Excellent Teacher Quotes

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When one does a thing, it appears good, otherwise one would not write it. Only later comes reflection, and one discards or accepts the thing. Time is the best censor, and patience a most excellent teacher.
Frédéric Chopin
History is an excellent teacher with few pupils.
Will Durant
Good friends and excellent teachers - Stick close to them! Wealth and power are fleeting dreams but wise words perfume the world for ages.
Ryōkan
Actually, all education is self-education. A teacher is only a guide, to point out the way, and no school, no matter how excellent, can give you education. What you receive is like the outlines in a child’s coloring book. You must fill in the colors yourself.
Louis L'Amour
Among the many things that made the Professor an excellent teacher was the fact that he wasn't afraid to say 'we don't know.' For the Professor, there was no shame in admitting you didn't have the answer, it was a necessary step toward the truth. It was as important to teach us about the unknown or the unknowable as it was to teach us what had already been safely proven.
Yōko Ogawa (The Housekeeper and the Professor)
time is an excellent teacher - unfortunately it kills all its pupils
Hector Berlioz
From his father, Gansey had gotten a head for logic, an affection for research, and a trust fund the size of most state lotteries. From their father, the Lynch brothers had gotten indefatigable egos, a decade of obscure Irish music instrument lessons, and the ability to box like they meant it. Niall Lynch had not been around very much, but when he had been, he had been an excellent teacher.
Maggie Stiefvater (The Raven Boys (The Raven Cycle, #1))
Death is an excellent teacher.
Zoulfa Katouh (As Long as the Lemon Trees Grow)
Suffering has its beneficial aspects. It can be an excellent teacher.
Thich Nhat Hanh (No Mud, No Lotus: The Art of Transforming Suffering)
This is precisely why I loathed being a teacher! Young people are so infernally convinced that they are absolutely right about everything. Has it not occurred to you, my poor puffed-up poppinjay, that there might be an excellent reason why the Headmaster of Hogwarts is not confiding every tiny detail of his plans to you? Have you never paused, while feeling hard-done-by, to note that following Dumbledore's orders has never yet led you into harm? No. No, like all young people, you are quite sure that you alone feel and think, you alone recognise danger, you alone are the only one clever enough to realise what the Dark Lord may be planning.
J.K. Rowling (Harry Potter and the Order of the Phoenix (Harry Potter, #5))
We need people who push boundaries rather than retreat inside them.
Tim Fargo
The question is not "can you wear your father's shoes?". The question is "can you walk in your father's shoes?". It is one thing having a mentor and it is another thing to become like your mentor.
Israelmore Ayivor
Good human work honors God's work. Good work uses no thing without respect, both for what it is in itself and for its origin. It uses neither tool nor material that it does not respect and that it does not love. It honors nature as a great mystery and power, as an indispensable teacher, and as the inescapable judge of all work of human hands. It does not dissociate life and work, or pleasure and work, or love and work, or usefulness and beauty. To work without pleasure or affection, to make a product that is not both useful and beautiful, is to dishonor God, nature, the thing that is made, and whomever it is made for. This is blasphemy: to make shoddy work of the work of God. But such blasphemy is not possible when the entire Creation is understood as holy and when the works of God are understood as embodying and thus revealing His spirit. (pg. 312, Christianity and the Survival of Creation)
Wendell Berry (The Art of the Commonplace: The Agrarian Essays)
Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of material. That difference amounts to a year’s worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a bad school with an excellent teacher than in an excellent school with a bad teacher.
Malcolm Gladwell (What the Dog Saw and Other Adventures)
Mrs March knew that experience was an excellent teacher, and, when it was possible, she left her children to learn alone the lessons which she would gladly have made easier, if they had not objected to taking advice as much as they did salts and senna.*
Louisa May Alcott (Little Women)
Same first name as a president and an obscure comic book character. Half-Jewish. Excellent grammar. Easily nauseated. Likes Reese's and Oreos (i.e. not an idiot). Divorced parents. Big brother to a fetus. Dad lives in Savannah. Dad's an English teacher. Mom's an epidemiologist. The problem is, I'm beginning to realize I hardly know anything about anyone. I mean I generally know who's a virgin. But I don't have a clue whether most people's parents are divorced, or what their parents do for a living. I mean, Nick's parents are doctors. But I don't know what Leah's mom does, and I don't even know what the deal is with her dad, because Leah never talks about him. I have no idea why Abby's dad and brother still live in DC. And these are my best friends. I've always thought of myself as nosy, but I guess I'm just nosy about stupid stuff. It's actually really terrible, now that I think about it.
Becky Albertalli (Simon vs. the Homo Sapiens Agenda (Simonverse, #1))
If tomorrow all the bridges disappear in the world, then we can learn perfectly how very useful they were! Losing something is an excellent teacher!
Mehmet Murat ildan
Among the many things that made the Professor an excellent teacher was the fact that he wasn't afraid to say "we don't know".
Yōko Ogawa (The Housekeeper and the Professor)
He had given me something priceless: namely, his confidence. I am grateful I was forced to make my own way. His disappearance did put me in need and make my future uncertain, but it turns out need and uncertainty can be excellent teachers.
Hisham Matar (The Return: Fathers, Sons and the Land in Between)
They say experience is the best teacher. Instead, it should be that failure is the best teacher. I’ve found that the best learners are the ones who cope best with failure and use it as a learning tool.
Barbara Oakley (A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra))
In response to his question, she warned, "There will not be any more kissing. You were an excellent teacher. I graduated from your class." He laughed,though he was quick to rejoin, "How disappointing. You were supposed to claim ineptitude and ask for further guidance.
Johanna Lindsey (A Rogue of My Own (Reid Family, #3))
Meditation,” said his teacher, “hasn’t got a damn thing to do with anything, ‘cause all it has to do with is nothing. Nothingness. Okay? It doesn’t develop the mind, it dissolves the mind. Self-improvement? Forget it, baby. It erases the self. Throws the ego out on its big brittle ass. What good is it? Good for nothing. Excellent for nothing. Yes, Lord, but when you get down to nothing, you get down to ultimate reality. It’s then and exactly then that you’re sensing the true nature of the universe, you’re linked up with the absolute Absolute, son, and unless you’re content with blowing smoke up your butt all your life, that there’s the only place to be.
Tom Robbins (Fierce Invalids Home from Hot Climates)
If we are to wield great magic, then let us learn from great teachers: the alchemists -- magicians par excellence.
Lawren Leo (Dragonflame: Tap Into Your Reservoir of Power Using Talismans, Manifestation, and Visualization)
An ambitious amateur will rise above a complacent master.
Matshona Dhliwayo
Although failure is a great teacher, we cannot afford the time to learn from our failures. Human societies cannot be subjected to such a process.
Mohammed bin Rashid Al Maktoum (My Vision Challenges In The Race For Excellence)
Seurat’s flowmetal face gleamed in the lights from his update ship’s cockpit. “Then I regret having been such an excellent teacher.
Brian Herbert (The Machine Crusade (Legends of Dune, #2))
Dealing with my French teacher is one thing; she wears pants with little whales on them. But I was convinced Dr. Rothaus could smell a lie from ten words away. I found myself feeling sorry for any children she might have. I imagined them as shadowy figures with excellent posture and skill at declamation.
Melissa Jensen (The Fine Art of Truth or Dare)
Since her retirement from teaching Miss Beryl's health had in many respects greatly improved, despite her advancing years. An eighth-grade classroom was an excellent place to snag whatever was in the air in the way of illness. Also depression, which, Miss Beryl believed, in conjunction with guilt, opened the door to illness. Miss Beryl didn't know any teachers who weren't habitually guilty and depressed--guilty they hadn't accomplished more with their students, depressed that very little more was possible.
