Engaging Kids Quotes

Ash nodded. “Look for Oberon or Mab,” he said grimly, scanning the battlefield. “They’ll likely be on opposite sides of the river. Try not to engage anything, Goodfellow. We don’t want a fight — we just want to get the scepter to the queen.” “Don’t kid yourself, Prince.” Puck grinned and drew his daggers, pointing to Ash with the tip. “You’re a traitor, Meghan’s the Summer princess, and I’m Robin Goodfellow. I’m sure the ranks of Unseelie will just let us waltz right through.

I grew up in the midst of poverty but every black kid that I knew could read and write. We have to talk about the fact that we cannot educate for critical consciousness if we have a group of people who cannot access Fanon, Cabral, or Audre Lorde because they can’t read or write. How did Malcolm X radicalize his consciousness? He did it through books. If you deprive working-class and poor black people of access to reading and writing, you are making them that much farther removed from being a class that can engage in revolutionary resistance.

So it's an absolute lie that has killed thousands of kids. Because the mothers who heard that lie, many of them didn't have their kids take either pertussis or measles vaccine, and their children are dead today. And so the people who go and engage in those anti-vaccine efforts -- you know, they, they kill children. It's a very sad thing, because these vaccines are important.

Child psychologists have demonstrated that our minds are actually constructed by these thousands of tiny interactions during the first few years of life. We aren't just what we're taught. It's what we experience during those early years - a smile here, a jarring sound there - that creates the pathways and connections of the brain. We put our kids to fifteen years of quick-cut advertising, passive television watching, and sadistic video games, and we expect to see emerge a new generation of calm, compassionate, and engaged human beings?

Im gonna be a pretender the rest of my life. Pretending i dont wish every girl i kiss isnt you. Pretending i dont wish every girl i sleep with isnt you. Im gonna have to pretend i dont wish my next relationship wont be with you. Pretend that i dont wish the girl i get engaged to isnt you. Pretend i dont wish the girl i marry isnt you. Pretend i dont wish the mother of my kids to be you. Pretend its not you i want to spend the rest of my life with. Everything will be a lie the rest of my life. Thats so hard to accept.

I had seen other stop-motion animated features, and they were either not engaging or they're just too bizarre. There was one I liked when I was a kid called Mad Monster Party. People thought Nightmare was the first stop-motion animated monster musical, but that was.

The correlation between ethnic background and crime, it turns out, is precisely zero. None, nothing, nada. Youth crime, the report stated, has its origins in the neighborhood where kids grow up. In poor communities, kids from Dutch backgrounds are every bit as likely to engage in criminal activity as those from ethnic minorities.

I had this whole plan when I graduated high school: I was going to go to college, date a few guys, and then meet THE guy at the end of my freshman year, maybe at the beginning of my sophomore year. We'd be engaged by graduation and married the next year. And then, after some traveling, we'd start our family. Four kids, three years apart. I wanted to be done by the time I was 35.

...rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of education as a process of guiding kids' participation in public life more generally, a public life that includes social, recreational, and civic engagement.

And we have obviously failed on guns. Victims have engaged the public, and polls consistently indicate that huge majorities, including gun owners, support commonsense steps. Dr. Ochberg is frustrated, too. “Good people have tried to do good things but no policy has been enacted to reduce access of military weapons to kids,” he said. “No leader has had the guts to take on the NRA.” Nor has its own membership.

It is conventional wisdom that Steve Jobs put “a dent in the universe.” No, he didn’t. Steve Jobs, in my view, spat on the universe. People who get up every morning, get their kids dressed, get them to school, and have an irrational passion for their kids’ well-being, dent the universe. The world needs more homes with engaged parents, not a better fucking phone.

Yeah, God forbid that we incorporate artistic elements and creativity into a class outside of the art department. Next thing you know, kids might start enjoying school and become well-rounded individuals.

We put our kids to fifteen years of quick-cut advertising, passive television watching, and sadistic video games, and we expect to see emerge a new generation of calm, compassionate, and engaged human beings?

At some point in your career you have to decide if you care more about teaching to tests or teaching kids. My decision was made a long time ago. I teach kids.

To Engage a Child’s Cooperation 1. DESCRIBE WHAT YOU SEE, OR DESCRIBE THE PROBLEM. “There’s a wet towel on the bed.” 2. GIVE INFORMATION. “The towel is getting my blanket wet.” 3. SAY IT WITH A WORD. “The towel!” 4. DESCRIBE WHAT YOU FEEL. “I don’t like sleeping in a wet bed!” 5. WRITE A NOTE. (above towel rack) Please put me back so I can dry.           Thanks!           Your Towel

Learning to act on intrinsic goals, such as improving relationships or engaging in hobbies you love, rather than on extrinsic goals, such as buying a new car, is what is proven to create true well-being.

Teaching isn’t rocket science. It’s about being engaged, listening, paying attention. Despite conventional wisdom, you don’t need to talk a lot to teach well. You do need to care, though. Not so much about what people think of you or whether or not they like you, but about the kids and doing what’s best for them.

Regardless of your subject matter, there are ways to engage students in critical thinking about racism which are relevant to your discipline.

You want your kids to do better than you did," he said. "That's what the American Dream is all about. But it's hard when they outgrow you. It hurts like hell.

Anytime you make the work public, set the bar high, and are transparent about the steps to make a high-quality product, kids will deliver.

All I ever wanted from Sterling was commitment. House, kids, ring. I was that chick. Instead, I fell for a walking dead guy who was engaged to a walking dead girl.

He continued, “Here’s the advice I give everyone about marriage—is she someone you find interesting?” I was initially confused by the question, but I figured he must have a point. “You will spend more time with this person than anyone else for the rest of your life, and there is nothing more important than always wanting to hear what she has to say about things,” Obama continued. “Does she make you laugh? And I don’t know if you want kids, but if you do, do you think she will be a good mom? Life is long. These are the things that really matter over the long term.” We had just pulled up to the plane, and the world was waiting for us to get out. “Howli is incredibly interesting, funnier than I am, and will be a phenomenal mom,” I told the president. “Sounds like she’s the one. Lucky you,” Obama told me as he exited the limo and headed up the stairs to get on Air Force One. A year later Howli and I were engaged. And this is the advice I now give everyone about relationships. I credit Obama (most of the time).

Among his inner circle, Musk is warm, funny, and deeply emotional.* He might not engage in the standard chitchat, asking a friend how his kids are doing, but he would do everything in his considerable power to help that friend if his child were sick or in trouble. He will protect those close to him at all costs and, when deemed necessary, seek to destroy those who have wronged him or his friends. Musk’s

Regardless of who leads it, the professional-class liberalism I have been describing in these pages seems to be forever traveling on a quest for some place of greater righteousness. It is always engaged in a search for some subject of overwhelming, noncontroversial goodness with which it can identify itself and under whose umbrella of virtue it can put across its self-interested class program. There have been many other virtue-objects over the years: people and ideas whose surplus goodness could be extracted for deployment elsewhere. The great virtue-rush of the 1990s, for example, was focused on children, then thought to be the last word in overwhelming, noncontroversial goodness. Who could be against kids? No one, of course, and so the race was on to justify whatever your program happened to be in their name. In the course of Hillary Clinton’s 1996 book, It Takes a Village, the favorite rationale of the day—think of the children!—was deployed to explain her husband’s crime bill as well as more directly child-related causes like charter schools. You can find dozens of examples of this kind of liberal-class virtue-quest if you try, but instead of listing them, let me go straight to the point: This is not politics. It’s an imitation of politics. It feels political, yes: it’s highly moralistic, it sets up an easy melodrama of good versus bad, it allows you to make all kinds of judgments about people you disagree with, but ultimately it’s a diversion, a way of putting across a policy program while avoiding any sincere discussion of the policies in question. The virtue-quest is an exciting moral crusade that seems to be extremely important but at the conclusion of which you discover you’ve got little to show for it besides NAFTA, bank deregulation, and a prison spree.

