Effective Teacher Quotes

Instruction in world history in the so-called high schools is even today in a very sorry condition. Few teachers understand that the study of history can never be to learn historical dates and events by heart and recite them by rote; that what matters is not whether the child knows exactly when this battle or that was fought, when a general was born, or even when a monarch (usually a very insignificant one) came into the crown of his forefathers. No, by the living God, this is very unimportant. To 'learn' history means to seek and find the forces which are the causes leading to those effects which we subsequently perceive as historical events.

On the other hand, the Prince had proved a much more effective teacher than Snape so far.

The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.

What we can change is our perceptions, which have the effect of changing everything.

If you don't let a teacher know what level you are -- by asking a question, or revealing your ignorance -- you will not learn or grow

You cannot trade the courage needed to live every moment for immunity from life's sorrows. We may say we know this but ours is the culture of the deal-making mind. From infancy, we have breathed in the belief that there is always a deal to be made, a bargain to be struck. Eventually, we believe, if we do the right thing, if we are good enough, clever enough, sincere enough, work hard enough, we will be rewarded. There are different verses to this song - if you are sorry for your sins and try hard not to sin again, you will go to heaven; if you do your daily practise, clean up your diet, heal your inner child, ferret out all your emotional issue's, focus your intent, come into alignment with the world around you, hone your affirmations, find and listen to the voice of your higher self, you will be rewarded with vibrant health, abundant prosperity, loving relations and inner peace - in other words, heaven! We know that what we do and how we think affects the quality of our lives. Many things are clearly up to us. And many others are not. I can see no evidence that the universe works on a simple meritocratic system of cause and effect. Bad things happen to good people - all the time. Monetary success does come to some who do not do what they love, as well as to some who are unwilling or unable to see the harm they do to the planet or others. Illness and misfortune come to some who follow their soul's desire. Many great artist's have been poor. Great teachers have lived in obscurity. My invitation, my challenge to you here, is to journey into a deeper intimacy with the world and your life without any promise of safety or guarantee of reward beyond the intrinsic value of full participation.

I see the most effective teacher being the one who facilitates learning in the same way a gardener facilitates growth, as opposed to the one who is just giving instruction.

As an effective teacher, you must not only know that which you would teach—that is, your content—but you must also know those whom you wish to teach.

The venerable teachers, philosophers & spiritual practitioners throughout history have concluded that the greatest happiness we can experience comes from the development of an open, loving heart.

Words were originally magic, and the word retains much of its old magical power even to-day. With words one man can make another blessed, or drive him to despair; by words the teacher transfers his knowledge to the pupil; by words the speaker sweeps his audience with him and determines its judgments and decisions. Words call forth effects and are the universal means of influencing human beings.

...What I have denied and what my reason compels me to deny, is the existence of a Being throned above us as a god, directing our mundane affairs in detail, regarding us as individuals, punishing us, rewarding us as human judges might. When the churches learn to take this rational view of things, when they become true schools of ethics and stop teaching fables, they will be more effective than they are to-day... If they would turn all that ability to teaching this one thing – the fact that honesty is best, that selfishness and lies of any sort must surely fail to produce happiness – they would accomplish actual things. Religious faiths and creeds have greatly hampered our development. They have absorbed and wasted some fine intellects. That creeds are getting to be less and less important to the average mind with every passing year is a good sign, I think, although I do not wish to talk about what is commonly called theology. The criticisms which have been hurled at me have not worried me. A man cannot control his beliefs. If he is honest in his frank expression of them, that is all that can in justice be required of him. Professor Thomson and a thousand others do not in the least agree with me. His criticism of me, as I read it, charged that because I doubted the soul’s immortality, or ‘personality,’ as he called it, my mind must be abnormal, ‘pathological,’ in other, words, diseased... I try to say exactly what I honestly believe to be the truth, and more than that no man can do. I honestly believe that creedists have built up a mighty structure of inaccuracy, based, curiously, on those fundamental truths which I, with every honest man, must not alone admit but earnestly acclaim. I have been working on the same lines for many years. I have tried to go as far as possible toward the bottom of each subject I have studied. I have not reached my conclusions through study of traditions; I have reached them through the study of hard fact. I cannot see that unproved theories or sentiment should be permitted to have influence in the building of conviction upon matters so important. Science proves its theories or it rejects them. I have never seen the slightest scientific proof of the religious theories of heaven and hell, of future life for individuals, or of a personal God. I earnestly believe that I am right; I cannot help believing as I do... I cannot accept as final any theory which is not provable. The theories of the theologians cannot be proved. Proof, proof! That is what I always have been after; that is what my mind requires before it can accept a theory as fact. Some things are provable, some things disprovable, some things are doubtful. All the problems which perplex us, now, will, soon or late, be solved, and solved beyond a question through scientific investigation. The thing which most impresses me about theology is that it does not seem to be investigating. It seems to be asserting, merely, without actual study. ...Moral teaching is the thing we need most in this world, and many of these men could be great moral teachers if they would but give their whole time to it, and to scientific search for the rock-bottom truth, instead of wasting it upon expounding theories of theology which are not in the first place firmly based. What we need is search for fundamentals, not reiteration of traditions born in days when men knew even less than we do now. [Columbian Magazine interview]

Experience can be an effective teacher. But, clearly, only some students listen to their teachers.

If there is one thing developmental psychologists have learned over the years, it is that parents don’t have to be brilliant psychologists to succeed. They don’t have to be supremely gifted teachers. Most of the stuff parents do with flashcards and special drills and tutorials to hone their kids into perfect achievement machines don’t have any effect at all. Instead, parents just have to be good enough. They have to provide their kids with stable and predictable rhythms. They need to be able to fall in tune with their kids’ needs, combining warmth and discipline. They need to establish the secure emotional bonds that kids can fall back upon in the face of stress. They need to be there to provide living examples of how to cope with the problems of the world so that their children can develop unconscious models in their heads.

Let the hard things in life break you. Let them effect you. Let them change you. Let these hard moments inform you. Let this pain be your teacher. The experiences of your life are trying to tell you something about yourself. Don't cop out on that. Don't run away and hide under your covers. Lean into it.

HSPs tend to fill that advisor role. We are the writers, historians, philosophers, judges, artists, researchers, theologians, therapists, teachers, parents, and plain conscientious citizens. What we bring to any of these roles is a tendency to think about all the possible effects of an idea. Often we have to make ourselves unpopular by stopping the majority from rushing ahead. Thus, to perform our role well, we have to feel very good about ourselves. We have to ignore all the messages from the warriors that we are not as good as they are. The warriors have their bold style, which has its value. But we, too, have our style and our own important contribution to make.

Just as you can’t be an effective teacher if you’re not going to push your students, you can’t be an effective Challenger if you’re not going to push your customers.