Richard Russo (Nobody's Fool (Sully #1))
Is this his first year teaching?" She nodded toward the window. "How did you guess?" Holiday sighed. "He was recommended by a friend of a friend. He's not so bad when it's one on one. I hope you guys don't chew him up and spit him out." Kylie grinned. "Perry might consider it." Holiday frowned. "Promise me you'll not let that happen. He really seems like a nice guy and I think he'll make an excellent teacher. I'd appreciate it if you'd sort of take him under your wing." Kylie chuckled. "Again, Perry might do that.
C.C. Hunter (Whispers at Moonrise (Shadow Falls, #4))
A lot of experience can be an excellent teacher. A single experience, not so much. Looking across a large enough set of decisions and outcomes, we can start to tease out the lessons experience might offer us. Looking at just one outcome, we get resulting and hindsight bias.
Annie Duke (How to Decide: Simple Tools for Making Better Choices)
This was not the first time he’d made me feel like less. Like I wasn’t worthy of . . . him. His time. Rationally, I knew this feeling was dissonant with the truth. He’d gone out of his way to contact me, keep me in his class. As a teacher, he was doing his due diligence. As a man, he’d kissed me for Frodo’s sake! TWICE! And yet, as much as I recognized he was an excellent teacher, a brilliant professor, and gifted scholar, I didn’t like him—the man—very much. Because, as a man—after the kisses were over—I’d felt small and shabby. And not in a badass Hobbit way either.
Penny Reid (Kissing Tolstoy (Dear Professor, #1))
The story of the Good Samaritan (Luke 1o) can he interpreted mystically in such a way that the question of the knowledge of God becomes its focus. The priest and the Levite, who walk past the man who fell among robbers and was seriously hurt, are pious God-fearing persons. They "know" God and the law of God. They have God the same way that the one who knows has that which is known. They know what God wants them to be and do. They also know where God is to he found, in the scriptures and the cult of the temple. For them, God is mediated through the existing institutions. They have their God - one who is not to he found on the road between Jerusalem and Jericho. What is wrong with this knowledge of God? The problem is not the knowledge of the Torah or the knowledge of the temple. (It is absurd to read an anti-Judaistic meaning into a story of the Jew Jesus, since it could just as well have come from Hillel or another Jewish teacher.) What is false is a knowledge of God that does not allow for any unknowing or any negative theology. Because both actors know that God is "this," they do not see "that." Hence the Good Samaritan is the anti-fundamentalist story par excellence. "And so I ask God to rid me of God," Meister Eckhart says. The God who is known and familiar is too small for him.
Dorothee Sölle (The Silent Cry: Mysticism and Resistance)
The Oracle handed her a small, leather bound booklet, about as thick as a pamphlet, and said, “You are a teacher, yes?” It was nice of the Oracle to phrase things in the form of a question and let people feel they were imparting information. “Yes, I am.” “Excellent. I know teachers value learning, and this book has very valuable information on gargoyles. If Terak remains part of your life, this you’ll want to know.” Larissa weighed it in her hand. “This is a very light history.” The Oracle arched one fine brow. “Why would I bother with that? This, my dear, is about how gargoyles mate.
Danielle Monsch (Stone Guardian (Entwined Realms, #1))
I tried to bunked classes, I skipped lectures, I cheated in exams, I lied to my teachers and some stuff were taken for granted when I was a student before. I am not proud about it. Of course, I learned from that experience. I learned that everyone has a chance to change. It doesn't mean that if I am dumbass before and you call me the same thing now. Because now, I work hard, play the game well and strive for excellence. This is me now, a guy with a strong grit in my heart.
Nathaniel E. Quimada
You know,” said Phineas Nigellus, even more loudly than Harry, “this is precisely why I loathed being a teacher! Young people are so infernally convinced that they are absolutely right about everything. Has it not occurred to you, my poor puffed-up popinjay, that there might be an excellent reason why the headmaster of Hogwarts is not confiding every tiny detail of his plans to you? Have you never paused, while feeling hard-done-by, to note that following Dumbledore’s orders has never yet led you into harm? No. No, like all young people, you are quite sure that you alone feel and think, you alone recognize danger, you alone are the only one clever enough to realize what the Dark Lord may be planning . . .
J.K. Rowling (Harry Potter and the Order of the Phoenix (Harry Potter, #5))
We seek excellence before we seek understanding, wisdom before we gain knowledge, success before we understand hardwork; for this reason we need great teachers and leaders.
Wayne Chirisa
We are what we repeatedly do. Excellence, then, is not an act, but a habit.” Will Durant
Nicola Cantan (The Piano Practice Physician's Handbook: 32 Common Piano Student Ailments and How Piano Teachers Can Cure Them for GOOD (Books for music teachers))
2-Make eye contact. When someone is speaking, keep your eyes on him or her at all times. If someone makes a comment, turn and face that person. 3-During discussions, respect other students’ comments, opinions, and ideas. When possible, make statements like, “I agree with John, and I also feel that…” or “I disagree with Sarah. She made a good point I feel that…” or “I think Victor made an excellent observation, and it made me realize…” 4-If you win or do well at something, do not brag. If you lose, do not show anger. Instead, say something like, “I really enjoyed the competition, and I look forward to playing you again,” or “good game,” or don’t say anything at all. To show anger or sarcasm, such as “I wasn’t playing hard anyway” or “You really aren’t that good,” shows weakness. 5-“When you cough or sneeze or burp, it is appropriate to turn your head away from others and cover your mouth with the full part of your hand. Using a fist is not acceptable. Afterward, you should say, “Excuse me.” 6- “Do not smack your lips, tsk, roll your eyes, or show disrespect with gestures.” 7-“Always say thank you when I give you something. 8-“Surprise others by performing random acts of kindness. Go our of your way to do something surprisingly kind and generous for someone at least once a month.” 9-“You will make every effort to be as organized as possible.” 10-"Quickly learn the name of other teachers in the school and greet them by saying things like, "Good morning Mrs. Graham," or "Good afternoon Ms. Ortiz. 11-"When we go on field trips, we will meet different people. When I introduce you to people, make sure that you remember their names. Then, when we are leaving, make sure to shake their hands and thank them, mentioning their names as you do so." 12-“If you approach a door and someone is following you, hold the door. If the door opens by pulling, pull it open, stand to the side, and allow the other person 13-to pass through it first, then you can walk through. If the door opens by pushing, hold the door open after you push through." "Be positive and enjoy life. Some things just aren't worth getting upset over. Keep everything in perspective and focus on the good in your life.
Ron Clark
If you care about peace, then you should care about justice. If you care about justice, then you should care about truth. If you care about truth, then you should care about integrity. If you care about integrity, then you should care about virtue. If you care about joy, then you should care about happiness. If you care about happiness, then you should care about fufilment. If you care about fufilment,then you should care about needs contentment. If you care about contentment, then you should care about patience. If you care about strength, then you should care about courage. If you care about courage, then you should care about hope. If you care about hope, then you should care about faith. If you care about faith, then you should care about love. If you care about wealth, then you should care about excellence. If you care about excellence, then you should care about hardwork. If you care about hardwork, then you should care about determination. If you care about determination, then you should care about focus. If you care about education, then you should care about schools. If you care about schools, then you should care about students. If you care about students, then you should care about teachers. If you care about teachers, then you should care about salaries. If you care about people, then you should care about communities. If you care about communities, then you should care about cities. If you care about cities, then you should care about provinces. If you care about provinces, then you should care about nations. If you care about yourself, then you should care about life. If you care about life, then you should care about health. If you care about health, then you should care about excersise. If you care about excersise, then you should care about nutrition. If you care about food, then you should care about animals. If you care about animals, then you should care about earth. If you care about earth, then you should care about nature. If you care about nature, then you should care about water. If you care about yesturday, then you should care about today. If you care about today, then you should care about now. If you care about now, then you should care about tomorrow. If you care about tomorrow, then you should care about forever.
