Efficient Teacher Quotes

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

This education has reduced us to a nation of morons; we were strangers to our own culture and camp followers of another culture, feeding on leavings and garbage . . . What about our own roots? . . . I am up against the system, the whole method and approach of a system of education which makes us morons, cultural morons, but efficient clerks for all your business and administration offices.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

Ironically, Adolf Hitler displayed more knowledge of how we treated Native Americans than American high schoolers today who rely on their textbooks. Hitler admired our concentration camps for American Indians in the west and according to John Toland, his biographer, “often praised to his inner circle the efficiency of America’s extermination—by starvation and uneven combat” as the model for his extermination of Jews and Gypsies (Rom people).94

Who did the council fight?" "It split in two and fought itself." "That's suicide!" "No, ordinary behaviour. The efficient half eats the less efficient half and grows stronger. War is just a violent way of doing what half the people do calmly in peacetime: using the other half for food, heat, machinery and sexual pleasure. Man is the pie that bakes and eats himself, and the recipe is separation." "I refuse to believe men kill each other just to make their enemies rich." "How can men recognize their real enemies when their family, schools and work teach them to struggle with each other and to believe law and decency come from the teachers?" "My son won't be taught that," said Lanark firmly. "You have a son?" "Not yet.

Amazingly, most teachers receive little or no professional training in the science of learning. My feeling is that we should urgently change this state of affairs, because we now possess considerable scientific knowledge about the brain’s learning algorithms and the pedagogies that are the most efficient.

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

The people you spend time with will play the largest part in the ambitions you achieve, not the minutes you saved each day by avoiding them. Be available. Talk to everyone. Become their student, not their teacher. Love’s goal isn’t ever efficiency; it’s presence.

Still another factor is compatibility with vested interests. This book, like probably every other typed document you have ever read, was typed with a QWERTY keyboard, named for the left-most six letters in its upper row. Unbelievable as it may now sound, that keyboard layout was designed in 1873 as a feat of anti-engineering. It employs a whole series of perverse tricks designed to force typists to type as slowly as possible, such as scattering the commonest letters over all keyboard rows and concentrating them on the left side (where right-handed people have to use their weaker hand). The reason behind all of those seemingly counterproductive features is that the typewriters of 1873 jammed if adjacent keys were struck in quick succession, so that manufacturers had to slow down typists. When improvements in typewriters eliminated the problem of jamming, trials in 1932 with an efficiently laid-out keyboard showed that it would let us double our typing speed and reduce our typing effort by 95 percent. But QWERTY keyboards were solidly entrenched by then. The vested interests of hundreds of millions of QWERTY typists, typing teachers, typewriter and computer salespeople, and manufacturers have crushed all moves toward keyboard efficiency for over 60 years.

Hitler admired our concentration camps for American Indians in the west and according to John Toland, his biographer, “often praised to his inner circle the efficiency of America’s extermination—by starvation and uneven combat” as the model for his extermination of Jews and Gypsies (Rom people).

Teachers who manage to mobilize all four functions in their students will undoubtedly maximize the speed and efficiency with which their classes can learn.

I want my students involved in learning to love and question art, not to live in fear of tests.

Paulo Freire wrote of the “banking” system of education, in which students are treated as receptacles for information and judged on how efficiently—how “meekly”—they “receive, memorize, and repeat” that information. A teacher delivers the student information and the student succeeds by repeating it. But the medium is the message: What is being learned by students is not just the facts they memorize but the purpose of this knowledge: The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.

One would have thought that in the days of peace the progress of women to an ever larger share in the life and work and guidance of the community would have grown, and that, under the violences of war, it would be cast back. The reverse is true. War is the teacher, a hard, stern, efficient teacher. War has taught us to make these vast strides forward towards a far more complete equalisation of the parts to be played by men and women in society.

And just what do you think that would do to incentive?” “You mean fright about not getting enough to eat, about not being able to pay the doctor, about not being able to give your family nice clothes, a safe, cheerful, comfortable place to live, a decent education, and a few good times? You mean shame about not knowing where the Money River is?” “The what?” “The Money River, where the wealth of the nation flows. We were born on the banks of it—and so were most of the mediocre people we grew up with, went to private schools with, sailed and played tennis with. We can slurp from that mighty river to our hearts’ content. And we even take slurping lessons, so we can slurp more efficiently.” “Slurping lessons?” “From lawyers! From tax consultants! From customers’ men! We’re born close enough to the river to drown ourselves and the next ten generations in wealth, simply using dippers and buckets. But we still hire the experts to teach us the use of aqueducts, dams, reservoirs, siphons, bucket brigades, and the Archimedes’ screw. And our teachers in turn become rich, and their children become buyers of lessons in slurping.” “I wasn’t aware that I slurped.” Eliot was fleetingly heartless, for he was thinking angrily in the abstract. “Born slurpers never are. And they can’t imagine what the poor people are talking about when they say they hear somebody slurping. They don’t even know what it means when somebody mentions the Money River. When one of us claims that there is no such thing as the Money River I think to myself, ‘My gosh, but that’s a dishonest and tasteless thing to say.

