Connecting With Students Quotes

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Please try to remember that what they believe, as well as what they do and cause you to endure does not testify to your inferiority but to their inhumanity
James Baldwin (Holt McDougal Library, High School with Connections: Student Text The Fire Next Time)
The impossible is the least that one can demand.
James Baldwin (Holt McDougal Library, High School with Connections: Student Text The Fire Next Time)
As I sat dumbfounded, seemingly paralyzed in my corner, resorting to my old, reliable strategy of scribbling when unsure of how to respond to Sanjit, Sanjit appended his counsel with a dose of silence – one reminiscent to that of a few days prior. The students looked upward and downward, fans to notes to pens to toes, outward and inward, peers to souls, and of course, toward the direction of the perceived elephant in the room, Sanjit’s books. Simultaneously, Sanjit confidently and patiently searched among the students before finding my eyes; once connected, the lesson moved forward.
Colin Phelan (The Local School)
I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created.
bell hooks
Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.
Parker J. Palmer (The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life)
Creativity is just connecting things. When you ask creative people how they did something, they feel a little guilty because they didn’t really do it, they just saw something.” (Steve Jobs)
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
John Dewey reminded us that the value of what students do 'resides in its connection with a stimulation of greater thoughtfulness, not in the greater strain it imposes.
Alfie Kohn
[Reverend James] Dobson says that the [Spongebob Squarepants] video would be watched by millions of elementary school students and includes a reference to being 'tolerant of differences.' The nerve! Who does Spongebob think he is? Jesus Christ? Tolerance will not be, uh, tolerated. Oh, and tolerance is quite possibly closesly connected to gay-ance.
Celia Rivenbark (Belle Weather: Mostly Sunny with a Chance of Scattered Hissy Fits)
There is an intimate connection between our moral life and our intellectual life. Sometimes I think the history of our times can be described as an argument about whether or not this connection is true.
James V. Schall (A Student's Guide to Liberal Learning)
Rin had dealt with verbal abuse from the Fangs for years. Hearing insults from this boy hardly fazed her. But slandering Tutor Feyrik, the man who had delivered her from Tikany, who had saved her from a miserable future in a forced marriage . . . that was unforgivable. Rin took two steps toward the boy and punched him in the face. Her fist connected with his eye socket with a pleasant popping noise. The boy staggered backward into the students behind him, nearly toppling to the ground. “You bitch!” he screeched. He righted himself and rushed at her. She shrank back, fists raised.
R.F. Kuang (The Poppy War (The Poppy War, #1))
What advice would you give to a smart, driven college student about to enter the “real world”? What advice should they ignore? I’m probably hopelessly out of date but my advice is get real-world experience: Be a cowboy. Drive a truck. Join the Marine Corps. Get out of the hypercompetitive “life hack” frame of mind. I’m 74. Believe me, you’ve got all the time in the world. You’ve got ten lifetimes ahead of you. Don’t worry about your friends “beating” you or “getting somewhere” ahead of you. Get out into the real dirt world and start failing. Why do I say that? Because the goal is to connect with your own self, your own soul. Adversity. Everybody spends their life trying to avoid it. Me too. But the best things that ever happened to me came during the times when the shit hit the fan and I had nothing and nobody to help me. Who are you really? What do you really want? Get out there and fail and find out.
Timothy Ferriss (Tribe Of Mentors: Short Life Advice from the Best in the World)
Teaching social science is at its best meant assisting students in making connections across time and place, both seeking common humanity and coming to understand broad historical and political forces.
Mike Rose (Possible Lives: The Promise of Public Education in America)
I am thinking of the everyday ways that conscientious, well-to-do parents help their kids. Even the best, most inclusive educational system would be hard pressed to equip students from poor backgrounds to compete on equal terms with children from families that bestow copious amounts of attention, resources, and connections
Michael J. Sandel (The Tyranny of Merit: What's Become of the Common Good?)
You care deeply about big important things. You also care deeply about small important things. Keep caring.
Kathryn Fishman-Weaver (Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools)
In Aikido training, we learn from everyone. We learn from the most experience people, but we also learn from new students. Everyone is connected through the heart and develops a mutual understanding. It is important to create a place where that can happen.
Linda Holiday (Journey to the Heart of Aikido: The Teachings of Motomichi Anno Sensei)
The Jedi had always preached against forming connections, to prevent their acolytes from putting too much value in any one relationship. In so doing, they had unwittingly trained their students to be the perfect fugitives, able to cut and run at any moment. As long as they didn’t stop to care, they could go on indefinitely.
John Jackson Miller (A New Dawn)
Labor builds us in ways that games and gyms can't. When you build a house, you have both a house and a builder. When you plant a garden, you have fruits and vegetables, and a gardener, too. When you teach, if you remain open to your students and discovery itself, you have a lifetime of learning. When you tend to someone, you build your own empathy and compassion.
Shellen Lubin
Now, Woolf calls her fictional bastion of male privilege Oxbridge, so I'll call mine Yarvard. Even though she cannot attend Yarvard because she is a woman, Judith cheerfully applies for admission at, let's call it, Smithcliff, a prestigious women's college. She is denied admission on the grounds that the dorms and classrooms can't accommodate wheelchairs, that her speech pattern would interfere with her elocution lessons, and that her presence would upset the other students. There is also the suggestion that she is not good marriage material for the men at the elite college to which Smithcliff is a bride-supplying "sister school." The letter inquires as to why she hasn't been institutionalized. When she goes to the administration building to protest the decision, she can't get up the flight of marble steps on the Greek Revival building. This edifice was designed to evoke a connection to the Classical world, which practiced infanticide of disabled newborns.
Rosemarie Garland-Thomson
One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution.
George Pólya (How to Solve It: A New Aspect of Mathematical Method (Princeton Science Library, 34))
As observers of totalitarianism such as Victor Klemperer noticed, truth dies in four modes, all of which we have just witnessed. The first mode is the open hostility to verifiable reality, which takes the form of presenting inventions and lies as if they were facts. The president does this at a high rate and at a fast pace. One attempt during the 2016 campaign to track his utterances found that 78 percent of his factual claims were false. This proportion is so high that it makes the correct assertions seem like unintended oversights on the path toward total fiction. Demeaning the world as it is begins the creation of a fictional counterworld. The second mode is shamanistic incantation. As Klemperer noted, the fascist style depends upon “endless repetition,” designed to make the fictional plausible and the criminal desirable. The systematic use of nicknames such as “Lyin’ Ted” and “Crooked Hillary” displaced certain character traits that might more appropriately have been affixed to the president himself. Yet through blunt repetition over Twitter, our president managed the transformation of individuals into stereotypes that people then spoke aloud. At rallies, the repeated chants of “Build that wall” and “Lock her up” did not describe anything that the president had specific plans to do, but their very grandiosity established a connection between him and his audience. The next mode is magical thinking, or the open embrace of contradiction. The president’s campaign involved the promises of cutting taxes for everyone, eliminating the national debt, and increasing spending on both social policy and national defense. These promises mutually contradict. It is as if a farmer said he were taking an egg from the henhouse, boiling it whole and serving it to his wife, and also poaching it and serving it to his children, and then returning it to the hen unbroken, and then watching as the chick hatches. Accepting untruth of this radical kind requires a blatant abandonment of reason. Klemperer’s descriptions of losing friends in Germany in 1933 over the issue of magical thinking ring eerily true today. One of his former students implored him to “abandon yourself to your feelings, and you must always focus on the Führer’s greatness, rather than on the discomfort you are feeling at present.” Twelve years later, after all the atrocities, and at the end of a war that Germany had clearly lost, an amputated soldier told Klemperer that Hitler “has never lied yet. I believe in Hitler.” The final mode is misplaced faith. It involves the sort of self-deifying claims the president made when he said that “I alone can solve it” or “I am your voice.” When faith descends from heaven to earth in this way, no room remains for the small truths of our individual discernment and experience. What terrified Klemperer was the way that this transition seemed permanent. Once truth had become oracular rather than factual, evidence was irrelevant. At the end of the war a worker told Klemperer that “understanding is useless, you have to have faith. I believe in the Führer.
Timothy Snyder (On Tyranny: Twenty Lessons from the Twentieth Century)
Moreover, grandmothers of students who aren't doing so well in class are at even higher risk - students who are failing are fifty times more likely to lose a grandmother compared with non-failing students. In a paper exploring this sad connection, Adam speculates that the phenomenon is due to intrafamilial dynamics, which is to say, students' grandmothers care so much about their grandchildren that they worry themselves to death over the outcome of exams.
Dan Ariely (The Honest Truth About Dishonesty: How We Lie to Everyone - Especially Ourselves)
...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)
Adam J. Banks (Digital Griots: African American Rhetoric in a Multimedia Age (Studies in Writing and Rhetoric))
Having neurons wire together can be a good thing. A positive experience with a math teacher can lead to neural connections that link math with pleasure, accomplishment, and feeling good about yourself as a student. But the opposite is equally true. Negative experiences with a harsh instructor or a timed test and the anxiety that accompanies it can form connections in the brain that create a serious obstacle to the enjoyment not only of math and numbers, but exams and even school in general.
Daniel J. Siegel (No-Drama Discipline: The Whole-Brain Way to Calm the Chaos and Nurture Your Child's Developing Mind)
Whether white, black, Asian, or Latino, American students rarely arrive at college as habitual readers, which means that few of them have more than a nominal connection to the past. It is absurd to speak, as does the academic left, of classic Western texts dominating and silencing everyone but a ruling elite or white males. The vast majority of white students do not know the intellectual tradition that is allegedly theirs any better than black or brown ones do. They have not read its books, and when they do read them, they may respond well, but they will not respond in the way that the academic left supposes. For there is only one ‘hegemonic discourse’ in the lives of American undergraduates, and that is the mass media. Most high schools can't begin to compete against a torrent of imagery and sound that makes every moment but the present seem quaint, bloodless, or dead.