Matshona Dhliwayo
Do not oversleep and miss the school bus- you'll be late. That's a habit teachers generally don't appreciate. Never tell your friends at school that you still wet your bed. They are sure to tease you, and you'll wish that you were dead. Never call your teacher a name when she's not near you. Teachers' ears are excellent, so they can always hear you. Do not read a textbook when your hands aren't clean-it's tricky to separate the pages when the pages get real sticky. When you go out for a team it's always wise to practice. When you are a substitute, the bench can feel like cactus. Do not copy homework from a friend who is a dummy. If you do, I'm sure that you will get a grade that's crummy. And if your report card's bad, don't blame it on your buddy. Kiss up to your parents quick, or they might make you study.
Bruce Lansky
By the time they finish high school—after years of learning how to please their teachers and coaches, not to mention schmoozing with their parents’ friends—elite students have become accomplished adult-wranglers.
William Deresiewicz (Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life)
As I said, I decided to try an experiment: Right now, from within my perception of my current circumstances, and from within the starkness of this realization, I determined to conceive and focus on what I would tell—and what I have told—my younger self, and live with the consequences. Here is what I wrote down: Immediately disassociate from destructive people and forces, if not physically then ethically—and watch for the moment when you can do so physically. Use every means to improve your mental acuity. Every sacrifice of empty leisure or escapism for study, industry, and growth is a fee paid to personal freedom. Train the body. Grow physically strong. Reduce consumption. You will be strengthened throughout your being. Seek no one’s approval through humor, servility, or theatrics. Be alone if necessary. But do not compromise with low company. At the earliest possible point, learn meditation (i.e., Transcendental Meditation), yoga, and martial arts (select good teachers). Go your own way—literally. Walk/bike and don’t ride the bus or in a car, except when necessary. Do so in all weather: rain, snow, etc. Be independent physically and you will be independent in other ways. Learn-study-rehearse. Pursue excellence. Or else leave something alone. Go to the limit in something or do not approach it. Starve yourself of the compulsion to derive your sense of wellbeing from your perception of what others think of you. Do this as an alcoholic avoids a drink or an addict a needle. It will be agonizing at first, since you may have no other perception of self; but this, finally, is the sole means of experiencing Self. Does this kind of advice, practicable at any time of life, really alter or reselect the perceived past, and, with it, the future? I intend to find out. You
Mitch Horowitz (The Miracle Club: How Thoughts Become Reality)
Don't pressure your daughter or your son to conform to gender stereotypes. If your son wants to take ballet classes, cheer him on. If your daughter wants to study marshal arts and computer programming, sign her up. Teach your son that there are all kinds of man in the world including men who excel at ballet and macrame. Teach your daughter that there are all kinds of women in the world, including women who are masters of karate and computer programming.
Leonard Sax (Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences)
That day I learnt two lessons: a teacher who has his or her student's progress in mind is the best possible friend, because the teacher knows how to make sure that you excel. And second, there is no such thing as an impossible deadline. I have worked on many tough assignments, some of which had the country's top leaders watching over my work, but the assurance I gained in my capabilities at MIT thanks to Professor Srinivasan, helped me later in life too.
A.P.J. Abdul Kalam (My Journey: Transforming Dreams into Actions)
Mrs. March knew that experience was an excellent teacher, and when it was possible she left her children to learn alone the lessons which she would gladly have made easier, if they had not objected to taking advice as much as they did salts and senna. "Very well, Amy, if your heart is set upon it, and you see your way through without too great an outlay of money, time, and temper, I'll say no more. Talk it over with the girls, and whichever way you decide, I'll do my best to help you.
Louisa May Alcott (Little Women (Illustrated))
Instead, I’d been counting the number of dipshit things people had said to me today. I’d been holding strong at fourteen until I made my way to my next class and some kid passing me in the hall asked if I wore that thing on my head because I was hiding bombs underneath and I ignored him, and then his friend said that maybe I was secretly bald and I ignored him, and then a third one said that I was probably, actually, a man, and just trying to hide it and finally I told them all to fuck off, even as they congratulated one another on having drummed up these excellent hypotheses. I had no idea what these asswipes looked like because I never glanced in their direction, but I was thinking seventeen, seventeen, as I got to my next class way too early and waited, in the dark, for everyone else to show up. These, the regular injections of poison I was gifted from strangers, were definitely the worst things about wearing a headscarf. But the best thing about it was that my teachers couldn’t see me listening to music. It gave me the perfect cover for my earbuds.
Tahereh Mafi (A Very Large Expanse of Sea)
Academic training actively deprives you of the qualities that make for good teaching. A good teacher speaks plainly, in vivid, accessible language, because she is addressing what amounts to a general audience. But the kind of jargon academics learn to use is designed to repel the uninitiated. A good teacher ranges widely, making connections among subjects as well as from learning to life. But academics are constrained to specialize, and increasingly, to hyperspecialize, looking neither left nor right as they plow their little corner of the field.
William Deresiewicz (Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life)
Actually," he said one morning, "all education is self-education. A teacher is only a guide, to point out the way, and no school, no matter how excellent, can give you an education." "What you receive is like the outlines in a child's coloring book. You must fill in all the colors yourself.
Louis L'Amour (The Lonesome Gods)
That a child could excel even when “forced to attend an underfunded school with poorer physical facilities, less experienced teachers, larger classes,” and a number of other deficits compared with “a school with substantially more funds,” Marshall barked, “is to the credit of the child not the State.
Carol Anderson (White Rage: The Unspoken Truth of Our Racial Divide)
I was very fond of strange stories when I was a child. In my village-school days, I used to buy stealthily popular novels and historical recitals. Fearing that my father and my teacher might punish me for this and rob me of these treasures, I carefully hid them in secret places where I could enjoy them unmolested. As I grew older, my love for strange stories became even stronger, and I learned of things stranger than what I had read in my childhood. When I was in my thirties, my memory was full of these stories accumulated through years of eager seeking. l have always admired such writers of the T'ang Dynasty as Tuan Ch'eng-shih [author of the Yu-yang tsa-tsu] and Niu Sheng [author of the Hsuan-kuai lu]. Who wrote short stories so excellent in portrayal of men and description of things. I often had the ambition to write a book (of stories) which might be compared with theirs. But I was too lazy to write, and as my laziness persisted, I gradually forgot most of the stories which I had learned. Now only these few stories, less than a score, have survived and have so successfully battled against my laziness that they are at last written down. Hence this Book of Monsters. I have sometimes laughingly said to myself that it is not I who have found these ghosts and monsters, but they, the monstrosities themselves, which have found me! ... Although my book is called a book or monsters, it is not confined to them: it also records the strange things of the human world and sometimes conveys a little bit of moral lesson.