It's a lot to live up to. These pressures of achieving. From the moment you're born, you're pounded with the expectations of what you need to actualize in order to become a success. Go to college. Get married. Raise a family. It's what you're supposed to do. The plans you're supposed to make. The life you're supposed to live. Diverge from the norm and you're frowned upon. Questioned. Shunned. There's something wrong with you if you're not interested in improving yourself. If you can't make a commitment of marriage. If you don't want to have children. So people earn a college degree so they can get a good job. They work at a job they hate just to earn a living. They spend two months' salary on an engagement ring. They pop out a couple of kids they don't really want just so they can fit in. Because it's what their parents did. Because it's what society expects you to do. Because it's safer to take the same path everyone else has traveled. Truth is, no one's listening to Robert Frost.

As it turns out, I needn't be more engaging for my kids. I need only to be engaged with them.

Montessori is about a kid with a stick, digging a hole in the mud—hands dirty, engaged, fascinated, uninterrupted.

...kids are like pissing cats or burrowing moles, marking off land within land, each section with its own rules, beliefs, laws of engagement.

Fascinated, the kids watched from the bus as their two leaders engaged in a sanctified fist fight.

Author visits are a fun way to engage kids, and encourage reading!

The political correctness of diversity as a core value essentially cheats some children out of their right to be fully engaged in American society.

The element of surprise is proven to intensify emotional experiences and boost the recall of these experiences.

I had longed for love, whatever that means, all my life. I longed for another human being to see me, accept me—care for me. But when I was a young man, I was so invested in this fake person I wanted to be, this false self. I simply wasn’t capable of engaging in a relationship with another human being—I never let anyone get close enough. I was always acting, and any affection I received felt curiously unsatisfying. It was for a performance, not for me. These are the mad hoops damaged people jump through: so desperate to receive love—but when it is given to us, it can’t be felt. This is because we don’t need love for an artificial creation, a mask. What we need, what we desperately long for, is love for the only thing we will never show anyone: the ugly, scared kid inside.

These partygoers hadn’t been the cool kids growing up. They’d spent their adolescence buried in art books, scrawling poems into steno pads during recess, living full stories in their heads. Distracted by their artistic micro-obsessions, many forgot to learn how to engage with the world. They were too busy studying life, storing up their notes to use later in a novel, a song, a script, a painting. They were observers, not joiners.

I think relationships are a lot like a champagne. This bottle here" - I lift it and por us each a little more - " it's crazy expensive. My dad got all of us Vooper kids a vintage from the year we were born for our twenty-first birthdays and told us to save it for the right time. We always interpreted that as save it for a special occasion. Engagements. Weddings. Celebrations. Baseball, if you're my brother." I hold the neck of the bottle, study the label. "But my dad didn't say save it for a special occasion. He said save it for the right time. It's a crucial differenc? Here? With me? he asks, his voice rough. "Apparently. And that's sort of my point." I set the bottle down and look at him. " I don't think you can plan for the right time. Or the right woman. As far as timing's concerned, maybe sometimes you've got to make it the right time and simply trust it's the right woman.

This is a sport where attack and defense that uses fists. Opponents punch at each other and block the punches. The goal is to knock out your opponent. Typically, those who engage in boxing are of equal weights and skill levels.

People who get up every morning, get their kids dressed, get them to school, and have an irrational passion for their kids’ well-being, dent the universe. The world needs more homes with engaged parents, not a better fucking phone.

I’ve seen middle grade books criticized by adult readers for leaving things for the reader to figure out, for not having perfect happily-ever-after endings. They get knocked for being too depressing, for using too many big words, for featuring parental characters who are too clueless. Girl protagonists are “too angry” or “too self-absorbed.” The issues raised are “too heavy,” the books “too earnest,” “too quiet,” “too hard,” “too far-reaching,” “too strange,” and it is all too too much for the reader. Except it’s never the readers themselves saying these things. Our critical discourse in middle grade is sometimes much more about what the reviewer believes children’s books should be rather than about engaging with the book itself and the literature as a whole. When we say a book is “too sad,” “too scary,” “too complicated;” when we demand that endings are perfectly happy and all tied up; when we demand that the themes not be too weighty or the characters not face too much hardship; we are projecting our own biases onto the book, and using them to prescribe what books for this age range can or cannot do. This is nannying, not literary criticism—and it doesn’t give kids much credit.

Compared to kids confined indoors, children who regularly play in nature show heightened motor control—including balance, coordination, and agility. They tend to engage more in imaginative and creative play, which in turn fosters language, abstract reasoning, and problem-solving skills, together with a sense of wonder. Nature play is superior at engendering a sense of self and a sense of place, allowing children to recognize both their independence and interdependence. Play in outdoor settings also exceeds indoor alternatives in fostering cognitive, emotional, and moral development. And individuals who spend abundant time playing outdoors as children are more likely to grow up with a strong attachment to place and an environmental ethic.

We are all CONNECTED and I genuinely believe we should never stop absorbing knowledge from those around us. Observe: Gain from another’s experience. We all have something unique to share, so go out and engage the world with compassion, patience and generosity.

He is engaged in barter and no nonsense. He pays taxes he can’t evade and doesn’t care whether they are called “excise” or “king’s pence” or “squeeze” or straight-out bribes. It is the other kid’s bat and ball and backyard, so you play by his rules—nothing to get in a sweat about. Respect for laws is a pragmatic matter. Women know this instinctively; that’s why they are all smugglers. Men often believe—or pretend—that the “Law” is something sacred, or at least a science—an unfounded assumption very convenient to governments.

You know what’s really strange to think about?” Kai said, as much to himself as to Thorne. “If Levana hadn’t tried to kill Cinder when she was a kid, I might be engaged to her right now. She would already be queen. We could be plotting an alliance together.” “Yeah, but she would have been raised on Luna. And from what I can tell, being raised on Luna really messes people up. She wouldn’t be the cuddly cyborg we’ve all come to adore.” “I know. I could have despised her as much as I despise Levana, though it’s difficult to imagine.

It was my experience the only people who didn’t tread cautiously with badasses were kids. They adored badasses and had no qualms approaching or engaging them in conversation. Badasses were kid magnets, and if the badass was a true badass, he had no qualms about this either.

What about television?" a young man asked. "It's an octopus. It's no longer just a little box, it's the Love Machine." "Why the Love Machine?" a reporter asked. "Because it sells love. It creates love. Presidents are chosen by their appeal on that little box. It's turned politicians into movie stars and movie stars into politicians. It can you engaged if you use a certain mouthwash. It claims you'll have women hanging on your coattails if you use a certain hair cream. It tells the kids to eat their cereal if they want to be like their baseball idol. But like all great lovers, the Love Machine is a fickle bastard. It has great magnetism--but it has no heart. In place of a heart beats a Nielsen rating. And when the Nielsen falters, the program dies. It's the pulse and heart of the twentieth century--The Love Machine.

