Educational Supervision Quotes

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me, but without effect. I never could learn the art of 'copying'.

The pandemic further exposed the nation’s shameful mistreatment of teachers, which remains underaddressed. As school staff fled the profession, districts ordered teachers to take on additional roles, such as substituting for other educators during their lunch and planning periods or supervising students from other classes alongside their own. By 2022, when there were 567,000 fewer public school educators than before the pandemic, a National Education Association (NEA) survey found that three-quarters of its members were handling extra responsibilities and/or covering for coworkers.

The Animal Farm is a well written book in comprehensive english. George Orwell compares the communist Russian political system trying to make a point that that system was using people that didn't have a critical mind. What Orwell didn't see is that this attitude can be found in all the political systems where is no supervising and rotation of work.We see corruption in every country.Specialy in countries that are ruled by capitalism systems like Britain and America.I can't say that communism system was bad because people had free education and housing and they didn't have to borrow money from the bank. I believe that Orwell has been sarcastic and he was serving his country not the human race.

Montessori believed that if children were exposed to a safe, experiential learning environment (as opposed to a structured classroom), with access to specific learning materials and supplies, and if they were supervised by a gentle and attentive teacher, they would become self-motivated to learn. She discovered that, in this environment, older children readily worked with younger children, helping them to learn from, and cooperate with, each other. Montessori advocated teaching practical skills, like cooking, carpentry, and domestic arts, as an integrated part of a classical education in literature, science, and math. To her surprise, teenagers seemed to benefit from this approach the most; it built confidence, and the students became less resistant to traditional educational goals. Through this method, each child could reach his or her potential, regardless of age and intellectual ability.

The Department of Health, Education and Welfare, established in 1953 to consolidate the scattered welfare programs, began with a budget of $2 billion, less than 5 percent of expenditures on national defense. Twenty-five years later, in 1978, its budget was $160 billion, one and a half times as much as total spending on the army, the navy, and the air force. It had the third largest budget in the world, exceeded only by the entire budget of the U.S. government and of the Soviet Union. The department supervised a huge empire, penetrating every corner of the nation. More than one out of every 100 persons employed in this country worked in the HEW empire, either directly for the department or in programs for which HEW had responsibility but which were administered by state or local government units. All of us were affected by its activities. (In late 1979, HEW was subdivided by the creation of a separate Department of Education.)

To maintain the P/PC Balance, the balance between the golden egg (production) and the health and welfare of the goose (production capability) is often a difficult judgment call. But I suggest it is the very essence of effectiveness. It balances short term with long term. It balances going for the grade and paying the price to get an education. It balances the desire to have a room clean and the building of a relationship in which the child is internally committed to do it—cheerfully, willingly, without external supervision. It’s a principle you can see validated in your own life when you burn the candle at both ends to get more golden eggs and wind up sick or exhausted, unable to produce any at all; or when you get a good night’s sleep and wake up ready to produce throughout the day. You can see it when you press to get your own way with someone and somehow feel an emptiness in the relationship; or when you really take time to invest in a relationship and you find the desire and ability to work together, to communicate, takes a quantum leap. The P/PC Balance is the very essence of effectiveness. It’s validated in every arena of life. We can work with it or against it, but it’s there.

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

In June 1981, a strike shuttered the major leagues for fifty days, the first time in baseball history that players walked out during the season. Determined to make his people earn their keep, George Steinbrenner ordered his major-league coaches into the minors to scout and help mentor the organization’s prospects. Berra drew Nashville, where Merrill was the manager. Merrill was a former minor-league catcher with a degree in physical education from the University of Maine. He began working for the Yankees in 1978 at West Haven, Connecticut, in the Eastern League and moved south when the Yankees took control of the Southern League’s Nashville team in 1980. Suddenly, in mid-1981, the former catcher who had never made it out of Double-A ball had the most famous and decorated Yankees backstop asking him, “What do you want me to do?” Wait a minute, Merrill thought. Yogi Berra is asking me to supervise him? “Do whatever you want,” Merrill said. “No,” Berra said. “Give me something specific.” And that was when Merrill began to understand the existential splendor of Yogi Berra, whom he would come to call Lawrence or Sir Lawrence in comic tribute to his utter lack of pretense and sense of importance. “He rode buses with us all night,” Merrill said. “You think he had to do that? He was incredible.” One day Merrill told him, “Why don’t you hit some rollers to that lefty kid over there at first base?” Berra did as he was told and later remarked to Merrill, “That kid looks pretty good with the glove.” Berra knew a prospect when he saw one. It was Don Mattingly, who at the time was considered expendable by a chronically shortsighted organization always on the prowl for immediate assistance at the major-league level.