David Denby (Great Books: My Adventures with Homer, Rousseau, Woolf, and Other Indestructible Writers of the Western World)
The student thought again that if Vasilisa wept and her daughter was troubled, then obviously what he had just told them, something that had taken place nineteen centuries ago, had a relation to the present––to both women, and probably to this desolate village, to himself, to all people. . .The past, he thought, is connected with the present in an unbroken chain of events flowing one out of the other. And it seemed to him that he had just seen both ends of that chain: he touched one end, and the other moved. - The Student
Anton Chekhov (Selected Stories of Anton Chekhov)
No one then considered the privilege implied in the fact that white literature was the core curriculum and black literature was the elective. And with no people of color in the student body, it was as if we were studying an ancient civilization with no connection to our lives.
JoeAnn Hart (Stamford '76: A True Story of Murder, Corruption, Race, and Feminism in the 1970s)
human intelligence and creativity, today more than ever, are tied to connecting—synchronizing—people, tools, texts, digital and social media, virtual spaces, and real spaces in the right ways, in ways that make us Minds and not just minds, but also better people in a better world.
James Paul Gee (The Anti-Education Era: Creating Smarter Students through Digital Learning)
In the original form of the word, to worry someone else was to harass, strangle, or choke them. Likewise, to worry oneself is a form of self-harassment. To give it less of a role in our lives, we must understand what it really it is. Worry is the fear we manufacture—it is not authentic. If you choose to worry about something, have at it, but do so knowing it’s a choice. Most often, we worry because it provides some secondary reward. There are many variations, but a few of the most popular follow. Worry is a way to avoid change; when we worry, we don’t do anything about the matter. Worry is a way to avoid admitting powerlessness over something, since worry feels like we’re doing something. (Prayer also makes us feel like we’re doing something, and even the most committed agnostic will admit that prayer is more productive than worry.) Worry is a cloying way to have connection with others, the idea being that to worry about someone shows love. The other side of this is the belief that not worrying about someone means you don’t care about them. As many worried-about people will tell you, worry is a poor substitute for love or for taking loving action. Worry is a protection against future disappointment. After taking an important test, for example, a student might worry about whether he failed. If he can feel the experience of failure now, rehearse it, so to speak, by worrying about it, then failing won’t feel as bad when it happens. But there’s an interesting trade-off: Since he can’t do anything about it at this point anyway, would he rather spend two days worrying and then learn he failed, or spend those same two days not worrying, and then learn he failed? Perhaps most importantly, would he want to learn he had passed the test and spent two days of anxiety for nothing? In Emotional Intelligence, Daniel Goleman concludes that worrying is a sort of “magical amulet” which some people feel wards off danger. They believe that worrying about something will stop it from happening. He also correctly notes that most of what people worry about has a low probability of occurring, because we tend to take action about those things we feel are likely to occur. This means that very often the mere fact that you are worrying about something is a predictor that it isn’t likely to happen!
Gavin de Becker (The Gift of Fear: Survival Signals That Protect Us from Violence)
The wealthy and powerful have rigged the system to perpetuate their privilege; the professional classes have figured out how to pass their advantages on to their children, converting the meritocracy into a hereditary aristocracy; colleges that claim to select students on merit give an edge to the sons and daughters of the wealthy and the well-connected. According to this complaint, meritocracy is a myth, a distant promise yet to be redeemed.14
Michael J. Sandel (The Tyranny of Merit: What's Become of the Common Good?)
The object of the theoretical (as separate from the practical) Qabalah, insofar as this thesis is concerned, is to enable the student to do three main things: First, to analyze every idea in terms of the Tree of Life. Second, to trace a necessary connection and relation between every and any class of ideas by referring them to this standard of comparison. Third, to translate any unknown system of symbolism into terms of any known one by its means.
Israel Regardie (A Garden of Pomegranates: Skrying on the Tree of Life)
IN 1953, STANLEY Miller, a graduate student at the University of Chicago, took two flasks—one containing a little water to represent a primeval ocean, the other holding a mixture of methane, ammonia, and hydrogen sulphide gases to represent Earth’s early atmosphere—connected them with rubber tubes, and introduced some electrical sparks as a stand-in for lightning. After a few days, the water in the flasks had turned green and yellow in a hearty broth of amino acids, fatty acids, sugars, and other organic compounds. “If God didn’t do it this way,” observed Miller’s delighted supervisor, the Nobel laureate Harold Urey, “He missed a good bet.
Bill Bryson (A Short History of Nearly Everything)
The following year, students at Duke University and the University of North Carolina, which were not yet connected to the Internet, developed another system, hosted on personal computers, which featured threaded message-and-reply discussion forums. It became known as “Usenet,” and the categories of postings on it were called “newsgroups.
Walter Isaacson (The Innovators: How a Group of Hackers, Geniuses, and Geeks Created the Digital Revolution)
Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.
Monique W. Morris (Pushout: The Criminalization of Black Girls in Schools)
Who, for example, would have ever predicted that the high school student who uses too many verbs in her college admissions essay is likely to make lower grades in college? Or that the poet who overuses the word I in his poetry is at higher risk of suicide? Or that a certain world leader’s use of pronouns could reliably presage whether he’d lead his country into war? By looking more carefully at the ways people convey their thoughts in language we can begin to get a sense of their personalities, emotions, and connections with others.
James W. Pennebaker (The Secret Life of Pronouns: What Our Words Say About Us)
but the only criterion is the question of whether something adds to a discussion in the slip-box. The only thing that matters is that it connects or is open to connections.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
the kids who can’t adapt to school’s tedium are diagnosed with ADHD and are put on powerful psychoactive drugs, which have the immediate effect of reducing their spontaneity so they can attend to the teacher and complete the senseless busywork. Nobody knows the long-term effects of these drugs on the human brain, but research with animals suggests that one effect may be to interfere with the normal development of the brain connections that lead children generally to become more controlled, less impulsive, with age and maturity.13 Perhaps that helps to explain why today we see more and more cases of ADHD extending into adulthood. As with lots of psychoactive drugs, the drugs used to treat ADHD may be creating long-term dependency.
Peter O. Gray (Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life)
I want my students to learn what life readers know: reading is its own reward. Reading is a university course in life; it makes us smarter by increasing our vocabulary and background knowledge of countless topics. Reading allows us to travel to destinations that we will never experience outside of the pages of a book. Reading is a way to find friends who have the same problems we do and who can give advice on solving those problems. Through reading, we can witness all that is noble, beautiful, or horrifying about other human beings. From a book’s characters, we can learn how to conduct ourselves. And most of all, reading is a communal act that connects you to other readers, comrades who have traveled to the same remarkable places that you have and been changed by them, too. Rewarding reading with prizes cheapens it, and undermines students’ chance to appreciate the experience of reading for the possibilities that it brings to their life. For students who read a lot, these programs are neither an incentive, nor a challenge. Yes, my classes participate in the schoolwide incentive programs when they are offered; after all, they would blaze past the requirements anyway. But I never let my students lose sight of what the true prize is; an appreciation of reading will add more to their life than a hundred days at Six Flags ever could.
Donalyn Miller (The Book Whisperer: Awakening the Inner Reader in Every Child)
What does help for true, useful learning is to connect a piece of information to as many meaningful contexts as possible, which is what we do when we connect our notes in the slip-box with other notes.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
Assigning keywords is much more than just a bureaucratic act. It is a crucial part of the thinking process, which often leads to a deeper elaboration of the note itself and the connection to other notes.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
Stanford University's psychologist Carol Dweck and her colleagues have discovered that what you believe about intellectual ability—whether you think it's a fixed gift, or an earned ability that can be developed—makes a difference to your behavior, persistence, and performance. Students who see ability as fixed—as a gift—are more vulnerable to setbacks and difficulties. And stereotypes, as Dweck rightly points out, "are stories about gifts—who has them and who doesn't." Dweck and her colleagues are shown that when students are encouraged to see math ability as something that grows with effort—pointing out, for example, that the brain forges new connections and develops better ability every time they practice a task—grades improve and gender gaps diminish (relative to groups given control interventions).
Cordelia Fine (Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference)
It is not easy for students to realize that to ask, as they often do, whether God exists and is merciful, just, good, or wrathful, is simply to project anthropomorphic concepts into a sphere to which they do not pertain. As the Upaniṣads declare: 'There, words do not reach.' Such queries fall short of the question. And yet—as the student must also understand—although that mystery is regarded in the Orient as transcendent of all thought and naming, it is also to be recognized as the reality of one’s own being and mystery. That which is transcendent is also immanent. And the ultimate function of Oriental myths, philosophies, and social forms, therefore, is to guide the individual to an actual experience of his identity with that; tat tvam asi ('Thou art that') is the ultimate word in this connection. By contrast, in the Western sphere—in terms of the orthodox traditions, at any rate, in which our students have been raised—God is a person, the person who has created this world. God and his creation are not of the same substance. Ontologically, they are separate and apart. We, therefore, do not find in the religions of the West, as we do in those of the East, mythologies and cult disciplines devoted to the yielding of an experience of one’s identity with divinity. That, in fact, is heresy. Our myths and religions are concerned, rather, with establishing and maintaining an experience of relationship—and this is quite a different affair. Hence it is, that though the same mythological images can appear in a Western context and an Eastern, it will always be with a totally different sense. This point I regard as fundamental.
