Guidance Teacher Quotes

What you do when no one is guiding you determines who you are.

She had wandered, without rule or guidance, into a moral wilderness... Her intellect and heart had their home, as it were, in desert places, where she roamed as freely as the wild Indian in his woods... The scarlet letter was her passport into regions where other women dared not tread. Shame, Despair, Solitude! These had been her teachers—stern and wild ones—and they had made her strong, but taught her much amiss.

In the Western tradition there is a recognized hierarchy of beings, with, of course, the human being on top—the pinnacle of evolution, the darling of Creation—and the plants at the bottom. But in Native ways of knowing, human people are often referred to as “the younger brothers of Creation.” We say that humans have the least experience with how to live and thus the most to learn—we must look to our teachers among the other species for guidance. Their wisdom is apparent in the way that they live. They teach us by example. They’ve been on the earth far longer than we have been, and have had time to figure things out.

This is your life – not your parents’, teachers’ or significant other’s. If you ever find yourself on a path that just doesn’t feel safe anymore, you have every right to stop the car, get out – change your shoes and start walking.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

Teachers, parents, guidance counselors... all of them are always pushing this crap about how it's okay to be different, just be yourself. Don't give in to peer pressure, blah, blah, blah. The truth is, it's really only okay to be yourself if that self is within an accepted range of "normal." You like soccer instead of basketball, Johnny? Well, okay, I guess, so long as you still like sports. What's that, Susie, you want to wear the blue sweater instead of the red? You know we're all about expressing individuality here... so long as it's still a sweater.

If you skip one class, everyone knows about it. The teacher will track you down, or one of the guidance counselors will track you down and ask if you're smoking pot. According to the geniuses running this place, the only reason you would skip class is if you're smoking pot, though I actually find my classes more enjoyable when I'm high.

Mother is her son's first god; she must teach him the most important lesson of all - how to love.

Thank you for all your guidance and wisdom, for setting the bar so much higher than I thought I could reach, and for giving me plenty of room to run with my own ideas. You've been the best teacher I've ever had.

We should reflect on the idea that since the beginning of time sentient beings have been mentally unstable because they have been slaves of delusion, they lack the eye of wisdom to see the path leading to nirvana and enlightenment, and they lack the necessary guidance of a spiritual teacher. Moment by moment they are indulging in negative actions, which will eventually bring about their downfall.

Joan of Arc had led armies when she was hardly older than Harriet. Yet, for Christmas last year, Harriet’s father had given Harriet an insulting board game for girls called What Shall I Be? It was a particularly flimsy game, meant to offer career guidance but no matter how well you played, it offered only four possible futures: teacher, ballerina, mother, or nurse.

We are our own greatest teachers. One way to follow our daily bliss is to let our inner guidance system to imagine and acknowledge, all our blessings. This determines the criteria of our day, which is JOY. It puts us in tune with the positive constructive energy and raises our vibration. Making a conscious decision to creating our day and enjoy feeling good takes some good practice but the end result is worthwhile

It's probably a class for guidance counselors only - How to Emit Inappropriate Joy in the Face of Adolescent Horror. I'm fairly certain they don't make teachers take it, because they don't even bother to pretend.

This mysterious path is described in the holy books, but it cannot be found simply by the study of sacred texts. It is found by the grace and guidance of an accomplished teacher.

Teachers and leaders and storytellers and healers will grow from the earth like blessed flowers, blossoming outward with Divine guidance, to lead the rest.

Mistakes are great teachers. They are stern, confident and fierce in redirecting you from what you should not do; to what you should do.

YOU... are a portal to the divine.

We are not perfect. We are here to learn. Earth is one big classroom and God is our heavenly guidance counselor and teacher.

By the time she turned fifteen, all of that was gone. She hardly spoke in class. She refused to function in any sort of school event, and rather than discuss her feelings she deferred the world with a hard and perfectly practiced smile. Apparently—if her sister is to be believed—Karen spent every night of her fourteenth year composing that smile in front of a blue plastic handled mirror. Tragically her creation proved flawless and though her near aphonia should have alarmed any adept teacher or guidance counselor, it was invariably rewarded with the pyritic prize of high school popularity.

In order to change the world, you must first change yourself. In order to have the right to see what is wrong with the world, you must first earn that right through seeing what is wrong with yourself. We do not become influencers, leaders and teachers, through pulling on our better attributes and applying those better attributes to a broken world like a healing balm; rather, we become influencers, leaders and teachers in this world, by performing within ourselves the purging that we wish to see take place in others.