The Cretan and Spartan laws were found to be faulty because they did not permit their subjects to taste the greatest pleasures. [...] The pleasures of banquets are drinking and singing. In order to justify banquets one must therefore discuss also singing, music, and hence education as a whole: the music pleasures are the greatest pleasures which people can enjoy in public and which they must learn to control by being exposed to them. The Spartan and Cretan laws suffer then from the great defect that they do not at all, or at least not sufficiently, expose their subjects to the music pleasures. The reason for this is that these two societies are not towns but armed camps, a kind of herd: in Sparta and Crete even those youths who are by nature fit to be educated as individuals by private teachers are brought up merely as members of a herd. In other words, the Spartans and Cretans know only how to sing in choruses: they do not know the most beautiful song, the most noble music. In the Republic the city of the armed camp, a greatly improved Sparta, was transcended by the City of Beauty, the city in which philosophy, the highest Muse, is duly honored. In the Laws, where the best possible regime is presented, this transcending does not take place. The city of the Laws is, however, not a city of the armed camp in any sense. Yet it has certain features in common with the city of the armed camp of the Republic. Just as in the Republic, music education proves to be education toward moderation, and such education proves to require the supervision of musicians and poets by the true statesman or legislator. Yet while in the Republic education to moderation proves to culminate in the love of the beautiful, in the Laws moderation rather takes on the colors of sense of shame or of reverence. Education is surely education to virtue, to the virtue of the citizen or to the virtue of man.

Company Team Buildingis a tool that can help inside inspiring a team for that satisfaction associated with organizational objectives. Today?azines multi-cultural society calls for working in a harmonious relationship with assorted personas, particularly in global as well as multi-location companies. Business team building events strategies is a way by which team members tend to be met towards the requirements of the firm. They help achieve objectives together instead of working on their particular. Which are the benefits of company team building events? Team building events methods enhance conversation among co-workers. The huge benefits include improved upon morality as well as management skills, capacity to handle difficulties, and much better understanding of work environment. Additional positive aspects would be the improvements inside conversation, concentration, decision making, party problem-solving, and also reducing stress. What are the usual signs that reveal the need for team building? The common signs consist of discord or even hostility between people, elevated competitors organizations between staff, lack of function involvement, poor decision making abilities, lowered efficiency, as well as poor quality associated with customer care. Describe different methods of business team development? Company team development experts as well as person programs on ?working collaboratively? can supply different ways of business team building. An important method of business team building is actually enjoyment routines that want communication between the members. The favored activities are fly-fishing, sailing regattas, highway rallies, snow boarding, interactive workshops, polls, puzzle game titles, and so forth. Each one of these routines would help workers be competitive and hone their own side considering abilities. Just what services are offered by the team building events trainers? The majority of the coaches offer you enjoyable functions, coming from accommodation to be able to dishes and much more. The actual packages include holiday packages, rope courses, on-going business office video games, and also ice-breakers. Coaching fees would depend on location, number of downline, classes, and sophistication periods. Special discounts are available for long-term deals of course, if the quantity of associates will be higher. Name some well-known corporate team development event providers within the U.Utes. Several well-liked companies are Accel-Team, Encounter Based Studying Inc, Performance Supervision Organization, Team development Productions, The education Haven Incorporated, Enterprise Upwards, Group Contractors In addition, and Team development USA.If you want to find out more details, make sure you Clicking Here