They were frisky, eager and exuberant, and they had all been friends in the States. They were plainly unthinkable. They were noisy, overconfident, empty-headed kids of twenty-one. They had gone to college and were engaged to pretty, clean girls whose pictures were already standing on the rough cement mantelpiece of Orr's fireplace. They had ridden in speedboats and played tennis. They had been horseback riding. One had once been to bed with an older woman. They knew the same poeple in different parts of the country and had gone to school with each other's cousins.

If the teacher is actually doing something interesting, these kids are quite capable of being engaged. Instead of responding in a ‘let me control your behavior’ way, the teacher needs to think, ‘How can I do something interesting that will prevent you from misbehaving in the first place?

In the seven years I worked at the Tate Gallery in London about six and a half were spent discussing possible exhibition titles. “I Kid You Not,” “No Word of a Lie,” “It’s a Material World,” were all discussed at some time or another as potential names for a show. A typical “titles meeting” would involve about fifteen people, thirteen of whom remained mute, other than to say “no” or “absolutely not,” while a couple of optimistic individuals made suggestions. It was ridiculous, of course, but it does highlight a central tension in the art world: public engagement versus scholarship.

Let’s put it plainly: in Gatto’s view, the Combine needs dumb adults, and so it ensures the supply by making the kids dumb. From this perspective it is clear that Dan Greenberg is wrong. While there is always a need for a highly circumscribed number of technocrats to replace themselves, the Combine has only limited use for hundreds of millions of self-reliant, critically thinking individuals who engage in conversation and who determine their own needs as individuals and communities free of the Combine’s enticements and commands. In fact, when such individuals exist, the Combine fears them.

If you really want a child to thrive and blossom, lose the screens for the first few years of their lives. During those key developmental periods, let them engaging creative play. Legos are always great, as they encourage creativity and the hand-eye coordination nurtures synaptic growth. Let them explore their surroundings and allow them opportunities to experience nature. . Activities like cooking and playing music also have been shown to help young children thrive developmentally. But most importantly, let them experience boredom; there is nothing healthier for a child then to learn how to use their own interior resources to work through the challenges of being bored. This then acts as the fertile ground for developing their powers of observation, cultivating patience and developing an active imagination-- the most developmentally and neurosynaptically important skill that they can learn.

Of course, the cool kids have no idea that what they’re engaging in is really just another biological trick. They actually think they’re being cool, and being rewarded for it, when in fact they’re just mindless fleshy masses attached to a throbbing node, which is making all their dumb decisions for them.

When people are skilled at adopting free traits, it can be hard to believe that they’re acting out of character. Professor Little’s students are usually incredulous when he claims to be an introvert. But Little is far from unique; many people, especially those in leadership roles, engage in a certain level of pretend-extroversion. Consider, for example, my friend Alex, the socially adept head of a financial services company, who agreed to give a candid interview on the condition of sealed-in-blood anonymity. Alex told me that pretend-extroversion was something he taught himself in the seventh grade, when he decided that other kids were taking advantage of him. “I was the nicest person you’d ever want to know,” Alex recalls, “but the world wasn’t that way. The problem was that if you were just a nice person, you’d get crushed. I refused to live a life where people could do that stuff to me. I was like, OK, what’s the policy prescription here?...

The reality is that we become successful in this world by working hard at something that comes easily to us and that engages us. We need to tell our kids that the skill set required to be a successful student is, in many ways, very different from the skill set that will lead you to have a successful career and a good life.

I’ve written this book to explore and illuminate the lives, values, and experiences of just such people, and to offer a glimpse at how we raise our kids with love, optimism, and a predilection for independence of thought, how we foster a practical, this-worldly morality based on empathy, how we employ self-reliance in the face of life’s difficulties, how we handle and accept death as best we can, how and why we do or do not engage in a plethora of rituals and traditions, how we create various forms of community while still maintaining our proclivity for autonomy, and what it means for us to experience awe in the midst of this world, this time, this life.

Trent had just spent an hour describing what he learned as a kid from his church: how the only way to please God, the same being who created him with a sexuality to begin with, was to not engage with his erotic nature whatsoever. As if the God of the Universe had programmed into creation a passive-aggressive test of our willpower.

21st-Century Model Language Arts Skills Needed to Succeed Use sound vocabulary Read a wide variety of written materials (novels, poems, plays, essays, news) critically Communicate clearly across multiple media forms, with a range of styles Form and justify independent bold perspectives Ask thoughtful questions Engage in constructive debate

I spend a lot of time with young people now, bright, public-spirited kids from across the political spectrum who give me hope for the future...They want to have an impact, but they're not sure that politics is a viable path on which to do that. Congress is going to meet with you or without you, I tell them. Don't turn away in disgust and leave those decisions to someone else. You don't like politics today? Grab the wheel of history and steer us to a better place. Run for office. Be a strategist or policy aide. Work for a government agency or a non-profit. Become a thoughtful, probing journalist. Get in the arena. Help shape the world in which you're going to live. At a minimum, be the engaged citizen a healthy democracy demands.

Another easy yet impactful activity is to go for nighttime walks, preferably in a natural place like a park or beach. For a bounty of ideas, check out books like Joseph Cornell’s Sharing Nature With Children, Jennifer Ward’s I Love Dirt!, and Susan Sachs Lipman’s Fed Up with Frenzy. Another easy and engaging way to connect kids with nature is to visit your local nature center.

Every time we say “Convince me” or “Come up with a solution that works for both of us,” we give our kids the chance to practice problem solving and decision making. We help them consider appropriate behaviors and consequences, and we help them think about what another person feels and wants. All because we found a way to engage the upstairs, instead of enraging the downstairs.

While nearly 80 percent of fifth graders report being engaged at school, that number drops to only 40 percent by the start of high school. And according to Brandon Busteed, executive director of education at Gallup, “Teachers are dead last among all professions Gallup studied in saying their ‘opinions count’ at work and their ‘supervisors create an open and trusting environment.’ 

We don’t think about how we want to spend our time, and so we spend massive amounts of time on things—television, Web surfing, housework, errands—that give a slight amount of pleasure or feeling of accomplishment, but do little for our careers, our families, or our personal lives. We spend very little time on things that require more thought or initiative, like nurturing our kids, exercising, or engaging in the limited hours we do work in deliberate practice of our professional crafts. We try to squeeze these high-impact activities around the edges of things that are easy, or that seem inevitable merely because we always do them or because we think others expect us to. And consequently, we feel overworked and underrested, and tend to believe stories that confirm this view.

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.

People make failure worse than it needs to be because they worry what others will think, or they engage in negative self-talk, meaning they tell themselves bad things like they’re no good, not smart enough, or are unworthy. That kind of baloney makes you feel terrible. Instead, tell yourself things you would say to a friend in the same situation. “That was a great idea! I’m sure you’ll do better next time.

I’m just saying,” Wes says. “I’ve seen, like, ten different engagement announcements on Instagram this month, okay? I know how it goes! We all age out of our parents’ insurance, and all of a sudden your friends stop having time to hang out because they have a person and that’s their best friend now, and they have a kid, and they move to the suburbs and you never see them again because you’re a lonely old spinster—

Me? The only thing I knew about being a dad was that not having one around sucked.” His eyes grew distant. “That is the one thing I will say. I may have learned it from a negative example, but maybe because of that I knew in my gut more than anything that what being a dad means is being there. Someone once told me it was half the battle in marriage, but in fatherhood? Even more so. Never let anything get between you and your family, Jake. Be it work, supervillains, or your own selfishness, whatever it is, if it’s trying to get between you and them, you fight it. You fight it until it’s dead and cold, then you dust yourself off and you hug your kids, because whatever else they see looking back on things, you want them to see that you were there, that you cared enough to always be there, no matter what. That’s what’s going to make the difference.