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

It’s not easy to feel good about yourself when you are constantly being told you’re rubbish and/or part of the problem. That’s often the situation for people working in the public sector, whether these be nurses, civil servants or teachers. The static metrics used to measure the contribution of the public sector, and the influence of Public Choice theory on making governments more ‘efficient’, has convinced many civil-sector workers they are second-best. It’s enough to depress any bureaucrat and induce him or her to get up, leave and join the private sector, where there is often more money to be made. So public actors are forced to emulate private ones, with their almost exclusive interest in projects with fast paybacks. After all, price determines value. You, the civil servant, won’t dare to propose that your agency could take charge, bring a helpful long-term perspective to a problem, consider all sides of an issue (not just profitability), spend the necessary funds (borrow if required) and – whisper it softly – add public value. You leave the big ideas to the private sector which you are told to simply ‘facilitate’ and enable. And when Apple or whichever private company makes billions of dollars for shareholders and many millions for top executives, you probably won’t think that these gains actually come largely from leveraging the work done by others – whether these be government agencies, not-for-profit institutions, or achievements fought for by civil society organizations including trade unions that have been critical for fighting for workers’ training programmes.

All schools are prep schools in a way. They prepare you for Industrial Age careers. Your teachers and parents meant well, but our educational system was designed using a twentieth-century factory as a model, with efficiency in mind, not creativity or diversity of thought.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

Complexes of inferiority (so fashionable nowadays) arise mostly because we make an unhealthy comparison between the accomplishments of another person and ourselves. But how little attention is paid to the person’s being, his kindness, generosity, humility, patience? The less we respect ourselves as persons made to God’s image, the more shall we be led to identifying ourselves with our social role, our job, our accomplishments, real or imaginary. We are led to believe that success in life lies primarily in our being able to bring credentials, and yet, who would dream of saying to another person, “I love you because you are the most efficient secretary I have met in my life,” or because “you are the teacher who best organizes his material.” Love is not concerned with a person’s accomplishments, it is a response to a person’s being, this is why a typical word of love is to say, “I love you, because you are as you are.

When you’re obsessed with efficiency and productivity, it’s difficult to see the real value of education and care. Which is why so many politicians and taxpayers alike see only costs. They don’t realize that the richer a country becomes the more it should be spending on teachers and doctors. Instead of regarding these increases as a blessing, they’re viewed as a disease.

The relationship between humanity and work involves money, but in something of a negative correlation. The jobs and roles that are the most human and would naturally be most attractive tend to pay nothing or close to nothing. Mother, father, artist, writer, musician, coach, teacher, storyteller, nurturer, counselor, dancer, poet, philosopher, journalist—these roles often are either unpaid or pay so little that it is difficult to survive or thrive in many environments. Many of these roles have high positive social impacts that are ignored by the market. On the other hand, the most lucrative jobs tend to be the most inorganic. Corporate lawyers, technologists, financiers, traders, management consultants, and the like assume a high degree of efficiency. The more that a person can submerge one’s humanity to the logic of the marketplace, the higher the reward.

If it was true, Abby thought, that she represented a recurring figure in Mrs. Whitshank’s life—the “sympathizer”—it was equally true that Mrs. Whitshank’s type had shown up before in Abby’s life: the instructive older woman. The grandmother who had taught her to knit, the English teacher who had stayed late to help her with her poems. More patient and softer-spoken than Abby’s brisk, efficient mother, they had guided and encouraged her, like Mrs. Whitshank saying now, “Oh, those are looking

a dangerous ambition more often lurks behind the specious mask of zeal for the rights of the people, than under the forbidding appearances of zeal for the firmness and efficiency of government. History will teach us, that the former has been found a much more certain road to the introduction of despotism, than the latter, and that of those men who have overturned the liberties of republics, the greatest number have begun their career, by paying an obsequious court to the people . . . commencing demagogues, and ending tyrants.

model’s blind spots reflect the judgments and priorities of its creators. While the choices in Google Maps and avionics software appear cut and dried, others are far more problematic. The value-added model in Washington, D.C., schools, to return to that example, evaluates teachers largely on the basis of students’ test scores, while ignoring how much the teachers engage the students, work on specific skills, deal with classroom management, or help students with personal and family problems. It’s overly simple, sacrificing accuracy and insight for efficiency.

Light-touch government works more efficiently in the presence of social capital. Police close more cases when citizens monitor neighborhood comings and goings. Child welfare departments do a better job of “family preservation” when neighbors and relatives provide social support to troubled parents. Public schools teach better when parents volunteer in classrooms and ensure that kids do their homework. When community involvement is lacking, the burdens on government employees—bureaucrats, social workers, teachers, and so forth—are that much greater and success that much more elusive.

Mr. Beechman told us all about how taxes work the year we were doing percents in math. Instead of each individual paying for her own teacher and her own school, her own roads and her own sidewalks, her own books and her own wars, each individual pays taxes on her home, land, income, investments, and holdings, and that money goes to the government, and then the government buys one teacher and one school and one road and one sidewalk and one library, and everyone shares. The government hosts a war, and everyone just comes to that. This is called efficiency, and it means you cannot have your own war. You can only join someone else’s.

