Flexible Teacher Quotes

Unfortunately, teaching kids to embrace the unknown while maintaining their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. Teachers themselves usually lack the mental flexibility that the twenty-first century demands, since they themselves are the product of the old educational system.

We can begin anything we do—start our day, eat a meal, or walk into a meeting—with the intention to be open, flexible, and kind. Then we can proceed with an inquisitive attitude. As my teacher Chögyam Trungpa Rinpoche used to say, “Live your life as an experiment.

There is no place i'd rather stay especially if it means more of your apple cinnamon pancakes for breakfast. Preferably served in bed by you completely naked, but i'm flexible.

By the time these students enter the workforce, many of the jobs they will apply for ill be in industries that don't even exist yet. That's a hard future to prepare someone for. Teachers have their sights set on the real goal: not to produce Ivy League graduates, but to encourage the development of naturally curious, confident, flexible, and happy learners who are ready for whatever the future has in store.

Personalization means teachers taking account of these differences in how they teach different students. It also means allowing for flexibility within the curriculum so that in addition to what all students need to learn in common, there are opportunities for them to pursue their individual interests and strengths as well.

‎Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.

To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and learn to feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown while maintaining their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. Teachers themselves usually lack the mental flexibility that the twenty-first century demands, since they themselves are the product of the old educational system.

Independence and unvarying reliability, and to pay attention to nothing, no matter how fleetingly, except the logos. And to be the same in all circumstances—intense pain, the loss of a child, chronic illness. And to see clearly, from his example, that a man can show both strength and flexibility. His patience in teaching. And to have seen someone who clearly viewed his expertise and ability as a teacher as the humblest of virtues. And to have learned how to accept favors from friends without losing your self-respect or appearing ungrateful. On Apolonius

Teachers have their sights set on the real goal: not to produce Ivy League graduates, but to encourage the development of naturally curious, confident, flexible, and happy learners who are ready for whatever the future has in store.

What you call the personality is an inflexible accumulation of emotive images. The real personality appears in your stillness only when you need it and disappears when the situation no longer calls for it. It is flexible without a periphery. It is multidimensional, free from psychological interference. When you are called upon to be a mother, a father, a lover, a student, a teacher, a fighter, you are these temporarily, but they do not remain as a state you identify with. Then there is love, there is affection without affectivity.

Flexibility is just as essential for divinity as is discipline. Your job, then, should you choose to accept it, is to keep searching for the metaphors, rituals and teachers that will help you move ever closer to divinity.

You cannot learn resilience by reading a book or listening to a lecture. Teachers themselves usually lack the mental flexibility that the twenty-first century demands, since they themselves are the product of the old educational system.

Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system.

Sonnet of Superpowers Poet's superpower is their pain, Philosopher's superpower is reason. Scientist's superpower is their brain, Artist's superpower is their vision. Janitor's superpower is cleanliness, Hooker's superpower is practical piety. Bartender's superpower is resilience, Teacher's superpower is curiosity. Entrepreneur's superpower is stubbornness, Engineer's superpower is "unsliding caliber". Copper's superpower oughta be unbent backbone, Astronaut's superpower is conquest of fear. Humankind's superpower is diversity. Life's superpower is plasticity.

To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.

As strangeness becomes the new normal, your past experiences, as well as the past experiences of the whole of humanity, will become less reliable guides. Humans as individuals and humankind as a whole will increasingly have to deal with things nobody ever encountered before, such as super-intelligent machines, engineered bodies, algorithms that can manipulate your emotions with uncanny precision, rapid man-made climate cataclysms and the need to change your profession every decade. What is the right thing to do when confronting a completely unprecedented situation? How should you act when you are flooded by enormous amounts of information and there is absolutely no way you can absorb and analyse it all? How to live in a world where profound uncertainty is not a bug, but a feature? To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system. The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour some grown-up walks in, and starts talking. They are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven’t created a viable alternative. Certainly not a scaleable alternative that can be implemented in rural Mexico rather than just in upmarket California suburbs.

I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.

Even better, you can still do a lot of learning while on the road now that you have access to self-paced videos and exercises. The same flexibility would apply to teachers. Because of the multiteacher environment, teachers could stagger vacations during the year. No one would be asked to give up a restorative break or time for travel, but these would happen without the need of shutting down the entire system.