When evaluating a new client for degree of independence, I consider four factors: 1. Emotional issues: Does the person have good resources within himself or herself for coping independently with emotional issues that come up, or does he or she turn to parents not only for advice, but for cues as to how to react to the event in question? 2. Financial issues: Does the adult child earn an adequate living on his or her own, or does he or she rely heavily on parental input for things such as job contacts, supplemental funds, or housing? 3. Practical issues/interactive situations: Can the person manage day-to-day living, finances, nutrition, exercise, and housekeeping? 4. Career/Education issues: Does the person have a rewarding job or career that is commensurate with his or her abilities and offers the potential for further success? Is the person willing to learn new things to increase his or her productivity or compensation? These are the basic skills of living, many of which are addressed in the social ability questionnaire. Just as there are levels of social functioning, so too there are levels of independent functioning. All three of the following levels describe an adult with some degree of dependency problems. A healthy adult is someone who is independent financially, is able to manage practical and interactive issues, and who stays in touch with family but does not rely almost solely on family for emotional support. Level 1—Low Functioning Emotional issues: Lives at home with parent(s) or away from home in a fully structured or supervised environment. Financial issues: Contributes virtually nothing financially to the running of the household. Practical issues: Chooses clothes to wear that day, but does not manage own wardrobe (i.e., laundry, shopping, etc.). Relies on family members to buy food and prepare meals. Does few household chores, if any. May try a few tasks when asked, but seldom follows through until the job is finished. Career/education issues: Is not table to keep a job, and therefore does not earn an independent living. Extremely resistant to learning new skills or changing responsibilities. Level 2: Moderately functioning Emotional issues: Lives either at home or nearby and calls home every day. Relies on parents to discuss all details of daily life, from what happened at work or school that day to what to wear the next day. Will call home for advice rather than trying to figure something out for him- or herself. Financial issues: May rely on parents for supplemental income—parents may supply car, apartment, etc. May be employed by parents at an inflated salary for a job with very few responsibilities. May be irresponsible about paying bills. Practical issues: Is able to make daily decisions about clothing, but may rely on parents when shopping for clothing and other items. Neglects household responsibilities such as laundry, cleaning and meal planning. Career/education issues: Has a job, but is unable to cope with much on-the-job stress; job is therefore only minimally challenging, or a major source of anxiety—discussed in detail with Mom and Dad. Level 3: Functioning Emotional issues: Lives away from home. Calls home a few times a week, relies on family for emotional support and most socializing. Few friends. Practical issues: Handles all aspects of daily household management independently. Financial issues: Is financially independent, pays bills on time. Career/education issues: Has achieved some moderate success at work. Is willing to seek new information, even to take an occasional class to improve skills.

Page 366: Can the United States really have been experiencing falling IQ? Would not we be able to see the consequences? Maybe we have. In 1938, Raymond Cattell, one of the most illustrious psychometricians of his age, wrote an article for the British Journal of Psychology, “Some Changes in Social life in a Community with a Falling Intelligence Quotient.” The article was eerily prescient. In education, Cattell predicted that academic standards would fall and the curriculum would shift toward less abstract subjects. He foresaw an increase in “delinquency against society” – crime and willful dependency (for example, having a child without being able to care for it) would be in this category. He was not sure whether this would lead to a slackening of moral codes or attempts at tighter government control over individual behavior. The response could go either way, he wrote. He predicted that a complex modern society with a falling IQ would have to compensate people at the low end of IQ by a “systematized relaxation of moral standards, permitting more direct instinctive satisfactions.” In particular, he saw an expanding role for what he called “fantasy compensations.” He saw the novel and the cinema as the contemporary means for satisfying it, but he added that “we have probably not seen the end of its development or begun to appreciate its damaging effects on ‘reality thinking’ habits concerned in other spheres of life” – a prediction hard to fault as one watches the use of TV in today’s world and imagines the use of virtual reality helmets in tomorrow’s. Turning to political and social life, he expected to see “the development of a larger ‘social problem group’ or at least of a group supported, supervised and patronized by extensive state social welfare work.” This, he foresaw, would be “inimical to that human solidarity and potential equality of prestige which is essential to democracy.