Joseph Campbell (The Mythic Dimension - Comparative Mythology)
Some powerful defining moments contain all four elements. Think of YES Prep’s Senior Signing Day: the ELEVATION of students having their moment onstage, the INSIGHT of a sixth grader thinking That could be me, the PRIDE of being accepted to college, and the CONNECTION of sharing the day with an arena full of thousands of supportive people. (See the footnote for a mnemonic to remember this framework for defining moments.)
Chip Heath (The Power of Moments: Why Certain Moments Have Extraordinary Impact)
David Levin, ‘prefers the distance of vision … even when it means dehumanisation’.149 But in this he was pursuing the belief that acknowledging our relationship with the world will make it obtrude. In reality it obtrudes more when not acknowledged. The baggage gets on board, as Dennett puts it, without being inspected. In a scientific paper, one may not say ‘I saw it happen’, but ‘the phenomenon was observed’. In Japan, however, science students, who ‘observe’ phenomena, do so with quite a different meaning, and in quite a different spirit, from their Western counterparts. The word kansatsu, which is translated as ‘observe’, is closer to the meaning of the word ‘gaze’, which we use only when we are in a state of rapt attention in which we lose ourselves, and feel connected to the other. The syllable kan in kansatsu contains the nuance that the one who gazes comes to feel a ‘one-body-ness’ with the object of gaze.150
Iain McGilchrist (The Master and His Emissary: The Divided Brain and the Making of the Western World)
I settled into a contented routine of working, spending my free time with Veronica and, back in my student room, wanking explosively to fantasies of her splayed beneath me or arched above me. Daily intimacy made me proud of knowing about make-up, clothes policy, the feminine razor, and the mystery and consequences of a woman’s periods. I found myself envying this regular reminder of something so wholly female and defining, so connected to the great cycle of nature.
Julian Barnes (The Sense of an Ending)
The common Calvinist experience of life as a refugee, or of being part of a host community that received refugees, led to lasting international connections between individuals and communities...As churches became established in Switzerland, the Palatinate, Scotland, England and Bearn, and the churches in the Netherlands, France, Hungary and Poland battled for legal recognition and survival, princely courts, noble houses, universities and colleges also became locations for interactions between many Calvinists. Theologians, clergy, students, booksellers, merchants, diplomats, courtiers and military officers became involved in networks of personal contacts, correspondence, teaching and negotiation.
Thurgood Marshall
The extreme rarity of transitional forms in the fossil record persists as the trade secret of paleontology. The evolutionary trees that adorn our text- books have data only at the tips and nodes of their branches; the rest is inference, however reasonable, not the evidence of fossils. Yet Darwin was so wedded to gradualism that he wagered his entire theory on a denial of this literal record: "The geological record is extremely imperfect and this fact will to a large extent explain why we do not find interminable varieties, connecting together all the extinct and existing forms of life by the finest graduated steps, He who rejects these views on the nature of the geological record, will rightly reject my whole theory." Darwin's argument still persists as the favored escape of most paleontologists from the embarrassment of a record that seems to show so little of evolution. In exposing its cultural and methodological roots, I wish in no way to impugn the potential validity of gradualism (for all general views have similar roots). I wish only to point out that it was never -seen- in the rocks. Paleontologists have paid an exorbitant price for Darwin's argument. We fancy ourselves as the only true students of life's history, yet to preserve our favored account of evolution by natural selection we view our data as so bad that we never see the very process we profess to study. [Evolution’s Erratic Pace - "Natural History," May, 1977]
Stephen Jay Gould
These links can help us to find surprising connections and similarities between seemingly unrelated topics. Patterns might not become visible right away, but they might emerge after multiple note-to-note links between two topics have been established.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
The teachers introduced a program that explicitly trained the students to construct coherent arguments, with a focus on the connections between successive ideas. It was a radical shift from the kind of assignment that dominates high school writing instruction today, in which students are asked to write memoirs and personal reflections. The students showed dramatic improvements in their test scores in several subjects, and many more of them graduated from high school and applied to college. It’s no coincidence that
Steven Pinker (The Sense of Style: The Thinking Person's Guide to Writing in the 21st Century)
The number one thing I stress when students come to see me is that there is a direct connection between your hand and your brain, and the act of rewriting and organizing your notes is essential to breaking large amounts of information down into smaller digestible chunks. I have many students who prefer to type their notes in a Word document or on slides, and when these students are struggling, the first thing I recommend is to quit typing and start writing. In every case, they perform better on the next section of material.
Barbara Oakley (A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra))
When I first read The Rebel, this splendid line came leaping from the page like a dolphin from a wave. I memorized it instantly, and from then on Camus was my man. I wanted to write like that, in a prose that sang like poetry. I wanted to look like him. I wanted to wear a Bogart-style trench coat with the collar turned up, have an untipped Gauloise dangling from my lower lip, and die romantically in a car crash. At the time, the crash had only just happened. The wheels of the wrecked Facel Vega were practically still spinning, and at Sydney University I knew exiled French students, spiritually scarred by service in Indochina, who had met Camus in Paris: one of them claimed to have shared a girl with him. Later on, in London, I was able to arrange the trench coat and the Gauloise, although I decided to forgo the car crash until a more propitious moment. Much later, long after having realized that smoking French cigarettes was just an expensive way of inhaling nationalized industrial waste, I learned from Olivier Todd's excellent biography of Camus that the trench coat had been a gift from Arthur Koestler's wife and that the Bogart connection had been, as the academics say, no accident. Camus had wanted to look like Bogart, and Mrs. Koestler knew where to get the kit. Camus was a bit of an actor--he though, in fact, that he was a lot of an actor, although his histrionic talent was the weakest item of his theatrical equipment--and, being a bit of an actor, he was preoccupied by questions of authenticity, as truly authentic people seldom are. But under the posturing agonies about authenticity there was something better than authentic: there was something genuine. He was genuinely poetic. Being that, he could apply two tests simultaneously to his own language: the test of expressiveness, and the test of truth to life. To put it another way, he couldn't not apply them.
Clive James (Cultural Amnesia: Necessary Memories from History and the Arts)
During the school year, I practically lived in Dongguk’s modern, glass-walled library, with its stacks of tantalizing books and its high-speed Internet access. It became my playground, my dining room, and sometimes my bedroom. I liked the library best late at night, when there were fewer students around to distract me. When I needed a break, I took a walk out to a small garden that had a bench overlooking the city. I often bought a small coffee from a vending machine for a few cents and just sat there for a while, staring into the sea of lights that was metropolitan Seoul. Sometimes I wondered how there could be so many lights in this place when, just thirty-five miles north of here, a whole country was shrouded in darkness. Even in the small hours of the morning, the city was alive with flashing signs and blinking transmission towers and busy roadways with headlights traveling along like bright cells pumping through blood vessels. Everything was so connected, and yet so remote. I would wonder: Where is my place out there? Was I a North Korean or a South Korean? Was I neither?
Yeonmi Park (In Order to Live: A North Korean Girl's Journey to Freedom)
The bishop has pushed himself to the limits of his reputation to avoid any connection to the distasteful funeral going on across the way. Yet he knows, along with all of Copenhagen, that the events below are all anyone is talking about. They will be in all the papers tomorrow, and the next day, and the next. It is of paramount importance that these papers record that the newly minted Bishop of all Denmark, Hans L. Martensen, shepherd to the nation, was not present at the burial of his former student, now the scourge of all Christendom, Søren Kierkegaard.
Stephen Backhouse (Kierkegaard: A Single Life)
If you teach a student facts, concepts, and rules, those things go into long-term memory as individual pieces, and if a student then wishes to do something with them—use them to solve a problem, reason with them to answer a question, or organize and analyze them to come up with a theme or a hypothesis—the limitations of attention and short-term memory kick in. The student must keep all of these different, unconnected pieces in mind while working with them toward a solution. However, if this information is assimilated as part of building mental representations aimed at doing something, the individual pieces become part of an interconnected pattern that provides context and meaning to the information, making it easier to work with. As we saw in chapter 3, you don’t build mental representations by thinking about something; you build them by trying to do something, failing, revising, and trying again, over and over. When you’re done, not only have you developed an effective mental representation for the skill you were developing, but you have also absorbed a great deal of information connected with that skill.
K. Anders Ericsson (Peak: Secrets from the New Science of Expertise)
The bartender is Irish. Jumped a student visa about ten years ago but nothing for him to worry about. The cook, though, is Mexican. Some poor bastard at ten dollars an hour—and probably has to wash the dishes, too. La Migra take notice of his immigration status—they catch sight of his bowl cut on the way home to Queens and he’ll have a problem. He looks different than the Irish and the Canadians—and he’s got Lou Dobbs calling specifically for his head every night on the radio. (You notice, by the way, that you never hear Dobbs wringing his hands over our border to the North. Maybe the “white” in Great White North makes that particular “alien superhighway” more palatable.) The cook at the Irish bar, meanwhile, has the added difficulty of predators waiting by the subway exit for him (and any other Mexican cooks or dishwashers) when he comes home on Friday payday. He’s invariably cashed his check at a check-cashing store; he’s relatively small—and is unlikely to call the cops. The perfect victim. The guy serving my drinks, on the other hand, as most English-speaking illegal aliens, has been smartly gaming the system for years, a time-honored process everybody at the INS is fully familiar with: a couple of continuing education classes now and again (while working off the books) to get those student visas. Extensions. A work visa. A “farm” visa. Weekend across the border and repeat. Articulate, well-connected friends—the type of guys who own, for instance, lots of Irish bars—who can write letters of support lauding your invaluable and “specialized” skills, unavailable from homegrown bartenders. And nobody’s looking anyway. But I digress…
Anthony Bourdain (Medium Raw: A Bloody Valentine to the World of Food and the People Who Cook)
When we use any teaching approach, we need to be clear exactly what it's intended to achieve. This clarity should be apparent not just to us but also to students. So a lecture should begin with the lecturer explaining its purpose, its relevance to course goals and the syllabus, and its connection to earlier class sessions or assignments.
