Elementary Teacher Quotes

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It is a healthy approach not to expect persons to turn out precisely how you would have wished.
Criss Jami (Healology)
any event largely organized by elementary school teachers was likely to come off extremely well from a logistical and crowd-control standpoint.
Neal Stephenson (Seveneves)
Now that I thought about it, though, I realized that most people actually encourage you to turn bad. They seem to think that if you don't, you'll never get anywhere in the world. And then on those rare occasions when they encounter somebody who's honest and pure-hearted, they look down on him and say he's nothing but a kid, a Botchan. If that's the way it is, it would be better if they didn't have those ethics classes in elementary school and middle school where the teacher is always telling you to be honest and not lie. The schools might as well just go ahead and teach you how to tell lies, how to mistrust everybody, and how to take advantage of people. Wouldn't their students, and the world at large, be better off that way? Redshirt had laughed at me for being simpleminded. If people are going to get laughed at for being simpleminded and sincere, there's no hope. Kiyo never laughed at me for saying anything like what I said to Redshirt. She would have been deeply impressed by it. Compared to Redshirt, she's far and away the superior person.
Natsume Sōseki (Botchan)
Religion forces every individual to take responsibility. Specifically, take it away from yourself and give it to God. If we had to be accountable for every one of our actions, we'd be crippled with indecision. But with religion pointing the way, we can feel confident in our choice to picket our children's elementary school when we find out the art teacher is gay.
Stephen Colbert (I Am America (And So Can You!))
[E]ducation is a thing you get past and forget about as quickly as possible. This is particularly true of elementary and secondary education, of course…. I began to remember what it had been like: the tremendous excitement of the first couple of years, when kids imagine that great secrets are going to be unfolding before them, then the disappointment that gradually sets in when you begin to realize the truth: There’s plenty of learning to do, but it’s not the learning you wanted. It’s learning to keep your mouth shut, learning how to avoid attracting the teacher’s attention when you don’t want it, learning not to ask questions, learning how to pretend to understand, learning how to tell teachers what they want to hear, learning to keep your own ideas and opinions to yourself, learning how to look as if you’re paying attention, learning how to endure the endless boredom.
Daniel Quinn (Providence: The Story of a Fifty-Year Vision Quest)
Business Education starts in Elementary School and continues through to High School and then to University. The sooner we teach students the essentials of business, the more capable they'll be at thriving in business when they're older.
Hendrith Vanlon Smith Jr.
Ask a physics teacher: Why do elementary particles exist? Is it impossible for them not to exist? (Be prepared for the possibility that your physics teacher doesn’t want to have this conversation.)
William Lane Craig (On Guard: Defending Your Faith with Reason and Precision)
I was more than an elementary teacher, for I was present, or directly taught the children, from eight in the morning to seven in the evening without interruption. These two years of practice are my first and indeed my true degree in pedagogy. From the very beginning of my
Maria Montessori (The Montessori Method Scientific Pedagogy as Applied to Child Education in 'The Children's Houses' with Additions and Revisions by the Author)
When the deaths finally came to light, my elementary school put a strict ban on teachers and staff talking to us about what was then called Everheart's disease, after Micheal Everheart, the first know kid to have died of it. Soon, someone somewhere decided to give it a proper name: Idiopathic Adolescent Acute Neurodegeneration-- IAAN for short. And then it wasn't just Micheal's disease. It was all of ours.
Alexandra Bracken (The Darkest Minds (The Darkest Minds, #1))
Let’s see if I remember all of this—born in Charlottesville, Virginia, but raised in Salem by her mother, Susan, a teacher, and her father, Jacob, a police officer. Attended Salem Elementary School until your tenth birthday, when your father called into his station to report an unknown child in his house—” “Stop,” I muttered. Liam looked over his shoulder, trying to divide his attention between me and the boy reciting the sordid tale of my life. “—but, bad luck, the PSFs beat the police to your house. Good luck, someone dropped the ball or they had other kiddies to pick up, because they didn’t wait around long enough to question your parents, and thus, didn’t pre-sort you. And then you came to Thurmond, and you managed to avoid their detecting you were Orange—” “Stop!” I didn’t want to hear this—I didn’t want anyone to hear it.
Alexandra Bracken (The Darkest Minds (The Darkest Minds, #1))
A FEW YEARS AGO, I heard a wonderful story, which I’m very fond of telling. An elementary school teacher was giving a drawing class to a group of six-year-old children. At the back of the classroom sat a little girl who normally didn’t pay much attention in school. In the drawing class she did. For more than twenty minutes, the girl sat with her arms curled around her paper, totally absorbed in what she was doing. The teacher found this fascinating. Eventually, she asked the girl what she was drawing. Without looking up, the girl said, “I’m drawing a picture of God.” Surprised, the teacher said, “But nobody knows what God looks like.” The girl said, “They will in a minute.
Ken Robinson (The Element: How Finding Your Passion Changes Everything)
The teacher, Mrs. Jennings...makes us sit in a circle. An elementary school, duck-duck-goose-style circle. This affords each of us the best possible vantage point for studying, and subsequently dissecting one another. Oh, and getting to know one another,of course. That too.
Katja Millay (The Sea of Tranquility)
I was fragile, buried in broken dreams, and felt hopeless because of what my classmates said and did to me… No, it is not fair, not at all. Nearly every single day, elementary school has been a challenge. I have many wishes that I would love to come true but one wish I would like to be granted is for teachers to understand bullying hurts.
Charlena E. Jackson (Teachers Just Don't Understand Bullying Hurts)
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.
E.D. Hirsch Jr.
To do exciting, empowering research and leave it in academic journals and university libraries is like manufacturing unaffordable medicines for deadly diseases. We need to share our work in ways that people can assimilate, not in the private languages and forms of scholars...Those who are hungriest for what we dig up don't read scholarly journals and shouldn't have to. As historians we need to either be artists and community educations or find people who are and figure out how to collaborate with them. We can work with community groups to create original public history projects that really involved people. We can see to it that our work gets into at least the local popular culture through theater, murals, historical novels, posters, films, children's books, or a hundred other art forms. We can work with elementary and high school teachers to create curricula. Medicinal history is a form of healing and its purposes are conscious and overt.
Aurora Levins Morales (Medicine Stories: History, Culture and the Politics of Integrity)
It is s shame that more people do not appreciate the value of "a good read". I was fortunate enough to have had elementary school teachers who would read to us while we were to put our heads down on the desk and visualize the story and characters. It set me up for a lifetime of enjoying reading....
Linda Roberts (Con Carino Para Mi Hijo/ With love For My Son (Spanish Edition))
Accountability measures allow administrators to require the faculty to “teach to the test,” rather than devise the curriculum according to its own judgment. In this way, college professors can be reduced to the same subordinate status to which elementary and secondary school teachers have already been relegated.
Benjamin Ginsberg (The Fall of the Faculty: The Rise of the All-Administrative University and Why it Matters)
My parents were told by the principal of West Barnstable Elementary School and my teacher that I was a bright boy whose spelling was in the retarded range and whose handwriting was the worst they’d ever seen. I find it embarrassing that I spell so badly. I will do almost anything to avoid being embarrassed, but no effort either on my part or on the part of any teacher has ever dented my utter bafflement when it comes to choosing which letters to put down, how many, and in what order.