He, unfortunately for himself, had been beautifully brought up. His teacher had educated him as the child is educated in the womb, where it lives the history of man from fish to mammal--and, like the child in the womb, he had been protected with love meanwhile. The effect of such an education was that he had grown up without any of the useful accomplishments for living--without malice, vanity, suspicion, cruelty, and the commoner forms of selfishness. Jealousy seemed to him the most ignoble of vices. He was sadly unfitted for hating his best friend or torturing his wife. He had been given too much love and trust to be good at these things.

The way young people speak about one another's bodies says a great deal about our society. In today's world, boys are much more likely to objectify girl's bodies than the other way around. Boys will say amongst themselves that so-and-so has a nice rack, while girls will more likely say that a boy is cute, a term that describes both physical and emotional characteristics. This has the effect of turning girls into mere objects, while boys are seen by girls as whole people-" And then Lara stood up, and in her delicate, innocent accent, cut Dr. William Morse off. "You're so hot! I weesh you'd shut up and take off your clothes." The students laughed, but all of the teachers turned around and looked at her, stunned silent. She sat down. "What's you name, dear?" "Lara,"she said. "Now, Lara." Maxx said, looking down at his paper to remember the line, "what we have here is a very interesting case study- a female objectifying me, a male. It's so unusual that I can only assume you're making an attempt at humor." Lara stood up again and shouted, "I'm not keeding! Take off your clothes." He nervously looked down at the paper, and then looked up at all of us, smiling. "Well, it is certainly important to subvert the patriarchal paradigm , and I suppose this is a way. All right, then.

With words one man can make another blessed, or drive him to despair; by words the teacher transfers his knowledge to the pupil; by words the speaker sweeps his audience with him and determines its judgments and decisions. Words call forth effects and are the universal means of influencing human beings.

He (Christ) was never regarded as a mere moral teacher. He did not produce that effect on any of the people who actually met Him. He produced mainly three effects – Hatred – Terror – Adoration. There was no trace of people expressing mild approval.

The hallmark of resiliency is the ability to harness positive emotions when we need to counter the effects of hardship.

Extremes are good teachers. When you examine the extremes, it’s easy to see the effects of imbalanced behavior patterns.

They had been pathetically eager to have the wedding in the family church. Their reaction though, as far as she could estimate the reactions of people who were now so remote from her, was less elated glee than a quiet, rather smug satisfaction, as though their fears about the effects of her university education, never stated but aways apparent, had been calmed at last. They had probably been worried she would turn into a high-school teacher or a maiden aunt or a dope addict or a female executive, or that she would undergo some shocking physical transformation, like developing muscles and a deep voice or growing moss.

It is a private battlefield, the school arena, perhaps created by adults, but a war, nonetheless, that they cannot easily fight in. I informed the headmaster that if he could prove that a teacher could have thumped Georgie Smales as effectively, then I would be willing, next time, to call a teacher. I would, I told him, very much like to see that.

Some teachers, the less effective ones, thought that fair meant distributing instruction equally to all students regardless of their needs. The exemplary teachers we studied, however thought fair meant working in ways that evened out differences between students

Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: when learning is harder, it’s stronger and lasts longer. It’s widely believed by teachers, trainers, and coaches that the most effective way to master a new skill is to give it dogged, single-minded focus, practicing over and over until you’ve got it down. Our faith in this runs deep, because most of us see fast gains during the learning phase of massed practice. What’s apparent from the research is that gains achieved during massed practice are transitory and melt away quickly.

Not understanding their past renders many Americans incapable of thinking effectively about our present and future.

The idea that girls are somehow responsible for 'provoking' harassment from boys is shamefully exacerbated by an epidemic of increasingly sexist school dress codes. Across the United States, stories have recently emerged about girls being hauled out of class, publicly humiliated, sent home, and even threatened with expulsion for such transgressions as wearing tops with 'spaghetti straps,' wearing leggings or (brace yourself) revealing their shoulders. The reasoning behind such dress codes, which almost always focus on the girls' clothing to a far greater extent than the boys', is often euphemistically described as the preservation of an effective 'learning environment.' Often schools go all out and explain that girls wearing certain clothing might 'distract' their male peers, or even their male teachers....in reality these messages privilege boys' apparent 'needs' over those of the girls, sending the insidious message that girls' bodies are dangerous and provoke harassment, and boys can't be expected to control their behavior, so girls are responsible for covering up....his education is being prioritized over hers.

Experience teaches effectually, but brutally. It makes us acquainted with all the effects of an action, by causing us to feel them; and we cannot fail to finish by knowing that fire burns, if we have burned ourselves. For this rough teacher, I should like, if possible, to substitute a more gentle one. I mean Foresight. For this purpose I shall examine the consequences of certain economical phenomena, by placing in opposition to each other those which are seen, and those which are not seen.

The most effective reading teachers are teachers who read. According to Morrison, Jacobs, and Swinyard (1999), “Perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school” (p. 81).

Ten Best Song to Strip 1. Any hip-swiveling R&B fuckjam. This category includes The Greatest Stripping Song of All Time: "Remix to Ignition" by R. Kelly. 2. "Purple Rain" by Prince, but you have to be really theatrical about it. Arch your back like Prince himself is daubing body glitter on your abdomen. Most effective in nearly empty, pathos-ridden juice bars. 3. "Honky Tonk Woman" by the Rolling Stones. Insta-attitude. Makes even the clumsiest troglodyte strut like Anita Pallenberg. (However, the Troggs will make you look like even more of a troglodyte, so avoid if possible.) 4. "Pour Some Sugar on Me" by Def Leppard. The Lep's shouted choruses and relentless programmed drums prove ideal for chicks who can really stomp. (Coincidence: I once saw a stripper who, like Rick Allen, had only one arm.) 5. "Amber" by 311. This fluid stoner anthem is a favorite of midnight tokers at strip joints everywhere. Mellow enough that even the most shitfaced dancer can make it through the song and back to her Graffix bong without breaking a sweat. Pass the Fritos Scoops, dude. 6. "Miserable" by Lit, but mostly because Pamela Anderson is in the video, and she's like Jesus for strippers (blonde, plastic, capable of parlaying a broken nail into a domestic battery charge, damaged liver). Alos, you can't go wrong stripping to a song that opens with the line "You make me come." 7. "Back Door Man" by The Doors. Almost too easy. The mere implication that you like it in the ass will thrill the average strip-club patron. Just get on all fours and crawl your way toward the down payment on that condo in Cozumel. (Unless, like most strippers, you'd rather blow your nest egg on tacky pimped-out SUVs and Coach purses.) 8. Back in Black" by AC/DC. Producer Mutt Lange wants you to strip. He does. He told me. 9. "I Touch Myself" by the Devinyls. Strip to this, and that guy at the tip rail with the bitch tits and the shop teacher glasses will actually believe that he alone has inspired you to masturbate. Take his money, then go masturbate and think about someone else. 10. "Hash Pipe" by Weezer. Sure, it smells of nerd. But River Cuomo is obsessed with Asian chicks and nose candy, and that's just the spirit you want to evoke in a strip club. I recommend busting out your most crunk pole tricks during this one.