one might make the case that managers have been coopted into the project of globalization and radical competition, which is supposedly brought about through constant change and innovation, as well as tighter and tighter scrutiny of the performance of staff measured against highly reductive metrics. This has affected both how managers are educated to do their jobs, their sense of professionalism and identity and what they find themselves involved in doing as managers. One of their principle roles is thought to be to champion innovation, by designing, implementing and supervising the necessary transformational changes that will guarantee competitive advantage.

it was with a great deal of help and supervision that Rosemary was able to perform. Newton observed that Rosemary could not concentrate on her studies for more than two and a half hours. Her limited attention span thwarted attempts to educate her,

In the grim aftermath of World War II and the Stalinist purges, the term “totalitarianism” has become a bad word. But for progressives before the war, Jonah Goldberg points out, it was a good word. “Totalitarianism” was a term used by Mussolini in a positive, descriptive sense. It meant giving total allegiance to the state; it meant a state that took care of people’s physical, emotional, and aspirational needs. Totalitarianism implied an exhilarating unity of thought and action. 19 Totalitarianism, in this sense, was the shared aspiration of fascists, Nazis, and progressives. Schivelbusch writes, “The New Deal Fascist Italy and Nazi Germany all profited from the illusion of the nation as an egalitarian community whose members looked out for one another’s welfare under the watchful eyes of a strong leader.”20 Progressives across Europe and America in the 1930s relished the idea of the totalitarian society in which they could impose this unity, in other words, to supervise and control people’s lives. Does totalitarianism in this sense seem unfamiliar? It shouldn’t be. Recall President Obama’s propagandistic “Julia” videos. Essentially the Obama administration promised this hypothetical young woman cradle-to-grave protection. Absurdly, the package of benefits offered by the government under Obama would be worth more than the wages of a typical forty-hour work week. “Under President Obama” Julia would get education subsidies, minimum wage, food stamps, and free health care. “Under President Obama” Julia even decides to bear a child. To me, it’s a bit unnerving. But this is progressive utopia: citizens are all brought into complete subordination and submission to an all-powerful state.

I was also really fortunate at Eton to have had a fantastic housemaster, and so much of people’s experience of Eton rests on whether they had a housemaster who rocked or bombed. I got lucky. The relationship with your housemaster is the equivalent to that with a headmasterat a smaller school. He is the one who supervises all you do, from games to your choice of General Certificate of Secondary Education (GCSE), and without doubt he is the teacher who gets to know you the best--the good and the bad. In short, they are the person who runs the show. Mr. Quibell was old-school and a real character--but two traits made him great: he was fair and he cared. And as a teenager those two qualities really matter to one’s self-esteem. But, boy, did he also get grief from us. Mr. Quibell disliked two things: pizzas and the town of Slough. Often, as a practical joke, we would order a load of Slough’s finest pizzas to be delivered to his private door; but never just one or two pizzas--I am talking thirty of them. As the delivery guy turned up we would all be hidden, peeping out of the windows, watching the look of both horror, then anger, as Mr. Quibell would send the poor delivery man packing, with firm instructions never to return. The joke worked twice, but soon the pizza company got savvy.

recommendations to the Ministry of Education: to strengthen the evaluation on the supervision of the special admission system for overseas residents of