Mark Vonnegut (Just Like Someone Without Mental Illness Only More So: A Memoir)
Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.
Noam Chomsky
Yet annual pay for entry-level elementary school teachers, 97 percent of whom were women, had been frozen for twenty years at $500 (about $13,300 in today’s dollars).
Dana Goldstein (The Teacher Wars: A History of America's Most Embattled Profession)
we — parents and teachers — need to stop pushing information and provide opportunities for our children to pull information that’s of interest to them.
Toni Krasnic (Mind Mapping for Kids: How Elementary School Students Can Use Mind Maps to Improve Reading Comprehension and Critical Thinking)
In elementary school, he’d asked out his second-grade teacher. Mom always said he was born girl crazy. She used to joke it’d be the end of him.
Taylor Jenkins Reid (Daisy Jones & The Six)
...[I]t doesn't take an advanced degree to figure out that this education talk is less a strategy for mitigating inequality than it is a way of rationalizing it. To attribute economic results to school years finished and SAT scores achieved is to remove matters from the realm of, well, economics and to relocate them to the provinces of personal striving and individual intelligence. From this perspective, wages aren't what they are because one party (management) has a certain amount of power over the other (workers); wages are like that because the god of the market, being surpassingly fair, rewards those who show talent and gumption. Good people are those who get a gold star from their teacher in elementary school, a fat acceptance letter from a good college, and a good life when they graduate. All because they are the best. Those who don't pay attention in high school get to spend their days picking up discarded cans by the side of the road. Both outcomes are our own doing.
Thomas Frank (Listen, Liberal: Or, What Ever Happened to the Party of the People)
That's like telling an elementary schooler to ignore the bully giving him swirlies and pay attention to the teacher.' he said, stuffing graham crackers in his mouth. 'Hey Raven, do you want me to beat those geeks up?
K.M. Shea (Life Reader (Kingdom Quest, #1))
The problem? There has been no parallel effort to help our sons become multipurpose men. The female-only scholarships and affirmative action for our daughters to enter the STEM professions is not matched by the male-only scholarships and affirmative action for our sons to enter the "caring professions" -- elementary school teachers, social workers, nurses, dental hygienists, marriage and family therapists, or becoming a full-time dad.
Warren Farrell (The Boy Crisis: Why Our Boys Are Struggling and What We Can Do About It)
My concern with democracy is highly specific. It begins in observing the remarkable fact that, while democracy means a government accountable to the electorate, our rulers now make us accountable to them. Most Western governments hate me smoking, or eating the wrong kind of food, or hunting foxes, or drinking too much, and these are merely the surface disapprovals, the ones that provoke legislation or public campaigns. We also borrow too much money for our personal pleasures, and many of us are very bad parents. Ministers of state have been known to instruct us in elementary matters, such as the importance of reading stories to our children. Again, many of us have unsound views about people of other races, cultures, or religions, and the distribution of our friends does not always correspond, as governments think that it ought, to the cultural diversity of our society. We must face up to the grim fact that the rulers we elect are losing patience with us. No philosopher can contemplate this interesting situation without beginning to reflect on what it can mean. The gap between political realities and their public face is so great that the term “paradox” tends to crop up from sentence to sentence. Our rulers are theoretically “our” representatives, but they are busy turning us into the instruments of the projects they keep dreaming up. The business of governments, one might think, is to supply the framework of law within which we may pursue happiness on our own account. Instead, we are constantly being summoned to reform ourselves. Debt, intemperance, and incompetence in rearing our children are no doubt regrettable, but they are vices, and left alone, they will soon lead to the pain that corrects. Life is a better teacher of virtue than politicians, and most sensible governments in the past left moral faults to the churches. But democratic citizenship in the twenty-first century means receiving a stream of improving “messages” from politicians. Some may forgive these intrusions because they are so well intentioned. Who would defend prejudice, debt, or excessive drinking? The point, however, is that our rulers have no business telling us how to live. They are tiresome enough in their exercise of authority—they are intolerable when they mount the pulpit. Nor should we be in any doubt that nationalizing the moral life is the first step towards totalitarianism. We might perhaps be more tolerant of rulers turning preachers if they were moral giants. But what citizen looks at the government today thinking how wise and virtuous it is? Public respect for politicians has long been declining, even as the population at large has been seduced into demanding political solutions to social problems. To demand help from officials we rather despise argues for a notable lack of logic in the demos. The statesmen of eras past have been replaced by a set of barely competent social workers eager to take over the risks of our everyday life. The electorates of earlier times would have responded to politicians seeking to bribe us with such promises with derision. Today, the demos votes for them.
Kenneth Minogue (The Servile Mind: How Democracy Erodes the Moral Life (Encounter Broadsides))
The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
It is not unusual for children with ADHD, especially those who are not hyperactive and are very bright, to do quite well in elementary school, where they spend a significant portion of each school day in one classroom with a single teacher who can provide considerable structure and stability for each student in that stable group. The teacher gets to know each student and can support her in her academic work and in resolving difficulties in social relationships.
Thomas E. Brown (Smart But Stuck: Emotions in Teens and Adults with ADHD)
TRUE OR FALSE? Employers are prohibited from practicing sex discrimination in hiring and promoting employees.1 ANSWER: False. The U.S. Supreme Court ruled in 1987 that in job areas dominated by men, less qualified women could be hired.2 It did not allow less qualified men to be hired in areas dominated by women (e.g., elementary school teacher, nurse, secretary, cocktail waiting, restaurant host, office receptionist, flight attendant). The law also requires sex discrimination in hiring by requiring quotas, requiring vigorous recruitment of women, and requiring all institutions that receive government aid to do a certain percentage of their business with female-owned (or minority-owned) businesses.
Warren Farrell (The Myth of Male Power)
The teacher manages to get along still with the cumbersome algebraic analysis, in spite of its difficulties and imperfections, and avoids the smooth infinitesimal calculus, although the eighteenth century shyness toward it had long lost all point.
Felix Klein (Elementary Mathematics from an Advanced Standpoint: Geometry)
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.
John E. Douglas (Mindhunter: Inside the FBI's Elite Serial Crime Unit (Mindhunter #1))
When I was younger, my mother was an elementary school teacher and when she would come home from work, I would help her grade her student’s assignments. It was then, at the age of ten, that I realized that when I grew up, I wanted to become a teacher just like my mom.
Diamond D. Johnson (A Miami Love Tale: Thugs Need Luv Too)
I want to turn every person who has been bullied into their own hero—if I can do it, others can do it too. I am proud of myself. Years ago, I was fragile, buried in broken dreams, and felt hopeless because of what my classmates said and did to me… No, it is not fair, not at all. Nearly every single day, elementary school has been a challenge. I have many wishes that I would love to come true but one wish I would like to be granted is for teachers to understand bullying hurts. Bullying tears a person down, inside and out. It stings and deeply pierces the heart.