An anonymous gifter sends Harry his dad's old invisibility cloak, which the kids quickly realize they can use to sneak into the restricted section of the library under cover of night to research Nicolas Flamel. OR, you could...ask Madam Pince, the literal full-time librarian? Did you ever think that maybe she's a bitch because no one has ever engaged her help on a research project (i.e., respected her enough to let her do her job)??

With classrooms like this one, people will call what is happening a behavioral issue,” Hamre said. We were watching one of Stella’s kids wiggling and squirming and contorting her face and altogether doing whatever she could to avoid her teacher. “But one of the things we find is that this sort of thing is more often an engagement problem than a behavioral problem. If the teacher is actually doing something interesting, these kids are quite capable of being engaged.

Practically from the moment they’re born, kids have all these forces clamoring for their attention, begging to entertain them and sell them something. Then they come to school, where they and their parents tell administrators that it’s the teachers’ job to engage them and break through all that other stuff. As far as the kids are concerned, they’ve done their part if they show up. They sit in front of the teacher the same way they sit in front of a computer screen, waiting for that instant message.

Those painful childhood memories we bury, that some of us try and drown out with sex, drugs, alcohol, gambling, all the usual crutches and distractions. These childhood experiences are going to be really painful to engage with, no one wants anyone else to be exposed to their deepest, darkest, most shameful secrets, but unless these issues are talked about they can never be defeated, and you will never be at peace with yourself or anyone else. You have one day got to face that shit head-on and defeat it. Believe me.

Groundbreaking research in neuroscience has revealed what scientists are calling the “social brain.” This is a brain region that lights up when we are engaged in social interactions. Matthew Lieberman, a social cognitive neuroscientist, writes: “This network comes on like a reflex and it directs us to think about other people’s minds, their thoughts, feelings and goals. It promotes understanding and empathy, cooperation and consideration.” Lieberman believes that we are wired not only for self-interest but also for the welfare of others.

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.

In the middle of a grocery store, two children were horsing around (one holding the other in a headlock) when the mother turned abruptly to give them a stern reprimand. 'You two are old enough to know better than to behave this way in public! Could you—at least for the time we’re in this store—mind your manners enough to act like an adult?' The children took less than a moment to consider their mother’s question before facing each other and engaging in the following conversation: 'I hate you.' 'I hate you too.' 'Let's get a divorce.' 'Okay.' Perhaps ‘act like an adult’ isn't such good advice anymore.

Since we do not know how the job market would look in 2030 or 2040, already today we have no idea what to teach our kids. Most of what they currently learn at school will probably be irrelevant by the time they are forty. Traditionally, life has been divided into two main parts: a period of learning followed by a period of working. Very soon this traditional model will become utterly obsolete, and the only way for humans to stay in the game will be to keep learning throughout their lives, and to reinvent themselves repeatedly. Many if not most humans may be unable to do so. The coming technological bonanza will probably make it feasible to feed and support these useless masses even without any effort from their side. But what will keep them occupied and content? People must do something, or they go crazy. What will they do all day? One answer might be drugs and computer games. Unnecessary people might spend increasing amounts of time within 3D virtual-reality worlds that would provide them with far more excitement and emotional engagement than the drab reality outside. Yet such a development would deal a mortal blow to the liberal belief in the sacredness of human life and of human experiences. What’s so sacred about useless bums who pass their days devouring artificial experiences in La La Land?

As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.

Let’s now look at the four basic types of EI parents (Gibson 2015): Emotional parents are dominated by feelings and can become extremely reactive and overwhelmed by anything that surprises or upsets them. Their moods are highly unstable, and they can be frighteningly volatile. Small things can be like the end of the world, and they tend to see others as either saviors or abandoners, depending on whether their wishes are being met. Driven parents are super goal-achieving and constantly busy. They are constantly moving forward, focused on improvements, and trying to perfect everything, including other people. They run their families like deadline projects but have little sensitivity to their children’s emotional needs. Passive parents are the nicer parents, letting their mate be the bad guy. They appear to enjoy their children but lack deeper empathy and won’t step in to protect them. While they seem more loving, they will acquiesce to the more dominant parent, even to the point of overlooking abuse and neglect. Rejecting parents aren’t interested in relationships. They avoid interaction and expect the family to center around their needs, not their kids. They don’t tolerate other people’s needs and want to be left alone to do their own thing. There is little engagement, and they can become furious and even abusive if things don’t go their way.

Shepard clears his throat again. “I need to tell you something, a few somethings. Because now is the time to tell you. Before we get serious. But it’s going to make it seem like I think we’re more serious than we are. I just don’t want to miss my window for being honest with you.” “Shepard, you’re making me nervous.” He groans. “I’m sorry. Don’t be nervous.” My hands were on his shoulders. I drop them into my lap. “Don’t pull away,” he says. “Just tell me, Shepard! Are you engaged to more than one demon?” “No! But … you know I’ve been in a lot of unusual magickal situations…” “Right.” “And you know about my thirdborn…” “I know that a giant you call a friend is going to eat your thirdborn.” He closes one eye and bites his bottom lip. “I may also have promised someone my firstborn.” “Shepard, your firstborn…” He squeezes my waist. “It’s all right, I told you—I’m not having kids.” “Who gets your firstborn?” “An imp. Or three.” “Aren’t imps the same as demons?” “Never say that to an imp.” “How did this even happen?” “We were playing impdice. I thought they were joking about the wager.” “We are going to kill these imps.” “Penelope…” He bites his lip again. “There’s more.” “More? Your secondborn?” “No, I’ve got dibs on that one…” He’s grimacing. “But I did lose my last name.” Every time he talks, my jaw drops lower and my eyebrows climb higher. “How on earth did you lose your last name?” “Told it to the wrong fairy.” My hands are in the air. “How have you met so many fairies!” “I fell in with a crew of them…” “Shepard—hell’s spells, is your name even Shepard?” “Yes! I only lost my last name. And I only ‘magickally and profoundly’ lost it; I can still say it, I can still wear name tags. There’s just one more thing—one more big thing…” He closes both eyes for a second. “I have a, um, well … I don’t have a sexually transmitted disease. But I am a carrier. Only other merpeople can get it. So it’s probably not relevant. Unless you want to sleep with a merperson. And also me. Me first. Which I’m not suggesting…” Hell’s spells … Shepard. I climb off his lap.

I want my kids to have their adventure. That's the great joy of life: the adventure, choosing correctly in the face of adversity, overcoming obstacles and thriving. They can only have that adventure if I teach them to defend the individual rights our founders recognized - rights that preexist government, that adhere to them as individual human beings created in the image of God; if I teach them to engage in a culture of robust debate and to act with virtue in that culture; and if I remind them that they are inheritors of a grand and glorious American tradition, and that it is their responsibility to carry forward that tradition while widening its promises to more and more human beings.