Most schooling is training for stupidity and conformity, and that's institutional, but occasionally you get a spark, somebody'll challenge your mind, make you think and so on, and that has a tremendous effect you just reach all sorts of people. Of course if you do it you may very have problems, you have to tread the narrow line. There are plenty of people who don't want students to think, they're afraid of the crisis of democracy. If people start thinking you get all these problems that I quoted before. They won't have enough humility to submit to a civil rule or they'll start trying to press their demands in the political arena and have ideas of their own, instead of beleiving what they're told. And privelage and power typically doesn't want that and so they react and the high school teacher that tries to get students to think may find oppression, firing and so on.

Rules and consequences are not the best tools for classroom management. Giving students goals and rewards is more effective. It’s about putting systems in place that actively incentivize good behavior and passively decentivize bad behavior. In this way, as a teacher you can spend less time on managing behaviors and more time on educating and leading.

White exceptionalism is the belief that because you have read antiracism books and articles, listened to social justice–based podcasts, watched documentaries on the effects of racism, and follow some BIPOC activists and teachers, you know it all and do not need to dig deeper.

For a practitioner of love and compassion, an enemy is one of the most important teachers. Without an enemy you cannot practice tolerance, and without tolerance you cannon build a sound basis of compassion. So in order to practice compassion, you should have an enemy. When you face your enemy who is going to hurt you, that is the real time to practice tolerance. Therefore, an enemy is the cause of the practice of tolerance; tolerance is the effect or result of an enemy. So those are cause and effect. As is said, "Once something has the relationship of arising from that thing, one cannot consider that thing from which it arises as a harmer; rather it assists the production of the effect.

Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of material. That difference amounts to a year’s worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a bad school with an excellent teacher than in an excellent school with a bad teacher.

O VENENO ARDENTE DO DESGOSTO. THE WHITE HOT POISON OF ANGER. When others make us angry at them- at their shamelessness, injustice, inconsideration- then they exercise power over us, they proliferate and gnaw at our soul, then anger is like a white-hot poison that corrods all mild, noble and balanced feelings and robs us of sleep. Sleepless, we turn on the light and are angry at the anger that has lodged like a succubus who sucks us dry and debilitates us. We are not only furious at the damage, but also that it develops in us all by itself, for while we sit on the edge of the bed with aching temples, the distant catalyst remains untouched by the corrosive force of the anger that eats at us. On the empty internal stage bathed in the harsh light of mute rage, we perform all by ourselves a drama with shadow figures and shadow words we hurl against enemies in helpless rage we feel as icy blazing fire in our bowels. And the greater our despair that is only a shadow play and not a real discussion with the possibility of hurting the other and producing a balance of suffering, the wilder the poisonous shadows dance and haunt us even in the darkest catacombs of our dreams. (We will turn the tables, we think grimly, and all night long forge words that will produce in the other the effect of a fire bomb so that now he will be the one with the flames of indignation raging inside while we, soothed by schadenfreude, will drink our coffee in cheerful calm.) What could it mean to deal appropriately with anger? We really don't want to be soulless creatures who remain thoroughly indifferent to what they come across, creatures whose appraisals consist only of cool, anemic judgments and nothing can shake them up because nothing really bothers them. Therefore, we can't seriously wish not to know the experience of anger and instead persist in an equanimity that wouldn't be distinguished from tedious insensibility. Anger also teaches us something about who we are. Therefore this is what I'd like to know: What can it mean to train ourselves in anger and imagine that we take advantage of its knowledge without being addicted to its poison? We can be sure that we will hold on to the deathbed as part of the last balance sheet- and this part will taste bitter as cyanide- that we have wasted too much, much too much strength and time on getting angry and getting even with others in a helpless shadow theater, which only we, who suffered impotently, knew anything about. What can we do to improve this balance sheet? Why did our parents, teachers and other instructors never talk to us about it? Why didn't they tell something of this enormous significance? Not give us in this case any compass that could have helped us avoid wasting our soul on useless, self-destructive anger?

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

A related question is where in time to begin. Should you begin far back in a character's past and move forward, or should you begin in the present and make use of flashbacks only where necessary? ... If the material with which you want to open the story is from the character's deep past, then there has to be an important relationship between what has happened in the past and what is about to happen. In other words, is the material with which you open the story an arrow pointing toward the unified effect?

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'.

A teacher is only as effective as his ability to understand where his student is.

The effect was as if each teacher was being examined by a fierce inspector, and each lesson became an ordeal in which not the pupils but the teachers were being tested.

6. You are the sum total of everything that has happened to you up until that last slurp of that cup of tea you just put down. How your parents hugged you, that thing your first boyfriend once said about your thighs – these are all bricks that have been laid from the soles of your feet up. Your eccentricities, foibles and fuck-ups are a butterfly effect of things you saw on telly, things teachers said to you and the way people have looked at you since the first moment you opened your eyes. Being a detective for your past – tracing back through all of it to get to the source with the help of a professional – can be incredibly useful and freeing.

Teachers who have the best managed classrooms are those who spend the first two weeks of class teaching and practicing their procedures and routines (Marzano, Marzano, & Pickering, 2003).

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

Some are questioning whether the churches they grew up in have anything to offer them as they make their ways in a culture of many cultures with many views of truth, some of which make a great deal of sense to them. For those who counted on God to protect them from so many choices, it is as if the heavenly Father let go of their hand in a crowd one day and vanished into a sea of divine possibilities. I cannot protect the students in my classes from this any better than I can protect myself. Existential dizziness is one of the side effects of higher education, and it affects teachers too.

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

The effectiveness of an inspired bishop, adviser, or teacher has very little to do with the outward trappings of power or an abundance of this world’s goods. The leaders who have the most influence are usually those who set hearts afire with devotion to the truth, who make obedience to duty seem the essence of manhood, who transform some ordinary routine occurrence so that it becomes a vista where we see the person we aspire to be.

Neither parents nor schools are very effective at teaching the young to find pleasure in the right things. Adults, themselves often deluded by infatuation with fatuous models, conspire in the deception. They make serious tasks seem dull and hard, and frivolous ones exciting and easy. Schools generally fial to teach how exciting, how mesmerizingly beautiful science or mathematics can be; they teach the routine of literature or history rather than the adventure.

One overly simplistic idea is that we can improve student performance by just by giving financial incentives to parents, teachers, or kids. Unfortunately, there is little evidence that such incentives are effective, but nuances matter.

Vanity. It’s possible that one of the reasons you got on the path of mastery was to look good. But to learn something new of any significance, you have to be willing to look foolish. Even after years of practice, you still take pratfalls. When a Most Valuable Player candidate misjudges a ball and falls on his duff, he does it in the sight of millions. You should be willing to do it before your teacher and a few friends or fellow students. If you’re always thinking about appearances, you can never attain the state of concentration that’s necessary for effective learning and top performance.

