Enthusiastic Teacher Quotes

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

Hang on . . .” Harry muttered to Ron. “There’s an empty chair at the staff table. . . . Where’s Snape?” Professor Severus Snape was Harry’s least favorite teacher. Harry also happened to be Snape’s least favorite student. Cruel, sarcastic, and disliked by everybody except the students from his own House (Slytherin), Snape taught Potions. “Maybe he’s ill!” said Ron hopefully. “Maybe he’s left,” said Harry, “because he missed out on the Defense Against the Dark Arts job again!” “Or he might have been sacked!” said Ron enthusiastically. “I mean, everyone hates him —” “Or maybe,” said a very cold voice right behind them, “he’s waiting to hear why you two didn’t arrive on the school train.” Harry

Yes, I know, because schools are cruel, illogical, and unfair. But the thing is, life is cruel, illogical, and unfair. That is why the education system works so well. If schools and teachers did a good job and inspired children and made them enthusiastic about every subject, they would only be sadly disappointed when they got out into the real world. Better to disappoint them when they're young. It is more important to learn to cope with disappointment than learn how to do long division." - Nanny Piggins

At that point the enemies saw clear. You may accept the lofty claims of Jesus. You may take Him as very God. Or else you must reject Him as a miserable, deluded enthusiast. There is really no middle ground. Jesus refuses to be pressed into the mould of a mere religious teacher.

To THE TEACHER WHOSE INTEGRITY AND PEDAGOGICAL SPIRIT HAVE CREATED A SCHOOL WHEREIN THE IDEAL MAY PROVE ITSELF THE PRACTICAL AND THOSE ENTHUSIASTIC PUPILS WHO LOVE THE LOYALTY AND BRAVERY OF ODYSSEUS THIS BOOK IS DEDICATED

Robert Kapilow is a born teacher, an enthusiast who can think on his feet, a 110 percent believer in the project at hand ... It’s a cheering thought that this kind of missionary enterprise did not pass from this earth with Leonard Bernstein. Robert Kapilow is awfully good at what he does. We need him.

Parsons (born Marvel Whiteside Parsons on October 2, 1914 – died June 17, 1952) was an American rocket propulsion researcher at the California Institute of Technology. He was one of the principal founders of the Jet Propulsion Laboratory and the Aerojet Corp. As an enthusiastic occultist and Thelemite he was one of the first Americans to

You know what I was thinking? [Ruthie] got so excited when she was spouting this ahistorical countertextual nonsense, and I caught myself thinking, 'What an idiot her teacher must be,' and thinking about her teacher made me realize - the kind of excitement she was showing as she mindlessly spouted back the nonsense she learned in college, that's just like the excitement some of my own students show. And it occurred to me that what we professors think of as a 'brilliant student' is nothing but a student who is enthusiastically converted to whatever idiotic ideas we've been teaching them." "Self-knowledge is a painful thing," said Esther. "To learn that your best students are parrots after all.

Dammholt’s voice goes yelling through the playground. I wonder to myself whether a more comradely attitude on the part of the teacher toward the pupil might not help matters. It might possibly improve the relationship a little and get over a few of the difficulties—but at bottom it would merely be an illusion. Youth is sharp-sighted and incorruptible. It hands together and presents an impenetrable front against the grown-ups. It is not sentimental; one may approach to it, but one cannot enter in to it. Who has once been evicted from that paradise can never get back. There is a law of the years. Dammholt, with his sharp eyes, would cold-bloodedly turn any such camaraderie to his own advantage. He might show even a certain affection; yet that would not prevent him looking to his own interest. Educationalists who think they can understand the young are enthusiasts. Youth does not want to be understood; it wants only to be let alone. It preserves itself immune against the insidious bacillus of being understood. The grown-up who would approach it too importunately is as ridiculous in its eyes as if he had put on children’s clothes. We may feel with youth, but youth does not feel with us. That is its salvation. The bell rings. The interval is over. Reluctantly Dammholt falls into the line before the door.