Stephen D. Brookfield (The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom)
I make this point to stress that the brilliance of neoindigenous youth cannot be appreciated by educators who are conditioned to perceive anything outside their own ways of knowing and being as not having value. This is similar to white teachers at the Carlisle School who sought to ban the language and customs of their indigenous students and replace them with “American culture.” The University of Minnesota Human Rights Center describes this process as the silencing of voice and history that is part of the indigenous experience. I argue that enduring this silencing process is something that both the indigenous and neoindigenous have in common, and should be used as a way to connect them.
Christopher Emdin (For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy))
As students in this earth school, some of us may be in the first grade, the sixth grade, or high school, but eventually, with enough education, we will all graduate and leave this school behind. And then there are other schools, higher dimensions or levels where we continue our spiritual progression. But until we all graduate, none of us does, for we are all one. We may come back voluntarily to help other people, or animals, or sentient beings to evolve. Or we may help out from the other side even if we do not incarnate in physical bodies, and there we will continue to work to assist those other souls with whom we have been connected for eons of time. Do not be concerned with how many millennia it takes you to complete your classes. If you are progressing to be a kinder, more loving, less selfish, less violent person, then you are moving in the right direction. The direction is more important than the speed. It makes no difference if this is your first lifetime or your last, or if you have many more to go. Only the end matters. Of
Brian L. Weiss (Miracles Happen: The Transformational Healing Power of Past-Life Memories)
In culturally responsive teaching, rapport is connected to the idea of affirmation. Affirmation simply means that we acknowledge the personhood of our students through words and actions that say to them, “I care about you.” Too often, we confuse affirmation with building up a student’s self-esteem. As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced.
Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
I liked the shifting colors of groups on the courtyard, but could not distinguish one student from the next. They were too young and undamaged, sure of themselves. To them, pain was a country they had heard of, maybe watched on a show about on TV, but one whose stamp had not yet been made in their passports. Where could I find a place where my world connected to theirs?
Janet Fitch (White Oleander)
You never know what will spark a student's interest and feed the flame of learning. For me, all subjects are connected: writing, reading, science, art, music, math, social studies. By presenting myself as a writer with wide ranging passions - for astronomy, volcanology, art, music, history, and community service - I hope to inspire not only budding writers but also budding scientists, artists, activists...
Elizabeth Rusch
Some suggest that this cocoon mentality is behind recent campus trends such as "trigger warnings" to alert students that a reading or lecture material might be disturbing and "safe spaces" where students can go if they are upset by a campus speaker's message. One safe space, for example, featured coloring books and videos of frolicking puppies, neatly connecting the idea of safe spaces with that of childhood.
Jean M. Twenge (iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us)
A Jesus-focused ministry gives greater weight to connection over correction, recognizing that change and spiritual growth occur in the context of meaningful relationships. The student with special needs is more like to develop a personal relationship with Jesus if no one is hung up on the deficit in interpersonal skills and instead everyone cares more about providing a positive, anxiety-free church experience.
Amy Fenton Lee (Leading a Special Needs Ministry)
The art of remembering is the art of thinking and by adding, with Dr.Pick, that, when we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall.
William James (Talks to Teachers on Psychology and to Students on Some of Life's Ideals)
All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.
Michelle Obama (Becoming)
his is exactly what I mean about rabbit holes. I love them. I don’t find them a waste of time at all. The Internet works like the subconscious - I’m sure somebody’s said that already, it’s so obvious, I just can’t think who it would have been. The point is, this is how dreamwork works: you wake up and think, “Why the hell did I dream that my 2nd grade teacher was masturbating my dental hygienist?” If you were in analysis, you’d probably be able to figure it out if you really wanted to, just like you could probably eventually figure out why YouTube thinks some SpongeBob SquarePants video is related to Natalya Makarova dancing the dying swan. I do like to understand some of the connections, and for others to remain mysterious. This is how I feel about my subconscious as well. And I never really find it a waste of time. If you think about it, you always find something out. Gray seems to be wasting a lot of time, but in his quiet way, he’s figuring out how to deal with the fact that the people we love die. I really don’t think that’s a waste of time. Also, for the record, I really don’t think looking at art (MJ, Pina, Merce) over and over and over, trying to understand what it’s trying to tell you, is a waste of time. I think it may be the most meaningful thing we do. I tell my graduate students this all the time. Don’t let anybody make you feel bad about this.
Barbara Browning
At first I found it inexplicable that boys used such violent words in reference to sex. Why would you be proud of being a lousy lover? If they were truly talking about sex in those situations, they might bring up pleasure, connection, finesse: they wouldn't weaponize it. But the whole point of "locker room banter" is that it's not actually about sex, and that, I think, is why guys were more ashamed to discuss it as openly with me as topics that were equally explicit. Those exaggerated stories are in truth about power: about asserting masculinity through control of women's bodies. And that requires- demands- a denial of girls' humanity... Dismissing that as locker room talk denies the ways that language can desensitize and abrade boys' ability to see girls as people deserving of respect and dignity. And, in fact, by the time they are in college, athletes are three times more likely than other students to be accused of sexual misconduct or intimate partner violence.
Peggy Orenstein (Boys & Sex: Young Men on Hookups, Love, Porn, Consent, and Navigating the New Masculinity)
A fundamental step in this challenging of structures is to think about new ways for all education stakeholders—particularly those who are not from the communities in which they teach—to engage with urban youth of color. What new lenses or frameworks can we use to bring white folks who teach in the hood to consider that urban education is more complex than saving students and being a hero? I suggest a way forward by making deep connections between the indigenous and urban youth of color.
Christopher Emdin (For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy))
Teachers lose credibility with students when they ignore the cultural trends & issues that interest them & instead design classroom reading instruction around books that are "good for you." There is a certain amount of disdain from teachers in regard to popular fiction for children because some of those books are mind candy, but I’d bet that some of those teachers go home & read escapist books like Shopaholic or a James Patterson thriller & never make a connection. Are we teaching books or teaching readers?
Donalyn Miller (The Book Whisperer: Awakening the Inner Reader in Every Child)
When we think of an institution, we can usually see it as embodied in a building: the Vatican, the Pentagon, the Sorbonne, the Treasury, the Massachusetts Institute of Technology, the Kremlin, the Supreme Court. What we cannot see, until we become close students of the institution, are the ways in which power is maintained and transferred behind the walls and beneath the domes, the invisible understandings which guarantee that it shall reside in certain hands but not in others, that information shall be transmitted to this one but not to that one, the hidden collusions and connections with other institutions of which it is supposedly independent. When we think of the institution of motherhood, no symbolic architecture comes to mind, no visible embodiment of authority, power, or of potential or actual violence. Motherhood calls to mind the home, and we like to believe that the home is a private place. Perhaps we imagine row upon row of backyards, behind suburban or tenement houses, in each of which a woman hangs out the wash, or runs to pick up a tear-streaked two-year-old; or thousands of kitchens, in each of which children are being fed and sent off to school. Or we think of the house of our childhood, the woman who mothered us, or of ourselves. We do not think of the laws which determine how we got to these places, the penalties imposed on those of us who have tried to live our lives according to a different plan, the art which depicts us in an unnatural serenity or resignation, the medical establishment which has robbed so many women of the act of giving birth, the experts—almost all male—who have told us how, as mothers, we should behave and feel. We do not think of the Marxist intellectuals arguing as to whether we produce “surplus value” in a day of washing clothes, cooking food, and caring for children, or the psychoanalysts who are certain that the work of motherhood suits us by nature. We do not think of the power stolen from us and the power withheld from us, in the name of the institution of motherhood.
Adrienne Rich (Of Woman Born: Motherhood as Experience and Institution)
More fundamentally, meritocracy is impossible to achieve, because, as Young says, a meritocracy is always based on an imperfect definition of merit and often narrowly defined to favor training, connections, and education primarily available to the wealthy. Take Stanford. Because Stanford is filled with students with top high-school GPAs and SAT scores, administrators can pat themselves on the back and say, “We only admit the best students. We’re a meritocracy.” The students are encouraged to think similarly. But is it just a coincidence that the median annual family income of a Stanford student is $167,500 while the national median is roughly one-third that? Did those high-achieving students naturally get high SAT scores, or did they benefit from their parents’ paying for tutors and sending them to private schools? Privilege accumulates as you advance in life. If the college you attend is the basis of your future employment networks, then it is impossible to say that your employment success is solely based on merit.
Emily Chang (Brotopia: Breaking Up the Boys' Club of Silicon Valley)
Twenty years of being in the classroom have taught me that 90% of ‘emotional problems’ in the classroom are manipulation tactics. Why is it that so many students who exhibit emotional problems in other classes are miraculously able to make them disappear in mine? Well, either I have eight advanced psychology degrees I haven’t told you about, or the student knows they have to face a consequence they don’t want. 4. Self-esteem is not built by pow-wows in class about connections and cultural understanding, but by honest, hard work. Education theorists and other ‘professionals’ whose salaries are dependent on a dysfunctional system will tell you a teacher’s job is part psychologist, part parent, blah blah blah. This is opinion, not fact. The truth is, the best teachers spend their time doing their job—teaching. The best thing you can do for your students is to teach them your subject matter—and the best way to do that is with a classroom that is quiet, attentive, focused, and on task. To achieve that you need leverage—consequences that count for those who do not comply with your behavior standards.