But Alfonso actually set out in his Siete Partidas the education which should be given to a prince, and to a princess. Interestingly, he considered that a princess should have the same tutors as a prince, thereby indicating that he considered that they should be as highly educated as their brothers. One can therefore (save as regards martial training) regard the rules for princes as being equally applicable to the princesses, and hence to Eleanor’s experience of education. Generally Alfonso’s list of the training which a prince should have, in Title VII of Part II of the Siete Partidas, may be likened to that to be expected of a well-behaved Victorian child. There is an extensive litany of behaviour and deportment issues. Those raising the children should pay careful attention to their rearing – the children should be very pure and refined in all their actions and kept in the company of pure and refined people only. Their tutors (of good family and judgment) should teach them to be elegant and clean and to eat tidily. They should be taught to speak properly and politely. They should not speak loudly, or in a very low tone, and they should not speak either very rapidly or very slowly. They should speak with no gesticulation and should use neither too many nor too few words. They should not listen with mouths open, and should walk gracefully, without dragging their feet or raising them too high. (It is interesting to see how universal are such preoccupations on the part of parents, even at a gap of several hundred years.) As for formal education, children should be taught to read and write, how to learn to know men and how to talk to those of all stations in life.31 For princesses there are special injunctions, doubtless to be attended to while their brothers gained proficiency in arms. They should be brought up with much greater supervision, to ensure they formed good habits as they would have a greater part in raising children in due course. ‘The most important thing in the world … is that for the sake of loyalty they should respect themselves and their husbands and consider carefully everything else which they have to do in order that they may have good habits and offer a good example to others.’ Interestingly, their supervisors ‘should especially prevent them from yielding to anger for … it is the one thing in the world which most quickly induces women to commit sin’.

Everyone was supervising her now, it seemed. She had been an expect, an uncontested power; now she had to ask her ten-year-old daughter whether she’d eaten lunch. That winter was long and dark, and I wondered if sometimes Mother was staying in bed even when she didn’t have a migraine.

That is, I feel, the concern of the educator - to teach how to be sensitive to the differences in ourselves as well as outside ourselves, not to supervise the memorization of facts.

WE ALL VIEW THE WORLD around us through a unique set of lenses. Much of how we see clinical supervision comes from our own experiences, which have informed our current ideas, beliefs, and practices. Engagement in supervisory conversation invites us into a process about how we can learn to see things differently with “super-vision” – new eyes, new perceptions, new visions. Supervision then becomes a new way of seeing, a super way of visioning (Carroll, 2011). What would happen if we looked at ourselves, our supervisees, our clients, the multiple systems, and all the intertwining relationships in different ways? By sharing our perspectives, I believe that together we can co-create multiple ways of seeing and thinking about the practice of systemic clinical supervision.

I have been challenged, as a supervisor, to adjust my thinking about needing to be “all-knowing” to a position of “not knowing” and greater curiosity. Although I don’t see myself as a particularly intuitive or creative person, guidance while a supervisee has enabled me, as a supervisor, to implement interactive, creative, and sometimes evocative methods in supervision. The use of Satir’s sculpting and coping stances and other Gestalt techniques in group supervision has been very illustrative.

The supervisory relationship provides the context and the environment wherein the learning process takes place and lays the foundation for the work that will occur in supervision. The quality of the working relationship between the supervisee and supervisor is one of the key components determining the outcomes of clinical supervision. The effectiveness of these relational interactions largely depends on the kind of person the supervisor is and his or her ability to establish and maintain a good connection with the supervisee.

By the fall of 2021, schools across the country had lost a staggering number of teachers, paraeducators, substitutes, bus drivers, and other staff who quit, retired early, got sick, or died because of the pandemic. In September 2021, 30,000 public school teachers gave notice. Florida had 67% more teacher vacancies than the previous year. California's largest school district had five times the number of teacher vacancies as in prior years; Fort Worth, Texas, was close behind with four and a half times the number of vacancies. A small Michigan district lost a quarter of its teaching staff, while statewide there was a 44% increase in midyear teacher retirements. Lacking enough staff to operate, some schools across the country temporarily closed; hired students to serve lunch during school hours; grouped classes together in the cafeteria, where building services workers or untrained parent volunteers supervised hundreds of students; and/or asked the National Guard to fill in as bus drivers and substitute teachers.