In a totalitarian state, which is a mirror of his upbringing, this citizen can also carry out any form of torture or persecution without having a guilty conscience. His “will” is completely identical with that of the government. Both Hitler and Stalin had a surprisingly large number of enthusiastic followers among intellectuals. Our capacity to resist has nothing to do with our intelligence but with the degree of access to our true self. Indeed, intelligence is capable of innumerable rationalizations when it comes to the matter of adaptation. Educators have always known this and have exploited it for their own purposes. Grünewald writes that he has never yet found willfulness in an intellectually advanced or exceptionally gifted child. Such a child can, in later life, exhibit extraordinary acuity in criticizing the ideologies of his opponents—and in puberty even the views by his own parents—because in these cases his intellectual powers can function without impairment. Furthermore, the teacher finds the soil already prepared for obedience, and the political leader has only to harvest what has been sown.

Remus,” said Hermione tentatively, “is everything all right . . . you know . . . between you and—” “Everything is fine, thank you,” said Lupin pointedly. Hermione turned pink. There was another pause, an awkward and embarrassed one, and then Lupin said, with an air of forcing himself to admit something unpleasant, “Tonks is going to have a baby.” “Oh, how wonderful!” squealed Hermione. “Excellent!” said Ron enthusiastically. “Congratulations,” said Harry. Lupin gave an artificial smile that was more like a grimace, then said, “So . . . do you accept my offer? Will three become four? I cannot believe that Dumbledore would have disapproved, he appointed me your Defense Against the Dark Arts teacher, after all. And I must tell you that I believe that we are facing magic many of us have never encountered or imagined.” Ron and Hermione both looked at Harry. “Just—just to be clear,” he said. “You want to leave Tonks at her parents’ house and come away with us?” “She’ll be perfectly safe there, they’ll look after her,” said Lupin. He spoke with a finality bordering on indifference. “Harry, I’m sure James would have wanted me to stick with you.” “Well,” said Harry slowly, “I’m not. I’m pretty sure my father would have wanted to know why you aren’t sticking with your own kid, actually.” Lupin’s face drained of color. The temperature in the kitchen might have dropped ten degrees. Ron stared around the room as though he had been bidden to memorize it, while Hermione’s eyes swiveled backward and forward from Harry to Lupin. “You don’t understand,” said Lupin at last. “Explain, then,” said Harry. Lupin swallowed. “I—I made a grave mistake in marrying Tonks. I did it against my better judgment and I have regretted it very much ever since.” “I see,” said Harry, “so you’re just going to dump her and the kid and run off with us?” Lupin sprang to his feet: His chair toppled over backward, and he glared at them so fiercely that Harry saw, for the first time ever, the shadow of the wolf upon his human face. “Don’t you understand what I’ve done to my wife and my unborn child? I should never have married her, I’ve made her an outcast!” Lupin kicked aside the chair he had overturned. “You have only ever seen me amongst the Order, or under Dumbledore’s protection at Hogwarts! You don’t know how most of the Wizarding world sees creatures like me! When they know of my affliction, they can barely talk to me! Don’t you see what I’ve done? Even her own family is disgusted by our marriage, what parents want their only daughter to marry a werewolf? And the child—the child—” Lupin actually seized handfuls of his own hair; he looked quite deranged. “My kind don’t usually breed! It will be like me, I am convinced of it—how can I forgive myself, when I knowingly risked passing on my own condition to an innocent child? And if, by some miracle, it is not like me, then it will be better off, a hundred times so, without a father of whom it must always be ashamed!