Walt Disney’s brother tells an amusing story about Walt’s budding genius as a fifth grader. The teacher assigned the students to color a flower garden. As she walked among the rows examining the student’s work she stopped by young Walt’s desk. Noting that his drawing was quite unusual, she remarked, “Walt, that’s not right. Flowers don’t have faces on them.” Confidently he replied, “Mine do!” and continued his work. And they still do; flowers at Disneyland and Disney World all have faces. An

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school? "If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

In some circumstances, a focus on extrinsic rewards (money) can actually diminish effort. Most (or at least many) teachers enter their profession not because of the money but because of their love for children and their dedication to teaching. The best teachers could have earned far higher incomes if they had gone to banking. It is almost insulting to assume that they are not doing what they can to help their students learn, and that by paying them an extra $500 or $1,500, they would exert greater effort. Indeed, incentive pay can be corrosive: it reminds teachers of how bad their pay is, and those who are led thereby to focus on money may be induced to find a better paying job, leaving behind only those for whom teaching is the only alternative. (Of course, if teachers perceive themselves to be badly paid, that will undermine morale, and that will have adverse incentive effects)

Given the asymmetrical effects of career obsolescence on woman and men, it is hardly surprising that women tend to work in fields with lower rates of obsolescence—as teachers and librarians, for example, rather than as computer engineers or tax accountants.

The letter is only an aid to philosophical communication, the actual essence of which consists in arousing a particular train of thought. Someone speaking thinks and produces—someone listening reflects—and reproduces. Words are a deceptive medium for what is already though—unreliable vehicles of a particular, specific stimulus. The true teacher is a guide. If the pupil genuinely desires truth it requires only a hint to show him how to find what he is seeking. Accordingly the representation of philosophy consists purely of themes—of initial propositions—principles. It exists only for autonomous lovers of truth. The analytical exposition of the theme is only for those who are sluggish or unpracticed. The latter must learn thereby how to fly and keep themselves moving in a particular direction. Attentiveness is a centripetal force. The effective relation between that which is directed and the object of direction begins with the given direction. If we hold fast to this direction we are apodictically certain of reaching the goal that has been set. True collaboration in philosophy then is a common movement toward a beloved world—whereby we relieve each other in the most advanced outpost, a movement that demands the greatest effort against the resisting element within which we are flying.

What’s more, veteran teachers who work long-term in high-poverty schools with low test scores are actually more effective at raising student achievement than is the rotating cast of inexperienced teachers who try these jobs out but flee after one to three years.

Many children go to school ill-prepared to learn because they are not emotionally ready to learn. Children need to reach appropriate emotional levels of maturity before they are able to learn effectively at their age level. Simply sending a child to a better school or changing teachers is not the answer. We must make sure our children are emotionally ready to learn. (See chapter 9 for more on

Similar reasoning has promoted educational policies which seek to create more equal outcomes for "special education" students with mental, physical, or psychological handicaps—again with little or no regard for the financial costs of this to the taxpayers or the educational costs to other children in whose classrooms they are to be "mainstreamed," often with little regard to the disruptive effects of their special needs. These financial costs can be several times what it costs to educate the average student, while the educational results for a severely retarded student may be imperceptible. The educational cost can also include a substantial part of a teacher's time being devoted to one or a few students, to the neglect of the majority.

Will non-English-speaking students start speaking English because their teachers were fired? Will children come to school ready to learn because their teachers were fired? It would be good if our nation's education leaders recognized that teachers are not solely responsible for student test scores. Other influences matter, including the students' effort, the family's encouragement, the effects of popular culture, and the influence of poverty. A blogger called "Mrs. Mimi" wrote the other day that we fire teachers because "we can't fire poverty." Since we can't fire poverty, we can't fire students, and we can't fire families, all that is left is to fire teachers.

Code-switching in these spaces is a key skill that not everyone can or will acquire. And the toll of not being adept at this skill plays out not only in how girls are treated by their peers but also in how they are treated by the systems they encounter. A girl who is seen as fitting into the patriarchy’s preset mold of a “good girl,” one who won’t engage in any of that pesky interest in herself, her own goals and concerns, but who is instead seemingly willing to be directed, will often find herself offered more resources by teachers, employers, or other people with power to effect a positive change in her life. A counterpart who is messier, louder, and more invested in being true to herself and where she came from, no matter how much that self departs from accepted ideas of a “good girl,” is unlikely to benefit from the same resources.

Badly drawn, badly written and badly printed - a strain on young eyes and young nervous systems - the effect of these pulp-paper nightmares is that of a violent stimulant. Their crude blacks and reds spoil the child's natural sense of color; their hypodermic injection of sex and murder makes the child impatient with better, though quieter, stories. Unless we want a coming generation even more ferocious than the present one, parents and teachers throughout America must band together to break the 'comic' magazines. But the antidote to the 'comic' magazine poison can be found in any library or good bookstore. The parent who does not acquire that antidote for his child is guilty of criminal negligence.

EVERY WEDNESDAY, I teach an introductory fiction workshop at Harvard University, and on the first day of class I pass out a bullet-pointed list of things the students should try hard to avoid. Don’t start a story with an alarm clock going off. Don’t end a story with the whole shebang having been a suicide note. Don’t use flashy dialogue tags like intoned or queried or, God forbid, ejaculated. Twelve unbearably gifted students are sitting around the table, and they appreciate having such perimeters established. With each variable the list isolates, their imaginations soar higher. They smile and nod. The mood in the room is congenial, almost festive with learning. I feel like a very effective teacher; I can practically hear my course-evaluation scores hitting the roof. Then, when the students reach the last point on the list, the mood shifts. Some of them squint at the words as if their vision has gone blurry; others ask their neighbors for clarification. The neighbor will shake her head, looking pale and dejected, as if the last point confirms that she should have opted for that aseptic-surgery class where you operate on a fetal pig. The last point is: Don’t Write What You Know. The idea panics them for two reasons. First, like all writers, the students have been encouraged, explicitly or implicitly, for as long as they can remember, to write what they know, so the prospect of abandoning that approach now is disorienting. Second, they know an awful lot. In recent workshops, my students have included Iraq War veterans, professional athletes, a minister, a circus clown, a woman with a pet miniature elephant, and gobs of certified geniuses. They are endlessly interesting people, their lives brimming with uniquely compelling experiences, and too often they believe those experiences are what equip them to be writers. Encouraging them not to write what they know sounds as wrongheaded as a football coach telling a quarterback with a bazooka of a right arm to ride the bench. For them, the advice is confusing and heartbreaking, maybe even insulting. For me, it’s the difference between fiction that matters only to those who know the author and fiction that, well, matters.

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.

Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about ‘making students happy’ or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective.

Silence is not always complacency. It is contemplation and forethought taking place in the minds of those who would be careful with their words and actions, unwilling to contribute to negativity that is fed by rashly-spoken comments. Quiet contemplation is a powerful tool for change because those thoughts, though silent, become actions built on conscientious pondering. Those actions then become examples. And quiet example is the greatest teacher, the most effective behavior modification tool of all. I am not listening to what you say half as closely as I am watching what you do. Think about that.