Wu Cheng'en
Dear Mama, I hope this letter finds you well. It contains all my love and affection. (It also contains all my questions about how you could ever have loved a man like Professor Miller.) You asked about where I live. I cannot believe I haven’t mentioned it, but I suppose I’m so used to it now I don’t think of it. The dorms are small and plain, but as a student I don’t need much more. (I cannot afford the dorms. I do not live in them.) The food is dreadful, all heavy meat and sauce. I miss fruit! (I am always hungry; a supper with a strange man was the fullest my stomach has been since I got here.) As I have mentioned in every letter, my professors are all interesting and I take copious notes during lectures. (If you do not bring up my father, I am certainly not going to offer you information on that louse of a man.) The course work is challenging but I am excelling. (I have to be perfect so they can find no excuse to dock my grades.) I have delivered Aunt Nani’s package to Jacabo. He was so happy to receive it, and I take tea with him once a week. It is a great comfort to speak Melenese with someone. (I live in the hotel where Jacabo works. He saved me when I realized I could not afford room and board at the school. I work long, hard hours in the evenings to earn a tiny hole of a servant’s room and whatever scraps of food are left over.) Please give everyone my love and tell them how much I am learning to bring back to the island as a teacher. (I will not fail, and I will use everything I learn here to make Melei better.) Your affectionate daughter, Jessamin
Kiersten White (Illusions of Fate)
Until you get the family unit back together, we have no hope and we’ll never dig ourselves out of this hole. No matter how great the school is, how excellent the teachers are, how many computers, field trips, or other window dressing there is, until you have intact families that give a s***, we’re doomed. If you have chalk, pencils, and a roof that doesn’t leak, you’ve got a school. Back in the day people would do stuff by candlelight on the prairie and are a f***load smarter than kids now despite all the iPads and online homework. Why? Because if they didn’t read their assignment, their parents would take the ruler they were supposed to be using for that assignment and smack them with it. We don’t need to keep throwing money at the problem, we need to throw parents at the problem.
Adam Carolla (President Me: The America That's in My Head)
It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.
Howard Zinn (A People’s History of the United States)
Random House, in the catbird seat, since it gets to recite last, declares in 1966, “The use of like in place of as is universally condemned by teachers and editors, notwithstanding its wide currency, especially in advertising slogans. Do as I say, not as I do does not admit of like instead of as. In an occasional idiomatic phrase, it is somewhat less offensive when substituted for as if (He raced down the street like crazy), but this example is clearly colloquial and not likely to be found in any but the most informal written contexts.” I find this excellent. It even tells who will hurt you if you make a mistake, and it withholds aid and comfort from those friends of cancer and money, those greedy enemies of the language who teach our children to say after school, “Winston tastes good like a cigarette should.
Kurt Vonnegut Jr. (Welcome to the Monkey House)
Accomplishing the maximum impact on student learning depends on teams of teachers working together, with excellent leaders or coaches, agreeing on worthwhile outcomes, setting high expectations, knowing the students’ starting and desired success in learning, seeking evidence continually about their impact on all students, modifying their teaching in light of this evaluation, and joining in the success of truly making a difference to student outcomes.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
Commenting acidly on a writer whom I perhaps too naively admired, my old classics teacher put on his best sneer to ask: 'Wouldn't you say, Hitchens, that his writing was somewhat journalistic?' This lofty schoolmaster employed my name sarcastically, and stressed the last term as if he meant it to sting, and it rankled even more than he had intended. Later on in life, I found that I still used to mutter and improve my long-meditated reply. Émile Zola—a journalist. Charles Dickens—a journalist. Thomas Paine—another journalist. Mark Twain. Rudyard Kipling. George Orwell—a journalist par excellence. Somewhere in my cortex was the idea to which Orwell himself once gave explicit shape: the idea that 'mere' writing of this sort could aspire to become an art, and that the word 'journalist'—like the ironic modern English usage of the word 'hack'—could lose its association with the trivial and the evanescent.
Christopher Hitchens
The fact is that life is not a race: success in life isn’t determined by how well you do compared to other people. It’s determined by whether you are able to achieve whatever hopes and dreams you set for yourself: to build a great company, to write a great book, to excel as a computer programmer, to be a great teacher or a great plumber. None of that requires besting others; the favorable circumstances they enjoy can’t hold you back. Exactly the reverse is true.
Don Watkins (Equal Is Unfair: America's Misguided Fight Against Income Inequality)
You might wonder why a waitress, bricklayer, or doctor—individuals neither born into a warrior heritage nor involved in the profession of arms—would want to think of themselves as warriors in today’s society. One could have asked Funakoshi the same question. If you recall, the warrior caste in Okinawa and Japan were abolished shortly after his birth. He no longer had any legal status as a warrior. In fact, he was a school teacher by occupation. But that didn’t change his identity. He was still a member of an elite part of society. Warriors are special people. Since they understand the concept of honor, they set their ethical standards above most of the rest of society. Since they pattern their lives around the pursuit of excellence, they tend to achieve in their chosen vocations. Why would people in today’s society want to think of themselves as warriors? Because warriorship is an extraordinary and powerful way to live!
Forrest E. Morgan (Living the Martial Way: A Manual for the Way a Modern Warrior Should Think)
The English word Atonement comes from the ancient Hebrew word kaphar, which means to cover. When Adam and Eve partook of the fruit and discovered their nakedness in the Garden of Eden, God sent Jesus to make coats of skins to cover them. Coats of skins don’t grow on trees. They had to be made from an animal, which meant an animal had to be killed. Perhaps that was the very first animal sacrifice. Because of that sacrifice, Adam and Eve were covered physically. In the same way, through Jesus’ sacrifice we are also covered emotionally and spiritually. When Adam and Eve left the garden, the only things they could take to remind them of Eden were the coats of skins. The one physical thing we take with us out of the temple to remind us of that heavenly place is a similar covering. The garment reminds us of our covenants, protects us, and even promotes modesty. However, it is also a powerful and personal symbol of the Atonement—a continuous reminder both night and day that because of Jesus’ sacrifice, we are covered. (I am indebted to Guinevere Woolstenhulme, a religion teacher at BYU, for insights about kaphar.) Jesus covers us (see Alma 7) when we feel worthless and inadequate. Christ referred to himself as “Alpha and Omega” (3 Nephi 9:18). Alpha and omega are the first and last letters of the Greek alphabet. Christ is surely the beginning and the end. Those who study statistics learn that the letter alpha is used to represent the level of significance in a research study. Jesus is also the one who gives value and significance to everything. Robert L. Millet writes, “In a world that offers flimsy and fleeting remedies for mortal despair, Jesus comes to us in our moments of need with a ‘more excellent hope’ (Ether 12:32)” (Grace Works, 62). Jesus covers us when we feel lost and discouraged. Christ referred to Himself as the “light” (3 Nephi 18:16). He doesn’t always clear the path, but He does illuminate it. Along with being the light, He also lightens our loads. “For my yoke is easy,” He said, “and my burden is light” (Matthew 11:30). He doesn’t always take burdens away from us, but He strengthens us for the task of carrying them and promises they will be for our good. Jesus covers us when we feel abused and hurt. Joseph Smith taught that because Christ met the demands of justice, all injustices will be made right for the faithful in the eternal scheme of things (see Teachings, 296). Marie K. Hafen has said, “The gospel of Jesus Christ was not given us to prevent our pain. The gospel was given us to heal our pain” (“Eve Heard All These Things,” 27). Jesus covers us when we feel defenseless and abandoned. Christ referred to Himself as our “advocate” (D&C 29:5): one who believes in us and stands up to defend us. We read, “The Lord is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust; my buckler” (Psalm 18:2). A buckler is a shield used to divert blows. Jesus doesn’t always protect us from unpleasant consequences of illness or the choices of others, since they are all part of what we are here on earth to experience. However, He does shield us from fear in those dark times and delivers us from having to face those difficulties alone. … We’ve already learned that the Hebrew word that is translated into English as Atonement means “to cover.” In Arabic or Aramaic, the verb meaning to atone is kafat, which means “to embrace.” Not only can we be covered, helped, and comforted by the Savior, but we can be “encircled about eternally in the arms of his love” (2 Nephi 1:15). We can be “clasped in the arms of Jesus” (Mormon 5:11). In our day the Savior has said, “Be faithful and diligent in keeping the commandments of God, and I will encircle thee in the arms of my love” (D&C 6:20). (Brad Wilcox, The Continuous Atonement, pp. 47-49, 60).