Charlena E. Jackson (Teachers Just Don't Understand Bullying Hurts)
The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher. [...] The basis for the future of education must lie in schools and inspiring teachers. But schools can only offer an elementary framework where sometimes rote-learning, equations and examinations can alienate children from science. Most people respond to a qualitative, rather than a quantitative, understanding, without the need for complicated equations. Popular science books and articles can also put across ideas about the way we live. However, only a small percentage of the population read even the most successful books. Science documentaries and films reach a mass audience, but it is only one-way communication.
Stephen Hawking (Brief Answers to the Big Questions)
teach elementary school kids at an after-hours juku, so I’m used to hearing names like that that don’t sound exactly Japanese, the kind of names that are trendy now. In the class I teach, there’s a boy named Raymond, and girls named Sheru and Tiara. It’s enough to make a teacher pull out his hair.
Shūichi Yoshida (Villain: A Novel)
Any time I had a teacher in elementary or high school who’d taught Sylvie, they’d say, “Ah, you’re Sylvie Lee’s little sister,” rife with anticipation. I would then watch as their high hopes turned to bewilderment at my stuttering slowness. This was followed by their disappointment and, finally, their indifference.
Jean Kwok (Searching for Sylvie Lee)
Listen. I don’t know how to do this right, but I really, really love you,” he said, and cleared his throat. He licked his lips and started talking fast. “I think you’re the sweetest, most beautiful girl in the world, and I’ve been living for our telephone conversations. It’s the only thing that gets me through these days, knowing that I get to talk to you every night. Keeping the secret about this job was the hardest thing for me to do, but I wanted to tell you in person. And ever since I knew I was going to come here and ask you this, I couldn’t eat or drink anything. And I know I’m different from you, and I’m probably never going to be cool, but I love yourpaintings, I love that you do art, I get it, and I won’t ever tell you that you should do paintings that match somebody’s couch. I will keep you in paint and canvases for the rest of your life, and if you really want to teach elementary school, then I think you’ll be the best teacher there ever was. And I love that you dress so cute, and I love the way you smell and the way you sing in the shower. I used to camp out on the floor outside the door when you were showering just so I could hear you, and the first time we made love was the best thing that ever happened to me, and I was so afraid you were going to say it couldn’t happen again. I just want to spend all my time looking at you and telling you things, and even though I’m just some nerd who thinks about strikes and contracts all the time, I want you to know that I’m financially solvent right now, I have some investments, and I’ll always do anything I can to make you happy. Your happiness is going to be the main thing for me. From now on. Forever. I mean that.
Maddie Dawson (The Stuff That Never Happened)
One recurrent factor that complicated the emotions of these very bright individuals was the ongoing discrepancy between what was expected of them by their parents, grandparents, and teachers and even themselves and their frequent failure to achieve the expected success. Most of these patients had struggled since early childhood with continuing conflict between their picture of themselves as exceptionally bright and talented and their view of themselves as disappointing failures, unable to “deliver the goods” expected of them. Some had been very successful in their childhood, earning high grades and strong praise during the elementary school years, then gradually lost status and self-esteem due to increasing evidence of their difficulty in coping with the escalating demands of middle school, high school, and postsecondary schooling.
Thomas E. Brown (Smart But Stuck: Emotions in Teens and Adults with ADHD)
Summer left Wellington abruptly and slammed the door on the way out. The shudder sent leaves to the ground all at once, and Zora Belsey had that strange, late-September feeling that somewhere in a small classroom with small chairs an elementary school teacher was waiting for her. It seemed wrong that she should be walking towards town without a shiny tie and a pleated skirt, without a selection of scented erasers. Time is not what it is but how it is felt, and Zora felt no different.
Zadie Smith (On Beauty)
TEN THINGS Your Elementary School Teacher Told You AND Your Secondary School Teacher Should Have Told You NOT to Do Anymore! 1. You have to read every word. 2. You need to sound out every word aloud or in your head. 3. Don't use your hands or fingers to help read. 4. You need to completely understand everything you read. 5. You need to remember everything you read. 6. Go for quantity — the more the better. 7. Don't skim, that's cheating. 8. Don't write in your books. 9. It doesn't matter what you read as long as you read. 10. Speed is not important.
The Princeton Language Institute (10 Days to Faster Reading: Jump-Start Your Reading Skills with Speed reading)
thanks to their support, and the eldest was praised for being the responsible first-born son who brought honor to the family through his own success and provided for his family. Oh Misook and her sister realized only then that their turn would not come; their loving family would not be giving them the chance and support to make something of themselves. The two sisters belatedly enrolled in the company-affiliated school. They worked days and studied nights to earn their middle-school diploma. Oh Misook studied for her high-school certificate on her own and received her diploma the same year her younger brother became a high-school teacher. When Kim Jiyoung was in elementary school, her mother was reading a one-line comment her homeroom teacher had made on her journal assignment and said, “I wanted to be a teacher, too.” Jiyoung burst into laughter. She found the idea outrageous because she’d thought until then that mothers could only be mothers. “It’s true. In elementary, I got the best grades out of all five of us. I was better than your eldest uncle.” “So why didn’t you become a teacher?” “I had to work to send my brothers to school. That’s how it was with everyone. All women lived like that back then.” “Why don’t you become a teacher now?” “Now I have to work to send you kids to school. That’s how it is with everyone. All mothers live like this these days.
Cho Nam-Joo (Kim Jiyoung, Born 1982)
We had really stretched to buy our house in a neighborhood with “good schools.” As I started to ask around and dig a little deeper, I learned that to get into the preschool I drove past every day I was going to have to camp out overnight and hope to secure a coveted spot. And the moms in the neighborhood told me if I wanted to make sure my child got the good teachers in elementary school I would need to start volunteering now for the fundraising committee so I would have influence with the principal. There were tips and tricks about getting into the right playgroups and music classes. Everything was whispered and shared secret club–style because there were only so many spots and everyone was vying for them.
Diane Tavenner (Prepared: What Kids Need for a Fulfilled Life)
In the high-stakes testing culture of modern education, schools are allowing grades and performance data to undercut real and meaningful learning. Study after study has found that students—from elementary school to graduate school and across multiple cultures—demonstrate less interest in learning as a result of being graded. Feedback in the form of grades is the ultimate restraint: The grade can’t be changed, the lesson can’t be relearned, and numbers and letters don’t spell out a way forward. Worse, teachers and students get stuck on the wheel of relentless grading, diminished interest in learning, poor outcomes, more tests and grades—the cycle quickly turns vicious. But the real victim is the knowledge that students might have otherwise gained had feedback amounted to more than a rating.