We worry so much about negative peer pressure- whether from the toxic coworkers who infect us with their pessimism, the classmates constantly getting our kids into trouble, or the wealthy friends who pressure us into taking vacations we can't afford- that we often forget all about the power of positive peer pressure. Just as being around negative, unmotivated people drains our energy and potential, surrounding ourselves with positive, engaged, motivated, and creative people causes our positivity, engagement, motivation and creativity to multiply. In my work with companies, I created a formula to highlight the basic principle at the heart of this strategy: Big Potential = individual attributes X (positive influences - negative influences)

Abundance and scarcity In a society where value is created by the manufacture of goods or the allocation of limited resources, it’s not a surprise that organizations seek scarcity. We hesitate to share, because if I give you this, then I don’t have it any more. We erect barriers and create rules to make it difficult for some people to have access to these limited resources. While we don’t set out to become miserly, it’s an economic instinct, because what’s yours is no long mine. Even though we give lip service to sharing when kids show up for kindergarten classes, most of school is organized around the same ideas. We rank students, we cut players from the roster, we grade on a curve. Success, we teach, is scarce. Our new economy, though, is based on abundance, the abundance that comes from ideas and access. If I benefit when everyone knows my idea, then the more people I give the idea to, the better we all do. If I benefit when I earn a reputation leading, connecting and creating positive change, then I’ll benefit if I can offer these insights to anyone who can benefit from them. With an abundance mindset, we intentionally create goods that can be shared. It’s not based on our traditional factory-based economy, but it works now (in fact, it’s just about all that works)… engaging with the mesh, building communities that benefit from sharing resources instead of destroying them is a strategy that scales. With an abundance mindset, we create ideas and services that do better when people share.

Here’s a deep paradox about learning: the more we embrace not-knowing and mistakes and struggles, the more we set the stage for growth, success, and achievement. This is true for adults and kids alike, and it’s a critical reminder about the importance of normalizing difficulties, embracing mistakes as an opportunity to learn, and building frustration tolerance. After all, the more a child can tolerate frustration, the longer they can stick with a hard puzzle, work on a tough math problem, or stay engaged while writing an essay. And, of course, these skills translate outside of academics as well, because tolerating frustration is key to managing disappointments, communicating effectively with people with different opinions, and sticking with personal goals.

Well, it had been a good many years since I had thought myself very lovable, and I escaped to some degree this trap of shattered ego. I was lucky; I had found a village of people so poor and simple, so engaging, that I had been more interested in my feelings for them than in what they thought of me. And frankly, after eighteen years of farming in the Sacramento Valley, that terrible life-consuming rat race, I was desperate enough to accept almost any human relationship on almost any terms. Love is love, I decided. Just take it and don't analyze it away. "You're my friend; you're good; you give me pennies," some nameless kid from down the beach told me. My God, what is love in this whorehouse world of poverty? And was I shocked because I could buy love or because I could buy it with pennies?

As a mother I want my kids to engage in creative acts, and not just when they’re little as a way to keep them occupied, or when they’re teenagers as a way to keep them out of trouble. Rather, I want my children to pursue creativity for their whole lives, for the sake of the sheer joy and reverence that accompanies co-creating with their Maker. Like anything else, if we want to instill a love of creativity in our children for the long haul, we have to model what that looks like. We have to show our kids that grown-ups are creative, too. That mothers are creative too. You and I have been commissioned to create from the very start, by an infinitely creative God. Our permission has already been granted. We can stop waiting, hesitating, wondering if we are allowed to mother and create. The answer is yes.

To be ridiculously sweeping: baby boomers and their offspring have shifted emphasis from the communal to the individual, from the future to the present, from virtue to personal satisfaction. Increasingly secular, we pledge allegiance to lowercase gods of our private devising. We are concerned with leading less a good life than the good life. In contrast to our predecessors, we seldom ask ourselves whether we serve a greater social purpose; we are more likely to ask ourselves if we are happy. We shun self-sacrifice and duty as the soft spots of suckers. We give little thought to the perpetuation of lineage, culture or nation; we take our heritage for granted. We are ahistorical. We measure the value of our lives within the brackets of our own births and deaths, and we’re not especially bothered by what happens once we’re dead. As we age—oh, so reluctantly!—we are apt to look back on our pasts and question not did I serve family, God and country, but did I ever get to Cuba, or run a marathon? Did I take up landscape painting? Was I fat? We will assess the success of our lives in accordance not with whether they were righteous, but with whether they were interesting and fun. If that package sounds like one big moral step backward, the Be Here Now mentality that has converted from sixties catchphrase to entrenched gestalt has its upsides. There has to be some value in living for today, since at any given time today is all you’ve got. We justly cherish characters capable of living “in the moment.”…We admire go-getters determined to pack their lives with as much various experience as time and money provide, who never stop learning, engaging, and savoring what every day offers—in contrast to the dour killjoys who are bitter and begrudging in the ceaseless fulfillment of obligation. For the role of humble server, helpmate, and facilitator no longer to constitute the sole model of womanhood surely represents progress for which I am personally grateful. Furthermore, prosperity may naturally lead any well-off citizenry to the final frontier: the self, whose borders are as narrow or infinite as we make them. Yet the biggest social casualty of Be Here Now is children, who have converted from requirement to option, like heated seats for your car. In deciding what in times past never used to be a choice, we don’t consider the importance of raising another generation of our own people, however we might choose to define them. The question is whether kids will make us happy.

A wealth of research confirms the importance of face-to-face contact. One experiment performed by two researchers at the University of Michigan challenged groups of six students to play a game in which everyone could earn money by cooperating. One set of groups met for ten minutes face-to-face to discuss strategy before playing. Another set of groups had thirty minutes for electronic interaction. The groups that met in person cooperated well and earned more money. The groups that had only connected electronically fell apart, as members put their personal gains ahead of the group’s needs. This finding resonates well with many other experiments, which have shown that face-to-face contact leads to more trust, generosity, and cooperation than any other sort of interaction. The very first experiment in social psychology was conducted by a University of Indiana psychologist who was also an avid bicyclist. He noted that “racing men” believe that “the value of a pace,” or competitor, shaves twenty to thirty seconds off the time of a mile. To rigorously test the value of human proximity, he got forty children to compete at spinning fishing reels to pull a cable. In all cases, the kids were supposed to go as fast as they could, but most of them, especially the slower ones, were much quicker when they were paired with another child. Modern statistical evidence finds that young professionals today work longer hours if they live in a metropolitan area with plenty of competitors in their own occupational niche. Supermarket checkouts provide a particularly striking example of the power of proximity. As anyone who has been to a grocery store knows, checkout clerks differ wildly in their speed and competence. In one major chain, clerks with differing abilities are more or less randomly shuffled across shifts, which enabled two economists to look at the impact of productive peers. It turns out that the productivity of average clerks rises substantially when there is a star clerk working on their shift, and those same average clerks get worse when their shift is filled with below-average clerks. Statistical evidence also suggests that electronic interactions and face-to-face interactions support one another; in the language of economics, they’re complements rather than substitutes. Telephone calls are disproportionately made among people who are geographically close, presumably because face-to-face relationships increase the demand for talking over the phone. And when countries become more urban, they engage in more electronic communications.