Brad Wilcox
I am criticizing the professionalization of teaching children because these young human beings are not cogs in a machine, And I am trying to identify the root of the problem for all those wonderful adults who went into teaching thinking that they could commit to nurturing the lives of many children only to end up having the system squash their excellent motives. Our current school system replicates factories and requires classroom managers more than teachers. Teachers are appreciably frustrated.
Leigh A. Bortins (CORE)
I'll be partners with Christopher," said Thomas at their next training exercise, sounding resigned. "Excellent, I will be partners with James," said Matthew. "He reminds me of the nobility of the Shadowhunter way of life. He keeps me right. If I am parted from him I will become distracted by truth and beauty. I know I will." Their teachers seemed extremely pleased that Matthew was actually participating in training courses now, aside from the courses only for the elites, in which Thomas reported that Matthew was still determined to be hopeless.
Cassandra Clare (Nothing but Shadows (Tales from Shadowhunter Academy, #4))
Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.
Carl Sagan (The Demon-Haunted World: Science as a Candle in the Dark)
What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.
Gillian Dowley McNamee (The High-Performing Preschool: Story Acting in Head Start Classrooms)
Neither are the humanistic scholars and artists of any great help these days. They used to be, and were supposed to be, as a group, carriers of and teachers of the eternal verities and the higher life. The goal of humanistic studies was defined as the perception and knowledge of the good, the beautiful, and the true. Such studies were expected to refine the discrimination between what is excellent and what is not (excellence generally being understood to be the true, the good, and the beautiful). They were supposed to inspire the student to the better life, to the higher life, to goodness and virtue. What was truly valuable, Matthew Arnold said, was 'the acquainting ourselves with the best that has been known and said in the world.' [...] No, it is quite clear from our experience of the last fifty years or so that the pre-1914 certainties of the humanists, of the artists, of the dramatists and poets, of the philosophers, of the critics, and of those who are generally inner-directed have given way to a chaos of relativism. No one of these people now knows how and what to choose, nor does he know how to defend and validate his choice.
Abraham H. Maslow (Religions, Values, and Peak-Experiences (Compass))
FAILURE CAN BE A GREAT TEACHER “When I was in tenth grade I decided to take an AP computer science class. I ended up failing the AP exam. But I would not accept the failure, so I took the class and the test again the following year. Somehow, staying away from programming for nearly a year and then coming back to it made me realize how much I truly enjoyed it. I passed the test easily on the second try. If I had been too afraid of failure to take the computer science class the first time, and then a second time, I would certainly not be what I am today, a passionate and happy computer scientist.
Barbara Oakley (A Mind for Numbers: How to Excel at Math and Science (Even If You Flunked Algebra))
there is no stronger taboo today than talking about race. In many cases, just being accused of “racism” can get you fired. Yet, teachers in America know the races differ in school achievement; policemen know the races differ in crime rates; social workers know the races differ in rates of welfare dependency or getting infected with AIDS. And sports fans know that Blacks excel at boxing, basketball, and running. They all wonder why. Some blame poverty, White racism, and the legacy of slavery. Although many doubt that “White racism” really tells the whole story, few dare share their doubts. When it comes to race, do you really dare to say what you think?
J. Philippe Rushton
Today, we’re learning about ripples. Different objects cause different wave and ripple patterns,” the teacher said. “What is the only way to stop a ripple, according to the laws of physics?” “Help it dissipate to its smallest energy state,” a student answered. “Excellent. How do we do that?” “Calm the pond,” Charlie answered. “That’s right. You need to calm the pond somehow. So how do we do that?” “You need to cause something to happen that provides an equal and opposite reaction?” Bernie said, unsure. “Exactly! What happens when you have two forces, equal and opposite, colliding?” “They cancel each other out!” a student at the front of the class called out.
N.A. Leigh (Mr. Hinkle's Verum Ink: the navy blue book (Mr. Hinkle's Verium Ink 1))
I was at first unwilling to show my teacher my own work, but after I summoned the courage he was generous in his praise and astute in his criticism. Thus I learned a number of the professional artist's tricks: clever matters of line and shadow. He also spoke freely of the new styles of painting, the abandonment of high wigs and whalebone for flowing costumes, and that most excellent word, Truth. "Portraiture should not be confused with flattery," he said. "What is more ridiculous than a stout duchess tricked out in hoops, masquerading as a goddess? Use your excellent eye to record what you see, Mrs. Croxon. Painting is eighty parts looking to twenty parts moving one's brush.
Martine Bailey (A Taste for Nightshade)
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!
J.K. Rowling (Harry Potter and the Deathly Hallows (Harry Potter, #7))
By contrast, the merely good students had totaled eight thousand hours, and the future music teachers had totaled just over four thousand hours. Ericsson and his colleagues then compared amateur pianists with professional pianists. The same pattern emerged. The amateurs never practiced more than about three hours a week over the course of their childhood, and by the age of twenty they had totaled two thousand hours of practice. The professionals, on the other hand, steadily increased their practice time every year, until by the age of twenty they, like the violinists, had reached ten thousand hours. The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals,” musicians who floated effortlessly to the top while practicing a fraction of the time their peers did. Nor could they find any “grinds,” people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks. Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That’s it. And what’s more, the people at the very top don’t work just harder or even much harder than everyone else. They work much, much harder. The idea that excellence at performing a complex task requires a critical minimum level of practice surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.
Malcolm Gladwell (Outliers: The Story of Success)
And so I learned things, gentlemen. Ah, one learns when one has to; one learns when one needs a way out; one learns at all costs. One stands over oneself with a whip; one flays oneself at the slightest opposition. My ape nature fled out of me, head over heels and away, so that my first teacher was almost himself turned into an ape by it and was taken away to a mental hospital. Fortunately he was soon let out again. But I used up many teachers, several teachers at once. As I became more confident of my abilities, as the public took and interest in my progress and my future began to look bright, I engaged teachers for myself, engaged them in five communicating rooms, and took lessons from all at once by dint of leaping from one room to the other. That progress of mine! How the rays of knowledge penetrated from all sides into my awakening brain? I do not deny it: I found it exhilarating. But I must also confess: I did not overestimate it, not even then, much less now. With an effort which up till now has never been repeated I managed to reach the cultural level of an average European. In itself that might be nothing to speak of, but it is something insofar as it has helped me out of my cage and opened a special way out for me, the way of humanity. There is an excellent idiom: to fight one’s way through the thick of things; that is what I have done, I have fought through the thick of things. There was nothing else for me to do, provided that freedom was not to be my choice. As I look back on my development and survey what I have achieved so far, I do not complain, but I am not complacent either. With my hands in my trouser pockets, my bottle of wine on the table, I half lie and half sit in my rocking chair and gaze out of the window: If a visitor arrives I receive him with propriety. My manager sits in the anteroom; when I ring, he comes and listens to what I have to say. Nearly every evening I give a performance, and I have a success that could hardly be increased. When I come home late at night from banquets, from scientific receptions, from social gatherings, there sits waiting for me a half-trained chimpanzee and I take comfort from her as apes do. By day I cannot bear to see her; for she has the insane look of the bewildered half-broken animal in her eye, no one else sees it, but I do, and I cannot bear it. On the whole, at any rate, I have achieved what I have set out to achieve. But do not tell me that it was not worth the trouble. In any case, I am not appealing to any man’s verdict. I am only imparting knowledge, I am only making a report. To you also, honored Members of the Academy, I have only made a report.