Joe Hirsch (The Feedback Fix: Dump the Past, Embrace the Future, and Lead the Way to Change)
The cooperative approach has politically progressive roots—the theory is that students take ownership of their education when they learn from one another—but according to elementary school teachers I interviewed at public and private schools in New York, Michigan, and Georgia, it also trains kids to express themselves in the team culture of corporate America. “This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
Uh-huh. I think she was flattered. It’ll help fill her bucket.” “Huh?” “You know—the bucket...” “What are you talking about?” “Well, the elementary school teachers talk about the bucket a lot. Everyone has one. When people say nice things to you, do nice things, make you feel better about yourself, they’re filling your bucket. When people are mean or insulting or hurtful in any way, they’re emptying your bucket and you don’t want to go around with an empty bucket. It makes you sad and cranky. And you don’t want to be emptying other peoples’ buckets—that also makes you unhappy. The best way is to fill all the buckets you can and keep yours nice and full by looking for positive people and experiences.” She smiled. Troy leaned his elbow on the bar and rested his head in his hand. “What do I have to do to get a job with you?” “Master’s degree in counseling.” She took a sip. “Easy peasy. You’d be great.
Robyn Carr (The Homecoming (Thunder Point #6))
The California Board of Education provides, through its virtual libraries, a book intended for kindergarten teachers to read to their students: Who Are You? The Kid’s Guide to Gender Identity by Brook Pessin-Whedbee.19 The author begins with a familiar origin story: “Babies can’t talk, so grown-ups make a guess by looking at their bodies. This is the sex assigned to you at birth, male or female.”20 This author runs the gamut of typical kindergarten gender identity instruction. Who Are You? offers kids a smorgasbord of gender options. (“These are just a few words people use: trans, genderqueer, non-binary, gender fluid, transgender, gender neutral, agender, neutrois, bigender, third gender, two-spirit….”) The way baby boomers once learned to rattle off state capitals, elementary school kids are now taught today’s gender taxonomy often enough to have committed it to memory. And while gender ideologues insist they are merely presenting an objective ontology, it is hard to miss that they seem to hope kids will pick a fun, “gender-creative”21 option for themselves.
Abigail Shrier (Irreversible Damage: The Transgender Craze Seducing Our Daughters)
For when you get down to it, is not the popular idea of Christianity simply this: that Jesus Christ was a great moral teacher and that if only we took His advice we might be able to establish a better social order and avoid another war? Now, mind you, that is quite true. But it tells you much less than the whole truth about Christianity and it has no practical importance at all. It is quite true that if we took Christ's advice we should soon be living in a happier world. You need not even go as far as Christ. If we did all that Plato or Aristotle or Confucius told us, we should get on a great deal better than we do. And so what? We never have followed the advice of the great teachers. Why are we likely to begin now? Why are we more likely to follow Christ than any of the others? Because He is the best moral teacher? But that makes it even less likely that we shall follow Him. If we cannot take the elementary lessons, is it likely we are going to take the most advanced one? If Christianity only means one more bit of good advice, then Christianity is of no importance. There has been no lack of good advice for the last four thousand years. A bit more makes no difference.
C.S. Lewis (Mere Christianity)
It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...
Peter K. Fallon (Cultural Defiance, Cultural Deviance)
(7) The impact on public schools. It is essential to separate the rhetoric of the school bureaucracy from the real problems that would be raised. The National Education Association and the American Federation of Teachers claim that vouchers would destroy the public school system, which, according to them, has been the foundation and cornerstone of our democracy. Their claims are never accompanied by any evidence that the public school system today achieves the results claimed for it—whatever may have been true in earlier times. Nor do the spokesmen for these organizations ever explain why, if the public school system is doing such a splendid job, it needs to fear competition from nongovernmental, competitive schools or, if it isn't, why anyone should object to its "destruction." The threat to public schools arises from their defects, not their accomplishments. In small, closely knit communities where public schools, particularly elementary schools, are now reasonably satisfactory, not even the most comprehensive voucher plan would have much effect. The public schools would remain dominant, perhaps somewhat improved by the threat of potential competition. But elsewhere, and particularly in the urban slums where the public schools are doing such a poor job, most parents would undoubtedly try to send their children to nonpublic schools.
Milton Friedman (Free to Choose: A Personal Statement)
house with a great view. You’ll see that at the party tonight. Wish Char would be here for that, too, but we’ll all be together soon.” At least, Kate thought, Jack Lockwood, alias former father, would not be here tonight, so she could enjoy herself. Not only was she curious to see Grant Mason, but she also couldn’t wait to examine the Adena burial site she’d found on an old map in the university archives when she was back in the States at Christmas. The so-called Mason Mound was about twenty yards behind Grant’s house, and she was much more eager to see it than him. * * * The caterers Grant had hired from the upscale Lake Azure area had taken over the kitchen, and he didn’t want to disturb the setup for the buffet or the bar at the far end of the living room. So he sat in his favorite chair looking out over the back forest view through his massive picture window. The guests for the party he was throwing for his best friend, Gabe, and his fiancée, Tess, would be here soon—eighteen people, a nice number for mixing and chatting. He’d laid in champagne for toasts to the happy couple. Gabe and Grant had been best friends since elementary school, when a teacher had seated them in alphabetical order by first names. Grant had been the first to marry. Lacey had been his high-school sweetheart, head of the cheerleaders, prom queen to his king. How unoriginal—and what a disaster.
Karen Harper (Forbidden Ground (Cold Creek, #2))
They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?
Evan Hunter (The Blackboard Jungle)
Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.
Daniel Coyle (The Culture Code: The Secrets of Highly Successful Groups)
What for?!” squalled Eddie. “I wasn’t doin’ nothin’!” So much for Mrs. Perkins the English teacher at Littlepage Elementary.
Shannon Hill (Crazy, VA (Lil and Boris, #1))
But no one is listening because we are too busy trying to figure out where we went wrong, how we broke our children. It’s like a sick joke: a Baptist minister, Fairport’s Chief of Police, and an elementary school teacher walk into a bar, no doubt looking for their wayward children, only to discover they are camped out in drug den- together. Our backgrounds just prove how drugs do not discriminate. No child is safe. No parent should be unaware. No matter how hard you try, drugs will infect your family, your schools, and your community like a cancer that can’t be cured.
Erica Chilson (Widow (Blended, #3))
Research shows that the average elementary teacher may ask as many as 348 questions a day (Sadker & Sadker, 1982), whereas the students may not ask any.
Jane E. Pollock (Improving Student Learning One Teacher at a Time)
When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.
James Hugh Comey (Three Moons Till Tomorrow: An Examination of the Interactions, Transactions, and the Construction and Co-Construction of Meaning by Elementary School Students, Teachers, and Theatre Professionals with an Original Children's Musical Play)
gains from small classes occur in the early elementary grades and do not accumulate beyond first or second grade. Kindergarten and first-grade teachers in particular tend to use small groups, hands-on projects and personal relationships with students.
Scientific American (The Science of Education: Back to School)
In 1999, Emily Rosa published her paper in the Journal of the American Medical Association. It was titled “A Close Look at Therapeutic Touch.” Unlike Mehmet Oz, Rosa wasn’t a cardiovascular surgeon. In fact, she had never graduated from medical school. Or college. Or high school. Or elementary school. When it came time to write her paper, she had asked her mother, a nurse, to help. That’s because Emily was only nine years old. Her experiment was part of a fourth-grade science fair project in Fort Collins, Colorado. Emily didn’t win the science fair. “It wasn’t a big deal in my classroom,” recalled Rosa, who graduated from the University of Colorado at Denver in 2009. “I showed it to a few of my teachers, but they really didn’t care, which kind of hurt my feelings.” Emily’s mother, Linda, recalled that “some of the teachers were getting therapeutic touch during the noon hour. They didn’t recommend it for the district science fair. It just wasn’t well received at the school.