Teachers can teach, coaches can coach, guidance counselors can outline graduation requirements, but there’s one thing only parents can do: love their kids unconditionally and provide them with a safe base at home. For children who are stressed at school or in other parts of their lives, home should be a safe haven, a place to rest and recover. When kids feel that they are deeply loved even when they’re struggling, it builds resilience.

First, we all have an inner teacher whose guidance is more reliable than anything we can get from a doctrine, ideology, collective belief system, institution, or leader. Second, we all need other people to invite, amplify, and help us discern the inner teacher's voice

A true spiritual teacher will never guide you through the door, only to the door.

No more can this Angel teach her, Yet, this guiding wing shall not forsake ...

Today, for most kids in the United States and Canada, kids’ primary attachment is to other kids. “For the first time in history,” Neufeld observes, “young people are turning for instruction, modeling, and guidance not to mothers, fathers, teachers, and other responsible adults but to people whom nature never intended to place in a parenting role—their own peers. .

While Calvin is in the classroom TEACHER: Yes, Calvin? CALVIN: Miss Wormwood, I'm a fierce advocate of the separation of church and state. CALVIN: Nevertheless, I feel the need for spiritual guidance and comfort as I face the day's struggles. CALVIN: So I was wondering if I could strip down, smear myself withg paste, and set fire to this little effigy of you in a non-denominational sort of way. CALVIN (After being sent to the Principal's office): Boy, what a touchy subject!

Thank you for all your guidance and wisdom, for setting the bar so much higher than I thought I could reach, and for giving me plenty of room to run with my own ideas. You've been best teacher I've ever had. If I achieve in my life a fraction of what you've accomplished in yours, i'll consider my life a success.

10 ways to raise a wild child. Not everyone wants to raise wild, free thinking children. But for those of you who do, here's my tips: 1. Create safe space for them to be outside for a least an hour a day. Preferable barefoot & muddy. 2. Provide them with toys made of natural materials. Silks, wood, wool, etc...Toys that encourage them to use their imagination. If you're looking for ideas, Google: 'Waldorf Toys'. Avoid noisy plastic toys. Yea, maybe they'll learn their alphabet from the talking toys, but at the expense of their own unique thoughts. Plastic toys that talk and iPads in cribs should be illegal. Seriously! 3. Limit screen time. If you think you can manage video game time and your kids will be the rare ones that don't get addicted, then go for it. I'm not that good so we just avoid them completely. There's no cable in our house and no video games. The result is that my kids like being outside cause it's boring inside...hah! Best plan ever! No kid is going to remember that great day of video games or TV. Send them outside! 4. Feed them foods that support life. Fluoride free water, GMO free organic foods, snacks free of harsh preservatives and refined sugars. Good oils that support healthy brain development. Eat to live! 5. Don't helicopter parent. Stay connected and tuned into their needs and safety, but don't hover. Kids like adults need space to roam and explore without the constant voice of an adult telling them what to do. Give them freedom! 6. Read to them. Kids don't do what they are told, they do what they see. If you're on your phone all the time, they will likely be doing the same thing some day. If you're reading, writing and creating your art (painting, cooking...whatever your art is) they will likely want to join you. It's like Emilie Buchwald said, "Children become readers in the laps of their parents (or guardians)." - it's so true! 7. Let them speak their truth. Don't assume that because they are young that you know more than them. They were born into a different time than you. Give them room to respectfully speak their mind and not feel like you're going to attack them. You'll be surprised what you might learn. 8. Freedom to learn. I realize that not everyone can homeschool, but damn, if you can, do it! Our current schools system is far from the best ever. Our kids deserve better. We simply can't expect our children to all learn the same things in the same way. Not every kid is the same. The current system does not support the unique gifts of our children. How can they with so many kids in one classroom. It's no fault of the teachers, they are doing the best they can. Too many kids and not enough parent involvement. If you send your kids to school and expect they are getting all they need, you are sadly mistaken. Don't let the public school system raise your kids, it's not their job, it's yours! 9. Skip the fear based parenting tactics. It may work short term. But the long term results will be devastating to the child's ability to be open and truthful with you. Children need guidance, but scaring them into listening is just lazy. Find new ways to get through to your kids. Be creative! 10. There's no perfect way to be a parent, but there's a million ways to be a good one. Just because every other parent is doing it, doesn't mean it's right for you and your child. Don't let other people's opinions and judgments influence how you're going to treat your kid. Be brave enough to question everything until you find what works for you. Don't be lazy! Fight your urge to be passive about the things that matter. Don't give up on your kid. This is the most important work you'll ever do. Give it everything you have.