I hold a Master's degree in Counseling and a Doctor of Philosophy degree in Counselor Education and Supervision from the University of Texas at San Antonio.I have provided consultation and training to a variety of graduate students enrolled in the clinical and mental health program as a professor in the Graduate Counseling Program at The University of Texas at San Antonio.I have over 9 years of experience providing mental health and addictions-related counseling services to adolescents, adults, and elders in a variety of different settings.

4. “Restricting the concept of Corruption to Theft and financial crimes is a significant setback to the #Anti-Corruption effort of #government. We should rather be concerned about, why people conceive and execute self-gratifying ideas to the detriment of others? What practices, acts or omissions led to such theft of public funds? Why the absence of the culture of objective, nonpartisan monitoring and supervision in Governments MDAs? Why patriotism seem to be a foolish idea among Nigerians? Why religious and ethnic sentiments now play frontal roles in public administration? Why the thought about unity, one Nigeria is still a debatable ideology? Why merit and loyalty to service are no longer popular and desirable values? Why wrong doing, violation of rules and crime in the public service still generates polarizing perceptions? Why it takes so long to call out and sanction wrong doing even when it is reported? Why people are more comfortable with the status of nonperformance and the practice of proffering excuses for nonperformance? Why budgets don't perform as they should and Governments MDAs not leaving up to their mandates? Why our elections are still like war situations? Why the dichotomy on the subject matter of restructuring...North/South etc.?

Discussions about how blacks and whites were to be brought together came to be known as 'contact theory,' and its most prominent spokesman was Gordon Allport. In his 1953 book, The Nature of Prejudice, he wrote that prejudice 'may be reduced by equal status contact between majority and minority groups in the pursuit of common goals. The effect is greatly enhanced if this contact is sanctioned by institutional supports [...]' Schools were the best setting for contact. White children, whose prejudices had not yet hardened, would mix with black children under conditions of equality and strict institutional supervision. Many believed that integration for children was so important that the opposition of parents should be ignored. James S. Liebman of Columbia law school wrote that in order to protect children from the 'tyranny' of their parents they should be required to attend 'schools that are not entirely controlled by parents,' where they could be exposed to 'a broader range of [...] value options than their parents could hope to provide.' Integrated education was the best way to reform 'the malignant hearts and minds of racist white citizens.' Jennifer Hochschild of Princeton agreed that the stakes were so great they justified limiting the will of the public. Because a majority of Americans did not understand the benefits of integration, democracy should be set aside and Americans 'must permit elites to make their choices for them.' She believed parents should be banned from sending children to private schools. The assumptions of the 1950s were that white adults might not integrate willingly, but their children who went to school with blacks would grow up with enlightened views, and the racial problem would be solved.

LEVEL THREE VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S COMMENTS DITCHING ELVIN HISTORY According to a report from the gnomes, Keefe was found hiding in the Level Four wing during afternoon session. 3 out of 10 Warning issued. It’s the first day of sessions and Keefe is already causing trouble—and he can argue that his photographic memory should exempt him from “boring lectures that repeat what’s in the textbook” all he wants! Elvin History is a vital session, and I would’ve given him a week of detention if I could, but none of the Mentors are prepared to be supervising punishments yet. So, I let Keefe off with a warning (reminding him about expulsion!). I’m sure he’ll give everyone plenty of reasons to assign detention soon. This is going to be a very long year.… —Dame Alina VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S COMMENTS DISRESPECT FOR ACADEMY PROPERTY According to a report from Lady Galvin, Keefe took it upon himself to turn his alchemy table into solid silver. 5 out of 10 One week of detention assigned. Apparently Lady Galvin asked Keefe to impress her, and this is what happened. Clearly this is not what she meant. Though, I suppose it is rather impressive—not that I would give Keefe the satisfaction of knowing that! —Dame Alina VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S COMMENTS DITCHING PHYSICAL EDUCATION According to a report from the gnomes, Keefe was found hiding in his PE locker during session. 3 out of 10 One week of detention assigned. It’s highly likely that Keefe has used this hiding place before, since his absence could easily be overlooked in the chaos of the group session. Clearly procedures need to be implemented to ensure this behavior is prevented. —Dame Alina VIOLATION SERIOUSNESS SENTENCE PRINCIPAL’S

I believe effective leaders are, first and foremost, good teachers. We are in the education business. Whether in class or on the court, my job was the same: to effectively teach those under my supervision how they could perform to the best of their ability in ways that best served the goals of our team. I believe the same is true for productive leaders in any organization.