the ten thousand things To study the self is to forget the self. To forget the self is to be enlightened by the ten thousand things. – Eihei Dogen If one is very fortunate indeed, one comes upon – or is found by – the teachings that match one’s disposition and the teachers or mentors whose expression strikes to the heart while teasing the knots from the mind. The Miriam Louisa character came with a tendency towards contrariness and scepticism, which is probably why she gravitated to teachers who displayed like qualities. It was always evident to me that the ‘blink’ required in order to meet life in its naked suchness was not something to be gained in time. Rather, it was clear that it was something to do with understanding what sabotages this direct engagement. So my teachers were those who deconstructed the spiritual search – and with it the seeker – inviting one to “see for oneself.” I realised early on that I wouldn’t find any help within traditional spiritual institutions since their version of awakening is usually a project in time. Anyway, I’m not a joiner by nature. I set out on my via negativa at an early age, trying on all kinds of philosophies and practices with enthusiasm and casting them aside –neti neti – equally enthusiastically. Chögyam Trungpa wised me up to “spiritual materialism” in the 70s; Alan Watts followed on, pointing out that whatever is being experienced is none other than ‘IT’ – the unarguable aliveness that one IS. By then I was perfectly primed for the questions put by Jiddu Krishnamurti – “Is there a thinker separate from thought?” “Is there an observer separate from the observed?” “Can consciousness be separated from its content?” It was while teaching at Brockwood Park that I also had the good fortune to engage with David Bohm in formal dialogues as well as private conversations. (About which I have written elsewhere.) Krishnamurti and Bohm were seminal teachers for me; I also loved the unique style of deconstruction offered by Nisargadatta Maharaj. As it happened though, it took just one tiny paragraph from Wei Wu Wei to land in my brain at exactly the right time for the irreversible ‘blink’ to occur. I mention this rather august lineage because it explains why the writing of Robert Saltzman strikes not just a chord but an entire symphonic movement for me. We are peers; we were probably reading the same books by Watts and Krishnamurti at the same time during the 70s and 80s. Reading his book, The Ten Thousand Things, is, for me, like feeling my way across a tapestry exquisitely woven from the threads of my own life. I’m not sure that I can adequately express my wonderment and appreciation… The candor, lucidity and lack of jargon in Robert’s writing are deeply refreshing. I also relish his way with words. He knows how to write. He also knows how to take astonishingly fine photographs, and these are featured throughout the book. It’s been said that this book will become a classic, which is a pretty good achievement for someone who isn’t claiming to be a teacher and has nothing to gain by its sale. (The book sells for the production price.) He is not peddling enlightenment. He is simply sharing how it feels to be free from all the spiritual fantasies that obscure our seamless engagement with this miraculous thing called life, right now.

When we are sold perfume, we are accustomed to also being sold the idea of a life we will never have. Coty's Chypre enabled Guerlain to create Mitsouko; Coty's Emeraude of 1921 was the bedrock on which Shalimar was built and Coty's L'Origan become the godmother of L'heure bleue, also by Guerlain. Some people dedicate themselves to making life beautiful. With instinctual good taste, magpie tendencies and a flair for color, they weave painfully exquisite tableaux, defining the look of an era. Paul Poiret was one such person. After his success, he went bust in 1929 and had to sell his leftover clothing stock as rags. Swept out of the picture by a new generation of designers, his style too ornate and Aladdinesque, Poiret ended his days as a street painter and died in poverty. It was Poiret who saw that symbolic nomenclature could turn us into frenzied followers, transforming our desire to own a perfume into desperation. The beauty industry has always been brilliant at turning insecurities into commercial opportunities. Readers could buy the cologne to relax during times of anxiety or revive themselves from strain. Particularly in the 1930s, releases came thick and fast, intended to give the impression of bounty, the provision of beauty to all women in the nation. Giving perfumes as a gift even came under the Soviet definition of kulturnost or "cultured behavior", including to aunts and teachers on International Women's Day. Mitsouko is a heartening scent to war when alone or rather, when not wanting to feel lonely. Using fragrance as part of a considered daily ritual, the territorial marking of our possessions and because it offers us a retrospective sense of naughtiness. You can never tell who is going to be a Nr. 5 wearer. No. 5 has the precision of well-cut clothes and that special appeal which comes from a clean, bare room free of the knick-knacks that would otherwise give away its age. Its versatility may well be connected to its abstraction. Gardenia perfumes are not usually the more esoteric or intellectual on the shelves but exist for those times when we demand simply to smell gorgeous. You can depend on the perfume industry to make light of the world's woes. No matter how bad things get, few obstacles can block the shimmer and glitz of a new fragrance. Perfume became so fashionable as a means of reinvention and recovery that the neurology department at Columbia University experimented with the administration of jasmine and tuberose perfumes, in conjunction with symphony music, to treat anxiety, hysteria and nightmares. Scent enthusiasts cared less for the nuances of a composition and more for the impact a scent would have in society. In Ancient Rome, the Stoics were concerned about the use of fragrance by women as a mask for seducing men or as a vehicle of deception. The Roman satirist Juvenal talked of women buying scent with adultery in mind and such fears were still around in the 1940s and they are here with us today. Similarly, in crime fiction, fragrance is often the thing that gives the perpetrator away. Specifically in film noir, scent gets associated with misdemeanors. With Opium, the drugs tag was simply the bait. What YSL was really marketing, with some genius, was perfume as me time: a daily opportunity to get languid and to care sod-all about anything or anyone else.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