When he was twenty-three years old, he (George Fox) saw the inner light in a vision. For him it symbolized the spirit against the letter, silence against chatter, experience against dogma, and equality against all who build inequality on authority and power, be it of the state or religion. His mistrust of the official Anglican Church was immense. He spoke with disdain of the "towered houses" and was tormented by the ringing of church bells. He frequently interrupted preachers, standing in the church's doorway, a hat covering his head, and uttering threatening words toward the pulpit, causing great excitement in the gathered congregation. It often resulted in Fox being beaten up, banished, and, later on, jailed for years. What aroused his ire, above all, were the priests who, without ever having experienced or even looked for illumination, presented themselves as servants of God but, in truth, comprised a "society of cannibals." It is "not enough to have been educated in Oxford or Cambridge in order to become capable for and efficient in the service of Christ. To this day it is difficult for many Friends to speak of "Quaker theology." The Friends believe in Scripture - George Fox knew it by heart - but they also believe that the Spirit transcends Scripture and that the inner light is experienced by all human beings without human mediation. "The inner light," "the inward teacher" are names that the early Quakers gave to their experiences of the Spirit. They believe that everyone can meet the "Christ within," even though he has different names in different ages and places and is not tied to any form of religion. This light is open to everyone and, yet, it is not simply the natural light of reason. In a conversation that Fox had with Lord Protector Oliver Cromwell, he vigorously resisted this rational interpretation. In every human being is "that of God," hidden, eclipsed, often forgotten. Linguistically a clumsy expression at best, "that of God in everyone" is the foundation of human dignity. In addition, it is the admonition to believe in it, to discover it in each and everyone and to respond to it. Fox said, "Walk joyfully on the earth and respond to that of God in every human being.

Marketa really desired, with both her body and her senses, the women she considered Karel's mistresses. And she also desired them with her head: fulfilling the prophecy of her old math teacher, she wanted - at least to the limits of the disastrous contract - to show herself enterprising and playful, and to astonish Karel. But as soon as she found herself naked with them on the wide daybed, the sensual wanderings immediately vanished from her mind, and seeing her husband was enough to return her to her role, the role of the better one, the one who is wronged, Even when she was with Eva, whom she loved very much and of whom she was not jealous, the presence of the man she loved too well weighed heavily on her, stifling the pleasure of the senses. The moment she removed his head from the body, she felt the strange and intoxicating touch of freedom. That anonymity of the body was a suddenly discovered paradise. With an odd delight, she expelled her wounded and too vigilant soul and was transformed into a simple body without past or memory, but all the more eager and receptive. She tenderly caressed Eva's face, while the headless body moved vigorously on top of her. But here the headless body interrupted his movements and, in a voice that reminded her unpleasantly of Karel's, uttered unbelievably idiotic words: "I'm Bobby Fischer! I'm Bobby Fischer!" It was like being awakened from a dream. And just then, as she lay snuggled against Eva (as the awakening sleeper snuggles against his pillow to hide from the dim first light of day), Eva had asked her, "All right?" and she had consented with a sign, pressing her lips against Eva's. She had always loved her, but today for the first time sh loved her with all her senses, for herself, for her body, and for her skin, becoming intoxicated with this fleshly love as with a sudden revelation. Afterward, while they lay side by side on their stomachs, with their buttocks slightly raised, Marketa could feel on her skin that the infinitely efficient body was again fixing its eyes on hers and at any moment was going to start again making love to them. She tried to ignore the voice talking about seeing beautiful Mrs. Nora, tried simply to be a body hearing nothing while lying pressed between a very soft-skinned girlfriend and some headless man.

But the old traditions of sectarian misdirection still in spite of a certain advance in technical efficiency, cripple and distort the general mind. "All that has been changed," cry indignant teachers under criticism. But the evidence that this teaching of theirs still fails to produce a public that is alert, critical, and capable of vigorous readjustment in the face of overwhelming danger, is to be seen in the newspapers that satisfy the Tewler public, the arguments and slogans that appeal to it, the advertisements that succeed with it, the stuff it swallows. It is a press written by Homo Tewler for Homo Tewler all up and down the scale. The Times Tewler, the Daily Mail Tewler, the Herald, the Tribune, the Daily Worker; there is no difference except a difference in scale and social atmosphere. Through them all ran the characteristic Tewler streak of willful ignorance, deliberate disingenuousness, and self-protective illusion.

George Romney’s private-sector experience typified the business world of his time. His executive career took place within a single company, American Motors Corporation, where his success rested on the dogged (and prescient) pursuit of more fuel-efficient cars.41 Rooted in a particular locale, the industrial Midwest, AMC was built on a philosophy of civic engagement. Romney dismissed the “rugged individualism” touted by conservatives as “nothing but a political banner to cover up greed.”42 Nor was this dismissal just cheap talk: He once returned a substantial bonus that he regarded as excessive.43 Prosperity was not an individual product, in Romney’s view; it was generated through bargaining and compromises among stakeholders (managers, workers, public officials, and the local community) as well as through individual initiative. When George Romney turned to politics, he carried this understanding with him. Romney exemplified the moderate perspective characteristic of many high-profile Republicans of his day. He stressed the importance of private initiative and decentralized governance, and worried about the power of unions. Yet he also believed that government had a vital role to play in securing prosperity for all. He once famously called UAW head Walter Reuther “the most dangerous man in Detroit,” but then, characteristically, developed a good working relationship with him.44 Elected governor in 1962 after working to update Michigan’s constitution, he broke with conservatives in his own party and worked across party lines to raise the minimum wage, enact an income tax, double state education expenditures during his first five years in office, and introduce more generous programs for the poor and unemployed.45 He signed into law a bill giving teachers collective bargaining rights.46 At a time when conservatives were turning to the antigovernment individualism of Barry Goldwater, Romney called on the GOP to make the insurance of equal opportunity a top priority. As