Franz Kafka (A Report for an Academy)
You learn about them when you study explorers and health people and all the other people. But everything there now is black this and black that. I let it wash over me the best I could, but it wasn’t easy. Years ago, East Orange High was excellent. Kids coming out of East Orange High, especially out of the honors program, would have their choice of colleges. Oh, don’t get me started on this subject. What happened to Coleman with that word ‘spooks’ is all a part of the same enormous failure. In my parents’ day and well into yours and mine, it used to be the person who fell short. Now it’s the discipline. Reading the classics is too difficult, therefore it’s the classics that are to blame. Today the student asserts his incapacity as a privilege. I can’t learn it, so there is something wrong with it. And there is something especially wrong with the bad teacher who wants to teach it. There are no more criteria, Mr. Zuckerman, only opinions. I often wrestle with this question of what everything used to be. What education used to be.
Philip Roth (The Human Stain (The American Trilogy, #3))
Me, and Miss Bessie. Miss Bessie, too, must have been up late. I couldn’t imagine her doing anything as lax and unguarded as sleeping. Her eyes – not sarcastic eyes, I now realized, but merry eyes, the eyes of an elderly child, crinkled at the corners as if she were suppressing a joke or a quaint piece of wisdom – surely those eyes of hers never closed. Perhaps she was the one responsible for choosing our required reading material – she, and a group of others like her, all of a certain age, all with excellent suits, all with real stones in their lapel brooches, all with qualifications. They got together, they had secret meetings, they conferred, they cooked up our book list among them. They knew something we needed to know, but it was a complicated thing – not so much a thing as a pattern, like the clues in a detective story once you started connecting them together. These women – these teachers – had no direct method of conveying this thing to us, not in a way that would make us listen, because it was too tangled, it was too oblique. It was hidden within the stories.
Margaret Atwood (Moral Disorder and Other Stories)
GIVE ME THE SONGS OF A NATION” Sing for joy to God our strength; shout aloud to the God of Jacob! Begin the music, strike the timbrel, play the melodious harp and lyre. Psalm 81:1–2 Let these two quotations wash over you:           “I am the art in your arthouses, the ideas in your institutions, the laws in your land, the message in your movies, the thoughts of your teachers, the values your kids value. I affect you. Do you affect me?”—Culture And also this one, from the fifth-century BC Greek musician Damon of Athens:           Give me the songs of a nation, and it matters not who writes its laws. I wish more of us—especially our politicians—realized that ideas have consequences in the real world. When we embrace certain ideals in our movies and songs (sex without restraint, for example, which happened during the “free love” 1970s), it affects our culture in ways that rules and regulations can’t undo. SWEET FREEDOM IN Action Today, don’t let movies, songs, and the arts be dominated by liberals. Instead, arm your Christian children and grandkids with a solid worldview and encourage them to enter these areas boldly and with excellence.
Sarah Palin (Sweet Freedom: A Devotional)
Help your children grow and excel in the gifts God has given them. Let them know you're on their team. s a mom I want to leave a legacy that goes way beyond ordinary life skills such as cooking and cleaning. I want to teach values about caring for ourselves and others and shaping a godly atmosphere at home and in our lives. The time you spend teaching your daughters the joys and responsibilities of womanhood will benefit generations to come. And we teach best by what we are, don't we? Not by what we say. And how we raise our sons demonstrates how they should treat the women they encounter: teachers, moms, their wives, and daughters. My prayer is, "Lord, may Your love permeate my heart and life. May the gentle but strong spirit of being a woman of Yours add beauty and meaning to generations to come. Amen." on't you love springtime? It's a time for planting, for growing, for awakening. There's no better place to be than your garden. My first garden was nothing more than a sweet potato in a jar. Remember those? And flowers! They're food to my soul. My mama would always pick a few to float in a bowl or gather in a jelly jar. And once in a while we'd splurge and spend precious money on daisies or carnations from a
Emilie Barnes (365 Things Every Woman Should Know)
Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.
Jewel Spears Brooker (Reading the Waste Land: Modernism and the Limits of Interpretation)
Before I walked into the door, the room got shades darker as a cloud did a summersault in front of the sun. I turned my head up to the sky and saw Gauss in the glass smirking down at me. In that moment I was reminded of a story about Gauss. 
 When he was in the fifth grade, his teacher wanted some quiet, so he asked his class to add up all the numbers from 1-100. Thinking he had plenty of time to relax, he was shocked that within minutes Gauss had an answer. Gauss had cleverly noticed that the numbers 1 and 100 added up to 101, and 2 and 99 also added up to 101 and on down until you hit 50 and 51. So there are 50 pairs of 101, and a simple multiplication problem by Gauss left his teacher perplexed.
 The recollection of this story reminded me about my own fifth grade experience. Thor was the volunteer at my school for the “Math Superstar” program. After each assignment, stars of various colors signifying degrees of excellence were stuck on all the papers handed in. Like the Olympics, gold was the highest honor. 
 Wendy, the girl who sat next to me, was baffled that no matter how many wrong answers I got (usually all of them), I consistently had gold stars on my papers. She thought Thor was showing a personal bias towards me, but the truth is that I knew where he kept his boxes of stars, so I simply awarded myself what I thought I deserved. Hey, Gauss, how’s that for clever?
Jarod Kintz (Gosh, I probably shouldn't publish this.)
I remember a story by a flight instructor I knew well. He told me about the best student he ever had, and a powerful lesson he learned about what it meant to teach her. The student excelled in ground school. She aced the simulations, aced her courses. In the skies, she showed natural skill, improvising even in rapidly changing weather conditions. One day in the air, the instructor saw her doing something naïve. He was having a bad day and he yelled at her. He pushed her hands away from the airplane’s equivalent of a steering wheel. He pointed angrily at an instrument. Dumbfounded, the student tried to correct herself, but in the stress of the moment, she made more errors, said she couldn’t think, and then buried her head in her hands and started to cry. The teacher took control of the aircraft and landed it. For a long time, the student would not get back into the same cockpit. The incident hurt not only the teacher’s professional relationship with the student but the student’s ability to learn. It also crushed the instructor. If he had been able to predict how the student would react to his threatening behavior, he never would have acted that way. Relationships matter when attempting to teach human beings—whether you’re a parent, teacher, boss, or peer. Here we are talking about the highly intellectual venture of flying an aircraft. But its success is fully dependent upon feelings.
John Medina (Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School)
The introduction to the original book as I found it in Greece contains many interesting points, since it shows that educators in foreign countries, notably in Germany, had come to the same conclusion with our best American teachers. The editor of the little Greek reading-book says: "In editing this work we have made use not only of Homer's 'Odyssey,' but also of that excellent reader which is used in the public schools of Germany, Willman's 'Lesebuch aus Homer.' We have divided the little volume into three parts, the first of which gives a short resumé of the war against Troy and the destruction of that city, the second the wanderings of Odysseus till his arrival in Ithaca, the third his arrival and the killing of the wooers. We have no apology to make in presenting this book to the public as a school-book, since many people superior to us have shown the need of such books in school-work. The new public schools, as is well known, have a mission of the highest importance. They do not aim, as formerly, at absolute knowledge pounded into the heads of children in a mechanical way. Their aim is the mental and ethical development of the pupils. Reading and writing lead but half way to this goal. With all nations the readers used in the public schools are a collection of the noblest thoughts of their authors." The Greek editor had never read the inane rat and cat stories of American school "readers" when he wrote that.