Most of my pedagogical excursions in my life have been with students (junior high through college) and the general public. Only rarely do I get the chance to talk to teachers, although I love nothing more. Apart from generally being an enthusiastic and friendly lot, they shape the conduit of our nation's brain trust. Along the way, they work in the trenches while the rest of us sit at home with a TV remote in our palm and bark out complaints about the state of the educational system. The nation's teachers are collectively underappreciated, underrespected, and underpaid, but they are not all created equal.

As an enthusiastic young PhD, colonized by the arrogance of science, I had been fooling myself that I was the only teacher. The land is the real teacher. All we need as students is mindfulness. Paying attention is a form of reciprocity with the living world, receiving the gifts with open eyes and open heart. My job was just to lead them into the presence and ready them to hear. On that smoky afternoon, the mountains taught the students and the students taught the teacher.

This unfortunate phenomenon happened throughout the professor’s career—the students, who could not bear natural interest in the lectures, profited off O’Hare’s passion. They rested their fangs on her neck and used her original elixir for their needs. If they did it unconsciously, then another phenomenon would occur. The students imitated their teachers. And it was the largest robbery of education. By using the vocabulary of their passionate elders, young, ambitious minds convinced themselves and the world of something they did not believe in. Articulation was so personal. It was the result of countless experiences, people, readings, and reflections. When expressing an authentic belief, some ears were fooled by the speaker’s passion, which was like a contagious trance. So those ears applied others’ articulation as their own. By seeing O’Hare speak enthusiastically about a topic, one, with enough attention, could easily think they loved the topic, too.

Thomas Esser, hailing from Jersey City, NJ, is not just a teacher but also a passionate sports advocate. With a teaching career spanning over three decades, he's left a lasting impact on countless students. Off the field, Thomas is a sports enthusiast who plays and coaches various sports and actively contributes to charity organizations.

Our golden retriever Beau was our master teacher in how to greet a loved one. There were days when he would almost knock my husband over after work, meeting him at the front door with happy crying, enthusiastic tail wagging, and a big smile. When Beau died, his evening greeting was noticeably absent. But a few days later, my daughter and I had an idea: When we heard the doorknob turn, we would run to the door, hugging and kissing my husband in a pretty good imitation of Beau. Our dog had taught us how to show love by sincerely welcoming the people we care about into our orbit.

Let me describe how that same thought applies to the world of education. I recently joined a federal committee on incentives and accountability in public education. This is one aspect of social and market norms that I would like to explore in the years to come. Our task is to reexamine the “No Child Left Behind” policy, and to help find ways to motivate students, teachers, administrators, and parents. My feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can't take the path of market norms. The Beatles proclaimed some time ago that you “Can't Buy Me Love” and this also applies to the love of learning—you can't buy it; and if you try, you might chase it away. So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

My children used to occasionally ask me to proofread English papers for them.  The difficulty, for me, was in just proofreading.  I could see all kinds of ways they could make the paper better.  But I didn’t volunteer my ideas, because I was afraid that then they would lose the self-confidence and sense of accomplishment they had gotten from writing the paper.  Better to let their teacher make the suggestions, if she was so inclined, since kids expect English teachers to make suggestions.  You need to keep your long-term goals firmly in mind.  Children who are enthusiastic about working will, sooner or later, do much better work than kids who just grind out assignments because someone is standing over them.