This book, like probably every other typed document you have ever read, was typed with a QWERTY keyboard, named for the left-most six letters in its upper row. Unbelievable as it may now sound, that keyboard layout was designed in 1873 as a feat of anti-engineering. It employs a whole series of perverse tricks designed to force typists to type as slowly as possible, such as scattering the commonest letters over all keyboard rows and concentrating them on the left side (where right-handed people have to use their weaker hand). The reason behind all of those seemingly counterproductive features is that the typewriters of 1873 jammed if adjacent keys were struck in quick succession, so that manufacturers had to slow down typists. When improvements in typewriters eliminated the problem of jamming, trials in 1932 with an efficiently laid-out keyboard showed that it would let us double our typing speed and reduce our typing effort by 95 percent. But QWERTY keyboards were solidly entrenched by then. The vested interests of hundreds of millions of QWERTY typists, typing teachers, typewriter and computer salespeople, and manufacturers have crushed all moves toward keyboard efficiency for over 60 years. While the story of the QWERTY

And just what do you think that would do to incentive?” “You mean fright about not getting enough to eat, about not being able to pay the doctor, about not being able to give your family nice clothes, a safe, cheerful, comfortable place to live, a decent education, and a few good times? You mean shame about not knowing where the Money River is?” “The what?” “The Money River, where the wealth of the nation flows. We were born on the banks of it—and so were most of the mediocre people we grew up with, went to private schools with, sailed and played tennis with. We can slurp from that mighty river to our hearts’ content. And we even take slurping lessons, so we can slurp more efficiently.” “Slurping lessons?” “From lawyers! From tax consultants! From customers’ men! We’re born close enough to the river to drown ourselves and the next ten generations in wealth, simply using dippers and buckets. But we still hire the experts to teach us the use of aqueducts, dams, reservoirs, siphons, bucket brigades, and the Archimedes’ screw. And our teachers in turn become rich, and their children become buyers of lessons in slurping.” “I wasn’t aware that I slurped.” Eliot was fleetingly heartless, for he was thinking angrily in the abstract. “Born slurpers never are. And they can’t imagine what the poor people are talking about when they say they hear somebody slurping. They don’t even know what it means when somebody mentions the Money River. When one of us claims that there is no such thing as the Money River I think to myself, ‘My gosh, but that’s a dishonest and tasteless thing to say.

The US traded its manufacturing sector’s health for its entertainment industry, hoping that Police Academy sequels could take the place of the rustbelt. The US bet wrong. But like a losing gambler who keeps on doubling down, the US doesn’t know when to quit. It keeps meeting with its entertainment giants, asking how US foreign and domestic policy can preserve its business-model. Criminalize 70 million American file-sharers? Check. Turn the world’s copyright laws upside down? Check. Cream the IT industry by criminalizing attempted infringement? Check. It’ll never work. It can never work. There will always be an entertainment industry, but not one based on excluding access to published digital works. Once it’s in the world, it’ll be copied. This is why I give away digital copies of my books and make money on the printed editions: I’m not going to stop people from copying the electronic editions, so I might as well treat them as an enticement to buy the printed objects. But there is an information economy. You don’t even need a computer to participate. My barber, an avowed technophobe who rebuilds antique motorcycles and doesn’t own a PC, benefited from the information economy when I found him by googling for barbershops in my neighborhood. Teachers benefit from the information economy when they share lesson plans with their colleagues around the world by email. Doctors benefit from the information economy when they move their patient files to efficient digital formats. Insurance companies benefit from the information economy through better access to fresh data used in the preparation of actuarial tables. Marinas benefit from the information economy when office-slaves look up the weekend’s weather online and decide to skip out on Friday for a weekend’s sailing. Families of migrant workers benefit from the information economy when their sons and daughters wire cash home from a convenience store Western Union terminal. This stuff generates wealth for those who practice it. It enriches the country and improves our lives. And it can peacefully co-exist with movies, music and microcode, but not if Hollywood gets to call the shots. Where IT managers are expected to police their networks and systems for unauthorized copying – no matter what that does to productivity – they cannot co-exist. Where our operating systems are rendered inoperable by “copy protection,” they cannot co-exist. Where our educational institutions are turned into conscript enforcers for the record industry, they cannot co-exist. The information economy is all around us. The countries that embrace it will emerge as global economic superpowers. The countries that stubbornly hold to the simplistic idea that the information economy is about selling information will end up at the bottom of the pile. What country do you want to live in?

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

Eventually, the highly efficient Cro-Magnon eradicated his laid-back but more intuitive cousin, but not before he mated with her, and in our own psyches we continue the battle between them, much as McGilchrist argues goes on between our two brains. It should be mentioned that Gooch did not see the struggle going on between the cerebral hemispheres, but between the cerebrum and the cerebellum.50 But although he disagrees on its location and participants, on all other accounts his version of the battle is practically the same.51 Our inheritance from Neanderthal, Gooch argues, is behind what, in Total Man and other books, he calls our “ancient adversary” and “other self” with whom our rational ego is in constant conflict. According to Gooch, this “adversary” has given rise to our myths and legends of vampires, werewolves, goblins, centaurs, to fairy tales and other fables, as well as to works of literature such as Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde.