There’s a Japanese Zen term called nyushin. Nyu means “soft,” “gentle,” “pliable,” or “meek,” and shin means “mind” or “heart.” Zen master Dogen once asked his teacher, “What is this mind of the bodhisattva?” The teacher said, “It’s this soft and flexible mind.” Dogen asked, “What is this soft mind?” His teacher said, “Soft mind is the willingness to let go of your body and your mind.”1

If you are a person who devotes your life to the welfare of others—as a nurse, teacher, or social activist—meditation practice can protect you from burnout and open your eyes to a deeper understanding of ethical concerns. Bringing a contemplative dimension to your work allows you to honor your convictions while remaining open and flexible, even in the middle of chaos and confusion. If you are a parent or child, friend or lover, listening to the other with an unprejudiced heart, while fully expressing yourself, is a way of practicing the precepts that brings enlightenment into your relationships.

Flexible, customized payment plans demonstrate a school's commitment to individualized support, tailoring fee arrangements to meet the specific needs of each family.

Our profession is a blessed one because it affords the flexibility for everyone to do their job a little differently. There are not two of us who could deliver a lesson in an identical fashion because what we do is driven by our idiosyncratic differences as teachers and as people, such that it would be impossible to do so. As a result, a ‘recipe’ for improving lessons would be inherently obtrusive and perhaps condescending.

Flexibility, like all the Thoughtfully Fit practices, is something you need to work on to improve. Start simple, such as with the outrageous dresser at the parent-teacher meeting or the glacially slow cashier at the convenience store. Find the places where things are none of your business and affect you the least, and use those as your training ground. You’ll be building your Flexibility muscles, so they’ll be ready in more challenging circumstances.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

A great teacher assesses the impact of their teaching as they go along and adapts their teaching according to the information they glean. A great teacher is a readily flexible, ultra-adaptable ‘chameleon teacher’.

Reframing the situation is a powerful tool for reducing cognitive dissonance. It’s fascinating how flexible our minds can be in maintaining internal consistency.

Sheridan’s eyes fell to the watery gateway as he begrudgingly donned the novel wetsuit and pulled on the crown of arc lamps. Following Kunchen’s lead, he cinched it tightly around his waist, feet, and neck. And all the while his eyes returned to the teeming portal. Kunchen took notice. “This whirlpool is like the mighty river of life.” Kunchen said. Sheridan watched as Kunchen dipped his right hand into a shallow pool of ice-crusted water, scooping up the pristine liquid in his cupped fingers. He submitted the handful of water to Sheridan. With the gentle tilt of his right hand he poured it out, watching it trickle into his left hand. With unerring kindness in his eyes, Kunchen became the teacher and Sheridan the pupil: “Observe the water. It is soft, easily bending and transforming to its circumstance.” He poured the water from his left hand. It fell into the writhing water and disappeared in an instant. “But when it joins with the force of the whirlpool it becomes powerful and unstoppable. You must be flexible like the water, feeling the flow of life, tapping into its current. This is the only way.

All instruction in a personalized environment must still focus on standards, yet teachers have considerable flexibility in meeting those standards, especially in skills-based subject areas, such as math and language arts.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

Challenging kids are lacking the skills of flexibility, adaptability, frustration tolerance, and problem solving, skills most of us take for granted. How can we tell that these kids are lacking those skills? One reason is that the research tells us it’s so. But the more important reason is this: because your child isn’t challenging every second of every waking hour. He’s challenging sometimes, particularly in situations where flexibility, adaptability, frustration tolerance, and problem solving are required. Try to think of the last time your child had an outburst and those skills were not required. Complying with adult directives requires those skills. Interacting adaptively with other people—parents, siblings, teachers, peers, coaches, and teammates—does too. Handling disagreements requires those skills, so does completing a difficult homework assignment or dealing with a change in plan. Most kids are fortunate to have those skills. Your behaviorally challenging child was not so fortunate. Because he’s lacking those skills, his life—and yours—is going to be more difficult, at least until you get a handle on things. Understanding why your child is challenging is the first step.

The Holistic Life Foundation’s program combines yoga postures, fluid movement exercises, breathing techniques, and guided mindfulness practices. The movement activities are designed to enhance muscle tone and flexibility, and students learn breathing techniques designed to help them calm themselves. Each class includes a didactic component where instructors talk to students about identifying stressors and using mindfulness and breathing to reduce stress. At the end of each class, students lie on their backs and close their eyes while the instructors guide them through a mindful awareness practice. The program has been offered in a variety of settings in school and outside school.

Just as physical exercise builds muscle, mindful awareness practice builds attentional focus and flexibility.