When you are ready, guidance will come. Rely on the people who are in your life now; face your dark energies as honestly as you can; respect your boundaries and those of everyone around you. As you peel back each layer of the onion, the teacher who can lead you on will show up, almost miraculously matching the very moment when guidance is needed.

In our relationships, weatherproofing typically plays itself out like this: You meet someone and all is well. You are attracted to his or her appearance, personality, intellect, sense of humor, or some combination of these traits. Initially, you not only approve of your differences with this person, you actually appreciate them. You might even be attracted to the person, in part because of how different you are. You have different opinions, preferences, tastes, and priorities. After a while, however, you begin to notice little quirks about your new partner (or friend, teacher, whoever), that you feel could be improved upon. You bring it to their attention. You might say, “You know, you sure have a tendency to be late.” Or, “I’ve noticed you don’t read very much.” The point is, you’ve begun what inevitably turns into a way of life—looking for and thinking about what you don’t like about someone, or something that isn’t quite right. Obviously, an occasional comment, constructive criticism, or helpful guidance isn’t cause for alarm. I have to say, however, that in the course of working with hundreds of couples over the years, I’ve met very few people who didn’t feel that they were weatherproofed at times by their partner. Occasional harmless comments have an insidious tendency to become a way of looking at life. When you are weatherproofing another human being, it says nothing about them—but it does define you as someone who needs to be critical. Whether you have a tendency to weatherproof your relationships, certain aspects of your life, or both, what you need to do is write off weatherproofing as a bad idea. As the habit creeps into your thinking, catch yourself and seal your lips. The less often you weatherproof your partner or your friends, the more you’ll notice how super your life really is.

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.

Kids need guidance, for sure. I did, and I’m glad I got guided because it helped me miss making a lot of mistakes. But I think parents aren’t teachers anymore. Parents — or a whole lot of us, at least — lead by mouth instead of by example. It seems to me that if a child’s hero is their mother or father — or even better, both of them in tandem — then the rough road of learning and experience is going to be smoothed some. And every little bit of smoothing helps, in this rough old world that wants children to be miniature adults, devoid of charm and magic and the beauty of innocence.

I don't know which is worse—to have a bad teacher or no teacher at all. In any case, I believe the teacher's work should be largely negative. He can't put the gift into you, but if he finds it there, he can try to keep it from going in an obviously wrong direction. We can learn how not to write, but this is a discipline that does not simply concern writing itself but concerns the whole intellectual life. A mind cleared of false emotion and false sentiment and egocentricity is going to have at least those roadblocks removed from its path. If you don't think cheaply, then there at least won't be the quality of cheapness in your writing, even though you may not be able to write well. The teacher can try to weed out what is positively bad, and this should be the aim of the whole college. Any discipline can help your writing: logic, mathematics, theology, and of course and particularly drawing. Anything that helps you to see, anything that makes you look. The writer should never be ashamed of staring. There is nothing that doesn't require his attention.

Gift last for few days, guidance last forever.

I did not know of any single soul who succeed in life without a mentorship.

You never require a teacher to lead you into the wrong path, but you do require a kindly word to conduct you aright.

Great mentorship is priceless.

Each of us has an inner teacher, a voice of truth, that offers the guidance and power we need to deal with our problems.

humans have the least experience with how to live and thus the most to learn - we must look to our teachers among the other species for guidance

it frightens me that so little was required for him to develop intellectually—a quiet room, a pile of books, and some adult guidance. And yet these things were rarely supplied.