Months beforehand I started focusing my Manhattanite efficiency on getting registered in Italy, Andrea leading me by the hand through the wilderness of Old World red tape. The first step was “getting my documents together,” an Italian ritual repeated before every encounter with officialdom. Sticking to a list kindly provided by the Italian Consulate, I collected my birth certificate, passport, high school diploma, college diploma, college transcript, medical school diploma, medical school transcript, certificates of internship and residency, National Board Examination certificates, American Board of Internal Medicine test results, and specialization diploma. Then I got them transfigured into Italian by the one person in New York authorized by the Italian Consulate to crown his translation with an imprimatur. We judiciously gave him a set of our own translations as crib notes, tailored by my husband to match the Rome medical school curriculum. I wrote a cover letter from Andrea’s dictation. It had to be in my own hand, on a folded sheet of double-sized pale yellow ruled Italian paper embossed with a State seal, and had to be addressed “To the Magnificent Rector of the University of Rome.” You have to live in Italy a while to appreciate the theatrical elegance of making every fiddler a Maestro and every teacher a Professoressa; even the most corrupt member of the Italian parliament is by definition Honorable, and every client of a parking lot is by default, for lack of any higher title, a Doctor (“Back up, Dotto’, turn the wheel hard to the left, Dotto’”). There came the proud day in June when I got to deposit the stack of documents in front of a smiling consular official in red nail polish and Armani. After expressing puzzlement that an American doctor would want to move to her country (“You medical people have it so good here”), she Xeroxed my certificates, transcripts, and diplomas, made squiggles on the back to certify the Xeroxes were “authentic copies,” gave me back the originals, and assured me that she’d get things processed zip zip in Italy so that by the time I left for Rome three months later I’d have my Italian license and be ready to get a job. Don’t call me, I’ll call you. When we were about to fly in September and I still hadn’t heard from her, I went to check. Found the Xeroxes piled up on Signora X’s desk right where I’d left them, and the Signora gone for a month’s vacation. Slightly put out, I snatched up the stack to hand-carry over (re-inventing a common expatriate method for avoiding challenges to the efficiency of the Italian mails), prepared to do battle with the system on its own territory.

The Holy Spirit (the supplier [epichorēgia] by whom believers should be God-taught [theodidaktoi], Jer. 31:34; Jn. 6:45*; 1 Jn. 2:27) does not render the Scripture less necessary. He is not given to us in order to introduce new revelations, but to impress the written word on our hearts; so that here the word must never be separated from the Spirit (Is. 59:21). The former works objectively, the latter efficiently; the former strikes the ears from without, the latter opens the heart within. The Spirit is the teacher; Scripture is the doctrine which he teaches us.

A romantic dinner with knowledge and learning! What a gathering! If education is seen not as a means to an end, but as an end in itself, as a wholesome process, the endeavor of guessing the future becomes futile. – How so? – Because education will not glance exclusively at the future, but also at the present. Education would then be aimed entirely at making life, the present everyday life, a delight. It would, then, make no sense to talk about efficiency in education in the same way there’s no efficiency in a romantic dinner or a rollercoaster ride.

Education, as I see it, is the delightful process of developing skills and knowledge in which time becomes secondary and efficiency would only instrumentalize this wholesome endeavor. Education is life itself and an ongoing process that should never end. It bears its fruit both in the present and in the future.

Efficiency in enrolment and admissions processes is essential to provide timely responses to applicants and streamline administrative tasks.

Business planning empowers administrators to make informed decisions, allocate resources efficiently, and drive continuous improvement in school performance.

Ah. You are not crazy to be heartbroken over the polar bears; the rest of us are crazy not to be. Tish couldn’t go to recess because she was paying attention to what her teacher said. As soon as she heard the polar bear news, she let herself feel the horror and know the wrongness and imagine the inevitable outcome. Tish is sensitive, and that is her superpower. The opposite of sensitive is not brave. It’s not brave to refuse to pay attention, to refuse to notice, to refuse to feel and know and imagine. The opposite of sensitive is insensitive, and that’s no badge of honor. Tish senses. Even as the world tries to speed by her, she is slowly taking it in. Wait, stop. That thing you said about the polar bears…it made me feel something and wonder something. Can we stay there for a moment? I have feelings. I have questions. I’m not ready to run outside to recess yet. In most cultures, folks like Tish are identified early, set apart as shamans, medicine people, poets, and clergy. They are considered eccentric but critical to the survival of the group because they are able to hear things others don’t hear and see things others don’t see and feel things others don’t feel. The culture depends on the sensitivity of a few, because nothing can be healed if it’s not sensed first. But our society is so hell-bent on expansion, power, and efficiency at all costs that the folks like Tish—like me—are inconvenient. We slow the world down. We’re on the bow of the Titanic, pointing, crying out, “Iceberg! Iceberg!” while everyone else is below deck, yelling back, “We just want to keep dancing!” It is easier to call us broken and dismiss us than to consider that we are responding appropriately to a broken world. My little girl is not broken. She is a prophet. I want to be wise enough to stop with her, ask her what she feels, and listen to what she knows.

Yet another pondered: If a teacher generates lesson plans with an AI, who gets the credit? (I wondered what the importance of credit in lesson planning is in the first place, and if creators on Teachers Pay Teachers get credit if a teacher buys lesson plans there.)

Ideas are nothing without vision and execution.

What does it mean to be a person? What makes us special as human beings? What can we do that artificial intelligence can’t—or what are we better at? These are crucial questions that students will have to reckon with immediately and in the future. Even if we don’t have answers to those questions, we can participate in conversations about them.

In the end, if using AI tools cuts your planning time from 30 minutes to 18 minutes—or your grading time from 40 minutes to 22—that extra time it creates is yours. Use it however you wish. Plan out that cool lesson you’ve always wanted to do. Or go home early. The choice is yours. I know this type of decision feels pretty foreign to us—deciding what to do with extra time. Whether we use it to do something amazing for our students or preserve our mental health, everyone wins.

