Grades Don't Define You Quotes

No, I don't party; no, I don't dress in black leather and chains; that's not my style. That's how I was raised. I worry about getting good grades and I go to church and I watch sci-fi movies and I generally follow the rules. Most people would call me a geek or a nerd. You've called me that many times. But that isn't everything that defines me. I mean, look at me, sitting here in a rainstorm under a tree that's probably going to kill us when the lightning hits it, holding the hand of a pretty cool girl who really is the opposite of me, a girl that I happen to be in love with. A girl I couldn't have imagined would want to be with me. But here she is, letting me hold her hand, trying to tell me why she isn't good enough for me. That's crazy.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

What makes the SAT bad is that it has nothing to do with what kids learn in high school. As a result, it creates a sort of shadow curriculum that furthers the goals of neither educators nor students.… The SAT has been sold as snake oil; it measured intelligence, verified high school GPA, and predicted college grades. In fact, it’s never done the first two at all, nor a particularly good job at the third.” Yet students who don’t test well or who aren’t particularly strong at the kind of reasoning the SAT assesses can find themselves making compromises on their collegiate futures—all because we’ve come to accept that intelligence comes with a number. This notion is pervasive, and it extends well beyond academia. Remember the bell‐shaped curve we discussed earlier? It presents itself every time I ask people how intelligent they think they are because we’ve come to define intelligence far too narrowly. We think we know the answer to the question, “How intelligent are you?” The real answer, though, is that the question itself is the wrong one to ask.

Freedom is necessary for true sanity,” she said. “Because if you’re not free then some part of you has to live in ignorance – or live a lie. Living a lie is worse than any lie ever spoken. Truth isn’t democratic – is part of what I’m trying to say. Two plus two equals four – that isn’t decided in an election. The majority does not define sanity and yet that’s all we’re taught – in our family, school, church, work, politics – get along, go with the crowd, listen to authority, get good grades, don’t talk back, stand in line, wait your turn, cooperate. Wait your turn? But what if your turn never comes unless you get outside of the line and unless you start talking back?

One of the most disappointing things about our schools and the way we raise our kids is that we don't spend more time teaching kids to take more risks. Instead, we teach them to play it safe. Be good, get good grades, get a good job, and eventually you can have a good retirement. That's the lesson society endorses. But what if that lesson is totally out of date? What if the idea that getting good grades and then going to a good college and then getting a good job represents an outmoded plan? In fact, most of our schools today are based on a model created over a hundred years ago for an industrial society in a world totally different from the one into which most of us were born. Back then, you went to work, punched a clock, did what you were told, and eventually were handed a gold watch (maybe). There was hierarchy and a well-defined system within which to work. Not anymore. Today, ideas created out of thin air can become billion-dollar enterprises. The people who get ahead are the ones who know how to communicate, how to think outside the box and persuade others. Unfortunately, many of our schools are still preparing our kids for the old system. Sit still. Be quiet. Do what you are told and we will give you good grades. Get good grades, get a good job and lifelong security. I'm not suggesting that kids shouldn't get good grades and go to college. Of course they should. But it seems to me that our schools are creating worker bees at a time when society is rewarding entrepreneurs. We need to raise our children to think bigger and more creatively than we did. So ask yourself right now, "What am I teaching my kids about life's challenges?" Are you raising your children to go for their dreams or simply to avoid failure?

Cultures grow out of the keystone habits in every organization, whether leaders are aware of them or not. For instance, when researchers studied an incoming class of cadets at West Point, they measured their grade point averages, physical aptitude, military abilities, and self-discipline. When they correlated those factors with whether students dropped out or graduated, however, they found that all of them mattered less than a factor researchers referred to as “grit,” which they defined as the tendency to work “strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress.”4.26,4.27 What’s most interesting about grit is how it emerges. It grows out of a culture that cadets create for themselves, and that culture often emerges because of keystone habits they adopt at West Point. “There’s so much about this school that’s hard,” one cadet told me. “They call the first summer ‘Beast Barracks,’ because they want to grind you down. Tons of people quit before the school year starts. “But I found this group of guys in the first couple of days here, and we started this thing where, every morning, we get together to make sure everyone is feeling strong. I go to them if I’m feeling worried or down, and I know they’ll pump me back up. There’s only nine of us, and we call ourselves the musketeers. Without them, I don’t think I would have lasted a month here.” Cadets who are successful at West Point arrive at the school armed with habits of mental and physical discipline. Those assets, however, only carry you so far. To succeed, they need a keystone habit that creates a culture—such as a daily gathering of like-minded friends—to help find the strength to overcome obstacles. Keystone habits transform us by creating cultures that make clear the values that, in the heat of a difficult decision or a moment of uncertainty, we might otherwise forget.

You show me any athlete at any level who gives maximum effort, and I will show you a player who will excel. It is not a matter of talent. It’s not a question of where you went in the draft. The question is do you have the heart of a champion? And at the heart of every champion I have ever coached is a dedicated effort to be the absolute best you can be. Results are important. But results don’t define who you are as a man. Success is not being a first-round draft pick. Success is using your God-given ability to give maximum effort every day—whether you’re in the NFL, teach school, or work construction.