Paul A. Offit (Do You Believe in Magic?: The Sense and Nonsense of Alternative Medicine (Vitamins, Supplements, and All Things Natural: A Look Behind the Curtain))
It’s helpful to know that Eden drew his inspiration from a classic study led by the Harvard psychologist Robert Rosenthal, who teamed up with Lenore Jacobson, the principal of an elementary school in San Francisco. In eighteen different classrooms, students from kindergarten through fifth grade took a Harvard cognitive ability test. The test objectively measured students’ verbal and reasoning skills, which are known to be critical to learning and problem solving. Rosenthal and Jacobson shared the test results with the teachers: approximately 20 percent of the students had shown the potential for intellectual blooming, or spurting. Although they might not look different today, their test results suggested that these bloomers would show “unusual intellectual gains” over the course of the school year.
Adam M. Grant (Give and Take: A Revolutionary Approach to Success)
She winks. No adult has ever winked at me, other than the science teacher in elementary school who had the neurological condition.
Tim Federle (Better Nate Than Ever (Better Nate Than Ever, #1))
After I finished elementary school, one of my teachers came to the apartment to tell Mameh and Papa I should go to high school. I still remember his name, Mr. Wallace, and how he said it would be a shame for me to quit and that I could get a better job if I kept going. They listened to him, very polite, but when he was finished Papa said, “She reads and she counts. It’s enough.
Anonymous
Most Americans—professing Christians—for a fairly long time thought that slavery was simply “where people are these days.” Is it really loving to set aside the truth about sin and judgment and even to downplay the person and work of Christ as its answer simply because these are not the questions that are being asked by unbelievers? Imagine our elementary school teachers deciding that they will no longer teach the alphabet because the children aren’t interested in learning it.
Michael S. Horton (A Better Way: Rediscovering the Drama of God-Centered Worship)
The Responsive Classroom approach creates an ideal environment for learning--every teacher should know about it.
Daniel Cillis
In addition to preschool and elementary school, Laci and I went to church together too. One day, in Sunday School, our teacher was talking to us about the
L.N. Cronk (Chop, Chop Series (Chop, Chop, #1-7))
I'm a teacher and children's book blogger, so I am always on the lookout for new and interesting children's books. If you are a children's author and would like me to look at and/or write about your book, feel free to send me a message.
Kelly from Kelly's Classroom Online
Let us explore the deep involvement of G4S in the global prison-industrial complex. I am not only referring to the fact that the company owns and operates private prisons all over the world, but that it is helping to blur the boundary between schools and jails. In the US schools in poor communities of color are thoroughly entangled with the security state, so much so that sometimes we have a hard time distinguishing between schools and jails. Schools look like jails; schools use the same technologies of detection as jails and they sometimes use the same law enforcement officials. In the US some elementary schools are actually patrolled by armed officers. As a matter of fact, a recent trend among school districts that cannot afford security companies like G4S has been to offer guns and target practice to teachers. ... it is actually a striking example of the extent to which security has found its way into the educational system, and thus also of the way education and incarceration have been linked under the sign of capitalist profit. This example also demonstrates that the reach of the prison-industrial complex is far beyond the prison.
Angela Y. Davis (Freedom is a Constant Struggle)
I belong to a miracle network of game changers known as American public elementary teachers.
Barbara Lynn-Vannoy
I didn’t see the connection between my wife working and the boy being distracted, but the teacher prescribed “stay-at-home mommy” at least for the first half of elementary school, and my wife took a break from work.
Cho Nam-Joo (Kim Jiyoung, Born 1982)
NCTM reforms and similar programs lives on.!11 In the final analysis, it does not really flow from a conviction that such ideas promote superior teaching and learning of elementary and high-school mathematics. Rather, hypertrophied political piety lies at the root. Constructivism and its variants offer convenient pretexts for the display of self-perceived political virtue. They make it possible for well-meaning math teachers, and the well-meaning ed-school theorists under whom they study, to think of themselves as activists addressing urgent political and social problems through their educational practices.
Norman Levitt (Prometheus Bedeviled: Science and the Contradictions of Contemporary Culture)
When Black and White teachers look at the same Black student, White teachers are about 40 percent less likely to believe the student will finish high school. Low-income Black students who have at least one Black teacher in elementary school are 29 percent less likely to drop out of school, 39 percent less likely among very low-income Black boys.
Ibram X. Kendi (How to Be an Antiracist)
The Right of Children to Free and Compulsory Education Act, 2009, has made it every Indian child’s right to access full-time elementary education of satisfactory and equitable quality until the age of fourteen. Estimates vary, but India has a shortage of almost half a million teachers and over eight million primary school-age children still do not attend school.
Josy Joseph (A Feast of Vultures: The Hidden Business of Democracy in India)
In 1960, Ruby Bridges became the first African American to attend an all-white school. She was six years old. She was selected as one of four first-graders to integrate two elementary schools. Unfortunately, she was sent to integrate one—William Frantz Public School in Louisiana—all by herself. On her first day several hundred protestors gathered outside. She saw one carrying a black doll in a coffin. She was spit on and cursed at, and her life was threatened. She saw a doctor, Dr. Robert Coles, to help her deal with some of the pain of what she was going through. He couldn’t understand how she coped so well with everything going on. He couldn’t understand why she didn’t seem to be angry or bitter or depressed. One morning Ruby’s teacher watched Ruby stop in front of the angry mob that was cursing at her, and she saw Ruby’s lips moving. She told Dr. Coles about it. Later, when he met with Ruby again, he asked what she was saying to the crowd. Ruby said, “I wasn’t talking to them. I was praying for them.” Ruby later wrote in her memoir, Through My Eyes, “My mother and our pastor always said, ‘You have to pray for your enemies and people who do you wrong,’ and that’s what I did.”1 Dr. Coles points out that Ruby’s parents could not read or write but they taught her to do what Jesus said to do. Jesus said to pray for your enemies, so that’s what she did. That’s what allowed her to get rid of all bitterness, rage, and anger. We need to do what Jesus said to do. If we’re going to forgive and let grace flow, we need to pray for our enemies. You may be at a place where you won’t even consider doing what Jesus said to do, but I’d encourage you to remember it’s also what Jesus did for you. He prayed for the people who put him on that cross.