If you need a concept explained or defined, an AI assistant can provide that explanation—and do it in as detailed or simple a manner as you’d like. On episode 99 of the Partial Credit Podcast, Jesse Lubinsky shared that he asked for a definition of “faith” in terms a child would understand. That helped me realize that it can give definitions, descriptions, and explanations (which we expected) and level them up or down in complexity.

In rapid learning, uncovering learning gaps involves assessing what students can't do, what they can do, and identifying areas where additional support is needed. Diagnostic assessments, formative assessments, and teacher observations play a crucial role in this process

Teachers play a crucial role in promoting educational equity by identifying individual students' learning gaps and addressing them through personalized instruction and support, such as remediation or rapid remediation.

Teachers who use the rapid learning approach empower students to quickly grasp and efficiently retain new knowledge, to close learning gaps and accelerate learning.

Sonnet 1306 Doctors are not official representatives, Yet they do their job quite efficiently. Teachers are not official representatives, Yet they do their job quite respectfully. Public transport drivers ain't representatives, Yet they carry their duties quite diligently. Factory workers ain't official representatives, Yet they fulfill their tasks rather honorably. All the professions that actually require some tangible skillsets and expertise, don't rely on the jungle whim of democracy. Yet the most glorified profession of all, has no performance standards compulsory. If this is your idea of a civilized democracy, No wonder you still crave peace in nuclear weapons! Only monkeys could confuse homicide with defense, It takes a human to plant peace through illumination.

. In the preliminary phase, teachers face the critical task of making informed choices, shaping the trajectory of remediation through assessment, objective clarity, strategic planning, and resource selection.

The core phase is the educational crucible where students take center stage, actively engaging in the learning process. It's a transformative journey where the teacher's role is not just to impart knowledge but to ignite the flames of curiosity and discovery within each student.

To create an effective rapid learning approach, teachers can follow a systematic process guided by rapid learning principles.

Creating a positive and inclusive learning environment is a priority in rapid learning classes. Teachers strive to make learners feel supported, respected, and motivated. The emphasis is on fostering active engagement, keeping encouraging students motivated, and promoting collaborative learning experiences.

Rapid learning classes extend beyond conventional teaching methods by incorporating transformative approaches. Teachers leverage rapid learning principles to equip students with essential skills for their future endeavours, ensuring that the learning experience goes beyond mere knowledge acquisition to encompass practical and applicable skills.

In the realm of rapid learning, teachers in these classes acknowledge the individuality of each learner, understanding that diverse learning preferences and needs exist. This acknowledgment empowers educators to personalize their teaching methods, addressing variations in learning styles, strengths, weaknesses, and gaps in understanding.

In the Preliminary Phase, teachers shape the trajectory of a remediation session by making informed choices, conducting assessments, objective clarity, strategic planning, and resource selection.

Effective teaching in the core phase requires a shift – students take the lead, actively engaging with the learning process. The teacher becomes a guide, fostering autonomy and motivating students to achieve their educational goals.

Every system is perfectly designed to get the results it gets,

Technology, perhaps counterintuitively, is not the greatest challenge to effective professional development for a personalized learning program. A personalized approach to teaching and learning, that is, to student-centered instruction, requires a shift in perceptions about what it means to teach, and without that shift, technology will merely make teacher-centered instruction more efficient without improving students’ learning or engagement.

Experimental studies of vocabulary teaching typically show that out of every ten words that are taught, only about three or four are actually learnt. Most teaching is neither effective nor efficient.

She came across as charming and efficient, but problems erupted as soon as she started. Two of my best people threatened to quit, so I took her off the project.” I could barely watch as she laughed and yakked like an intimate friend of both Ian’s and Baldacchio’s. On tonight of all nights, the opening of Abraham’s exhibition. I had to wonder, was she here because of me? Everyone in the business knew he’d been my teacher and mentor. Was I completely paranoid? I would’ve loved to pursue the topic of Minka’s shortcomings and find out how in the world she’d finagled a job at the Covington in the first place, but Abraham’s friend Doris interrupted us just then, grabbing Abraham’s arm and giving it a vigorous shake. “Now, what were you yelling about, old man?” she said. I almost snorted. “Doris Bondurant,” Abraham said formally, “I’d like to introduce my former assistant and now my greatest competition, Brooklyn Wainwright. Brooklyn, this is my old friend Doris Bondurant.” “Watch who you’re calling old, buster,” she said, and elbowed Abraham in

Based on the physiological researches there is a connection between self confidence and the person’s professional efficiency, and his ability to fix his mistakes and failures. And pedagogical studies suggest to teachers to deal with their students as partners in the educational process, and not only as the part targeted to be educated.

Even supermotivated people who’re working to exhaustion may not be doing deliberate practice. For instance, when a Japanese rowing team invited Olympic gold medalist Mads Rasmussen to come visit, he was shocked at how many hours of practice their athletes were logging. It’s not hours of brute-force exhaustion you’re after, he told them. It’s high-quality, thoughtful training goals pursued, just as Ericsson’s research has shown, for just a few hours a day, tops. Noa Kageyama, a performance psychologist on the faculty of the Juilliard School of Music, says he’s been playing the violin since he was two but didn’t really start practicing deliberately until he was twenty-two. Why not? There was no lack of motivation—at one point, young Noa was taking lessons with four different teachers and, literally, commuting to three different cities to work with them all. Really, the problem was just that Noa didn’t know better. Once he discovered there was an actual science of practice—an approach that would improve his skills more efficiently—both the quality of his practice and his satisfaction with his progress skyrocketed. He’s now devoted himself to sharing that knowledge with other musicians.