The former student wants to reminisce. She enthusiastically begins a sentence, “Remember that time we...” The rest of the sentence is never “crammed for the standardized test,” or “used all of our spelling words in a sentence.” The student’s reminiscence always concludes with a description of a project created in your classroom. Projects are what students remember long after the bell rings. Great teachers know that their highest calling is to make memories.

Would you buy a used car from your occupier? For the first six months of the intifada, Ehud Gol was the official Israeli Foreign Ministry spokesman. Every day he had to go before the world’s press and defend Israel’s treatment of the Palestinians. But in the spring of 1988, Gol was made the Israeli Consul General in Rio de Janeiro and he had to sell his car before he left the country. Practically the first place he went was to a Palestinian car dealer in the West Bank town of Ramallah. “Intifada or no intifada, this was business,” Gol explained to me. “The car dealer even came down to the Foreign Ministry and we went over all the papers in my office. There I was, the Foreign Ministry spokesman, and this guy, whose son was probably out throwing stones, was ready to buy from me—and it was a used car!” A Palestinian teacher I knew was driving from Ramallah to Jerusalem one afternoon when he saw a colleague of his from Bir Zeit University and offered to give him a lift. “This fellow came from a small village near Ramallah,” said my teacher friend. “The whole way into Jersualem he was talking to me about the intifada and how it had changed his village, how everyone was involved, and how the local committees of the uprising were running the village and they were getting rid of all the collaborators. He was really enthusiastic, and I was really impressed. As we got close to Jerusalem, I asked him where he wanted to be dropped off and he said, ‘The Hebrew University.’ I was really surprised, so I said, ‘What are you going there for?’ and he said, ‘I teach an Arabic class there.’ It simply didn’t occur to him that there was any contradiction between enthusiasm for the intifada and where he was going.

George, please sit down,” Luke said. “Visit a while.” “Thanks, don’t mind if I do.” George pulled a chair over from an empty table and sat right beside Maureen so that she was sandwiched between himself and Art. “What brings you back to town so soon?” he asked her. “I’m, ah, visiting.” “Fantastic,” he said. “A long visit, I hope.” Luke took his seat, chuckling as he did so. “I have a brother here right now—Sean. You might remember him as my best man. He just discovered he has a young daughter in the area. Mom is visiting us and getting to know her first granddaughter, Rosie, three and a half and smart as a whip.” “How wonderful!” George said enthusiastically. “You must be having the time of your life!” Maureen lifted a thin brow, wary of his reaction. “I am enjoying her, yes.” “First one? I suppose before too much longer the other boys will be adding to the flock.” “Only the married ones, I hope,” Maureen said. “Do you have grandchildren, Mr. Davenport?” “Oh, let’s not be so formal—I’m George. Only step-grandchildren. I had no children of my own, in fact. Noah’s the closest thing to a son I’ve ever had, but I started out as his teacher. I’m a professor at Seattle Pacific University. I’ve known him quite a few years now. I’m here to be his best man on Friday night. I hope you’re all coming to the wedding.” “Wouldn’t miss it,” Luke said, grabbing Shelby’s hand. “And…Maureen?” George asked pointedly. “I’m not sure,” she said evasively. “Well, try to come,” he said. “These Virgin River people know how to have a good time. In fact, I have an idea. Once I have my best-man duties out of the way, I suggest we go to dinner. I’ll take you someplace nice in one of the coast towns, though it’ll be hard to improve on Preacher’s cooking. But we deserve some time away from all these young people, don’t you think?” “Excuse me, George?” she asked. “I assume you were married?” “Twice, as a matter of fact. Divorced a long time ago and, more recently, widowed. My wife died a few years ago. Maybe we should pick an evening and exchange phone numbers,” he suggested. “That’s very nice of you, but no. I don’t go out with men.” “Really?” he asked, surprised by her immediate refusal. “And why is that?” “I’m a widow,” she said. “A single woman.” “What a coincidence. And I’m a single man. I’m all for free thinking, but I wouldn’t ask you to dinner were I married. Are you recently widowed?” Out of the corner of his eye, George saw Luke snicker and look away. “Yes,” Maureen said. “Oh, I’m sorry,” he said. “I was under the impression it had been years. When did you lose your husband, Maureen?” She looked a bit shocked to be put on the spot like that. It was apparent she was trying to gather her wits. She put out her hand. “It was so nice to see you again, Mr….George. I’m glad you sat and visited awhile. Maybe I’ll see you at the wedding this weekend if I’m not needed for anything else. I should probably get on the road—I have to drive to Eureka.” She stood and George did, as well. “Eureka? You’re not staying here in Virgin River with your son?” “I’m staying with a friend just down the street from my granddaughter so I’m free to pick her up after preschool. We spend most afternoons together. Really, nice seeing you.” She turned to Luke. “I’m going to head back to Viv’s, Luke. Good night, Shelby. ’Night, Art. Thanks for dinner, it was great as usual.” “Wonderful seeing you, too,” George said. “Try to come to Noah’s wedding. I guarantee you’ll enjoy yourself.” Luke