Of course, there’s no clear line between who creates wealth and who shifts it. Lots of jobs do both. There’s no denying that the financial sector can contribute to our wealth and grease the wheels of other sectors in the process. Banks can help to spread risks and back people with bright ideas. And yet, these days, banks have become so big that much of what they do is merely shuffle wealth around, or even destroy it. Instead of growing the pie, the explosive expansion of the banking sector has increased the share it serves itself.4 Or take the legal profession. It goes without saying that the rule of law is necessary for a country to prosper. But now that the U.S. has seventeen times the number of lawyers per capita as Japan, does that make American rule of law seventeen times as effective?5 Or Americans seventeen times as protected? Far from it. Some law firms even make a practice of buying up patents for products they have no intention of producing, purely to enable them to sue people for patent infringement. Bizarrely, it’s precisely the jobs that shift money around – creating next to nothing of tangible value – that net the best salaries. It’s a fascinating, paradoxical state of affairs. How is it possible that all those agents of prosperity – the teachers, the police officers, the nurses – are paid so poorly, while the unimportant, superfluous, and even destructive shifters do so well?

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

...The spiritual Oriental teachers say a person has three forms of mind,'' Beatrice was explaining to him once, while they were on break between one lesson and another at university, ''which are the dense mind, the subtle level and the ultra-subtle mind. Primary Consciousness, or the dense mind, is that existential, Sartrean mind which is related to our senses and so it is guided directly by human primitive instincts; in Sanskrit, this is referred to as ālaya-vijñāna which is directly tied to the brain. The subtle mind comes into effect when we begin to be aware of our true nature or that which in Sanskrit is called Ātman or self-existent essence that eventually leads us to the spiritual dimension. Ultimately there is the Consciousness-Only or the Vijñapti-Mātra, an ultra-subtle mind which goes beyond what the other two levels of mind can fabricate, precisely because this particular mind is not a by-product of the human brain but a part of the Cosmic Consciousness of the Absolute, known in Sanskrit as Tathāgatagarbha, and it is at this profound level of Consciousness that we are able to achieve access to the Divine Wisdom and become one with it in an Enlightened State.'' ''This spiritual subject really fascinates me,'' the Professor would declare, amazed at the extraordinary knowledge that Beatrice possessed.'' ''In other words, a human being recognises itself from its eternal essence and not from its existence,'' Beatrice replied, smiling, as she gently touched the tip of his nose with the tip of her finger, as if she was making a symbolic gesture like when children are corrected by their teachers. ''See, here,'' she had said once, pulling at the sleeve of his t-shirt to make him look at her book. ''For example, in the Preface to the 1960 Notes on Dhamma, the Buddhist philosopher from the University of Cambridge, Ñāṇavīra Thera, maintains those that have understood Buddhist teachings have gone way beyond Existential Thought. And on this same theme, the German scholar of Buddhist texts, Edward Conze, said that the possible similarity that exists between Buddhist and Existential Thought lies only on the preliminary level. He said that in terms of the Four Noble Truths, or in Sanskrit Catvāri Āryasatyāni, the Existentialists have only the first, which teaches everything is ill. Of the second - which assigns the origin of ill to craving - they have a very imperfect grasp. As for the third and fourth, which consist of letting go of craving, and the Noble Eightfold Path that leads to liberation from the cycle of rebirth in the form of Nirvāṇa - these are unheard of. Knowing no way out, the Existentialists are manufacturers of their own woes...

Dave’s visit eventually grew into a very active yoga program, and in due course we received the first grant from the National Institutes of Health to study the effects of yoga on PTSD. Dave’s work also contributed to my developing my own regular yoga practice and becoming a frequent teacher at Kripalu, a yoga center in the Berkshire Mountains in western Massachusetts. (Along the way, my own HRV pattern improved as well.)

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

Together with the patient, a therapist looks at the nature of the pain. Often, the therapist can uncover causes of suffering that stem from the way the patient looks at things, the beliefs he holds about himself, his culture, and the world. The therapist examines these viewpoints and beliefs with the patient, and together they help free him from the kind of prison he has been in. But the patient’s efforts are crucial. A teacher has to give birth to the teacher within his student, and a psychotherapist has to give birth to the psychotherapist within his patient. The patient’s “internal psychotherapist” can then work full-time in a very effective way.

Since emotional regulation is the critical issue in managing the effects of trauma and neglect, it would make an enormous difference if teachers, army sergeants, foster parents, and mental health professionals were thoroughly schooled in emotional-regulation techniques. Right now this still is mainly the domain of preschool and kindergarten teachers, who deal with immature brains and impulsive behavior on a daily basis and who are often very adept at managing them.

The subject of karma is of great fascination to many cultural explorers, philosophers and mystics. Essentially the word karma means 'action' which includes both negative and positive effects. On the positive slant, when you help another, you help yourself. This is cause and effect, from attitudes, motivations and behavior. That which you do, you get back. And so, in the everyday world, when one exercises (action) and builds up muscle tone, this too is karma. Yes, this does not seem so esoteric. Studying is also action, and by focusing on a topic or skill one improves; Mental muscles are built up, and one graduates from the student to become a journeyman, and then an expert, and eventually a teacher.

We attract people and events into our life. It is not about them. They are only supporting the lessons we need to learn. They are in effect our teachers. Yes, a mind-blowing perspective indeed. We will continue to attract them until we learn the lessons they have brought us. From this perspective the question is not; Why does this keep happening to me? The question becomes; Why do I keep attracting these people and events into my life? What is it about me that needs to change?

In 2009, the Bill & Melinda Gates Foundation launched a massive project to study 3,000 teachers in seven cities and learn what made them effective. The five metrics that most correlated with student learning were: 1. Students in this class treat the teacher with respect. 2. My classmates behave the way my teacher wants them to. 3. Our class stays busy and doesn’t waste time. 4. In this class, we learn a lot almost every day. 5. In this class, we learn to correct our mistakes.

Eloquence, when at its highest pitch, leaves little room for reason or reflection; but addressing itself entirely to the fancy or the affections, captivates the willing hearers, and subdues their understanding. Happily, this pitch it seldom attains. But what a Tully or a Demosthenes could scarcely effect over a Roman or Athenian audience, every Capuchin, every itinerant or stationary teacher can perform over the generality of mankind, and in a higher degree, by touching such gross and vulgar passions.