As illusions go, this one is pretty stubborn. When you’re obsessed with efficiency and productivity, it’s difficult to see the real value of education and care. Which is why so many politicians and taxpayers alike see only costs. They don’t realize that the richer a country becomes the more it should be spending on teachers and doctors. Instead of regarding these increases as a blessing, they’re viewed as a disease. Yet unless we prefer to run our schools and hospitals as if they were factories, we can be certain that, in the race against the machine, the costs of healthcare and education will only go up. At the same time, products like refrigerators and cars have become too cheap. To look solely at the price of a product is to ignore a large share of the costs. In fact, a British think tank estimated that for every pound earned by advertising executives, they destroy an equivalent of £7 in the form of stress, overconsumption, pollution, and debt; conversely, each pound paid to a trash collector creates an equivalent of £12 in terms of health and sustainability.

Because lessons learned by police personnel play such important role, it is necessary that a system be in place to insure that such lessons are properly and correctly recorded. Experience is a powerful teacher, but experience by itself is not the most efficient way to learn. The process can often be painful and time-consuming. To learn as quickly as possible, we must be more deliberate, more disciplined, and more thorough in our approach in order to squeeze as much as possible from each experience. As with everything else about better execution there is no magic here.

The 5 Elements of Effective Thinking (Edward B. Burger;Michael Starbird) - Your Highlight on page 17 | location 251-270 | Added on Monday, 6 April 2015 03:03:56 Understand simple things deeply The most fundamental ideas in any subject can be understood with ever-increasing depth. Professional tennis players watch the ball; mathematicians understand a nuanced notion of number; successful students continue to improve their mastery of the concepts from previous chapters and courses as they move toward the more advanced material on the horizon; successful people regularly focus on the core purpose of their profession or life. True experts continually deepen their mastery of the basics. Trumpeting understanding through a note-worthy lesson. Tony Plog is an internationally acclaimed trumpet virtuoso, composer, and teacher. A few years ago we had the opportunity to observe him conducting a master class for accomplished soloists. During the class, each student played a portion of his or her selected virtuosic piece. They played wonderfully. Tony listened politely and always started his comments, “Very good, very good. That is a challenging piece, isn’t it?” As expected, he proceeded to give the students advice about how the piece could be played more beautifully, offering suggestions about physical technique and musicality. No surprise. But then he shifted gears. He asked the students to play a very easy warm-up exercise that any beginning trumpet player might be given. They played the handful of simple notes, which sounded childish compared to the dramatically fast, high notes from the earlier, more sophisticated pieces. After they played the simple phrase, Tony, for the first time during the lesson, picked up the trumpet. He played that same phrase, but when he played it, it was not childish. It was exquisite. Each note was a rich, delightful sound. He gave the small phrase a delicate shape, revealing a flowing sense of dynamics that enabled us to hear meaning in those simple notes. The students’ attempts did not come close—the contrast was astounding. The fundamental difference between the true master and the talented students clearly occurred at a far more basic level than in the intricacies of complex pieces. Tony explained that mastering an efficient, nuanced performance of simple pieces allows one to play spectacularly difficult pieces with greater control and artistry. The lesson was simple. The master teacher suggested that the advanced students focus more of their time on practicing simple pieces intensely—learning to perform them with technical efficiency and beautiful elegance. Deep work on simple, basic ideas helps to build true virtuosity—not just in music but in everything. ==========

In order for a capitalist system to thrive, our false beliefs in productivity and labor must remain. We have internalized its teachings and become zombie-like in Spirit and exhausted in body. So we push ourselves and each other under the guise of being hyperproductive and efficient. From a very young age we begin the slow process of disconnecting from our bodies’ need to rest and are praised when we work ourselves to exhaustion. We tell our children to “stop being lazy” when they aren’t participating in work culture with the same intensity as us. We lose empathy for ourselves first and push excessively. We become managers, teachers, and leaders who fall prey to the allure of a capitalist system and treat those we have the honor of working with as human machines. We become rigid and impatient when our checklist isn’t completed to perfection. We become less human and less secure. We believe we are only meant to survive and not thrive. We see care as unnecessary and unimportant. We believe we don’t really have to rest. We falsely believe hard work guarantees success in a capitalist system.

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

Collaborative work is the future of career readiness.

Let’s provide creative, authentic ways for students to show what they know. Creativity in learning can help students with motivation. It can help them make use of their own unique talents and skills. It can help them feel seen and heard and noticed.

One of the great ironies is our defenses are knocked out most efficiently by our own personal beliefs and learning, by our own programming and wiring. As Mom used to say, “We’re our own worst enemy.” Bias is masterful at carrying itself convincingly, nimbly, glibly, even lovingly on the legs of the preacher, teacher, colleague, friend, mentor, or worst of all, the significant other or family member. If you ask me, the kryptonite for all humanity is bigotry, prejudice, us against them. Well-intended people blinded by rivalry and ambition or love and the bonds of blood. Overpowering and being the decider of who’s in and who’s out. Dividing people into groups. Making lists and assumptions. Deciding I’m okay and you’re not.