Finally, a word about teachers. My argument should not be construed as an attack on them. Teaching is a difficult job, as I have found in my experience of working with aspiring young journalists. In France as in every country, there are extraordinary teachers who inspire and motivate their students. As elsewhere, there are also some bad teachers, and a big majority that is diligent, conscientious and not properly recognized for their work. My quarrel is not with them. Quite the contrary : as I will discuss, teachers are the solution to France’s biggest educational problems. Teachers, that is, who are well trained and flexible, more autonomous, better paid and more respected. Unfortunately, the French education system has failed to allow teachers to evolve with the times. It leaves them with no margin for manoeuvre, no responsibility and no encouragement. They shoot teachers here, too, don’t they?

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

C18: A child is autistic or has Asperger's syndrome. Should we use one language only with the child? Children diagnosed with a specific autism spectrum disorder have a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behaviour, with delays in social and emotional development. Such children use language in restricted ways, expecting much consistency in language and communication, and are less likely to learn through language. However, such children may experience the social and cultural benefits of bilingualism when living in a dual language environment. For example, such children may understand and speak two languages of the local community at their own level. Like many parents of children with language impairment, bilingualism was frequently blamed by teachers and other professionals for the early signs of Asperger's, and a move to monolingualism was frequently regarded as an essential relief from the challenges. There is almost no research on autism and bilingualism or on Asperger's syndrome and bilingualism. However, a study by Susan Rubinyi of her son, who has Asperger's syndrome, provides insights. Someone with the challenge of Asperger's also has gifts and exceptional talents, including in language. Her son, Ben, became bilingual in English and French using the one parent–one language approach (OPOL). Susan Rubinyi sees definite advantages for a child who has challenges with flexibility and understanding the existence of different perspectives. Merely the fact that there are two different ways to describe the same object or concept in each language, enlarges the perception of the possible. Since a bilingual learns culture as well as language, the child sees alternative ways of approaching multiple areas of life (eating, recreation, transportation etc.) (p. 20). She argues that, because of bilingualism, her son's brain had a chance to partly rewire itself even before Asperger's syndrome became obvious. Also, the intense focus of Asperger's meant that Ben absorbed vocabulary at a very fast rate, with almost perfect native speaker intonation. Further Reading: Rubinyi, S. (2006) Natural Genius: The Gifts of Asperger's Syndrome . Philadelphia & London: Jessica Kingsley Publishers.

The point of school, after all, isn’t to do homework. The point of school is to learn. It was a mistake to assume that teachers—or anyone else, for that matter—automatically knew what was best for me. Rules are there to help us—to create a culture, to streamline productivity, and to promote success. But we’re not computers that need to be programmed. If you approach your bosses or colleagues with respect, and your goals are in alignment, there’s often room for a little customization and flexibility. And on the other side, those in positions of power shouldn’t force people to adhere to a plan for the sake of protocol. The solution, always, is to listen carefully—to your own needs and to those of the people around you.

Personalized learning means learners... •    know how they learn best. •    are co-designers of the curriculum and the learning environment. •    have flexible learning anytime and anywhere. •    have a voice in and choice about their learning. •    have quality teachers who are partners in learning. •    use a competency-based model to demonstrate mastery. •    self-direct their learning. •    design their learning path for college and career.

there are clear reasons that boys might continue to disengage and that necessary adjustments are not made. • Boys and girls in class together may elicit different and even contradictory teacher responses, resulting in muddy, only partially successful lessons. • State- or school-mandated protocols may not allow teachers flexibility to adjust their teaching to more effective practices. • There may be insufficient openness on the part of teachers or whole schools to examine actual student-teacher dynamics. • Teachers may lack the empathy or the openness to consider the variety of student responses and instead proceed according to a prescribed method or an eccentrically established personal approach. • Other conditions bearing on students’ lives—troubled homes or a lack of physical or emotional safety—may make their engagement in scholastic activity impossible.

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

But isn’t that how science goes! My presentation did not use the straight lines and arrows that one normally sees in family trees. I used the circles as in Conut’s mat. My parents were a bit worried but they saw that it made sense and they felt that my teachers were flexible enough to give credit to innovation where it was useful. I got an A for my paper and learnt two new words – “iteration” and “recursion”. I was not sure I knew what they meant then, but Miss had said that these were the principles we used in making the mat. “Your end is your beginning,” she quoted from Conut and smiled. “In what odd places does wisdom reside,” she added. “The literature speaks of the West Indian family as ‘fractured’; you might be able to prove that it is a fractal” was the comment she made at the bottom of my paper. I knew this was a positive one and did not let the fact that it didn’t make sense to me detain me. I was just happy to get my A, to have passed my exams and to be out of sixth form and on my way to university. It was a really unforeseen thing that caused me to be back in Jamaica.