Homer (Odysseus, the Hero of Ithaca Adapted from the Third Book of the Primary Schools of Athens, Greece)
The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
The Times Exclusive Reveal of Windermere Six Thanks to an anonymous source, the Times is pleased to share an exclusive list of the six children who were transported yesterday evening to Hollingsworth Hall, the magnificent and secluded home of Camilla Lenore DeMoss, the Countess of Windermere. They are, in no particular order: Oliver Appleby: Heir to the Appleby Jewelry fortune. This young chap is known to be an excellent student who also excels at rowing and cricket. Viola Dale: The Dales are well known throughout London for their dedication to social reform and relief for those in distress. Young Viola has been a presence on the charitable event circuit since the age of two. Frances Wellington: Miss Wellington's parents are internationally known art collectors who have an impeccable eye for up-and-coming talent in sculpture and painting. They also delve into gems of historical value. Frances is privately tutored, and her deliciously expensive introduction to London society is already being buzzed about. Barnaby Trundle: Young Barnaby attends school in South London. His father works in the textile industry. One of his teachers says Barnaby is "occasionally quick-tempered with other boys in his form." Edward Herringbone: The Herringbones are close acquaintances with the aforementioned Dales, their own admirable interests lying mainly in reducing poverty by increasing educational opportunities. Edward has been called "an indubitable library of a boy" by one of his teaching masters at St. Stephen's. Tabitha Crum: Miss Crum's father is employed by the Wilting Bank of South London. A neighbor of the family says that the lucky child "talks to herself" and calls the Crums "socially famished.
Jessica Lawson (Nooks & Crannies)
Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.
Daniel Coyle (The Culture Code: The Secrets of Highly Successful Groups)
If you are a great warrior, you are supposed to be prepared to humble yourself before the lowest opponent. If you are a great general, you are supposed to be prepared to humble yourself before the lowest soldier. If you are a great politician, you are supposed to be prepared to humble yourself before for the lowest constituent. If you are a great governor, you are supposed to be prepared to humble yourself before for the lowest peasant. If you are a great president, you are supposed to be prepared to humble yourself before the lowest citizen. If you are a great leader, you are supposed to be prepared to humble yourself before for the lowest servant. If you are a great pastor, you are supposed to be prepared to humble yourself before the lowest parishioner. If you are a great prophet, you are supposed to be prepared to humble yourself before the lowest seer. If you are a great pope, you are supposed to be prepared to humble yourself before the lowest priest. If you are a great teacher, you are supposed to be prepared to humble yourself before for the lowest student. If you are a great guru, you are supposed to be prepared to humble yourself before for the lowest disciple. If you are a great architect, you are supposed to be prepared to humble yourself before the lowest mason. If you are a great engineer, you are supposed to be prepared to humble yourself before the lowest mechanic. If you are a great inventor, you are supposed to be prepared to humble yourself before for the lowest scientist. If you are a great doctor, you are supposed to be prepared to humble yourself before for the lowest nurse. If you are a great judge, you are supposed to be prepared to humble yourself before the lowest lawyer. If you are a great artist, you are supposed to be prepared to humble yourself before the lowest apprentice. If you are a great coach, you are supposed to be prepared to humble yourself before for the lowest athlete. If you are a great genius, you are supposed to be prepared to humble yourself before for the lowest talent. If you are a great philanthropist, you are supposed to be prepared to humble yourself before for the lowest beggar. In the school of patience, it is the long suffering who graduate. In the school of generosity, it is the kind who graduate. In the school of activism, it is the devoted who graduate. In the school of honor, it is the noble who graduate. In the school of wisdom, it is the prudent who graduate. In the school of knowledge, it is the curious who graduate. In the school of insight, it is the observant who graduate. In the school of understanding, it is the intelligent who graduate. In the school of success, it is the excellent who graduate. In the school of eminence, it is the influential who graduate. In the school of conquest, it is the fearless who graduate. In the school of enlightenment, it is the humble who graduate. In the school of courage, it is the hopeful who graduate. In the school of fortitude, it is the determined who graduate. In the school of leadership, it is servants who graduate. In the school of talent, it is the skilled who graduate. In the school of genius, it is the brilliant who graduate. In the school of greatness, it is the persevering who graduate. In the school of transcendence, it is the fearless who graduate. In the school of innovation, it is the creative who graduate.
Matshona Dhliwayo
But parents aren't the only ones who can address stereotype threat. There's a lot that educators at all levels can do. Dr. Steele emphasizes the role that teachers of diverse students can play in helping their students of color excel by taking an interest in them, their families, and their lives; by earning their trust; and by helping them understand that they see their potential.
Michele Stephenson (Promises Kept: Raising Black Boys to Succeed in School and in Life)
So it's a strife here, in a way, between position—between the CEO and the top salesman; between the principal and the best teacher; between Miller Huggins, the manager, and Babe Ruth, the best baseball player who ever lived; between the person who can really do it, and the person who is in charge. Those are incommensurable excellences, and then and now they often come into conflict. So here—that is the rage within the rage, the conflict within the conflict, that Homer is interested in chronicling.
Timothy B. Shutt (Monsters, Gods, and Heroes: Approaching the Epic in Literature)
what of the Old Testament? This was written in Hebrew except for portions of the Book of Daniel and the Book of Ezra which were written in Aramaic. Hebrew, by the mere fact that it is a dead language, leaves us open to much debate as to proper modern English word to apply to an ancient word that has been dead for twenty five hundred years. When it comes to dealing with a dead language we are at the mercy of our linguist and various other scholars to guide us into tracing the origins and roots of an ancient dead language. A translator must not ignore the science of linguistics when translating the Word of God. Yet, any schooled linguist will tell you that the translations you finally arrive at are still just man’s best guess. The proof of this lies in the numerous modern English translations of the Bible that we have today. They are all good, even excellent and well documented translations, translated by skilled translators and yet they all have subtle differences because their final translations are still man’s best guess.
Chaim Bentorah (Hebrew Word Study: A Hebrew Teacher Finds Rest in the Heart of God)
How did we come to think that if we just did things “right” we would have a model family? Perhaps this illusion has come, in part, because we have heard erroneous teaching on the book of Proverbs. The book of Proverbs, like every book in the biblical canon, is divinely inspired, but we must understand its genre. A proverb is a maxim that we should follow because it leads us in the wisest path. But it is a probability, not a promise. For example, we are told:   A slack hand causes poverty, but the hand of the diligent makes rich. (Proverbs 10:4) This is a maxim, which means it is generally true that the lazy person will be poor and the diligent person will have plenty. But a lazy person can win the lottery and a diligent person can have a tornado destroy his crops. That does not disprove the proverb, because a proverb is simply a probability. As we looked at before when we considered God's use of metaphor, when we do not interpret Scripture according to its genre, we misinterpret Scripture. Yet many teachers quote proverbs as if they are in the genre of promises, and so we are disappointed in God when we experience an exception to what our Christian community may have promoted as a “promise.” One of the most misunderstood verses in our Christian communities is Proverbs 22:6: Train up a child in the way he should go; even when he is old he will not depart from it. This is generally true, but it is not a promise. In other words, a child who departs from the truth may still have been trained in the way he should go. Likewise, it is possible that if you are an excellent wife, your children and husband will rise up and call you blessed (Proverbs 31:28). But they might not. It's not up to us to decide what happens; it's up to us to be faithful.