Craig Seganti (Classroom Discipline 101: How to Get Control of Any Classroom No Matter How Tough the Students)
Things evolve into other things. Emotions do the same. Forever. Your best ally in all of these shifting seas is your faith in the fact that you are exactly where you are supposed to be. Stay put. Stay soft. Stay gentle and kind. Listen to your instincts. Meditate. Pray. Laugh as much as humanly possible. Pain is okay too. Say thank you for all of it. Feel proud that you have spent most of your life's energy on cultivating a strong connection to your own soul and the will of your heart. It is leading you somewhere deeply satisfying but never perfect. Observe what is painful right now and see if you can stay courageous enough to share it wholly and honestly. Invite it into your house and be a good student. You are a patchwork quilt of all these past selves, all these wounded little girls, and they are all here too, listening in some form or another. You have grown into someone I am very proud of, and though I wish I could give you the gift of knowing we won't ever need to have this conversation... that's not really the point, and probably not true. The work is learning to love whatever it is, so for now let's do that, shall we? I love you, my beautiful girl, and I hope that's enough.
Sara Bareilles (Sounds Like Me: My Life (So Far) in Song)
What advice would you give to a smart, driven college student about to enter the “real world”? What advice should they ignore? [My advice:] Pursue every project, idea, or industry that genuinely lights you up, regardless of how unrelated each idea is, or how unrealistic a long-term career in that field might now seem. You’ll connect the dots later. Work your fucking ass off and develop a reputation for going above and beyond in all situations. Do whatever it takes to earn enough money, so that you can go all in on experiences or learning opportunities that put you in close proximity to people you admire, because proximity is power. Show up in every moment like you’re meant to be there, because your energy precedes anything you could possibly say. Ignore the advice to specialize in one thing, unless you’re certain that’s how you want to roll. Ignore giving a shit about what other people think about your career choices or what you do for a living—especially if what you do for a living funds your career choices. Ignore the impulse to dial down your enthusiasm for fear it’ll be perceived as unprofessional. And especially for women, ignore societal and familial pressures to get married and have kids.
Timothy Ferriss (Tribe Of Mentors: Short Life Advice from the Best in the World)
So began my love affair with books. Years later, as a college student, I remember having a choice between a few slices of pizza that would have held me over for a day or a copy of On the Road. I bought the book. I would have forgotten what the pizza tasted like, but I still remember Kerouac. The world was mine for the reading. I traveled with my books. I was there on a tramp steamer in the North Atlantic with the Hardy Boys, piecing together an unsolvable crime. I rode into the Valley of Death with the six hundred and I stood at the graves of Uncas and Cora and listened to the mournful song of the Lenni Linape. Although I braved a frozen death at Valley Forge and felt the spin of a hundred bullets at Shiloh, I was never afraid. I was there as much as you are where you are, right this second. I smelled the gunsmoke and tasted the frost. And it was good to be there. No one could harm me there. No one could punch me, slap me, call me stupid, or pretend I wasn’t in the room. The other kids raced through books so they could get the completion stamp on their library card. I didn’t care about that stupid completion stamp. I didn’t want to race through books. I wanted books to walk slowly through me, stop, and touch my brain and my memory. If a book couldn’t do that, it probably wasn’t a very good book. Besides, it isn’t how much you read, it’s what you read. What I learned from books, from young Ben Franklin’s anger at his brother to Anne Frank’s longing for the way her life used to be, was that I wasn’t alone in my pain. All that caused me such anguish affected others, too, and that connected me to them and that connected me to my books. I loved everything about books. I loved that odd sensation of turning the final page, realizing the story had ended, and feeling that I was saying a last goodbye to a new friend.
John William Tuohy (No Time to Say Goodbye: A Memoir of a Life in Foster Care)
Bearing witness takes the courage to realize the potential of the human spirit. Witnessing requires us to call forth the highest qualities of our species, qualities such as conviction, integrity, empathy, and compassion. It is easier by far to retain the attributes of carnistic culture: apathy, complacency, self-interest, and "blissful" ignorance. I wrote this book––itself an act of witnessing––because I believe that, as humans, we have a fundamental desire to strive to become our best selves. I believe that each and every one of us has the capacity to act as powerful witnesses in a world very much in need. I have had the opportunity to interact with thousands of individuals through my work as a teacher, author, and speaker, and through my personal life. I have witnessed, again and again, the courage and compassion of the so-called average American: previously apathetic students who become impassioned activists; lifelong carnists who weep openly when exposed to images of animal cruelty, never again to eat meat; butchers who suddenly connect meat to its living source and become unable to continue killing animals; and a community of carnists who aid a runaway cow in her flight from slaughter. Ultimately, bearing witness requires the courage to take sides. In the face of mass violence, we will inevitably fall into a role: victim or perpetrator. Judith Herman argues that all bystanders are forced to take a side, by their action or inaction, and that their is no such thing as moral neutrality. Indeed, as Nobel Peace Prize Laureate and Holocaust survivor Elie Wiesel points out, "Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." Witnessing enables us to choose our role rather than having one assigned to us. And although those of us who choose to stand with the victim may suffer, as Herman says, "There can be no greater honor.
Melanie Joy (Why We Love Dogs, Eat Pigs, and Wear Cows: An Introduction to Carnism)
I have had the experience over and over again that the quieter it is around me, the clearer do I feel the connection to you. It is as though in solitude the soul develops senses which we hardly know in everyday life. Therefore I have not felt lonely or abandoned for one moment. You, the parents, all of you, the friends and students of mine at the front, all are constantly present to me…. Therefore you must not think me unhappy. What is happiness and unhappiness? It depends so little on the circumstances; it depends really only on that which happens inside a person.8 Bonhoeffer’s final Christmastime letter to fiancée Maria von Wedemeyer, December 19, 1944
Dietrich Bonhoeffer (God Is in the Manger: Reflections on Advent and Christmas)
The common Calvinist experience of life as a refugee, or of being part of a host community that received refugees, led to lasting international connections between individuals and communities...As churches became established in Switzerland, the Palatinate, Scotland, England and Bearn, and the churches in the Netherlands, France, Hungary and Poland battled for legal recognition and survival, princely courts, noble houses, universities and colleges also became locations for interactions between many Calvinists. Theologians, clergy, students, booksellers, merchants, diplomats, courtiers and military officers became involved in networks of personal contacts, correspondence, teaching and negotiation.
Graeme Murdock (Beyond Calvin: The Intellectual, Political and Cultural World of Europe's Reformed Churches, c. 1540-1620 (European History in Perspective, 13))
Abundance and scarcity In a society where value is created by the manufacture of goods or the allocation of limited resources, it’s not a surprise that organizations seek scarcity. We hesitate to share, because if I give you this, then I don’t have it any more. We erect barriers and create rules to make it difficult for some people to have access to these limited resources. While we don’t set out to become miserly, it’s an economic instinct, because what’s yours is no long mine. Even though we give lip service to sharing when kids show up for kindergarten classes, most of school is organized around the same ideas. We rank students, we cut players from the roster, we grade on a curve. Success, we teach, is scarce. Our new economy, though, is based on abundance, the abundance that comes from ideas and access. If I benefit when everyone knows my idea, then the more people I give the idea to, the better we all do. If I benefit when I earn a reputation leading, connecting and creating positive change, then I’ll benefit if I can offer these insights to anyone who can benefit from them. With an abundance mindset, we intentionally create goods that can be shared. It’s not based on our traditional factory-based economy, but it works now (in fact, it’s just about all that works)… engaging with the mesh, building communities that benefit from sharing resources instead of destroying them is a strategy that scales. With an abundance mindset, we create ideas and services that do better when people share.
Seth Godin (Graceful)
When I came back I joined a black church in Oakland and that made me feel more at home, a bit like being connected to India. It felt funny to be around so many white people when I came back to the United States. It still bothers me. One of the things I liked living in Hawaii years later was the racial complexity of it. I remember that at the time when Sucheng and I got married--we met as graduate students at Berkeley and have been married almost forty years--one of the first houses we bought was in a Black neighborhood in west Berkeley and we didn’t quite notice how uniformly Black it was until some weeks later. I said to Sucheng, “You know, we’re the only white people in this neighborhood.” And she looked at me and said: “Speak for yourself, honkie!
Mark Juergensmeyer
My perfect number is eighteen: that’s enough bodies in the room that no one person needs to feel vulnerable, but everyone can feel important. Eighteen divides handily into groups of two or three or six—all varying degrees of intimacy in and of themselves. With eighteen students, I can always get to each one of them when I need to. Twenty-four is my second favorite number—the extra six bodies make it even more likely that there will be a dissident among them, a rebel or two to challenge the status quo. But the trade-off with twenty-four is that it verges on having the energetic mass of an audience instead of a team. Add six more of them to hit thirty bodies and we’ve weakened the energetic connections so far that even the most charismatic of teachers can’t maintain the magic all the time.