She approached the Assembly with the attitude of a veteran middle school teacher, which meant she was stern enough to follow the procedure but flexible enough to make compromises where special treatment was required.

Choice of profession also no longer guarantees a high social status. This is bound up, among other things, with fragmented processes of downward mobility within occupational groups. A senior teacher earns a relatively comfortable income and need not worry about the future; they may even be able to retire early. In the same school and in the same class, however, there is possibly also a younger teacher on a temporary contract who has to claim unemployment benefit during the summer vacation and has no prospects for permanent employment. (Many German states now rely on a growing number of flexible teachers who are no longer guaranteed permanent positions.) In the postal service, too, although there are still many permanent employees, newly hired staff generally are not offered any job security (cf. Chapter 5). Among certain occupational groups the differences can be tremendous, as with journalists, for example. Those who began working at major German publications like Stern, Spiegel or Die Zeit ten or twenty years ago could expect a secure future. In the big publishing houses today, on the other hand, not only have precarious jobs and poorly paid groups of online writers proliferated, but not even the established staff can feel secure any more. A growing share belong to the ‘media precariat’ and earn less than €30,000 per year.99 Another example is that of lawyers, formerly the very model of status and prosperity. This professional group now divides into those who continue to earn good money and enjoy a high social prestige while employed in large offices or working for corporations, and a growing flock of precarious self-employed legal professionals, who fail to gain a steady footing in an over-filled market.

As children our minds were remarkably flexible. We could learn at a rate that far surpasses our adult capacities. We can attribute much of the source of this power to our feelings of weakness and vulnerability. Sensing our inferiority in relation to those older than us, we felt highly motivated to learn. We were also genuinely curious and hungry for new information. We were open to the influence of parents, peers, and teachers.

The traditional lecture format of the twentieth century (which is still largely used in business schools) was quite adapted to the bygone industrial era. In that format, one enlightened person talks (the teacher as knowledge giver) while the students (a-lumni, “those who do not see the light”) listen passively. Such traditional setting worked well in a world in which knowledge access was limited, environmental changes were slower and hierarchical organizations relied on passive workers mostly to relay information and obey orders. In our digital, post-industrial age, organizations that thrive are those that have flexible structures, adaptable strategies and a culture of constant learning and collaboration among so-called “knowledge workers”. Modern companies expect students to become autonomous information seekers and problem solvers. Students expect to be given tools, methods and concepts that will make them better at thinking critically and creatively (Lima, 2003). But that is not always what they find in passive learning environments.

Even if you're already using Power Tools, how learning works isn't always intuitive. Consider these myths about learning, which you'll read more about throughout the book: Myth: When students learn something easily, they will remember it well. Myth: Forgetting should be prevented as much as possible. Myth: It's better for learning if we give feedback before students make errors. Unleash these four Power Tools your way, with your content, in your classroom. In this book, we focus on how students learn, not what students learn. While we give examples from teachers in a variety of content areas, we don't focus on content-specific knowledge because research demonstrates that Power Tools are effective for all content areas. Because you know your classroom best, we will help you take these flexible research-based strategies and unleash them your way, with your content, in your classroom.

My rule in relation to time management and teaching is simple: “If you’re on time, you’re late!” That means that if you arrive just on time to teach, you have no flexibility. In essence nothing can go wrong, and in addition to that, your mind probably won’t settle until halfway through the class.

In terms of the workload, the best teachers for kids with slow processing speed tend to: Deemphasize busy work. Show a willingness to adjust homework assignments to “fit” with a student’s pace. Balance the common needs of all the students with the specific needs of individual students. Be excited by the use of technology in their classrooms because it makes it easier to adapt instruction. Be both organized and flexible.

Flexibility is just as essential for divinity as is discipline. Your job, then, should you choose to accept it, is to keep searching for the metaphors, rituals and teachers that will help you move ever closer to divinity. The Yogic scriptures say that God responds to the sacred prayers and efforts of human beings in any way whatsoever that mortals choose to worship—just so long as those prayers are sincere. As one line from the Upanishads suggests: “People follow different paths, straight or crooked, according to their temperament, depending on which they consider best, or most appropriate—and all reach You, just as rivers enter the ocean.

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Flexibility means, being able to transform problems into teachers.

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