If you’re asking the schools to be the answer, you’re also asking a lot. If you take a kid from a bad background and expect the overburdened teachers to turn him around in seven hours a day, it might or might not happen. What about the other seventeen hours in a day? People often ask us if, through our research and experience, we can now predict which children are likely to become dangerous in later life. Roy Hazelwood’s answer is, “Sure. But so can any good elementary school teacher.” And if we can get them treatment early enough and intensively enough, it might make a difference. A significant role-model adult during the formative years can make a world of difference. Bill Tafoya, the special agent who served as our “futurist” at Quantico, advocated a minimum of a ten-year commitment of money and resources on the magnitude of what we sent into the Persian Gulf. He calls for a wide-scale reinstatement of Project Head Start, one of the most effective long-term, anticrime programs in history. He doesn’t think more police are the answer, but he would bring in “an army of social workers” to provide assistance for battered women, homeless families with children, to find good foster homes. And he would back it all up with tax incentive programs. I’m not sure this is the total answer, but it would certainly be an important start. Because the sad fact is, the shrinks can battle all they want, and my people and I can use psychology and behavioral science to help catch the criminals, but by the time we get to use our stuff, the severe damage has already been done.

I was once at an event where my friend and meditation teacher Joseph Goldstein was asked if he believed we have free will. He answered the question with arresting clarity when he said that he couldn’t even figure out what the term could possibly mean. What does it mean to have a will that is free from the cause-and-effect relationships of the universe? As he gestured with his hands dancing above him in the air, trying to point to this imaginary free will, he asked, “How can we even try to picture such a will floating about?

Words were originally magic, and the word retains much of its old magical power even to-day. With words one man can make another blessed, or drive him to despair; by words the teacher transfers his knowledge to the pupil; by words the speaker sweeps his audience with him and determines its judgments and decisions. Words call forth effects and are the universal means of influencing human beings. Therefore let us not underestimate the use of words in psychotherapy, and let us be satisfied if we may be auditors of the words which are exchanged between the analyst and his patient.

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school.

Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.

In the leadup to the election of 1876, swing votes were tied to the issue of Chinese immigration in the same way that immigration was a hot topic during this election cycle. Rutherford Hayes endorsed Chinese exclusion and won the election. In the following election, James Garfield also carried the torch of anti-Chinese immigration into office. (From those days to now, every presidential election has fanned the flames of anti-immigration. This, Henry, shows that hate and fear are reliable, predictable, and effective political tools.) All of this led eventually to the Chinese Exclusion Act of 1882, which barred the entry of all Chinese immigrants to the United States except for those who were teachers, students, diplomats, ministers, or merchants. It also declared all Chinese totally ineligible for naturalized citizenship. This clause alone allowed the United States to join Nazi Germany and South Africa as the only nations every to withhold naturalization purely on racial grounds.

I have always been interested in the way that elements of stories twine and combine. At school I had an art teacher, a great influence on me, who disliked man-made objects unless they were old and showed the effects of time and wear; she loved all natural things. I share this attitude and it plays a large part in my writing. I'm fascinated by the ambiguity of man's relationship to the huge, mysterious universe around him; how, on the one hand, we make ourselves little boxes and think to exist safely and snugly in them; on the other, we extend our knowledge further and further into the limitless void; and yet from time to time these opposites collide and produce astonishing results.

If you want to further understanding of systemic racism even more among the people you interact with, you can try to link to the systemic effects of racism whenever you talk about racism. Instead of posting on Facebook: “This teacher shouted a racial slur at a Hispanic kid and should be fired!” you can say all that, and then add, “This behavior is linked to the increased suspension, expulsion, and detention of Hispanic youth in our schools and sets an example of behavior for the children witnessing this teacher’s racism that will influence the way these children are treated by their peers, and how they are treated as adults.” I do this often when I’m talking about racism, and pretty regularly somebody will comment with something like, “That’s an aspect of this situation I hadn’t considered, thank you.

If your teacher is in a private, for-profit school, however, and you withdraw your child, then the owner of the school will quickly feel the effect in his pocket, and the bad teacher will be fired. In a free system the parent, the consumer, is the boss. Tooley found that private-school proprietors constantly monitor their teachers and follow up parents’ complaints. His team visited classrooms in various parts of India and Africa, and found teachers actually teaching in fewer of the government classrooms they visited than in private classrooms – sometimes little more than half as many. Despite having no public funds or aid money, the unrecognised private schools had better facilities such as toilets, electricity and blackboards. Their pupils also got better results, especially in English and mathematics. The

Conversely, the first step into any sin, when there is a definite inducement to sin, is the eradication of our sense of the immediate presence of God. Think about it. Many of the sins we commit would be prevented or stopped by simply the presence of another human being. If you are having a spat with your wife, what happens when a fellow human being, not even necessarily a Christian, comes to the door? The presence of another person is enough to check your words, and suddenly you can become very sweet. Or you could be cheating at school and think that nobody sees you. As soon as the teacher stands over your shoulder, however, you stop. Why? Because of the presence of another person. What effect would it have on us if we had an all-pervasive sense of the presence of God? We see what it did for Joseph. It kept him from sin. God’s

Moments of pride commemorate people’s achievements. We feel our chest puff out and our chin lift. 2. There are three practical principles we can use to create more moments of pride: (1) Recognize others; (2) Multiply meaningful milestones; (3) Practice courage. The first principle creates defining moments for others; the latter two allow us to create defining moments for ourselves. 3. We dramatically underinvest in recognition. • Researcher Wiley: 80% of supervisors say they frequently express appreciation, while less than 20% of employees agree. 4. Effective recognition is personal, not programmatic. (“ Employee of the Month” doesn’t cut it.) • Risinger at Eli Lilly used “tailored rewards” (e.g., Bose headphones) to show his team: I saw what you did and I appreciate it. 5. Recognition is characterized by a disjunction: A small investment of effort yields a huge reward for the recipient. • Kira Sloop, the middle school student, had her life changed by a music teacher who told her that her voice was beautiful. 6. To create moments of pride for ourselves, we should multiply meaningful milestones—reframing a long journey so that it features many “finish lines.” • The author Kamb planned ways to “level up”—for instance “Learn how to play ‘Concerning Hobbits’ from The Fellowship of the Ring”—toward his long-term goal of mastering the fiddle.