Your subjectivity, your bias has rendered you blind, deaf and dumb. You see what you want to see instead of what’s there. One of the great ironies is our defenses are knocked out most efficiently by our own personal beliefs and learning, by our own programming and wiring. As Mom used to say, “We’re our own worst enemy.” Bias is masterful at carrying itself convincingly, nimbly, glibly, even lovingly on the legs of the preacher, teacher, colleague, friend, mentor, or worst of all, the significant other or family member. If you ask me, the kryptonite for all humanity is bigotry, prejudice, us against them. Well-intended people blinded by rivalry and ambition or love and the bonds of blood. Overpowering and being the decider of who’s in and who’s out. Dividing people into groups. Making lists and assumptions. Deciding I’m okay and you’re not.

That means that however funds are raised for community projects, the highest amount goes to educational facilities and teachers. The curriculum would be based on learning what it means to be a human being, or rather, a spiritual being living in a human body/world. Courses taught would include how to develop creativity, what it means to clear the psychological and emotional self, how to be in relationship with others, what steps must be taken to ensure basic needs are met for all souls in physical embodiment, the study of different soul paths for the purpose of understanding the viewpoints and perceptions of each group, etc. Second, resources would be devoted to scientific research and application. Specifically, funding would be allocated for alternative energy projects, agricultural advances, transportation systems, cleanup of the environment, and exploration of the cosmos. Third, emphasis would be placed on cultural advancement, including creative architecture, community gardens, cooperative building and re-building projects, implementation of new economic paradigms including enlightened currencies, and providing of the latest technological systems in every household that desires them (but not necessarily with emphasis on the latest gadgets for hours of mind-numbing entertainment). The priority here is to enable more efficient communication and awareness of world events for all souls. Also, it is important to be sure and include entertainment and down time. Fourth, opportunities would be provided to help individuals express their spiritual freedom. Encouragement and support will be given for souls to build churches, mosques, temples, synagogues, monasteries, healing retreat centers, therapy and holistic bodywork facilities, and more. The truth may be within, but it is helpful to have an outer environment that reflects the inner truth.

Great teachers are not made in training institutes. Great Teachers are made in classrooms when they are cornered, questioned and tested by students. The way teachers face these challenges with patience, efficiency and dignity defines their greatness.

Try to tighten the feedback loop by actively seeking evaluations from teachers or peers, and test yourself often. Studies have found that in professions with less direct feedback loops -stock analysis, psychiatry, etc. -even the best get worse over time. Surgeons, by contrast, are the only class of physicians that improve the longer they are out of medical school. Why? Because if they mess things up, patients die. That is the power of timely feedback.

Sometimes the worries of the world give one pause for thought, and one wonders—especially someone of my antiquity—why history is not a more efficient teacher.

and had an air of teacherly efficiency about her that Judith already found irritating.

We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it.

Fascia knows where you are in the world; it's loaded with position sensors that contribute to your sense of balance and feeds those bearings directly to that fear-conditioning corner of your brain, the amygdala. Any movement grooved into the fascia feels soothing, gratifying, efficient; try to unlearn it, as any batting coach or ballet teacher will tell you, and you're in for a struggle. New movements, no matter how necessary or logical, just feel wrong.

Being a teacher taught me how to be organized, to have a game plan in English, History, Math. The same discipline carried over into coaching. If you are an efficient and effective coach, you start off every day with a plan. You don’t just walk in there and roll out the ball. You’ve organized what you are going to do. You break down your offenses, your defenses, your individual skills.

Teachers make a staggering number of decisions—some historical research suggests as many as 800 per day (Jackson, 1968). And no one helps you make the decisions; you’re essentially on your own. As you acquire knowledge and experience, however, you learn to make these decisions routinely and efficiently (Berliner, 1994, 2000).

A mere verbal formula often distinguishes a truism from a paradox. "It is the duty of society to protect the weak;" but protection cannot be efficient without the power of control; therefore, "It is the duty of society to enslave the weak." And it is a duty which no organized and civilized society ever failed to perform. Parents, husbands, guardians, teachers, committees, etc., are but masters under another name, whose duty it is to protect the weak, and whose right it is to control them.

A driving licence only gives permission to legally operate a motor vehicle, it does not promise efficiency. Most amateur drivers have to face flak and occasional road rage until they learn to master the vehicle like a boss. Similarly, a teacher’s degree only gives permission to officially teach in classrooms. Teachers have to face flak until they learn to master classroom situations. It is all about consistent practice, willingness to learn, patience and persistence.

The most efficient way to diversify a stock portfolio is with a low fee index fund.5 —Paul Samuelson, 1970 Nobel Prize in Economics

Victor and Melody Chen lived in the Mid-Levels, in an enormous white two-story house on May Road. There was a driveway, with potted plants lining the sides. Inside, there was the quiet, efficient buzz of a household staffed with plentiful servants. Claire had taken a bus, and when she arrived, she was perspiring after the walk from the road to the house. The amah had led her to a sitting room, where she found a fan blowing blessedly cool air. A houseboy adjusted the drapes so that she was properly shaded. Her blue linen skirt, just delivered from the tailor, was wrinkled, and she had on a white voile blouse that was splotched with moisture. She hoped the Chens would allow her some time to compose herself. She shifted, feeling a drop of perspiration trickle down her thigh.

The masculine way of life is defined by truth, duty and honour. At its peak, masculine civilisations are efficient, just and egalitarian. But as they decline, they become fanatical, rigid and especially harsh towards the weak.’ ‘So when feminine civilisations decline, the masculine way is the answer,’ said Ram. ‘And, as masculine civilisations decline, the feminine way should take over.’ ‘Yes,’ said the teacher. ‘Life is cyclical.

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