Grade 12 Motivational Quotes

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.

The Artist's Drawing Book by Katy Lipscomb and Tyler Fisher is filled with numerous art lessons for beginner artists. A self-motivated individual will likely find this an appealing way to learn art, though I think teachers might consider this useful in middle and high school classrooms as well. Seventeen different lessons are presented in this book, and each one builds on the other, helping to lay a strong art foundation. You could buy different art books that may have some or most of these lessons, though I’ve not seen any that provide the sort of succinct and precise approach that this one does. Each lesson is carefully thought out and needs to be practiced by the reader. The text is packed to the brim with information essential to succeed in art. That’s what makes this book so valuable. The lessons are intended to be learned by the budding artist, and so some may take days (or longer) to complete until the user masters the skill. The important thing is not to be in a hurry while working your way through this book. You might want to buy a sketchbook to go along with this, so you can keep your artwork in one place. You might also want to purchase a copy of this book for a friend, so you can practice your art skills together. After teaching art in school for 16 years (grades K-12), I fully understand how The Artist's Drawing Book by Katy Lipscomb and Tyler Fisher is an essential tool for those beginning in art. If you are serious about learning this fascinating subject, then this book is for you. This is an outstanding piece of work.