow-white hair. Back then, she was a fledgling psychologist working as an assistant professor and researcher in the department of psychiatry at the Yale School of Medicine. She was studying resiliency among teenagers in low-income urban communities, and one of her early findings was that the most popular kids were also among the most destructive and aggressive at school. Was this a demographic phenomenon, she wondered, or merely an adolescent one, this tendency to look up to peers who acted out? To find out, she needed a comparison group. A research assistant suggested they recruit students from his former high school in an affluent suburb. Luthar’s team ultimately enlisted 488 tenth graders—about half from her assistant’s high school and half from a scruffy urban high school. The affluent community’s median household income was 80 percent higher than the national median, and more than twice that of the low-income community. The rich community also had far fewer families on food stamps (0.3 percent vs. 19 percent) and fewer kids getting free or reduced-price school lunches (1 percent vs. 86 percent). The suburban teens were 82 percent white, while the urban teens were 87 percent nonwhite. Luthar surveyed the kids, asking a series of questions related to depression and anxiety, drug use ranging from alcohol and nicotine to LSD and cocaine, and participation in delinquent acts at home, at school, and in the community. Also examined were grades, “social competence,” and teachers’ assessments of each student. After crunching the numbers, she was floored. The affluent teens fared poorly relative to the low-income teens on “all indicators of substance use, including hard drugs.” This flipped the conventional wisdom on its head. “I was quite taken aback,” Luthar recalls.

The globally competent teacher is not looking to change the world, he is looking to influence the world. His students have a mind of their own and he respects that. His answers expand their minds and prompt them to question their prior knowledge. His focus is on confirming their goals not on convincing them to take up new goals

In hiring black teachers for segregated schools during Jim Crow, a leading southern official, Hoke Smith, made a deliberate decision: “When two Negro teachers applied to a school, to ‘take the less competent.’ ” It was a nakedly creative way to cripple black prospects for achievement. It put black children under the instruction of the least qualified teachers. It passed over the brightest, most accomplished applicants—in fact, punished excellence—while elevating the mediocre in a purposeful distortion of meritocracy. All of this created dissension in the lowest caste over the patent unfairness and worked to crush the ambitions of those with the most talent. In these and other ways, the caste system trained the people in the lowest caste that the only way to survive was to play the comforting role of servile incompetent. The caste system all but ensured black failure by preempting success.

When two Negro teachers applied to a school, to ‘take the less competent.’ ” It was a nakedly creative way to cripple black prospects for achievement. It put black children under the instruction of the least qualified teachers. It passed over the brightest, most accomplished applicants—in fact, punished excellence—while elevating the mediocre in a purposeful distortion of meritocracy.

One should waste as little effort as possible on improving areas of low competence. It takes far more energy and work to improve from incompetence to mediocrity than it takes to improve from first-rate performance to excellence. And yet most people—especially most teachers and most organizations—concentrate on making incompetent performers into mediocre ones. Energy, resources, and time should go instead to making a competent person into a star performer.

We also learn to hook the attention of other humans, and we develop a need for attention which can become very competitive. Children compete for the attention of their parents, their teachers, their friends. “Look at me! Look at what I’m doing! Hey, I’m here.” The need for attention becomes very strong and continues into adulthood.

So it seems that the core of the enlightenment, as declared by Immanuel Kant, is still the basis for education: Enlightenment is humanity’s emergence from her self-imposed immaturity. (Kant, 1784) A democracy (and the self-determination of the people in a community) can only function if the people involved in this process have the skills and competencies to act maturely in the spirit of Kant.