unsolicited advice to adolescent girls with crooked teeth and pink hair When your mother hits you, do not strike back. When the boys call asking your cup size, say A, hang up. When he says you gave him blue balls, say you’re welcome. When a girl with thick black curls who smells like bubble gum stops you in a stairwell to ask if you’re a boy, explain that you keep your hair short so she won’t have anything to grab when you head-butt her. Then head-butt her. When a guidance counselor teases you for handed-down jeans, do not turn red. When you have sex for the second time and there is no condom, do not convince yourself that screwing between layers of underwear will soak up the semen. When your geometry teacher posts a banner reading: “Learn math or go home and learn how to be a Momma,” do not take your first feminist stand by leaving the classroom. When the boy you have a crush on is sent to detention, go home. When your mother hits you, do not strike back. When the boy with the blue mohawk swallows your heart and opens his wrists, hide the knives, bleach the bathtub, pour out the vodka. Every time. When the skinhead girls jump you in a bathroom stall, swing, curse, kick, do not turn red. When a boy you think you love delivers the first black eye, use a screw driver, a beer bottle, your two good hands. When your father locks the door, break the window. When a college professor writes you poetry and whispers about your tight little ass, do not take it as a compliment, do not wait, call the Dean, call his wife. When a boy with good manners and a thirst for Budweiser proposes, say no. When your mother hits you, do not strike back. When the boys tell you how good you smell, do not doubt them, do not turn red. When your brother tells you he is gay, pretend you already know. When the girl on the subway curses you because your tee shirt reads: “I fucked your boyfriend,” assure her that it is not true. When your dog pees the rug, kiss her, apologize for being late. When he refuses to stay the night because you live in Jersey City, do not move. When he refuses to stay the night because you live in Harlem, do not move. When he refuses to stay the night because your air conditioner is broken, leave him. When he refuses to keep a toothbrush at your apartment, leave him. When you find the toothbrush you keep at his apartment hidden in the closet, leave him. Do not regret this. Do not turn red. When your mother hits you, do not strike back.

when you believe in yourself and are in touch with your own inner guidance system, the right guru, teacher, or healer will come to you at the right time, with the answer you need in that moment. And

Whenever an apprentice’s rising skills and talent exceeds the master’s aptitude and expertise, the understudy must move on because frequently it is too bruising for the eclipsed master’s ego to abide.

Never think that you know everything. We can become a master of our craft, but even in that space, we are still students. As long as we are alive, we are meant to keep learning and absorbing new data.

In 2019, almost overnight, I went from being a middle-school teacher from Traverse City, Michigan, to becoming a person strangers looked to for guidance, reassurance, and the perfect reaction GIF on Twitter.

If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook. And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone. If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault. That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.' What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next.

Interpreters package and then sell, rent, or impose upon us artificially flavored illusions of truth, salvation, enlightenment, and happiness that are built upon their goals. That twisted information and those errant goals and are often very different from those of the original teachers that these interpreters are borrowing moral authority from. Following our own inner guidance would yield better results than following the village idiot. Neither Buddha nor Jesus was waiting for a Buddha or a Jesus to come solve their personal problems or those of humanity. The key to whatever we need is within us. The job of uncovering it is ours to do.

The Sufi, realizing this, takes the path of annihilation, and, by the guidance of a teacher on the path, finds at the end of this journey that the destination was he. As Iqbal says: I wandered in the pursuit of my own self; I was the traveler, and I am the destination.

Mephistopheles' contentious, often ambiguous relationship to Faustus is a reference to tantra just as it is to alchemy. It resembles the shifting tactics of a guru who varies his approach to his pupil in order to dissolve his resistances and prepare him for wider states of consciousness. Both Faustus and the tantric aspirant stimulate and indulge their senses under the guidance of their teachers who encourage them to have sexual encounters with women in their dreams. Both work with magical diagrams or yantras, exhibit extraordinary will, "fly" on visionary journeys, acquire powers of teleportation, invisibility, prophecy, and healing, and have ritual intercourse with women whom they visualize as goddesses. The tantrist [sic] is said to become omniscient as a result of his sacred "marriage," and Faustus produces an omniscient child in his union with the visualized Helen, or Sophia.

As Parker Palmer, an expert in the Clearness Committee process, has written, “Each of us has an inner teacher, a voice of truth, that offers the guidance and power we need to deal with our problems.” The intent of the exercise is to help people amplify this inner voice and gain clarity on how to move forward.

Assessment centers on demonstrated competencies, not memorized content. Standardized tests are used thoughtfully to identify and assist students lagging in “learning how to learn” skills. Students teach and learn from each other. They learn to make the most of online resources and machine intelligence and draw on adults for guidance.