President Thomas Jefferson, a Deist who believed Jesus to be merely a powerful moral teacher of reason, cut up and pasted together portions of the four Gospels that reinforced his belief in a naturalized, nonmiraculous, nonauthoritative Jesus. The result was the severely edited Life and Morals of Jesus of Nazareth Extracted Textually from the Gospels—or, The Jefferson Bible. He believed he could easily extract the “lustre” of the real Jesus “from the dross of his biographers, and as separate from that as the diamond from the dung hill.” Jefferson believed Jesus was “a man, of illegitimate birth, of a benevolent heart, [and an] enthusiastic mind, who set out without pretensions of divinity, ended in believing them, and was punished capitally for sedition by being gibbeted [i.e., crucified] according to Roman law.”1 Jefferson edited Luke 2:40, “And [Jesus] grew, and waxed strong in spirit, filled with wisdom,” omitting “and the grace of God was upon him.” This “Bible” ends with a quite unresurrected Jesus: “There they laid Jesus, and rolled a great stone to the door of the sepulchre, and departed.” Deism’s chief motivation for rejecting miracles—along with special revelation—was that they suggested an inept Creator: He didn’t get everything right at the outset; so he needed to tinker with the world, adjusting it as necessary. The biblical picture of miracles, though, shows them to be an indication of a ruling God’s care for and involvement in the world. Indeed, many in modern times have witnessed specific indicators of direct divine action and answers to prayer.2 The Christian faith stands or falls on God’s miraculous activity, particularly in Jesus’ resurrection (1 Corinthians 15). Scripture readily acknowledges the possibility of miracles in nonbiblical religious settings. Some may be demonically inspired,3 but we shouldn’t rule out God’s gracious, miraculous actions in pagan settings—say, the response of the “unknown God” to prayers so that a destructive plague in Athens might be stayed. However, we’ll note below that, unlike many divinely wrought miracles in Scripture, miracle claims in other religions are incidental—not foundational—to the pagan religion’s existence.

In a recent UCLA study of 25,000 youth over 12 years of age, James Caterall found that when young people are engaged in creating art at an early age, they outperform their peers in every category, including academics as well as life skills.8 Studies of US schools that integrate the arts into learning also paint a powerful picture. Schools, teachers and communities that use arts-based learning methods have consistently positive outcomes. The social and emotional climate in schools and classrooms improves, and students become better learners. Students typically:   •  participate more in class   •  become more interested in learning   •  are more creative and self-directed   •  develop communication and complex thinking skills   •  have better relationships with teachers and other students   •  are more likely to develop connections with community members Teachers who use arts-based approaches are more creative and enthusiastic and develop higher-level thinking skills. They are more innovative, flexible, and more willing to improve their skills through professional development training.