While researching bullying prevention programs for the first edition of this book, I was concerned that many of the programs developed for schools had as their foundation conflict resolution solutions. People who complete such well-intentioned bullying prevention programs become skilled at handling different kinds of conflict and learn effective anger management skills, but they still have no clue how to identify and effectively confront bullying. It is disturbing how often school districts’ procedural handbooks mention the use of a mediator “to resolve” a bullying issue, as if it is a conflict. In doing this we are asking targeted students to be willing to reach some sort of “agreement” with the perpetrators. In conflict, both parties must be willing to compromise or give something up in order to come to a resolution. The bullies are already in a position of power and have robbed the targets of their sense of well-being, dignity, and worth. How much are we asking the targets to give up? With

But if my father could stand up to schoolmasters and if he inherited some of his own father's gifts as a teacher, he himself could never have become one. He could teach and loved teaching. He could radiate enthusiasm, but he could never impose discipline. He could never have taught a dull subject to a dull boy, never have said: "Do this because I say so." Enthusiasm spread knowledge sideways, among equals. Discipline forced it downwards from above. My father's relationships were always between equals, however old or young, distinguished or undistinguished the other person. Once, when I was quite little, he came up to the nursery while I was having my lunch. And while he was talking I paused between mouthfuls, resting my hands on the table, knife and fork pointing upwards. "You oughtn't really to sit like that," he said, gently. "Why not?" I asked, surprised. "Well..." He hunted around for a reason he could give. Because it's considered bad manners? Because you mustn't? Because... "Well," he said, looking in the direction my fork was pointing, "Suppose somebody suddenly fell through the ceiling. They might land on your fork and that would be very painful." "I see," I said, though I didn't really. It seemed such an unlikely thing to happen, such a funny reason for holding your knife and fork flat when you were not using them... But funny reason or not, it seems I have remembered it. In the same sort of way I learned about the nesting habits of starlings. I had been given a bird book for Easter (Easter 1934: I still have the book) and with its help I had made my first discovery. "There's a blackbird's nest in the hole under the tiles just outside the drawing-room window," I announced proudly. "I've just seen the blackbird fly in." "I think it's probably really a starling," said my father. "No, it's a blackbird," I said firmly, hating to be wrong, hating being corrected. "Well," said my father, realizing how I felt but at the same time unable to allow an inaccuracy to get away with it, "Perhaps it's a blackbird visiting a starling." A blackbird visiting a starling. Someone falling through the ceiling. He could never bear to be dogmatic, never bring himself to say (in effect): This is so because I say it is, and I am older than you and must know better. How much easier, how much nicer to escape into the world of fantasy in which he felt himself so happily at home.

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

Working on my Ph.D. at the University of Wyoming, I was required to take an advanced statistics course. I had completed the beginning courses several years earlier, but could remember very little. I had no idea how I was going to manage the requirements of an advanced class. Several weeks into the semester, I was floundering. I approached the chair of my committee, Louise Jackson, and said, “This is really over my head. Usually I at least know enough about a subject to follow along. This time I am totally lost.” “Good!” she said. “You don’t know how happy that news makes me.” Her response took me totally by surprise. Teachers are not usually glad when you announce that you are failing. Dr. Jackson continued: “Remember how this feels. Memorize this moment. Don’t ever forget this lesson. This is how many of your future students will feel, and you must be able to relate to them in order to understand and be effective in helping them.” She then gave me some suggestions, including the names of a few possible tutors. She also arranged to meet with me regularly to review my progress—things she assured me she would never have done had she not also once struggled through a few difficult classes of her own.

We've reached a point in human history where higher education no longer works. As a result of technology, higher education in its traditional college setting no longer works. It will never be effective or progressive enough to keep up with the growing needs of employers who look to college institutions for their future employees. I can appreciate the good intent the college system set out to achieve. For previous generations, the formula actually worked. Students enrolled into universities that were affordable, they gained marketable skills and they earned good jobs. Since there was a proven track record of success, parents instilled the value of college in their children thinking they would achieve the same success story they did, but unfortunately Wall Street was watching. Wall Street, the federal government and the college system ganged up and skyrocketed the cost of tuition to record highs. This was easy to do because not only did they have posters blanketing high schools showing kids what a loser they would be if they didn't go to college, they also had Mom and Dad at home telling them the same thing. This system - spending 4+ years pursuing a college education when the world is changing at the speed of light - no longer works and it's not fixable. We now have the biggest employer's market in human history, where employers have their pick of the litter, and because of this employees will get paid less and less and benefits will continue to erode.

[I]t's a con, at children's expense. When self-esteem advocates tell us to flatter the young about their views, in reality they ask adults to abandon the difficult task of disciplining them. Emphasizing that adults must 'express unconditional positive regard and acceptance for children' effectively destroys the inter-generational duty of passing on knowledge, setting boundaries for behavior and the broader task of socialization. It is not good for children and can mean adults indulging even the most destructive aspects of young people's behavior. In 2013, a self-harming pupil at Unsted Park School in Godalming, Surrey was given a disposable safety razor to slash himself with, supervised by a teacher. A spokeswoman from selfharm.co.uk justified this irresponsible collapse of adult judgement using the mantras of pupil voice and self-esteem: 'The best way to help is to listen without judging, accept that the recovery process may take a while and avoid "taking away" the self-harm' because 'self-harm can be about control, so it's important that the young person in the center feels in control of the steps taken to help them'. That's an extreme case but it touches on how focusing on the schoolchild's self-esteem can create the impression that the world should circle around pupils' desires. This in turn puts pressure on adults to tip-toe around young people's sensitivities and to accede to their opinions. Combined with student voice orthodoxies, this can lead to the peculiar diktat that teachers express respect for pupils' views, however childish or even poisonous.

Everything we do and say will either underline or undermine our discipleship process. As long as there is one unsaved person on my campus or in my city, then my church is not big enough. One of the underlying principles of our discipleship strategy is that every believer can and should make disciples. When a discipleship process fails, many times the fatal flaw is that the definition of discipleship is either unclear, unbiblical, or not commonly shared by the leadership team. Write down what you love to do most, and then go do it with unbelievers. Whatever you love to do, turn it into an outreach. You have to formulate a system that is appropriate for your cultural setting. Writing your own program for making disciples takes time, prayer, and some trial and error—just as it did with us. Learn and incorporate ideas from other churches around the world, but only after modification to make sure the strategies make sense in our culture and community. Culture is changing so quickly that staying relevant requires our constant attention. If we allow ourselves to be distracted by focusing on the mechanics of our own efforts rather than our culture, we will become irrelevant almost overnight. The easiest and most common way to fail at discipleship is to import a model or copy a method that worked somewhere else without first understanding the values that create a healthy discipleship culture. Principles and process are much more important than material, models, and methods. The church is an organization that exists for its nonmembers. Christianity does not promise a storm-free life. However, if we build our lives on biblical foundations, the storms of life will not destroy us. We cannot have lives that are storm-free, but we can become storm-proof. Just as we have to figure out the most effective way to engage our community for Christ, we also have to figure out the most effective way to establish spiritual foundations in each unique context. There is really only one biblical foundation we can build our lives on, and that is the Lord Jesus Christ. Pastors, teachers, and church staff believe their primary role is to serve as mentors. Their task is to equip every believer for the work of the ministry. It is not to do all the ministry, but to equip all the people to do it. Their top priority is to equip disciples to do ministry and to make disciples. Do you spend more time ministering to people or preparing people to minister? No matter what your church responsibilities are, you can prepare others for the same ministry. Insecurity in leadership is a deadly thing that will destroy any organization. It drives pastors and presidents to defensive positions, protecting their authority or exercising it simply to show who is the boss. Disciple-making is a process that systematically moves people toward Christ and spiritual maturity; it is not a bunch of randomly disconnected church activities. In the context of church leadership, one of the greatest and most important applications of faith is to trust the Holy Spirit to work in and through those you are leading. Without confidence that the Holy Spirit is in control, there is no empowering, no shared leadership, and, as a consequence, no multiplication.