Jackson. Wait.” He didn’t turn to face me when I finally reached him. Staring at his back, I scrambled for something to say. Why hadn’t I thought this through? In the end, watching him not even turn to face me, anger won out. “What the fuck, Jackson?” “Go back to your fiancée.” With a growl, I gripped his shoulder, forcing him to turn and then shoving him back into the wall. His eyes looked like they were holding back their own storm, daring me to push one more time. I was about to push a whole lot harder if it meant getting something out of him. “Talk to me.” I wanted it to be a command, but it came out as more of a plea. He took a deep breath, closing his eyes. When he opened them, I almost stepped back from how angry they were. “What do you want me to say? You’re not gay,” he sneered, beginning to back me up with each word. “You would never. Which I found pretty damn shocking since you loved being deep inside me, spilling your cum. Fucking me—a man—like a desperate fucking freight train.” He threw my words I’d stupidly sputtered to his brother back in my face. “I’m sorry,” I whispered. “Fuck you,” Jackson growled before bumping my shoulder to walk past me. Digging my hands in my hair, frustration rose inside me, pulling me under, drowning me. I was losing control and I couldn’t breathe because of it. “I’M SORRY, OKAY?” I shouted. “I fucked up. I panicked. This is all new to me—liking a guy. Fooling around with you when I’m engaged. I can’t just talk about it. I fucking panicked and I’m sorry. So fucking sorry.” He let my apology linger, and I held my breath waiting. “Okay.” Okay? Okay? Was he fucking kidding me? I spilled my guts and it was okay? “No. It’s not fucking okay. This isn’t okay.” A fiery burn built behind my eyes, stinging my nose, but I wasn’t going to stop because he finally turned back to me. “I miss you. You won’t touch me, or kiss me, or sit with me, or hold me. Nothing. And I fucking miss you.” I choked on the last few words praying he wouldn’t turn away. It was the most honest I’d been with him—with myself—about my feelings for him. My heart thundered, and hands trembled from how nervous I was. Nervous that the words felt so right coming from my lips. Nervous about what it really meant, that I left Carina behind, so I could chase Jackson down and plead with him to not leave me. “Can we please go back? Can you please forgive me?” It wasn’t just about sex and exploring. Right there in the stairwell, getting lost in him, begging him to stay and care, it hit me. I was falling in love with him. With a man. I was falling in love with Jackson. While my fiancée sat upstairs, I realized I was falling in love with my best friend.

I think about patients who present ideal scenarios and insist that they can only be happy with that exact situation. If he didn’t drop out of business school to become a writer, he’d be my dream guy (so I’ll break up with him and keep dating hedge-fund managers who bore me). If the job wasn’t across the bridge, it would be the perfect opportunity (so I’ll stay in my dead-end job and keep telling you how much I envy my friends’ careers). If she didn’t have a kid, I’d marry her. Certainly we all have our deal-breakers. But when patients repeatedly engage in this kind of analysis, sometimes I’ll say, “If the queen had balls, she’d be the king.” If you go through life picking and choosing, if you don’t recognize that “the perfect is the enemy of the good,” you may deprive yourself of joy. At first patients are taken aback by my bluntness, but ultimately it saves them months of treatment. “The

The day we visited, mothers were chatting comfortably on one of the benches while their children ran around happily exploring and playing games. The beauty of natural playgrounds is that they tap directly into children’s passions. In traditional playspaces constructed of metal and plastic, decisions about what to play are made by the designers. First you swing. Then you go down the slide. Too often, the result is competition, with kids arguing over who gets to do what, followed by frustration and tears. Conversely, in natural play areas, the child is boss. Imaginations are fired up as kids invent games with the available loose parts. Studies show that interactions tend to be more cooperative as well. Bullying is greatly decreased, and both vandalism and aggressive behavior also go down if there is a tree canopy. And with greater engagement comes longer play intervals, about three times longer compared with old-style play equipment.

She was studying a nearby bush covered with vibrant yellow pompom flowers. "Wattle," he said. "Golden wattle," she corrected. "You're right." "Did you know," she began, "that the seedlings from a golden wattle can live for up to fifty years?" "That so?" "That's a long time." "It is." "How old are you?" "Younger than fifty." He was thirty-six, in fact. "Wattle seeds are germinated by bushfires." Evie Turner nodded with vague disdain toward her parents, still engaged in heated discussion in the distance. "She's frightened of bushfires. That's because she's English. But I'm not. I'm Australian and golden wattles are my favorite flower and I'm not going to live in England no matter what she thinks." With that, before Percy had a chance to tell her that golden wattles were his favorite, too, she'd run off to join the adults, sun-browned legs leaping over fallen logs with the expertise of one who seemed more familiar with this lonely place than she ought to be.

becomes more powerful. It believes alcohol is necessary for survival (again, more than food, more than sex), and it’s on a mission to get it. If you’ve ever woken up hungover and resolved to never drink again, and at five p.m. found yourself standing in line with a bottle of red in your hand, this is the flip. Your top-down controls—which made promises to not drink, which are horrified by your perceived weakness, which know that alcohol does you no favors, which want a social life and a future and a sober night with your kids—are weakened, and the part of you that thinks in terms of the next fifteen seconds, which is concerned only with your survival, is running the show and telling you to fuck it, the wine is what matters. This is the cycle of addiction. It doesn’t matter how much we want to quit or hate that we haven’t; we feel compelled to ingest a substance or engage in a behavior we think will provide relief, or make us feel good, and whatever relief or goodness we get in the

Our failure to keep our children attached to us and to the other adults responsible for them has not only taken away their shields but put a sword in the hands of their peers. When peers replace parents, children lose their vital protection against the thoughtlessness of others. The vulnerability of a child in such circumstances can easily be overwhelmed. The resulting pain is more than many children can bear. Studies have been unequivocal in their findings that the best protection for a child, even through adolescence, is a strong attachment with an adult. The most impressive of these studies involved ninety thousand adolescents from eighty different communities chosen to make the sample as representative of the United States as possible. The primary finding was that teenagers with strong emotional ties to their parents were much less likely to exhibit drug and alcohol problems, attempt suicide, or engage in violent behavior and early sexual activity. Such adolescents, in other words, were at greatly reduced risk for the problems that stem from being defended against vulnerability. Shielding them from stress and protecting their emotional health and functioning were strong attachments with their parents. This was also the conclusion of the noted American psychologist Julius Segal, a brilliant pioneer of research into what makes young people resilient. Summarizing studies from around the world, he concluded that the most important factor keeping children from being overwhelmed by stress was “the presence in their lives of a charismatic adult — a person with whom they identify and from whom they gather strength.” As Dr. Segal has also said, “Nothing will work in the absence of an indestructible link of caring between parent and child.” Peers should never have come to matter that much — certainly not more than parents or teachers or other adult attachment figures. Taunts and rejection by peers sting, of course, but they shouldn't cut to the quick, should not be so devastating. The profound dejection of an excluded child reveals a much more serious attachment problem than it does a peer-rejection problem.

recent research indicates that unstructured play in natural settings is essential for children’s healthy growth. As any parent or early childhood educator will attest, play is an innate drive. It is also the primary vehicle for youngsters to experience and explore their surroundings. Compared to kids confined indoors, children who regularly play in nature show heightened motor control—including balance, coordination, and agility. They tend to engage more in imaginative and creative play, which in turn fosters language, abstract reasoning, and problem-solving skills, together with a sense of wonder. Nature play is superior at engendering a sense of self and a sense of place, allowing children to recognize both their independence and interdependence. Play in outdoor settings also exceeds indoor alternatives in fostering cognitive, emotional, and moral development. And individuals who spend abundant time playing outdoors as children are more likely to grow up with a strong attachment to place and an environmental ethic. When asked to identify the most significant environment of their childhoods, 96.5 percent of a large sample of adults named an outdoor environment. In