Malcolm Gladwell (David and Goliath: Underdogs, Misfits, and the Art of Battling Giants)
Some researchers, such as psychologist Jean Twenge, say this new world where compliments are better than sex and pizza, in which the self-enhancing bias has been unchained and allowed to gorge unfettered, has led to a new normal in which the positive illusions of several generations have now mutated into full-blown narcissism. In her book The Narcissism Epidemic, Twenge says her research shows that since the mid-1980s, clinically defined narcissism rates in the United States have increased in the population at the same rate as obesity. She used the same test used by psychiatrists to test for narcissism in patients and found that, in 2006, one in four U.S. college students tested positive. That’s real narcissism, the kind that leads to diagnoses of personality disorders. In her estimation, this is a dangerous trend, and it shows signs of acceleration. Narcissistic overconfidence crosses a line, says Twenge, and taints those things improved by a skosh of confidence. Over that line, you become less concerned with the well-being of others, more materialistic, and obsessed with status in addition to losing all the restraint normally preventing you from tragically overestimating your ability to manage or even survive risky situations. In her book, Twenge connects this trend to the housing market crash of the mid-2000s and the stark increase in reality programming during that same decade. According to Twenge, the drive to be famous for nothing went from being strange to predictable thanks to a generation or two of people raised by parents who artificially boosted self-esteem to ’roidtastic levels and then released them into a culture filled with new technologies that emerged right when those people needed them most to prop up their self-enhancement biases. By the time Twenge’s research was published, reality programming had spent twenty years perfecting itself, and the modern stars of those shows represent a tiny portion of the population who not only want to be on those shows, but who also know what they are getting into and still want to participate. Producers with the experience to know who will provide the best television entertainment to millions then cull that small group. The result is a new generation of celebrities with positive illusions so robust and potent that the narcissistic overconfidence of the modern American teenager by comparison is now much easier to see as normal.
David McRaney (You Are Now Less Dumb: How to Conquer Mob Mentality, How to Buy Happiness, and All the Other Ways to Outsmart Yourself)
The accomplishment of the testimony was two-fold: It changed the death of Marshall from suicide to death by gunshot, and it brought into light bespectacled Johnson hit man, Malcolm “Mac” Wallace. At one point, Wallace, a former marine who had been the president of the University of Texas student body, had strong political aspirations. In 1946, Wallace was an organizer for Homer Rainey’s campaign for governor.44 Wallace eventually became indebted to Johnson, and the closest he would ever get to political office would be in administering of carnage for Johnson and his Texas business associates. Wallace was the Mr. X at the gas station asking Nolan Griffin for directions. Described as a “hatchet man”45 for Johnson by Lyndon’s mistress Madeleine Brown, Wallace was an important link in many of the murders connected to Johnson. Estes’s lawyer, Douglas Caddy, revealed Wallace’s and Johnson’s complicity in Texas-style justice in a letter to Stephan S. Trott at the US Department of Justice: My client, Mr. Estes, has authorized me to make this reply to your letter of May 29, 1984. Mr. Estes was a member of a four-member group, headed by Lyndon Johnson, which committed criminal acts in Texas in the 1960’s. The other two, besides Mr. Estes and LBJ, were Cliff Carter and Mack Wallace. Mr. Estes is willing to disclose his knowledge concerning the following criminal offenses: Murders 1.   The killing of Henry Marshall 2.   The killing of George Krutilek 3.   The killing of Ike Rogers and his secretary 4.   The killing of Coleman Wade 5.   The killing of Josefa Johnson 6.   The killing of John Kinser 7.   The killing of President J. F. Kennedy46
Roger Stone (The Man Who Killed Kennedy: The Case Against LBJ)
But overprotection is just one part of a larger trend that we call problems of progress. This term refers to bad consequences produced by otherwise good social changes. It’s great that our economic system produces an abundance of food at low prices, but the flip side is an epidemic of obesity. It’s great that we can connect and communicate with people instantly and for free, but this hyperconnection may be damaging the mental health of young people. It’s great that we have refrigerators, antidepressants, air conditioning, hot and cold running water, and the ability to escape from most of the physical hardships that were woven into the daily lives of our ancestors back to the dawn of our species. Comfort and physical safety are boons to humanity, but they bring some costs, too. We adapt to our new and improved circumstances and then lower the bar for what we count as intolerable levels of discomfort and risk. By the standards of our great-grandparents, nearly all of us are coddled. Each generation tends to see the one after it as weak, whiny, and lacking in resilience. Those older generations may have a point, even though these generational changes reflect real and positive progress. To repeat, we are not saying that the problems facing students, and young people more generally, are minor or “all in their heads.” We are saying that what people choose to do in their heads will determine how those real problems affect them. Our argument is ultimately pragmatic, not moralistic: Whatever your identity, background, or political ideology, you will be happier, healthier, stronger, and more likely to succeed in pursuing your own goals if you do the opposite of what Misoponos advised.
Greg Lukianoff (The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure)
A wealth of research confirms the importance of face-to-face contact. One experiment performed by two researchers at the University of Michigan challenged groups of six students to play a game in which everyone could earn money by cooperating. One set of groups met for ten minutes face-to-face to discuss strategy before playing. Another set of groups had thirty minutes for electronic interaction. The groups that met in person cooperated well and earned more money. The groups that had only connected electronically fell apart, as members put their personal gains ahead of the group’s needs. This finding resonates well with many other experiments, which have shown that face-to-face contact leads to more trust, generosity, and cooperation than any other sort of interaction. The very first experiment in social psychology was conducted by a University of Indiana psychologist who was also an avid bicyclist. He noted that “racing men” believe that “the value of a pace,” or competitor, shaves twenty to thirty seconds off the time of a mile. To rigorously test the value of human proximity, he got forty children to compete at spinning fishing reels to pull a cable. In all cases, the kids were supposed to go as fast as they could, but most of them, especially the slower ones, were much quicker when they were paired with another child. Modern statistical evidence finds that young professionals today work longer hours if they live in a metropolitan area with plenty of competitors in their own occupational niche. Supermarket checkouts provide a particularly striking example of the power of proximity. As anyone who has been to a grocery store knows, checkout clerks differ wildly in their speed and competence. In one major chain, clerks with differing abilities are more or less randomly shuffled across shifts, which enabled two economists to look at the impact of productive peers. It turns out that the productivity of average clerks rises substantially when there is a star clerk working on their shift, and those same average clerks get worse when their shift is filled with below-average clerks. Statistical evidence also suggests that electronic interactions and face-to-face interactions support one another; in the language of economics, they’re complements rather than substitutes. Telephone calls are disproportionately made among people who are geographically close, presumably because face-to-face relationships increase the demand for talking over the phone. And when countries become more urban, they engage in more electronic communications.
Edward L. Glaeser (Triumph of the City: How Our Greatest Invention Makes Us Richer, Smarter, Greener, Healthier and Happier)
The truth is that there’s no such thing as a personal problem. If you’ve got a problem, chances are millions of other people have had it in the past, have it now, and are going to have it in the future. Likely people you know too. That doesn’t minimize the problem or mean that it shouldn’t hurt. It doesn’t mean you aren’t legitimately a victim in some circumstances. It just means that you’re not special. Often, it’s the realization - that you and your problems are actually not privileged in their severity or pain - that is the first and most important step toward solving them. But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from the class is curriculum for no other reason then they made someone feel bad. Speakers and professors are shouted down and banned from campuses for in fractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counsellors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with her roommate, or getting a low grade in the class. It’s strange that in an age when we are more connected than ever, entitlement seems to be at an all time high. Something about recent technology seems to allow our insecurities to run amok like never before. The more freedom were given to express ourselves, the more we want to be free of having to deal with anyone who may disagree with us or upset us. The more exposed we are to opposing viewpoints, the more we seem to get upset that those other viewpoints exist. The easier and more problem free our lives become, the more we seem to feel entitled for them to get even better.
Mark Manson (The Subtle Art of Not Giving a F*ck: A Counterintuitive Approach to Living a Good Life)
Distraction leaches the authenticity out of our communications. When we are not emotionally present, we are gliding over the surface of our interactions and we never tangle in the depths where the nuances of our skills are tested and refined. A medical professor describes the easy familiarity with which her digital-native resident students master medical electronic records—but is troubled by the fact that they enter data with their eyes focused on their digital devices, not on the patient in the room with them. Preoccupation with technology acts as a screen between the student and the patient’s real emotion, real fear, and real concern. It may also prevent these residents from noticing physical symptoms that the patient fails to mention. The easy busyness of medical record entry is a way to sidestep the more challenging dynamics of human connection. But experienced physicians know that interpersonal skills are essential to mastering the art and science of medical diagnosis.
Marian Deegan (Relevance: Matter More)
THAT ESSENTIAL QUALITY of sympathy was never absent from Morgenthau’s relationship with Hannah Arendt, colored, it should be said, by an element of the erotic. They met in the early 1950s and developed an unshakeable friendship that lasted up to her death in 1975. Hans Jonas, who had known Arendt since their student days in Germany during the 1920s and who saw her every day when they were both attending the University of Marburg, remembered that “it was almost to be taken for granted that men of high intelligence and sensibility would be enchanted by Hannah.” Morgenthau was enchanted. “What struck one at first meeting Hannah Arendt,” he recalled, was “the vitality of her mind, quick—sometimes too quick—sparkling, seeking and finding hidden meanings and connections beneath the surface of man and things.” She had an extraordinary depth of knowledge combined with rare intellectual passion. “As others enjoy playing cards or the horses for their own sake, so Hannah Arendt enjoyed thinking.