Great question!’ She knew she’d won this exchange by engaging my curiosity. Have you ever noticed how brilliant you feel when someone says that? It happened to me at school a lot. I’d put my hand up, ask something obvious – like I was paying full attention – and the teacher would enthusiastically reply with a ‘Great question!’ Now, don’t get me wrong, I knew it wasn’t really a great question. It was a diversionary technique I’d mastered many years ago. Be proactive with questions that you control, that way the teacher will see that you’ve participated in class. And when it comes to them asking questions over which you have no control, they’ll pass you by. After all, you’ve already contributed, diligent student that you are.

Yes, I know, because schools are cruel, illogical and unfair. But the thing is – life is cruel, illogical and unfair. That is why the education system works so well. If schools and teachers did a good job and inspired children and made them enthusiastic about every subject, they would only be sadly disappointed when they got out into the real world. Better to disappoint them when they’re young. It is more important to learn to cope with disappointment than learn how to do long division.’ ‘You are a very wise pig, Miss Piggins,’ said the superintendent. ‘True,’ said Nanny Piggins.

THE HORROR OF THE UNPROFESSIONAL I was surprised to learn that when Secretary of Defense Ashton Carter wanted to scold Russia for its campaign of airstrikes in Syria in the fall of 2015, the word he chose to apply was “unprofessional.” Given the magnitude of the provocation, it seemed a little strange—as though he thought there were an International Association of Smartbomb Deployment Executives that might, once alerted by American officials, hold an inquiry into Russia’s behavior and hand down a stern reprimand. On reflection, slighting foes for their lack of professionalism was something of a theme of the Obama years. An Iowa Democrat became notorious in 2014, for example, when he tried to insult an Iowa Republican by calling him “a farmer from Iowa who never went to law school.” Similarly, it was “unprofessionalism” (in the description of Thomas Friedman) that embarrassed the insubordinate Afghan-war General Stanley McChrystal, who made ill-considered remarks about the president to Rolling Stone magazine. And in the summer of 2013, when National Security Agency contractor Edward Snowden exposed his employer’s mass surveillance of email and phone calls, the aspect of his past that his detractors chose to emphasize was … his failure to graduate from high school.14 How could such a no-account person challenge this intensely social-science-oriented administration? But it was public school teachers who made the most obvious target for professional reprimand by the administration. They are, after all, pointedly different from other highly educated professions: Teachers are represented by trade unions, not proper professional associations, and their values of seniority and solidarity conflict with the cult of merit embraced by other professions. For years, the school reform movement has worked to replace or weaken teachers’ unions with remedies like standardized testing, charter schools, and tactical deployment of the cadres of Teach for America, a corps of enthusiastic graduates from highly ranked colleges who take on teaching duties in classrooms across the country after only minimal training.

Until all teachers are geniuses and enthusiasts, nobody will learn anything, except what they teach themselves.

Enthusiastic teachers can build strong relationships with students because they see each child as a separate human being. They don’t teach a classroom—they teach individuals.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get.

To interfere with the free development of talent, to obstruct the natural play of supply and demand in the teaching profession, to foster academic snobbery by the prestige of certain privileged institutions, to transfer accredited value from essential manhood to an outward badge, to blight hopes and promote invidious sentiments, to divert the attention of aspiring youth from direct dealings with truth to the passing of examinations,– such consequences, if they exist, ought surely to be regarded as drawbacks to the system, and an enlightened public consciousness ought to be keenly alive to the importance of reducing their amount. Candidates themselves do seem to be keenly conscious of some of these evils, but outside of their ranks or in the general public no such consciousness, so far as I can see, exists; or if it does exist, it fails to express itself aloud. Schools, Colleges, and Universities, appear enthusiastic over the entire system, just as it stands, and unanimously applaud all its developments. I beg the reader to consider some of the secondary evils which I have enumerated. First of all, is not our growing tendency to appoint no instructors who are not also doctors an instance of pure sham? Will any one pretend for a moment that the doctor's degree is a guarantee that its possessor will be successful as a teacher? Notoriously his moral, social, and personal characteristics may utterly disqualify him for success in the class-room; and of these characteristics his doctor's examination is unable to take any account whatever.