By the time Elizabeth was seven, she was fluent in French, capable at Spanish and could speak and read Latin and Greek. When William Grindal—supervised by the great Ascham—took over her education in 1544, she had added Italian and German to that list. While Grindal managed her day-to-day lessons, it was Ascham who always loomed in the background, the grand architect of her overall schooling. He stepped in when major subjects were taught: languages, mathematics, and history, both ancient and recent. A vocal advocate of the benefits of regular outdoor activity, he even taught her archery in the grounds of Hatfield

Yet the structure we have built to protect and nurture these children actually does the opposite. Imagine an impoverished six-year-old boy who rarely gets a healthy meal and rarely has parental supervision. He finally goes to school and falls in love with the first person who has ever been there every day for him—his first-grade teacher. She loves and encourages and teaches him. She won’t let the kids bully one another, and she makes sure he gets a good breakfast, lunch, and an after-school snack. Only the weekends are scary. The sixyear-old has a daily routine that includes a committed relationship for the very first time. Life is good; hope is learned. Then the school year ends, and this wonderful teacher says, “Good-bye. You will have a great teacher in second grade.” So the seven-year-old survives the short summer and begins the process all over. But now he has a homeroom teacher, a math and science teacher, a language arts teacher, and a music teacher. Which one is he to fall in love with? Who will fall in love with him? Each of these teachers has dozens of students to care for an hour at a time. And so, at the end of second grade it’s a little less painful to part with his teachers because he never really got to know them. But at least he was physically safe and was fed every day. And so, by the end of third grade, he hardly notices his teacher because he has formed a strong attachment to the friends who move along from class to class with him. They share multiple hours together daily. Instead of taking his signals of proper behavior from a committed adult, since he has none at home or school, he models his life after the future football captain, just as the girls in his class likely emulate the future prom queen. This child from an impoverished culture was taught, in effect, that no adult cares enough to hang out and teach him for more than the 150 hours required to complete a credit. And as he got older, he also learned that the teachers were not quite as able to physically protect him as when he and his classmates were small, and it’s humiliating to have to eat the government-provided free lunch. Even our elementary

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It signified an economically and culturally advanced society with machine technology and an educated populace imbued with socialist consciousness, participating actively in the management of public affairs and engaging voluntarily in cooperative forms of work. To make NEP Russia socialist, it would therefore be necessary to carry out a thoroughgoing renovation of the society, overcoming its age-old legacy of backwardness, poverty, illiteracy, religiosity, bureaucracy, sloth, and corruption. The socialist revolution was thus projected beyond the capture of power as a long-range developmental process, and the Bolshevik party claimed legitimacy for its power monopoly on the ground that it alone knew how to supervise the many-sided work of constructing a socialist society. The development of Marxist thought along these lines was one of Lenin’s contributions to communism as an ideology and culture.

the goose (production capability) is often a difficult judgment call. But I suggest it is the very essence of effectiveness. It balances short term with long term. It balances going for the grade and paying the price to get an education. It balances the desire to have a room clean and the building of a relationship in which the child is internally committed to do it—cheerfully, willingly, without external supervision.

You are here,” Annan told the assembled freshmen, “for three reasons: Intellect! Intellect! Intellect!” One, two, three fingers stabbed the air as he counted off the three reasons. Later in his speech he surpassed even that aperçu. “The most important part of your education here will not take place in the lecture rooms or libraries or supervisions,” he intoned. “It will happen when you sit in one another’s rooms, late at night, fertilizing one another.