Kyle Idleman (Grace Is Greater: God's Plan to Overcome Your Past, Redeem Your Pain, and Rewrite Your Story)
Although few research projects have addressed the relationship between class origin and level of academic employment, the existing research shows, not unsurprisingly, that the higher the level of academic employment, the higher the socioeconomic origin. Working-class teachers will generally be found at the elementary and secondary levels (with women notably overpopulating the former). Academics with professional/managerial-class origins disproportionately constitute the professorate. Further, the more elite the institution, the higher the percentage of professors who come from the professional and managerial classes; working-class teachers who have managed to slip into the professorate will be more frequently found in community and state colleges than they will at Berkeley or Harvard.4
C.L. Dews (This Fine Place So Far from Home: Voices of Academics from the Working Class)
Mother drove away, and Wally wondered if you could have a heart attack when you were only nine years old. Without a word to his brothers, he whirled about and ran as fast as he could back to the school, his book bag banging against him. His teacher had just received a gift that said, “From a secret admirer,” and a note with his underpants saying, “Since you liked them so much, you can have them.” He would probably be thrown out of elementary school and sent to a military academy.
Phyllis Reynolds Naylor (The Girls' Revenge (Boy/Girl Battle, #4))
Pia taught fourth-grade princesses, superheroes and villains found at the Kshama Sawant International Elementary School near Greenlake. That building took up the whole block and had about five hundred students. She’d been teaching for a while. It was one of the few jobs that got a little extra salary because of the special training required. That list was short and included physicians and nurses, teachers, and pilots. Teaching also included a bonus of four hundred a month extra, which Pia spent on travel, and her cat. Others had hobbies they loved, or personal projects.
Ruth Ann Oskolkoff (Zin)
The conviction lodged in her head, that American children learned nothing in elementary school, and it hardened when he told her that his teacher sometimes gave out homework coupons; if you got a homework coupon, then you could skip one day of homework. Circles, homework coupons, what foolishness would she next hear? And so she began to teach him mathematics—she called it “maths” and he called it “math” and so they agreed not to shorten the word. She could not think, now, of that summer without thinking of long division, of Dike’s brows furrowed in confusion as they sat side by side at the dining table, of her swings from bribing him to shouting at him. Okay, try it one more time and you can have ice cream. You’re not going to play unless you get them all right. Later, when he was older, he would say that he found mathematics easy because of her summer of torturing him. “You must mean summer of tutoring,” she would say in what became a familiar joke that, like comfort food, they would reach for from time to time.
Chimamanda Ngozi Adichie (Americanah)
Adam: Adam was a young man whose anxiety turned into a monster. Where Shelly had a very mild case of social anxiety, Adam’s case could only be called severe. Over a period of several years, his underlying social fears developed into a full-blown school phobia. A quiet, unassuming person, Adam had never stood out in the classroom. Through elementary school and on into high school, he neither excelled nor failed his subjects. By no means a discipline problem, the “shy” Adam kept to himself and seldom talked in class, whether to answer a teacher’s question or chat with his buddies. In fact, he really had no friends, and the only peers he socialized with were his cousins, whom he saw at weekly family gatherings. Though he watched the other kids working together on projects or playing sports together, Adam never approached them to join in. Maybe they wouldn’t let him, he thought. Maybe he wasn’t good enough. Being rejected was not a chance he was willing to take. Adam never tried hard in school either. If he didn’t understand something, he kept quiet, fearful that raising his hand would bring ridicule. When he did poorly on an exam or paper, it only confirmed to him what he was sure was true: He didn’t measure up. He became so apprehensive about his tests that he began to feel physically ill at the thought of each approaching reminder of his inadequacy. Even though he had studied hard for a math test, for example, he could barely bring himself to get out of bed on the morning it was to take place. His parents, who thought of their child as a reserved but obedient boy who would eventually grow out of this awkward adolescent stage, did not pressure him. Adam was defensive and withdrawn, overwrought by the looming possibility that he would fail. For the two class periods preceding the math test, Adam’s mind was awash with geometry theorems, and his stomach churning. As waves of nausea washed over him, he began to salivate and swallowed hard. His eyes burned and he closed them, wishing he could block the test from his mind. When his head started to feel heavy and he became short of breath, he asked for a hall pass and headed for the bathroom. Alone, he let his anxiety overtake him as he stared into the mirror, letting the cool water flow from the faucet and onto his sweaty palms. He would feel better, he thought, if he could just throw up. But even when he forced his finger down his throat, there was no relief. His dry heaves made him feel even weaker. He slumped to the cold tile and began to cry. Adam never went back to math class that day; instead, he got a pass from the nurse and went straight home. Of course, the pressure Adam was feeling was not just related to the math test. The roots of his anxiety went much deeper. Still, the physical symptoms of anxiety became so debilitating that he eventually quit going to school altogether. Naturally, his parents were extremely concerned but also uncertain what to do. It took almost a year before Adam was sufficiently in control of his symptoms to return to school.
Jonathan Berent (Beyond Shyness: How to Conquer Social Anxieties)
Al-Askarî gives examples of the high esteem shown to scholars and the important position in society they occupy, often in spite of their lowly origins which ordinarily would not have allowed them to advance far beyond their fathers’ menial situations. Much more numerous, and more interesting, are the anecdotes and remarks on the diffi culties that must be overcome on the road to knowledge. He cites the statement concerning the six qualities needed: a penetrating mind, much time, ability, hard work, a skilful teacher, and desire (or, in the parlance of our own time, “motivation,” shahwah). On his own, he adds the very elementary need for “nature,” that is, an inherited physical endowment, such as Muslim philologians of al-Askarî’s type always claimed as essential for their intellectual pursuits. The search for knowledge must be unselfi sh. As the author repeats over and over again, it is a never ending process. Persistent study sharpens the natural faculties. The hunger for knowledge is never stilled, as proclaimed by traditions ascribed to the Prophet. Stationariness means ultimate failure, according to the widely quoted saying that “man does not cease knowing as long as he studies, but once he gives up studying, he is the most ignorant of men.” Constant travel in search of knowledge and regular attendance at the teacher’s lectures are mandatory. The prospect of learning something not known before should make a man forget his home and his family and endure all possible hardships, as illustrated by an anecdote about al-Asmaî. Scholars refrain at times from certain foods as too luxurious or as harmful to the powers of memory. They study all night long.
Franz Rosenthal (Knowledge Triumphant: The Concept of Knowledge in Medieval Islam (Brill Classics in Islam))
One of the most important policies introduced by Finland’s school reforms was the requirement that all teachers from elementary through high school have a master’s degree
Anu Partanen (The Nordic Theory of Everything: In Search of a Better Life)
The MindUp program (Hawn Foundation, 2011), now available for the elementary grades from Scholastic, covers four units: “How Our Brains Work,” “Sharpening Your Senses,” “It’s All about Attitude,” and “Taking Action Mindfully.
Patricia A. Jennings (Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education))
Before that, she was an elementary school teacher, until the state stripped the unions of collective bargaining rights in the Right to Learn Act, subcontracting public school education to for-profit corporations. She still missed teaching, but that was strictly an hourly-wage temp job now, for those lucky enough to get hired.
Karl Taro Greenfeld (The Subprimes)
Two elementary school teachers fall in love whilst uncovering the strange mystery surrounding a missing student. It’s like a bad romantic comedy.