More than anything, we have lost the cultural customs and traditions that bring extended families together, linking adults and children in caring relationships, that give the adult friends of parents a place in their children's lives. It is the role of culture to cultivate connections between the dependent and the dependable and to prevent attachment voids from occurring. Among the many reasons that culture is failing us, two bear mentioning. The first is the jarringly rapid rate of change in twentieth-century industrial societies. It requires time to develop customs and traditions that serve attachment needs, hundreds of years to create a working culture that serves a particular social and geographical environment. Our society has been changing much too rapidly for culture to evolve accordingly. There is now more change in a decade than previously in a century. When circumstances change more quickly than our culture can adapt to, customs and traditions disintegrate. It is not surprising that today's culture is failing its traditional function of supporting adult-child attachments. Part of the rapid change has been the electronic transmission of culture, allowing commercially blended and packaged culture to be broadcast into our homes and into the very minds of our children. Instant culture has replaced what used to be passed down through custom and tradition and from one generation to another. “Almost every day I find myself fighting the bubble-gum culture my children are exposed to,” said a frustrated father interviewed for this book. Not only is the content often alien to the culture of the parents but the process of transmission has taken grandparents out of the loop and made them seem sadly out of touch. Games, too, have become electronic. They have always been an instrument of culture to connect people to people, especially children to adults. Now games have become a solitary activity, watched in parallel on television sports-casts or engaged in in isolation on the computer. The most significant change in recent times has been the technology of communication — first the phone and then the Internet through e-mail and instant messaging. We are enamored of communication technology without being aware that one of its primary functions is to facilitate attachments. We have unwittingly put it into the hands of children who, of course, are using it to connect with their peers. Because of their strong attachment needs, the contact is highly addictive, often becoming a major preoccupation. Our culture has not been able to evolve the customs and traditions to contain this development, and so again we are all left to our own devices. This wonderful new technology would be a powerfully positive instrument if used to facilitate child-adult connections — as it does, for example, when it enables easy communication between students living away from home, and their parents. Left unchecked, it promotes peer orientation.

Also bearing witness to the unbearable nature of the vulnerability experienced by peer-oriented kids is the preponderance of vulnerability-quelling drugs. Peer-oriented kids will do anything to avoid the human feelings of aloneness, suffering, and pain, and to escape feeling hurt, exposed, alarmed, insecure, inadequate, or self-conscious. The older and more peer-oriented the kids, the more drugs seem to be an inherent part of their lifestyle. Peer orientation creates an appetite for anything that would reduce vulnerability. Drugs are emotional painkillers. And, in another way, they help young people escape from the benumbed state imposed by their defensive emotional detachment. With the shutdown of emotions come boredom and alienation. Drugs provide an artificial stimulation to the emotionally jaded. They heighten sensation and provide a false sense of engagement without incurring the risks of genuine openness. In fact, the same drug can play seemingly opposite functions in an individual. Alcohol and marijuana, for example, can numb or, on the other hand, free the brain and mind from social inhibitions. Other drugs are stimulants — cocaine, amphetamines, and ecstasy; the very name of the latter speaks volumes about exactly what is missing in the psychic life of our emotionally incapacitated young people. The psychological function served by these drugs is often overlooked by well-meaning adults who perceive the problem to be coming from outside the individual, through peer pressure and youth culture mores. It is not just a matter of getting our children to say no. The problem lies much deeper. As long as we do not confront and reverse peer orientation among our children, we are creating an insatiable appetite for these drugs. The affinity for vulnerability-reducing drugs originates from deep within the defended soul. Our children's emotional safety can come only from us: then they will not be driven to escape their feelings and to rely on the anesthetic effects of drugs. Their need to feel alive and excited can and should arise from within themselves, from their own innately limitless capacity to be engaged with the universe. This brings us back to the essential hierarchical nature of attachment. The more the child needs attachment to function, the more important it is that she attaches to those responsible for her. Only then can the vulnerability that is inherent in emotional attachment be endured. Children don't need friends, they need parents, grandparents, adults who will assume the responsibility to hold on to them. The more children are attached to caring adults, the more they are able to interact with peers without being overwhelmed by the vulnerability involved. The less peers matter, the more the vulnerability of peer relationships can be endured. It is exactly those children who don't need friends who are more capable of having friends without losing their ability to feel deeply and vulnerably. But why should we want our children to remain open to their own vulnerability? What is amiss when detachment freezes the emotions in order to protect the child?

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

up with work I found meaningful. As a young person, I’d explored exactly nothing. Barack’s maturity, I realized, came in part from the years he’d logged as a community organizer and even, prior to that, a decidedly unfulfilling year he’d spent as a researcher at a Manhattan business consulting firm immediately after college. He’d tried out some things, gotten to know all sorts of people, and learned his own priorities along the way. I, meanwhile, had been so afraid of floundering, so eager for respectability and a way to pay the bills, that I’d marched myself unthinkingly into the law. In the span of a year, I’d gained Barack and lost Suzanne, and the power of those two things together had left me spinning. Suzanne’s sudden death had awakened me to the idea that I wanted more joy and meaning in my life. I couldn’t continue to live with my own complacency. I both credited and blamed Barack for the confusion. “If there were not a man in my life constantly questioning me about what drives me and what pains me,” I wrote in my journal, “would I be doing it on my own?” I mused about what I might do, what skills I might possibly have. Could I be a teacher? A college administrator? Could I run some sort of after-school program, a professionalized version of what I’d done for Czerny at Princeton? I was interested in possibly working for a foundation or a nonprofit. I was interested in helping underprivileged kids. I wondered if I could find a job that engaged my mind and still left me enough time to do volunteer work, or appreciate art, or have children. I wanted a life, basically. I wanted to feel whole. I made a list of issues that interested me: education, teen pregnancy, black self-esteem. A more virtuous

Roll call. What’s this week’s all scatter word?” “Lowdown,” said Camilla. “And the all clear?” “Deadweight,” said Nona. “Perfect. What are your stations if that thing in the sky even looks like it’s about to start periscoping?” “The underground tunnels by the fish market,” said Camilla. “The big underpass bridge dugout,” said Nona. “Ten points to you both. And what do you do once you’re there?” “Hide until you come,” said Nona, and then added, truthfully: “And rescue any nearby animals so long as they don’t exceed the size of a box, and are wooly rather than hairy.” “Half points. No animals, hairy or wooly, I don’t care. Cam?” Camilla had finished with her hat, and now she was easing the big dark glasses onto her face— the ones she kept specially, despite the fact that they were a little unbalanced on her nose and her ears. They made both Palamedes and Camilla look chilly and clinical, but as Palamedes said, they solved the problem of the ghost limb. Without them he was everlastingly pushing something up his nose that wasn’t there. And Nona thought Camilla privately rather liked them. She settled them on, considered the question, and said: “Fight.” “No points. Camilla if you engage with a Herald, you’re not coming home.” “That’s your theory,” said Camilla. “There’s data behind it. Hect—” “If Camilla gets to fight, I should get to keep adjacent dogs,” said Nona decidedly. “Even if they’re hairy.” Pyrrha turned her eyes up to the ceiling in mute appeal. Her exhalation rasped loudly against the vent in her mask. “I used to run the whole Bureau,” she said, and now she didn’t sound like she was addressing either of them. “Now I’m up against wannabe heroes and hairy dogs. This is the punishment she would’ve wanted for me. God, she must be pissing herself laughing… let’s go kids. Like hell am I walking in this heat.