Your age doesn’t define your maturity, your grades don’t define your intellect, and rumors don’t define who you are.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Grades, Good Or Bad, Don't Define You, But You Need Good Grades, Because They'll Grant You Opportunities Bad Grades Can Not.

For two decades, our escape defined me. It dominated my personality and compelled my every decision. By college, half my life had led up to our escape and the other half was spent reliving it, in churches and retreats where my mother made it a hagiograpihc journey, on college applications where it was a plea, at sleepovers where it was entertainment, and in discussion groups after public viewings of xenophobic melodrama like China Cry and Not Without my Daughter, films about Christian women facing death and escaping to America. Our story was a sacred thread woven into my identity. Sometimes people asked, But don't a lot of Christians live there? or Couldn't your mother just say she was Muslim? It would take me a long time to get over those kinds of questions. They felt like a bad grade, like a criticism of my face and body...Once in an Oklahoma church, a woman said, "Well, I sure do get it. You came for a better life." I thought I'd pass out -- a better life? In Isfahan, we had yellow spray roses, a pool. A glass enclosure shot up through our living room, and inside that was a tree. I had a tree inside my house; I had the papery hand of Morvarid, my friend nanny, a ninety-year-old village woman; I had my grandmother's fruit leather and Hotel Koorosh schnitzels and sour cherries and orchards and a farm - life in Iran was a fairytale. In Oklahoma, we lived in an apartment complex for the destitute and disenfranchised. Life was a big gray parking lot with cigarette butts baking in oil puddles, slick children idling in the beating sun, teachers who couldn't do math. I dedicated my youth and every ounce of my magic to get out of there. A better life? The words lodged in my ear like grit. Gradually, all those retellings felt like pandering. The skeptics drew their conclusions based on details that I had provided them: my childhood dreams of Kit Kats and flawless bananas. My academic ambitions. I thought of how my first retelling was in an asylum office in Italy: how merciless that with the sweat and dust of escape still on our brows, we had to turn our ordeal into a good, persuasive story or risk being sent back. Then, after asylum was secured, we had to relive that story again and again, to earn our place, to calm casual skeptics. Every day of her new life, the refugee is asked to differentiate herself from the opportunist, the economic migrant... Why do the native-born perpetuate this distinction? Why harm the vulnerable with the threat of this stigma? ...To draw a line around a birthright, a privilege. Unlike economic migrants, refugees have no agency; they are no threat. Often, they are so broken, they beg to be remade into the image of the native. As recipients of magnanimity, they can be pitied. But if you are born in the Third World, and you dare to make a move before you are shattered, your dreams are suspicious. You are a carpetbagger, an opportunist, a thief. You are reaching above your station.

1) “How did I end up down this rabbit hole of being obsessed with men on the DL (down-low)? Why did I prefer playing more in the straight arena with the closet cases (as they were called in my day) and the bisexual men over the gay ones?” 2) “We didn’t identify in my day; you were either gay, bisexual, or straight. People will always label others or pigeonhole them without even knowing for sure who they really are. They presumably stereotype and judge just by your outward appearance.” 3) “It wasn't until the seventh grade that Sister Gloria would be my social studies teacher, and I began leaning more towards being an extrovert than the anxious introvert that I was. All the accolades go to her. She lit the flame under my ass that would be the catalyst for my advocacy. Her podium, located front and center of the classroom, became ground zero for me and where I found my voice.” 4) “Their taunting was my kryptonite. My peers hated me for no other reason than the fact that they thought I was gay. I was only thirteen and often wondered how they knew who I was before I did.” 5) “Evangelical Christian Anita Bryant (First Lady of Religious Bigotry), along with her minions, led a crusade against the LGBTQ community back in 1977 and said we were trying to recruit children and that ‘Homosexuals are human garbage.’ My first thoughts were, how unchristian and deplorable of her to even say something like that, not to mention, to make it her life’s mission promoting hate.” 6) “Are there any more Rev. Dr. Martin Luther King, Jr. kind of Christians in this country today? Dr. King knew about his friend’s homosexuality and arrest. Being a religious man and a pastor, Dr. King could have cast judgment and shunned Bayard Rustin like so many other religious leaders did at the time. But he didn’t. That, to me, is the true meaning of being a Christian. He loved Bayard unconditionally and was unbiased towards his sexual orientation. Dr. King was not a counterfeit Christian and practiced what he preached—and that, along with remembering what Jesus had said, ‘Love your neighbor as yourself,’ is the bottom line to Christianity and all faiths.” 7) “We are all God’s children! That is what I was taught in Catholic school. God doesn’t make mistakes—it’s as simple as that. Love is love—period! I don’t need anyone’s validation or approval, I define myself.” 8) “You will bake our cakes, you will provide us our due healthcare, you will do our joint tax returns, and yes, you will bless our unions, too. Otherwise, you cannot call yourselves Christians or even Americans, for that matter.” 9) “The torch has been passed. But we must never forget the LGBT pioneers that have come before and how they fought in the streets for our lives. Never forget the Stonewall riots of 1969 nor the social stigma put upon us during the HIV/AIDS epidemic from its onset in the early 1980s. Remember how many died alone because nobody cared. Finally, keep in mind how we were all pathologized and labeled in the medical books until 1973.