Dee Brestin (Idol Lies: Facing the Truth About Our Deepest Desires)
In his excellent book on classical music practice, The Perfect Wrong Note, pianist and teacher William Westney describes the need for privacy like this: The reason so many of us lose our bearings about practising early in life is that we practice in living rooms with other family members in earshot—and healthy practice would simply sound too obnoxious, intrusive, repetitious and unmusical for others to hear without annoyance.[1] There are two kinds of privacy that a practice room of your own will give you: one is inward, and the other is outward. The inward privacy is the knowledge that nobody can hear you, allowing you the freedom to experiment with any sound you want without fear of being judged. But it’s the long hours and the repetition that gets to others. In a private space, you can repeat something over and over and over again without fear of annoying anybody. Don’t assume the need for practice privacy will go away the better you get. Consider what the great composer Igor Stravinsky wrote in his autobiography: My family and I were quartered in a hotel in which it was impossible for me to compose. I was anxious, therefore, to find a piano some place where I could work in peace. I have never been able to compose unless sure that no one could hear me. A music dealer...provided me with a sort of lumber room full of empty Chocolat Suchard packing cases, which opened on to a chicken run.[2] That practice room wasn’t quite what Stravinsky was looking for, and he soon found another that suited him. Keep looking for a practice space that works for you.
Jonathan Harnum (The Practice of Practice)
Falko Rheinberg, a German researcher, studied teachers demonstrating the fixed and growth mindsets. The achievements level of fixed mindset teachers remained unchanged. But under the direction of a growth mindset teacher, both low- and high-achieving students excelled by the end of the year.
2 Minute Insight (Mindset: The New Psychology of Success…In 15 Minutes – The Optimist’s Summary of Carol Dweck’s Best Selling Book)
A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students Improve reading and writing skills Establish classroom management and discipline Integrate real-life experiences into the classroom Introduce real-life experiences outside the classroom Serve as an effective student-parent liaison Work collaboratively with administration and peers Possess strong academic credentials Have nine years of experience supported by excellent references
Jay A. Block (101 Best Ways to Land a Job in Troubled Times)
Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.
Patsy M. Lightbown (How Languages are Learned)
Dante gives excellent advice to teachers when he says, "Let thy words be counted." The more carefully we cut away useless words, the more perfect will become the lesson. And
Maria Montessori (The Montessori Method (Illustrated))
Christians must not forbear speaking the truth, for fear of offending others. The false teachers who drew the Galatians from the truth of the gospel were designing men. They pretended affection, but they were not sincere and upright. An excellent rule is given. It is good to be zealous always in a good thing; not for a time only, or now and then, but always. Happy would it be for the church of Christ, if this zeal was better maintained.
Matthew Henry (Whole Bible Commentary (Nelson's Concise Series))
Good tennis players are those who beat other tennis players, and a good shot during play is one the opponent can't return. But that's not a truth about life or excellence -- it's a truth about tennis. We've created an artificial structure in which one person can't succeed without doing so at someone else's expense, and then we accuse anyone who prefers other kinds of activities of being naive because "there can be only one best -- you're it or you're not," as the teacher who delivered that much-admired you're-not-special commencement speech declared. You see the sleight of hand here? The question isn't whether everyone playing a competitive game can win or whether every student can be above average. Of course they can't. The question that we're discouraged from asking is why our games are competitive -- or our students are compulsively ranked against one another -- in the first place.
Alfie Kohn (The Myth of the Spoiled Child: Coddled Kids, Helicopter Parents, and Other Phony Crises)
Critics can point out the problems in your manuscript, they can offer the right diagnosis, but they may not be able to suggest a remedy. It takes an excellent teacher, someone who has mastered the art of writing, to tell you how to correct a problem. Agents and publishers don’t have time to be teachers (and may not know the solution). A lot of critics (including those in writer’s workshops) want to help, but may not know what the correct remedy is. But that should not stop a dedicated writer. Listen to the criticism, even if it hurts. Learn from it. Even if your critic can’t offer a solution, you will be able to find one, eventually. It may mean slaving over the manuscript until you’re ready to burn it, or it may mean putting it aside until you can look at it with fresh eyes. Let the sting of criticism drive you toward excellence.
Christine Silk
Given this lack of evidence, why has the meshing hypothesis proved so tenacious? The authors of the paper suspect that learning style theories ‘may reflect the fact that people are concerned that they, and their children, be seen and treated by educators as unique individuals’ (2008: 107). Moreover, learning styles offer unsuccessful learners (and their parents) a stick to beat their teachers with: ‘If a person or a person’s child is not succeeding or excelling in school, it may be more comfortable for the person to think that the educational system … is responsible [and] that the fault lies with instruction being inadequately tailored to one’s learning style’ (ibid.). Learning styles, in other words, are a convenient untruth.
Scott Thornbury (Big Questions in ELT)
Ignoring all the whispering couples around him, Vaughn taught me to bowl while I faked like I cared. We were both on the outs and I suspected he wanted to find a new buddy now that Judd was attached to his angel. Every time Tawny laughed, Vaughn’s frown darkened. “You should be happy for them,” I said as he guided me towards the alley. “I am. Fucking overwhelmed with happiness. Now, pay attention.” When I flinched at his tone, Vaughn sighed. “It gets boring when your best friend is busy mating like a rabbit.” “My best friend ditched me too, so I found new friends. Maybe you should too.” “Crap no. Sounds like too much effort.” I grinned. “You could play with Bailey. Here, she comes.” Vaughn didn’t even glance at the arriving blonde who threw her hands in the air. “I got dumped again! Men suck! I hate them all!” she cried, enjoying a hug from Tawny. “Who wants to set me up now?” “I thought you hated men,” Tucker mumbled with his mouth full of a hot dog. “I do, but one of them has got to work, right? Everyone in the world gets someone good, but I get shit. It’s not fair. I’m nicer than anyone ever.” This comment elicited laughter from the crew including Vaughn who took my bowling ball and rolled it for me. “Look,” he said,” you got a strike. I’m an excellent teacher.” “Best ever.
Bijou Hunter (Damaged and the Cobra (Damaged, #3))
But to worship at the altar of “just read” fails to see reading for what it actually is: a complex and nuanced interplay of decoding, vocabulary, subject matter, and contextual knowledge. Well-intended but misguided teachers and administrators have imposed a kind of illiteracy on low-income children of color by focusing their attention relentlessly in the mirror, instead of out the window. Reading comprehension is not a skill you teach but a condition you create.
Robert Pondiscio (How The Other Half Learns: Equality, Excellence, and the Battle Over School Choice)
As whites cease to be the mainstream, their interests become less important. In 2008, the College Board, the New York-based non profit that administers Advanced Placement (AP) tests, announced it was dropping AP courses and exams in Italian, Latin literature, and French literature. Blacks and Hispanics are not interested in those subjects, and they were the groups the College Board wanted to reach. In Berkeley, California, the governance council for the school district came up with a novel plan for bridging the racial achievement gap: eliminate all science labs, fire the five teachers who run them, and spend the money on “underperforming” students. The council explained that science labs were used mainly by white students, so they were a natural target for cuts. Many schools have slashed enriched programs for gifted students because so few blacks and Hispanics qualify for them. Evanston Township High School in Illinois prides itself on diversity and academic excellence but, like so many others, is dismayed that the two do not always go together. In 2010 it eliminated its elite freshman honors courses in English because hardly any blacks or Hispanics met the admission criteria. The honors biology course was scheduled for elimination the next year.
Jared Taylor (White Identity: Racial Consciousness in the 21st Century)
Jed Fernandez is also excellent for classroom teaching. Teachers can engage students in a classroom vocabulary or grammar review. Jed Fernandez is suitable for intermediate and advanced esl learners. It can be used to energize a dull class, to review work that was done or simply as a reward for good classroom work. Have fun teaching and learning English. jedfernandezimages.blogspot.com
Jed Fernandez