It is common to assume that multi-racialism is inevitable, and that racial identity will disappear as races mix. Americans prefer to think that the “tragic mulatto,” welcome in neither community, was either a myth or a reflection of outmoded racist thinking. Research suggests things may not be so simple. A 2003 study of 90,000 middle-school and high-school students found that black/white mixed-race children had more health and psychological problems than children who were either black or white. They were more likely to be depressed, sleep badly, skip school, smoke, drink, consider suicide, and have sex. White/Asian children showed similar symptoms. The principal author concluded that the cause was “the struggle with identity formation, leading to lack of self-esteem, social isolation and problems of family dynamics in biracial households.” The authors of a 2008 study reached the same conclusion: “When it comes to engaging in risky/anti-social adolescent behavior, however, mixed race adolescents are stark outliers compared to both blacks and whites. . . . Mixed race adolescents—not having a natural peer group—need to engage in more risky behaviors to be accepted.” A study of white/Asian children found that they were twice as likely as mono-racial children—34 percent vs. 17 percent—to suffer from psychological disorders such as anxiety, depression or drug abuse. Yoonsun Choi of the University of Chicago found that in Seattle middle schools, a clear racial identity seemed to protect against certain problems. Bi-racial children were the group most likely to smoke, take drugs, have been in fights, hurt someone badly, or carry a gun. Prof. Choi believes mixed-race children suffer because no racial group accepts them. “There is some indication that a strong ethnic identity helps protect kids from these [undesirable] behaviors,” she said.

Variations on a tired, old theme Here’s another example of addict manipulation that plagues parents. The phone rings. It’s the addict. He says he has a job. You’re thrilled. But you’re also apprehensive. Because you know he hasn’t simply called to tell you good news. That kind of thing just doesn’t happen. Then comes the zinger you knew would be coming. The request. He says everybody at this company wears business suits and ties, none of which he has. He says if you can’t wire him $1800 right away, he won’t be able to take the job. The implications are clear. Suddenly, you’ve become the deciding factor as to whether or not the addict will be able to take the job. Have a future. Have a life. You’ve got that old, familiar sick feeling in the pit of your stomach. This is not the child you gladly would have financed in any way possible to get him started in life. This is the child who has been strung out on drugs for years and has shown absolutely no interest in such things as having a conventional job. He has also, if you remember correctly, come to you quite a few times with variations on this same tired, old story. One variation called for a car so he could get to work. (Why is it that addicts are always being offered jobs in the middle of nowhere that can’t be reached by public transportation?) Another variation called for the money to purchase a round-trip airline ticket to interview for a job three thousand miles away. Being presented with what amounts to a no-choice request, the question is: Are you going to contribute in what you know is probably another scam, or are you going to say sorry and hang up? To step out of the role of banker/victim/rescuer, you have to quit the job of banker/victim/rescuer. You have to change the coda. You have to forget all the stipulations there are to being a parent. You have to harden your heart and tell yourself parenthood no longer applies to you—not while your child is addicted. Not an easy thing to do. P.S. You know in your heart there is no job starting on Monday. But even if there is, it’s hardly your responsibility if the addict goes well dressed, badly dressed, or undressed. Facing the unfaceable: The situation may never change In summary, you had a child and that child became an addict. Your love for the child didn’t vanish. But you’ve had to wean yourself away from the person your child has become through his or her drugs and/ or alcohol abuse. Your journey with the addicted child has led you through various stages of pain, grief, and despair and into new phases of strength, acceptance, and healing. There’s a good chance that you might not be as healthy-minded as you are today had it not been for the tribulations with the addict. But you’ll never know. The one thing you do know is that you wouldn’t volunteer to go through it again, even with all the awareness you’ve gained. You would never have sacrificed your child just so that you could become a better, stronger person. But this is the way it has turned out. You’re doing okay with it, almost twenty-four hours a day. It’s just the odd few minutes that are hard to get through, like the ones in the middle of the night when you awaken to find that the grief hasn’t really gone away—it’s just under smart, new management. Or when you’re walking along a street or in a mall and you see someone who reminds you of your addicted child, but isn’t a substance abuser, and you feel that void in your heart. You ache for what might have been with your child, the happy life, the fulfilled career. And you ache for the events that never took place—the high school graduation, the engagement party, the wedding, the grandkids. These are the celebrations of life that you’ll probably never get to enjoy. Although you never know. DON’T LET    YOUR KIDS  KILL  YOU  A Guide for Parents of Drug and Alcohol Addicted Children PART 2

Basically, attention follows attachment. The stronger the attachment, the easier it is to secure the child's attention. When attachment is weak, the attention of the child will be correspondingly difficult to engage. One of the telltale signs of a child who isn't paying attention is a parent having continually to raise his voice or repeat things. Some of our most persistent demands as parents have to do with their attention: “Listen to me,” “Look at me when I'm talking,” “Now look here,” “What did I just say?” or most simply, “Pay attention.” When children become peer-oriented, their attention instinctively turns toward peers. It goes against the natural instincts of a peer-oriented child to attend to parents or teachers. The sounds emanating from adults are regarded by the child's attention mechanisms as so much noise and interference, lacking in meaning and relevance to the attachment needs that dominate his emotional life. Peer orientation creates deficits in the child's attention to adults because adults are not top priority in the attention hierarchy of peer-oriented children. It is no accident that attention deficit disorder was initially considered a school problem, a child's failing to pay attention to the teacher. It is also no accident that the explosion in the number of diagnosed cases of attention deficit disorder has paralleled the evolution of peer orientation in our society and is worse where peer orientation is most predominant — urban centers and inner-city schools. This is not to suggest that all problems in paying attention stem from this source and that there are no other factors involved in ADD. On the other hand, not to recognize the fundamental role of attachment in governing attention is to ignore the reality of many children diagnosed with ADD. Deficits in attachments to adults contribute significantly to deficits in attention to adults. If attachment is disordered, attention will also be disordered.

The school is teeming with activity. The rooms are small and large, many are special-purpose rooms, like shops and labs, but most are furnished like rather shabby living or dining rooms in homes: lots of sofas, easy chairs, and tables. Lots of people sitting around talking, reading, and playing games. On an average rainy day—quite different from a beautiful suddenly snowy day, or a warm spring or fall day—most people are inside. But there will also be more than a few who are outside in the rain, and later will come in dripping and trying the patience of the few people inside who think the school should perhaps be a “dry zone.” There may be people in the photo lab developing or printing pictures they have taken. There may be a karate class, or just some people playing on mats in the dance room. Someone may be building a bookshelf or fashioning chain mail armor and discussing medieval history. There are almost certainly a few people, either together or separate, making music of one kind or another, and others listening to music of one kind or another. You will find adults in groups that include kids, or maybe just talking with one student. It would be most unusual if there were not people playing a computer game somewhere, or chess; a few people doing some of the school’s administrative work in the office—while others hang around just enjoying the atmosphere of an office where interesting people are always making things happen; there will be people engaged in role-playing games; other people may be rehearsing a play—it might be original, it might be a classic. They may intend production or just momentary amusement. People will be trading stickers and trading lunches. There will probably be people selling things. If you are lucky, someone will be selling cookies they baked at home and brought in to earn money. Sometimes groups of kids have cooked something to sell to raise money for an activity—perhaps they need to buy a new kiln, or want to go on a trip. An intense conversation will probably be in progress in the smoking area, and others in other places. A group in the kitchen may be cooking—maybe pizza or apple pie. Always, either in the art room or in any one of many other places, people will be drawing. In the art room they might also be sewing, or painting, and some are quite likely to be working with clay, either on the wheel or by hand. Always there are groups talking, and always there are people quietly reading here and there. One

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.