Barry Gewen (The Inevitability of Tragedy: Henry Kissinger and His World)
She also felt like there was something slightly more insidious going on, about how you were now supposed to feel like your work was your everything: where you got your paycheck, yes, but also where you got fed and where you found your social circle. Everything had started bleeding into everything else. These kids—she felt no compunction about calling them kids—expected that their workplaces would provide all this for them, as if work were an extension of college, with its own clubs and student organizations. Even more disconcerting was that many TakeOff employees lived together or had roommates who were in some way connected to other TakeOff employees, and now there were even apartment buildings that were actual dorms for grown-ups, where you lived in a suite with a few other people and had common areas and nightly activities. It was almost like a return to the days of Henry Ford, when a company provided you with housing and meals and social events. What had happened to having to figure out life on your own?
Doree Shafrir (Startup)
It is not that education has never been accorded adequate importance in India. The writings of the founding fathers—including Mahatma Gandhi, Rabindranath Tagore, Maulana Azad, Ambedkar, and even the spiritual torchbearers of modern India such as Vivekananda and Sri Aurobindo—stressed that education would form the core of India’s “tryst with destiny,” as Jawaharlal Nehru would have put it. Almost all of them suggested ways by which a new generation of Indians could be educated in a liberal and scientific environment where modern society was built on traditional strengths, one supplementing but not substituting for the other, and where education was deeply connected to the needs of people. But somehow, independent India could not build on the richness of this philosophical tradition, or on the depth of its populace’s respect for education. This history seems to have been lost in the current debate, mired in the more mundane issues of access and quality defined in terms of enrollment numbers and teacher-student ratios.
Bibek Debroy
Cannabis, the sensation that had reignited in America and helped bring hemp’s recreational usage back to prominence in a quiet, steady British counter-culture, had helped dispel much of the prejudice, entitlement and arrogance that had eluded the careful eye of Simon’s mother, undermining her care during the once-restlessly energetic yet gentle soul’s dedicated mothering of the studious boy. It took root in his thoughts and expectations. Bravado and projection replaced genuine yet understated confidence; much of that which had been endearing in him ceased to be seen, to his mother’s despondency. A bachelor of the arts, the blissfully apathetic raconteur left university, having renounced his faith and openly claiming to feel no connection, either socially or intellectually with the student life and further study. Personal failures and parental despair combined to sober the-21yr old frustrated essayist and tentative poet. Cannabis, ironically sought following the conclusion of his stimulant-fuelled student years, had finally levelled him out, and provided the introspection needed to dispel the lesser demons of his nature. Reefer Madness, such insanity – freely distributed for the mass-consumer audience of the west! Curiosity pushed the wealthy young man’s interest in the plant to an isolated purchase, and thence to regular use. Wracked by introspection, the young man struggled through several months of instability and self-doubt before readjusting his focus to chase goals. Once humorous, Reefer Madness no longer amused him, and he dedicated an entire afternoon to writing an ultimately unpublished critique of the film, that descended into an impassioned defence of the plant. He began to watch with keen interest, as the critically-panned debacle of sheer slapstick silliness successfully struck terror into the hearts of a large section of non-marijuana smoking people in the west. The dichotomy of his own understanding and perception only increased the profound sense of gratitude Simon felt for the directional change in which his life was heading. It helped him escape from earlier attachments to the advantage of his upbringing, and destroyed the arrogance that, he realised with shock, had served to cloud years of his judgement. Thus, positive energy led to forward momentum; the mental readjustment silenced doubts, which in turn brought peace, and hope.
Daniel S. Fletcher (Jackboot Britain)
By failing to make the obvious connection between an openly misogynistic culture and the mysterious lack of women, Levy contributed to the myth of innately talented hackers being implicitly male. And, today, it’s hard to think of a profession more in thrall to brilliance bias than computer science. ‘Where are the girls that love to program?’ asked a high-school teacher who took part in a summer programme for advanced-placement computer-science teachers at Carnegie Mellon; ‘I have any number of boys who really really love computers,’ he mused. ‘Several parents have told me their sons would be on the computer programming all night if they could. I have yet to run into a girl like that.’ This may be true, but as one of his fellow teachers pointed out, failing to exhibit this behaviour doesn’t mean that his female students don’t love computer science. Recalling her own student experience, she explained how she ‘fell in love’ with programming when she took her first course in college. But she didn’t stay up all night, or even spend a majority of her time programming. ‘Staying up all night doing something is a sign of single-mindedness and possibly immaturity as well as love for the subject. The girls may show their love for computers and computer science very differently. If you are looking for this type of obsessive behavior, then you are looking for a typically young, male behavior. While some girls will exhibit it, most won’t.
Caroline Criado Pérez (Invisible Women: Data Bias in a World Designed for Men)
More than anything, we have lost the cultural customs and traditions that bring extended families together, linking adults and children in caring relationships, that give the adult friends of parents a place in their children's lives. It is the role of culture to cultivate connections between the dependent and the dependable and to prevent attachment voids from occurring. Among the many reasons that culture is failing us, two bear mentioning. The first is the jarringly rapid rate of change in twentieth-century industrial societies. It requires time to develop customs and traditions that serve attachment needs, hundreds of years to create a working culture that serves a particular social and geographical environment. Our society has been changing much too rapidly for culture to evolve accordingly. There is now more change in a decade than previously in a century. When circumstances change more quickly than our culture can adapt to, customs and traditions disintegrate. It is not surprising that today's culture is failing its traditional function of supporting adult-child attachments. Part of the rapid change has been the electronic transmission of culture, allowing commercially blended and packaged culture to be broadcast into our homes and into the very minds of our children. Instant culture has replaced what used to be passed down through custom and tradition and from one generation to another. “Almost every day I find myself fighting the bubble-gum culture my children are exposed to,” said a frustrated father interviewed for this book. Not only is the content often alien to the culture of the parents but the process of transmission has taken grandparents out of the loop and made them seem sadly out of touch. Games, too, have become electronic. They have always been an instrument of culture to connect people to people, especially children to adults. Now games have become a solitary activity, watched in parallel on television sports-casts or engaged in in isolation on the computer. The most significant change in recent times has been the technology of communication — first the phone and then the Internet through e-mail and instant messaging. We are enamored of communication technology without being aware that one of its primary functions is to facilitate attachments. We have unwittingly put it into the hands of children who, of course, are using it to connect with their peers. Because of their strong attachment needs, the contact is highly addictive, often becoming a major preoccupation. Our culture has not been able to evolve the customs and traditions to contain this development, and so again we are all left to our own devices. This wonderful new technology would be a powerfully positive instrument if used to facilitate child-adult connections — as it does, for example, when it enables easy communication between students living away from home, and their parents. Left unchecked, it promotes peer orientation.
Gabor Maté (Hold On to Your Kids: Why Parents Need to Matter More Than Peers)
The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
One day in the dojo (the martial-arts studio) before our karate class began, I witnessed the power of a concentrated focus unlike anything that I’d ever seen growing up in the heartland of northern Missouri. On that day, our instructor walked into the room and asked us to do something very different from the form and movement practices that were familiar to us. He explained that he would seat himself in the center of the thick mat where we honed our skills, close his eyes, and go into a meditation. During this exercise, he would stretch his arms out on either side of his body, with his palms open and facedown. He asked us to give him a couple of minutes to “anchor” himself in this T position and then invited us to do anything that we could to move him from his place. The men in our class outnumbered the women by about two to one, and there had always been a friendly competition between the sexes. On that day, however, there was no such division. Together, we all sat close to our instructor, silent and motionless. We watched as he simply walked to the center of the mat, sat down with his legs crossed, closed his eyes, held out his arms, and changed his breathing pattern. I remember that I was fascinated and observed closely as his chest swelled and shrank, slower and slower with each breath until it was hard to tell that he was breathing at all. With a nod of agreement, we moved closer and tried to move our instructor from his place. At first, we thought that this was going to be an easy exercise, and only a few of us tried. As we grabbed his arms and legs, we pushed and pulled in different directions with absolutely no success. Amazed, we changed our strategy and gathered on one side of him to use our combined weight to force him in the opposite direction. Still, we couldn’t even budge his arms or the fingers on his hands! After a few moments, he took a deep breath, opened his eyes, and with the gentle humor we’d come to respect, he asked, “What happened? How come I’m still sitting here?” After a big laugh that eased the tension and with a familiar gleam in his eyes, he explained what had just happened. “When I closed my eyes,” he said, “I had a vision that was like a dream, and that dream became my reality. I pictured two mountains, one on either side of my body, and myself on the ground between the peaks.” As he spoke, I immediately saw the image in my mind’s eye and felt that he was somehow imbuing us with a direct experience of his vision. “Attached to each of my arms,” he continued, “I saw a chain that bound me to the top of each mountain. As long as the chains were there, I was connected to the mountains in a way that nothing could change.” Our instructor looked around at the faces that were riveted on each word he was sharing. With a big grin, he concluded, “Not even a classroom full of my best students could change my dream.” Through a brief demonstration in a martial-arts classroom, this beautiful man had just given each of us a direct sense of the power to redefine our relationship to the world. The lesson was less about reacting to what the world was showing us and more about creating our own rules for what we choose to experience. The secret here is that our instructor was experiencing himself from the perspective that he was already fixed in one place on that mat. In those moments, he was living from the outcome of his meditation. Until he chose to break the chains in his imagination, nothing could move him. And that’s precisely what we found out.