threat is born of small beginnings, as big threats so often are. It starts with toxic personal narratives wrapped in the cheap cloth of victimhood, always looking to an external culprit to blame for real or perceived injustices. At first, this blame is assigned to an individual—your unfair boss, your neglectful parent, a teacher who refused to see your potential, or just perpetual bad luck. But this isn’t enough for the outrage enthusiast. There must be more culprits. More oppressors to be blamed for your misfortune.

Wishes Mindfulness is nevermore a good thing, as any other accident-prone fumbler would accept. No one wants a floodlight when they're likely to stumble on their face. Moreover, I would extremely pointedly be asked- well, ordered really-that no one gave me any presents this year. It seemed like Mr. Anderson and Ayanna weren't the only ones who had decided to overlook that. I would have never had much wealth, furthermore, that had never more disturbed me. Ayanna had raised me on a kindergarten teacher's wage. Mr. Anderson wasn't getting rich at his job, either; he was the police chief here in the tiny town of Pittsburgh. My only personal revenue came from the four days a week I worked at the local Goodwill store. In a borough this small, I was blessed to have a career, after all the viruses in the world today having everything shut down. Every cent I gained went into my diminutive university endowment at SNHU online. (College transpired like nothing more than a Plan B. I was still dreaming for Plan A; however, Marcel was just so unreasonable about leaving me, mortal.) Marcel ought to have a lot of funds I didn't even want to think about how much. Cash was involved alongside oblivion to Marcel or the rest of the Barns, like Karly saying she never had anything yet walked away with it all. It was just something that swelled when you had extensive time on your hands and a sister who had an uncanny ability to predict trends in the stock market. Marcel didn't seem to explain why I objected to him spending bills on me, why it made me miserable if he brought me to an overpriced establishment in Los Angeles, why he wasn't allowed to buy me a car that could reach speeds over fifty miles an hour, approximately how? I wouldn't let him pay my university tuition (he was ridiculously enthusiastic about Plan B.) Marcel believed I was being gratuitously difficult. Although, how could I let him give me things when I had nothing to retaliate amidst? He, for some amazing incomprehensible understanding, wanted to be with me. Anything he gave me on top of that just propelled us more out of balance. As the day went on, neither Marcel nor Olivia brought my birthday up again, and I began to relax a little. Then we sat at our usual table for lunch. An unfamiliar kind of break survived at that table. The three of us, Marcel, Olivia, including myself hunkered down on the steep southerly end of the table. Now that is ‘superb’ and scarier (in Emmah's case, unquestionably.) The Natalie siblings had finished. We were gazing at them; they're so odd, Olivia and Marcel arranged not to seem quite so intimidating, and we did not sit here alone. My other compatriots, Lance, and Mikaela (who were in the uncomfortable post-breakup association phase,) Mollie and Sam (whose involvement had endured the summertime...) Tim, Kaylah, Skylar, and Sophie (though that last one didn't count in the friend category.) Completely assembled at the same table, on the other side of an interchangeable line. That line softened on sunshiny days when Marcel and Olivia continuously skipped school times before there was Karly, and then the discussion would swell out effortlessly to incorporate me.

Education is antecedent to most of our other public policy concerns. From poverty to crime to healthcare to substance abuse, if kids don’t get an education, we know that those other challenges are far more likely to follow; conversely, if children do get an excellent education, each of those problems is much more likely to be overcome. It is a damning stain on America’s conscience that a child’s chances of life success are so heavily influenced by-- perhaps dictated by-- the zip code in which he or she is raised. It is a profound civil rights crisis… the urgent need to secure access to a quality education-- and access to educational choice, in particular-- for every young American… In a just world, teachers unions would enthusiastically support school choice...But the union bosses who lead the teachers unions have decided that school choice is an existential threat to their power, and so they demand partisan fealty above all. -pp. 28-9