Alexandria Clarke (Witch Myth (A Yew Hollow Christmas #1))
Yet, L2 acquisition of word-formation devices differs from L1 acquisition. As suggested by the ‘Dual Semantic Transparency’, the Semantic Transparency of L2 word-formation morphemes is further enhanced by Orthographic & Phonological Overlap and/or by Morphological Translation Equivalence they share with their counterparts in pupils’ L1. Therefore, L2 word-formation morphemes and complex words that have to be present in elementary books should be those which share Orthographic & Phonological Overlap and/or Morphological Translation Equivalence with their counterparts in pupils’ L1. In their article, Bauer & Nation (1993) should have considered the influence pupils’ L1 has on L2 acquisition of L2 affixes. Affixes’ order, suggested by Bauer & Nation (1993), has to be reordered according to the Orthographic & Phonological Overlap and Morphological Translation Equivalence L2 affixes share with their counterparts in pupils’ L1. When teaching vocabulary, teachers have to provide the counterparts that L2 complex words have in pupils’ L1. Presenting the counterparts that L2 complex words have in pupils’ L1 assists L2 learners in transferring the decomposition capability of L1 complex words to L2 complex words. Morphological Translation Equivalence that pair complex words share with each other assist L2 learners in transferring the information of the L1 complex word to its counterpart in pupils’ L2 (e. g., transitive verbs read, lees plus suffix –able/-baar resulting in adjectives readable leesbaar).
Endri Shqerra (Acquisition of Word Formation Devices in First & Second Languages: Morphological Cross-linguistic Influence)
In Israel, a teacher strike began in the last week of December 1999, causing elementary schools to close nationwide. The strike came right in the middle of a furious flu epidemic. Flu cases fell sharply when the strike forced the schools to close. And when the strike ended and kids returned to classes, flu cases rebounded sharply.
Scott Gottlieb (Uncontrolled Spread: Why COVID-19 Crushed Us and How We Can Defeat the Next Pandemic)
THAT’S EMPHATICALLY not the case in the classroom helmed by Maureen Zink, a fourth-grade teacher at Vallecito Elementary School in San Rafael, California. Her students don’t sit still at their desks; in fact, most of them are not sitting at all. In 2013, the entire school replaced traditional desks and chairs with standing desks, and the school’s “activity-permissive” ethos allows pupils to stand upright, perch on stools, sit on the floor, and otherwise move around as they wish. Though some were hesitant about the change, Zink and the other teachers at Vallecito now say it’s been a resounding success; students are more alert, more attentive, and more engaged. “I taught at sitting desks for 30 years,” says Zink, “and I’ll never go back.” Tracy Smith, the principal at Vallecito during the switch to standing desks, agrees that students are “more focused, confident, and productive” when given license to move.
Annie Murphy Paul (The Extended Mind: The Power of Thinking Outside the Brain)
In the years since April 20, 1999, when the Columbine killers, Eric Harris and Dylan Klebold, murdered twelve of their classmates and one teacher, the country has been plagued by a string of these enormities, among them the massacres at Virginia Tech in Blacksburg and at Marjory Stoneman Douglas High School in Parkland, Florida (which claimed thirty-two and seventeen lives, respectively). Though there is no gauging the relative awfulness of these crimes, the December 14, 2012, massacre at Sandy Hook Elementary School in Newtown, Connecticut, was particularly devastating, largely because of the age of the victims: twenty first-grade students (along with six adult staff members) were shot to death by Adam Lanza, a profoundly disturbed twenty-year-old misfit with a generalized abhorrence of humankind, an obsession with serial murder, and a gun-loving mother who encouraged his interest in high-powered weaponry (and was the first to die at his hands). The impact of this horror on the country at large was summed up in the next day’s New York Times: “Nation reels after gunman massacres 20 children at school in Connecticut.
Harold Schechter (Maniac: The Bath School Disaster and the Birth of the Modern Mass Killer)
This hardened response to those on the “other team” is not an invention of modern American politics. It seems to be hardwired into the circuitry of our brains. The Old Testament is filled with stories of sometimes deadly tribalism, and scientific data gives us insight into why that happens. In 1968, elementary school teacher Jane Elliott conducted a famous experiment with her students in the days after the assassination of Dr. Martin Luther King Jr. She divided the class by eye color. The brown-eyed children were told they were better. They were the “in-group.” The blue-eyed children were told they were less than the brown-eyed children—hence becoming the “out-group.” Suddenly, former classmates who had once played happily side by side were taunting and torturing one another on the playground. Lest we assign greater morality to the “out-group,” the blue-eyed children were just as quick to attack the brown-eyed children once the roles were reversed.6
Sarah Stewart Holland (I Think You're Wrong (But I'm Listening): A Guide to Grace-Filled Political Conversations)
The road to success is paved with mistakes. * * * You don't have to be perfect to be your best. * * * Sometimes, failing your way to fabulous is the path to success. * * * "Turn failure into your friend!
Rosie J. Pova (The School of Failure: A Story about Success)
If you’re like me, this has been the happy-unhappy song of your life. You want the bright lights of being somebody, but you don’t necessarily hate who you are. There’s greatness resident in all of us. We all get a piece of the sky to light up. You already know that. But why doesn’t anyone besides yourself, your bestie, your mum or that teacher from elementary school seem to see it?
Koki Oyuke (Chosen Not Cheated: Discover God's Goodness Through Life's Detours, Denials and Doubts)
The individual that had killed two women in the span of three days worked nine hours every weekday in an Advanced Learning school. Once, in a time that seemed like a lifetime ago, she had worked as a teacher in an elementary school, third and fourth graders, with an experimental year as an art teacher that had gone bust. She’d always had a passion for kids, even now.
Blake Pierce (Her Last Wish (Rachel Gift FBI #1))
In the early grades, being in positive classroom climates with friendly, considerate teachers is linked to greater self-regulation, less disruptive behavior, and higher teacher-rated social competence among elementary and middle school students. Middle school teachers whose classrooms support increasing student autonomy and competence can build personal relationships in which students feel known, valued, and respected. Gains in middle grade achievement and reduced levels of disruptive behavior are evidence in classrooms in which expectations are clear, time is used well and productively, and teachers respond effectively to variations in students’ motivation and focus. Similarly, strong, positive, and cooperative relationships with teachers increase high school students’ likelihood of graduating.
Leslie S. Kaplan (Culture Re-Boot: Reinvigorating School Culture to Improve Student Outcomes)
Joy to the world, the teacher’s dead We barbecued the head What happened to the body? We flushed it down the potty And round and round it goes Until it overflows And round and round and round it goes
Elementary School (Curriculum Kindergarten 8 Month Comprehensive Curriculum of Basic Skills Workbook for Kindergarten Month 7: homeschool kindergarten, Kindergarten ... homeschool workbook, kindergarten reading)
As a result, it’s important that any burgeoning youth football coaching legend foster ties with the local school system. As you can probably imagine, I’m not without enemies at the local elementary school. I ask my players to stop doing most of their homework during the fall so that they can focus on football, and I encourage their parents to hold them out of school on game days. This offends a lot of teachers.
Three Year Letterman (Determined Look: Life Lessons of a Youth Football Coaching Legend)
Even in elementary school, I was a very assertive, aggressive kid. In the second grade I actually gave a teacher a black eye—I punched my music teacher because I didn’t think he knew anything about music and I almost got expelled. I’m not proud of that, but it’s clear evidence that even early on I had a tendency to stand up and make my opinions known in a very forceful way. The difference now is that I like to use my brain instead of my fists.