Gregg Braden (The Divine Matrix: Bridging Time, Space, Miracles, and Belief)
In learning general relativity, and then in teaching it to classes at Berkeley and MIT, I became dissatisfied with what seemed to be the usual approach to the subject. I found that in most textbooks geometric ideas were given a starring role, so that a student...would come away with an impression that this had something to do with the fact that space-time is a Riemannian [curved] manifold. Of course, this was Einstein's point of view, and his preeminent genius necessarily shapes our understanding of the theory he created. However, I believe that the geometrical approach has driven a wedge between general relativity and [Quantum Field Theory]. As long as it could be hoped, as Einstein did hope, that matter would eventually be understood in geometrical terms, it made sense to give Riemannian geometry a primary role in describing the theory of gravitation. But now the passage of time has taught us not to expect that the strong, weak, and electromagnetic interactions can be understood in geometrical terms, and too great an emphasis on geometry can only obscuret he deep connections between gravitation and the rest of physics...[My] book sets out the theory of gravitation according to what I think is its inner logic as a branch of physics, and not according to its historical development. It is certainly a historical fact that when Albert Einstein was working out general relativity, there was at hand a preexisting mathematical formalism, that of Riemannian geometry, that he could and did take over whole. However, this historical fact does not mean that the essence of general relativity necessarily consists in the application of Riemannian geometry to physical space and time. In my view, it is much more useful to regard general relativity above all as a theory of gravitation, whose connection with geometry arises from the peculiar empirical properties of gravitation.
Steven Weinberg (Gravitation and Cosmology: Principles and Applications of the General Theory of Relativity)
You’re having a bad day. You mess up a few lines. You’re distracted. You’ve had this look about you all afternoon, like you’re not quite there. “Christ, Cunningham, get it together,” Hastings says, running his hands down his face. “If you can’t handle being Brutus—” “Fuck you.” You cut him off. “Don’t act like you’re perfect.” “I don’t make rookie mistakes,” Hastings says. “Maybe if you weren’t so preoccupied with trying to screw the new girl, you might—” BAM. You shut him up mid-sentence with a punch to the face, your fist connecting hard, nearly knocking him off his feet. He stumbles, stunned, as you go at him again, grabbing the collar of his uniform shirt and yanking him to you. “Shut your fucking mouth.” People come between the two of you, forcing you apart. Hastings storms out, shouting, “I can’t deal with him!” Drama Club comes to a screeching halt. You stand there for a moment, fists clenched at your side, calming down. You flex your hands, loosening them as you approach the girl. She’s watching you in silence, expression guarded. You sit down near her. There’s an empty seat between you today. It’s the first time you’ve not sat right beside her in weeks. You’re giving her space. It doesn’t take long before Hastings returns, but he isn’t alone. The administrator waltzes in behind him. The man heads for you, expression stern. “Cunningham, give me one good reason why I shouldn’t expel you.” “Because my father gives you a lot of money.” “That’s what you have to say?” “Is that not a good reason?” “You punched a fellow student!” “We were just acting,” you say. “I’m Brutus. He’s Caesar. It’s to be expected.” “Brutus stabs him. He doesn’t throw punches.” “I was improvising.” The girl laughs when you say that. She tries to stop herself, but the sound comes out, and the administrator hears it, his attention shifting to her. “Look, it won’t happen again,” you say, drawing the focus back to you. “Next time, I’ll stab him and be done with it.” “You better watch yourself,” the administrator says, pointing his finger in your face. “One more incident and you’re gone for good. Understand?” “Yes, sir.” “And rest assured, your father will be hearing about this
J.M. Darhower (Ghosted)
Rebecca Wallace-Segall, who teaches creative-writing workshops for kids and teens as director of Writopia Lab in New York City, says that the students who sign up for her classes “are often not the kids who are willing to talk for hours about fashion and celebrity. Those kids are less likely to come, perhaps because they’re less inclined to analyze and dig deep—that’s not their comfort zone. The so-called shy kids are often hungry to brainstorm ideas, deconstruct them, and act on them, and, paradoxically, when they’re allowed to interact this way, they’re not shy at all. They’re connecting with each other, but in a deeper zone, in a place that’s considered boring or tiresome by some of their peers.” And these kids do “come out” when they’re ready; most of the Writopia kids read their works at local bookstores, and a staggering number win prestigious national writing competitions. If your child is prone to overstimulation, then it’s also a good idea for her to pick activities like art or long-distance running, that depend less on performing under pressure. If she’s drawn to activities that require performance, though, you can help her thrive. When I was a kid, I loved figure skating. I could spend hours on the rink, tracing figure eights, spinning happily, or flying through the air. But on the day of my competitions, I was a wreck. I hadn’t slept the night before and would often fall during moves that I had sailed through in practice. At first I believed what people told me—that I had the jitters, just like everybody else. But then I saw a TV interview with the Olympic gold medalist Katarina Witt. She said that pre-competition nerves gave her the adrenaline she needed to win the gold. I knew then that Katarina and I were utterly different creatures, but it took me decades to figure out why. Her nerves were so mild that they simply energized her, while mine were constricting enough to make me choke. At the time, my very supportive mother quizzed the other skating moms about how their own daughters handled pre-competition anxiety, and came back with insights that she hoped would make me feel better. Kristen’s nervous too, she reported. Renée’s mom says she’s scared the night before a competition. But I knew Kristen and Renée well, and I was certain that they weren’t as frightened as I was
Susan Cain
I was a country kid who went to a public school, and she was more of a middle-class girl who attended a private school. I was into hunting and fishing, and she liked drama and singing in the choir at school and church. Our lives up until that point were totally different. But Missy and I had a very deep spiritual connection, and I thought our mutual love for the Lord might be our biggest strength in sustaining our relationship. Even though Missy was so different from me, I found her world to be very interesting. Looking back, perhaps another reason I decided to give our relationship a chance was because of my aunt Jan’s bizarre premonition about Missy years earlier. My dad’s sister Jan had helped bring him to the Lord, and she taught the fourth grade at OCS. One of her students was Missy, and they went to church together at White’s Ferry Road Church. When I was a kid we attended a small church in the country, but occasionally we visited White’s Ferry with my aunt Jan and her husband. One Sunday, Missy walked by us as we were waiting in the pew. “Let me tell you something,” Jan told me as she pointed at me and then Missy. “That’s the girl you’re going to marry.” Missy was nine years old. To say that was one of the dumbest things I’d ever heard would be an understatement. I love my aunt Jan, but she has a lot in common with her brother Si. They talk a lot, are very animated, and even seem crazy at times. However, they love the Lord and have great hearts. I actually never thought about it again until she reminded me of that day once Missy and I started getting serious. Freaky? A bit. Bizarre? Definitely! Was she right? Absolutely, good call! Missy still isn’t sure what my aunt Jan saw in her. Missy: What did Jan see in me at nine years old? Well, you’ll have to ask her about that. She was the only teacher in my academic history from whom I ever received a smack. She announced a rule to the class one day that no one could touch anyone else’s possessions at any time (due to a recent rash of kids messing with other people’s stuff). The next day, I moved some papers around on one of my classmates’ desks before school, and he tattled on me. Because of her newly pronounced rule, she took me to the girls’ bathroom and gave me a whack on the rear. At the time, I certainly would have never thought she had picked me out to marry her nephew!
Jase Robertson (Good Call: Reflections on Faith, Family, and Fowl)
Making A Connection With The Word Of God Now that we’ve discussed the various methods of memorizing, we will move on to what is necessary to prepare for the memorization session itself. When you’re preparing to memorize the first thing that you need to do is read the text to make sure you understand it. It is easier to retain and recall what you memorized if you have full comprehension of what the scriptures are saying. Therefore it is always good to read the scriptures first. When you memorize focus on the meaning of the scripture that it may remain true to you. When you read the word of God certain things will jump out at you. This is God speaking to you through the pages. By memorizing what speaks out to you, you have a heartfelt association linked to the memory. Similar to peg and memorization by association, having a deep heartfelt connection to what you memorize gives your mind something extra to grab onto. It is infinitely more powerful to have a personal heart felt attachment to the verses in order to be able to recall it at the most practical or emotional times. Whereas other methods require a silly mental image or the smell of bacon to associate a verse with which has no emotional connection with you. If we are to love the Lord our God with all our heart, soul, mind, and strength then we also should love His word by which we are saved. If then we love His word we will have the heartfelt connection necessary to practically apply the scriptures in a daily walk with Him. However if we do not have a heartfelt connection with the word of God, then we will not apply it at the appropriate times and thus our walks with God will be hindered. Rather than using the other seemingly ridiculous memorizing methods that are out there it is better to focus on the meaning while retaining it for later use. Seeing that it has a special place in your heart you will be able to more accurately recall it at the most necessary times. This is why I teach that you should only memorize what is jumping out at you from the pages. When this happens God is speaking to you through the pages for your daily walk. He uses life experiences mixed with teaching from His “text book” (the bible) to teach you. If then God uses this method to help you retain the scripture and the meaning behind it, shouldn't we also apply it when memorizing? Whatever God is teaching you at the time, He will compare the scriptures to your experiences in life that you’re currently going through. Even as it is written, “These things we also speak, not in words which man's wisdom teaches but which the Holy Spirit teaches, comparing spiritual things with spiritual.” 1Co 2:13  Understanding this it is good to memorize the subject He is giving us to learn. It will have practical, heartfelt meaning for you and for what you’re going through now. As a result because the meaning was associated with your heart, every time you need to recall this scripture accurately it will pop back up in your mind. A walk with God in His Spirit and His word must be heartfelt. Therefore Beloved, take the time to memorize what God is teaching you. Whatever is speaking true to the current situations of your life, memorize. These current situations God will use for lessons for growth, a troubling situation to overcome, or maybe a doctrinal dispute. If you’re learning new lessons then it’s good to remember these things as a good student of God. If it’s something to overcome always memorize what God has encouraged you with.
Adam Houge (How To Memorize The Bible Quick And Easy In 5 Simple Steps)
Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All
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