She gives just enough hints about him to make you wonder why he became so villainous. And if he dies, I’ll never learnt the answer.” Oliver eyes her closely. “Perhaps he was born villainous.” “No one is born villainous.” “Oh?” he said with raised eyebrow. “So we’re all born good?” “Neither. We start as animals, with an animal’s needs and desires. It takes parents and teachers and other good examples to show us how to restrain those needs and desires, when necessary, for the greater good. But it’s still our choice whether to heed that education or to do as we please.” “For a woman who loves murder and mayhem, you’re quite the philosopher.” “I like to understand how things work. Why people behave as they do.” He digested that for a moment. “I happen to think that some of us, like Rockton, are born with a wicked bent.” She chose her words carefully. “That certainly provides Rockton with a convenient excuse for his behavior.” His features turned stony. “What do you mean?” “Being moral and disciplined is hard work. Being wicked requires no effort at all-one merely indulges every desire and impulse, no matter how hurtful or immoral. By claiming to be born wicked, Rockton ensures that he doesn’t have to struggle to be god. He can just protest that he can’t help himself.” “Perhaps he can’t,” he clipped out. “Or maybe he’s simply unwilling to fight his impulses. And I want to know the reason for that. That’s why I keep reading Minerva’s books.” Did Oliver actually believe he’d been born irredeemably wicked? How tragic! It lent a hopelessness to his life that helped to explain his mindless pursuit of pleasure. “I can tell you the reason for Rockton’s villainy.” Oliver rose to round the desk. Propping his hip on the edge near her, he reached out to tuck a tendril of hair behind her ear. A sweet shudder swept over her. Why must he have this effect on her? It simply wasn’t fair. “Oh?” she managed. “Rockton knows he can’t have everything he wants,” he said hoarsely, his hand drifting to her cheek. “He can’t have the heroine, for example. She would never tolerate his…wicked impulses. Yet he still wants her. And his wanting consumes him.” Her breath lodged in her throat. It had been days since he’d touched her, and she hadn’t forgotten what it was like for one minute. To have him this near, saying such things… She fought for control over her volatile emotions. “His wanting consumes him precisely because he can’t have her. If he thought he could, he wouldn’t want her after all.” “Not true.” His voice deepening, he stroked the line of her jaw with a tenderness that roused an ache in her chest. “Even Rockton recognizes when a woman is unlike any other. Her very goodness in the face of his villainy bewitches him. He thinks if he can just possess that goodness, then the dark cloud lying on his soul will lift, and he’ll have something other than villainy to sustain him.” “Then he’s mistaken.” Her pulse trebled as his finger swept the hollow of her throat. “The only person who can lift the dark cloud on his soul is himself.” He paused in his caress. “So he’s doomed, then?” “No!” Her gaze flew to his. “No one is doomed, and certainly not Rockton. There’s still hope for him. There is always hope.” His eyes burned with a feverish light, and before she could look away, he bent to kiss her. It was soft, tender…delicious. Someone moaned, she wasn’t sure who. All she knew was that his mouth was on hers again, molding it, tasting it, making her hungry in the way that only he seemed able to do. “Maria…” he breathed. Seizing her by the arms, he drew her up into his embrace. “My God, I’ve thought of nothing but you since that day in the carriage.

There is a light adversarial relationship between publishers and authors that I think probably works effectively. But that’s why I was very quiet about writing. I don’t know what made me write it. I think I just wanted to finish the story so that I could have a good time reading it. But the process was what made me think that I should do it again, and I knew that that was the way I wanted to live. I felt very coherent when I was writing that book. But I still didn’t call myself a writer. And it was only with my third book, Song of Solomon, that I finally said—not at my own initiative I’m embarrassed to tell you but at somebody else’s initiative—“This is what I do.” I had written three books. It was only after I finished Song of Solomon that I thought, “Maybe this is what I do only.” Because before that I always said that I was an editor who also wrote books or a teacher who also wrote. I never said I was a writer. Never. And it’s not only because of all the things you might think. It’s also because most writers really and truly have to give themselves permission to win. That’s very difficult, particularly for women. You have to give yourself permission, even when you’re doing it. Writing every day, sending books off, you still have to give yourself permission. I know writers whose mothers are writers, who still had to go through a long process with somebody else—a man or editor or friend or something—to finally reach a point where they could say, “It’s all right. It’s okay.” The community says it’s okay. Your husband says it’s okay. Your children say it’s okay. Your mother says it’s okay. Eventually everybody says it’s okay, and then you have all the okays. It happened to me: even I found a moment after I’d written the third book when I could actually say it. So you go through passport and customs and somebody asks, “What do you do?” And you print it out: WRITE.

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

The story of The Rape of the Lock, sylphs and all, could have been told, though not so effectively, in prose. The Odyssey and the Comedy have something to say that could have been said well, though not equally well, without verse. Most of the qualities Aristotle demands of a tragedy could occur in a prose play. Poetry and prose, however different in language, overlapped, almost coincided, in content. But modern poetry, if it ‘says’ anything at all, if it aspires to ‘mean’ as well as to ‘be’, says what prose could not say in any fashion. To read the old poetry involved learning a slightly different language; to read the new involves the unmaking of your mind, the abandonment of all the logical and narrative connections which you use in reading prose or in conversation. You must achieve a trance-like condition in which images, associations, and sounds operate without these. Thus the common ground between poetry and any other use of words is reduced almost to zero. In that way poetry is now more quintessentially poetical than ever before; ‘purer’ in the negative sense. It not only does (like all good poetry) what prose can’t do: it deliberately refrains from doing anything that prose can do. Unfortunately, but inevitably, this process is accompanied by a steady diminution in the number of its readers. Some have blamed the poets for this, and some the people. I am not sure that there need be any question of blame. The more any instrument is refined and perfected for some particular function, the fewer those who have the skill, or the occasion, to handle it must of course become. Many use ordinary knives and few use surgeons’ scalpels. The scalpel is better for operations, but it is no good for anything else. Poetry confines itself more and more to what only poetry can do; but this turns out to be something which not many people want done. Nor, of course, could they receive it if they did. Modern poetry is too difficult for them. It is idle to complain; poetry so pure as this must be difficult. But neither must the poets complain if they are unread. When the art of reading poetry requires talents hardly less exalted than the art of writing it, readers cannot be much more numerous than poets. The explication of poetry is already well entrenched as a scholastic and academic exercise. The intention to keep it there, to make proficiency in it the indispensable qualification for white-collared jobs, and thus to secure for poets and their explicators a large and permanent (because a conscript) audience, is avowed. It may possibly succeed. Without coming home any more than it now does to the ‘business and bosoms’ of most men, poetry may, in this fashion, reign for a millennium; providing material for the explication which teachers will praise as an incomparable discipline and pupils will accept as a necessary moyen de parvenir. But this is speculation.

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