Donald J. Trump (Trump: The Art of the Deal)
The better dialogue: PARENT: How was school? CHILD: Fine. But I forgot my backpack! PARENT: Oh no. CHILD: What am I going to do? PARENT: I’m not sure. What do you think you can do about it? CHILD: I don’t know! Will you drive me back to school to get it? PARENT: I’m sorry, but I can’t—I’ve got other things to do this afternoon. What do you think you can do about it? CHILD: I could call my friend and ask what the homework is. PARENT: Okay. CHILD: But I might not have what I need if it’s in the backpack. PARENT: Hmm. Yeah. CHILD: Or I could e-mail my teacher and tell her I forgot it and see what she says. PARENT: Those both sound like good ideas. … etc. Let the child go through the work of trying out the solutions. The kid learned that the parent doesn’t feel responsible for the problem and that he is going to have to figure it out for himself. This “tough love” approach may be particularly hard for permissive/indulgent parents, but keep in mind that the most loving thing to do here is not to do it for them but to teach them how to do for themselves. Elementary school homework is rarely of consequence in contrast to middle or high school (the same goes for being on time for school). It’s better for her to learn the lesson of how to remember that backpack (or to wake herself up) now, than for her to still be facing those issues when she’s in a higher-stakes school environment and where you’ll feel tempted to help her avoid those harsher consequences.
Julie Lythcott-Haims (How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success)
In the realm of school and activity-based accomplishments and achievements, it’s more loving and resilience-building to offer praise that is specific to the task accomplished. For example: (1) For a little kid—I like how you used all kinds of colors in that picture; (2) For an elementary schooler—I noticed how you pointed your toes throughout your whole ballet performance, just like your teacher asked; (3) For a middle schooler—You did a good job maneuvering the glue gun to make your school project. That can be so tricky; (4) For a high schooler—Your essay on Cyrano de Bergerac made such detailed references to Cyrano’s emotional turmoil. You really managed to get inside his head. Specific praise like this builds confidence because it shows we’ve paused for a moment to pay attention to what the kid has actually done.
Julie Lythcott-Haims (How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success)
No one is fiercer than an elementary school teacher when it’s time to get people in order and hold them to a schedule.
Sarah Adams (Practice Makes Perfect (When in Rome, #2))
Dear Teachers, I hope your school year is going pretty well. I hope your classes are not causing you too much trouble and your families are doing well. You might be wondering why you are tagged to this post and what this is all about. It’s Teachers’ Day, the day for being thankful to our teachers. Some of you I had over a decade ago, some of you might not even remember who the heck I am. But if you’re reading this, this is my way of officially thanking you. For what? Let me explain. To the ones who made me love learning as a whole – If you are an elementary school teacher, this goes out to you. You are the reason I am where I am today. If it weren’t for your hard work and dedication to teaching me and every other student what you know, my future would not be as bright as it is now. I chose to go to college because somewhere along the line, you taught me that education is important and I have to strive to help others by educating myself. This is not always easy, but you helped me understand that willingness to learn is one of the most important aspects of a person. For that, I am forever grateful for you and everything you have done for me and so many others. To the ones who helped me find my passions– Writing, training, and helping people are what I love. No matter what I have been through in my life, everything goes back to the fact that in the future, I want to help people and I want to change the world. Writing and creating training programs are what make that happen. It made me realize that in the future, I don’t just want a shiny car, big bungalow, and other material items. I want something that sticks with people for all time – and what better way to do that than to become a writer and write for those who can't write for themselves? Shout out to those teachers who helped me find my passion, and maybe even made an effort to help me pursue it as well. To the ones who taught me more than the textbooks – you honestly saved me. You taught me that learning isn’t always about getting 100s on every test and being the perfect student. You helped me realize that a part of learning means making mistakes. You taught me that brushing yourself off, getting back up, and trying again is essential to get anywhere in this world. I grew up being the smart kid who never had to study and when the going got tough, I didn’t always know how to respond. You helped me with my problem solving skills and fixing things that needed fixing. This isn’t necessarily always talking about school, but life in general. You taught me that my value was not depicted by my score on a test, but rather who I was as a person. It is hard to put into words, but some of you honestly are the reason I am here today – succeeding in my first semester of college, off to university before I know it. Thank you so much. To the ones who didn’t know I could talk – I’m sorry I didn’t speak up more in your class. Many of you knew I had a lot to say, but knew I did not know how to say it or how to get the thoughts out. I promise you, even though you could not hear it, I am thankful for you - thankful that you did not force me out of my comfort zone. I know that may not sound like much, but when you have as much of a fear of speaking out as I do, that is such a big deal. Thank you for working with me and realizing that someone does not need to speak in order to have knowledge in their mind. Thank you for not basing my intelligence on my ability to present that information. It means a lot more than you will ever realize. To the ones who don’t know why you made this list – Congratulations. Somewhere along the way, you impacted me in a way I felt was worth acknowledging you for. Maybe you said something in class that resonated with me and changed my outlook on a situation, or life in general. Maybe you just asked me if I was okay after class one day. If you’re sitting there scratching your head, wondering how you changed my life, please just know you did.
Nitya Prakash
Why do you care what happens to a human teacher?” Sabrina said. “I thought you hated humans.” Charming said nothing. “You don’t want anything bad to happen to Ms. White,” Daphne cried. “You are in love with her. You want to kiss and hug her!” “Nonsense!” the mayor shouted. “I can’t have terrorists running around the elementary school, even if I approve of who they’re killing.” “You want to write her love notes,” the little girl persisted. “You want to hold her hand in the park and look at puppies in the pet store.” “Is there an Off button for this one?” Charming asked Granny Relda. The old woman grinned at the mayor. “You haven’t answered the questions.” “All right!” Charming surrendered. “Snow has a knack for getting in trouble. I would sleep better at night knowing she is safe.
Michael Buckley (The Unusual Suspects (The Sisters Grimm #2))
In the late summer of 2020, Kila Posey asked the principal of Mary Lin Elementary School, in the wealthy suburbs of Atlanta, whether she could request a specific teacher for her seven-year-old daughter. “No worries,” the principal responded at first. “Just send me the teacher’s name.” But when Posey emailed her request, the principal kept suggesting that a different teacher would be a better fit. Eventually, Posey, who is Black, demanded to know why her daughter couldn’t have her first choice. “Well,” the principal admitted, “that’s not the Black class.” The story sounds depressingly familiar. It evokes the long and brutal history of segregation, conjuring up visions of white parents who are horrified at the prospect of their children having classmates who are Black. But there is a perverse twist: the principal, Sharyn Briscoe, is herself Black. As Posey told the Atlanta Black Star, she was left in “disbelief that I was having this conversation in 2020 with a person that looks just like me—a Black woman. It’s segregating classrooms. You cannot segregate classrooms. You can’t do it.
Yascha Mounk (The Identity Trap: A Story of Ideas and Power in Our Time)