Secondly, it is the very nature of spiritual life to grow. Wherever they principle of this life is to be found, it can be no different for it must grow. "But the path of the just is as the shining light, that shineth more and more unto the perfect day" (Prov. 4:18); "The righteous also shall hold on his way, and he that hath clean hands shall be stronger and stronger" (Job 17:9). This refers to the children of GOd, who are compared to palm and cedar trees (Psa. 92:12). As natural as it is for children and trees to grow, so natural is growth for the regenerated children of God. Thirdly, the growth of His children is the goal and objective God has in view by administering the means of grace to them. "And He gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; for the perfecting of the saints...that we henceforth be no more children...but speaking the truth in love, may grow up into Him in all things, which is the Head" (Eph. 4:11-15). This is also to be observed in 1 Peter 2:2: "as newborn babes, desire the sincere milk of the word, that ye may grow thereby, " God will reach His goal and His word will not return to Him void; thus God's children will grow in grace. Fourthly, is is the duty to which God's children are continually exhorted, and their activity is to consist in a striving for growth. That it is their duty is to be observed in the following passages: "But grow in grace, and in the knowledge of our Lord and Saviour Jesus Christ" (2 Peter 3:18); "He that is righteous, let him be righteous still: and he that is holy, let him be holy still" (Rev. 22:11). The nature of this activity is expressed as follows: "Not as though I had already attained, either were already perfect: but I follow after" (Phil. 3:12). If it were not necessary for believers to grow the exhortations to that end would be in vain. Some remain feeble, having but little life and strength. this can be due to a lack of nourishment, living under a barren ministry, or being without guidance. It can also be that they naturally have a slow mind and a lazy disposition; that they have strong corruptions which draw them away; that they are without much are without much strife; that they are too busy from early morning till late evening, due to heavy labor, or to having a family with many children, and thus must struggle or are poverty-stricken. Furthermore, it can be that they either do not have the opportunity to converse with the godly; that they do not avail themselves of such opportunities; or that they are lazy as far as reading in God's Word and prayer are concerned. Such persons are generally subject to many ups and downs. At one time they lift up their heads out of all their troubles, by renewal becoming serious, and they seek God with their whole heart. It does not take long, however , and they are quickly cast down in despondency - or their lusts gain the upper hand. Thus they remain feeble and are, so to speak, continually on the verge of death. Some of them occasionally make good progress, but then grieve the Spirit of God and backslide rapidly. For some this lasts for a season, after which they are restored, but others are as those who suffer from consumption - they languish until they die. Oh what a sad condition this is! (Chapter 89. Spiritual Growth, pg. 140, 142-143)

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

You may want to write on the board the tender mercies Elder Bednar listed: “blessings, strength, protection, assurances, guidance, loving-kindness, consolation, support, and spiritual gifts.” Note that these tender mercies are “very personal and individualized” and that we receive them “from and because of and through the Lord Jesus Christ.

But once when she was chatting with some stupid boy online, she described herself as the color of coffee with not enough milk. There was a pause in the conversation, and the words glared back at her strangely, like the echo of a burp in an empty auditorium. She wondered if what she’d typed was burning holes in her chat partner too. Then he typed o thas hot yo and she’d quickly slammed her laptop shut. In the sudden darkness of her bedroom, the words had lingered as if imprinted in her forehead: not enough. The worst part about it, the part she couldn’t let go of, was that the thought came from her. Not from one of the teachers or guidance counselors whose eyes said it again and again over sticky-sweet smiles. Not from some cop on Marcy Avenue or Tía Rosa. It came from somewhere deep inside her. And that meant that for all the times she’d shrugged off one of those slurs, some little tentacle of them still crawled its way toward her heart. Not enough milk. Not light enough. Morena. Negra. No matter what she did, that little voice came creeping back, persistent and unsatisfied. Not enough.

God designed the church to be a community of lifelong learners under the earthly guidance of leaders who are teachers at heart. The Christian faith is not a finite course of study for the front-end of adulthood. Our mind-set shouldn’t be to first do our learning and then spend the rest of our lives drawing from that original deposit of knowledge. Rather, ongoing health in the Christian life is inextricably linked to ongoing learning.

One would have thought that in the days of peace the progress of women to an ever larger share in the life and work and guidance of the community would have grown, and that, under the violences of war, it would be cast back. The reverse is true. War is the teacher, a hard, stern, efficient teacher. War has taught us to make these vast strides forward towards a far more complete equalisation of the parts to be played by men and women in society.

I was a watchful boy being raised by a father I didn’t admire. In a desperate way, I needed the guidance of someone who could show me another way of becoming a man. It was sometime during the year when I decided I would become the kind of man that Bill Dufford was born to be. I wanted to be the type of man that a whole town could respect and honor and fall in love with—the way Beaufort did when Bill Dufford came to town to teach and shape and turn its children into the best citizens they could be.

Teachers can teach, coaches can coach, guidance counselors can outline graduation requirements, but there’s one thing only parents can do: love their kids unconditionally and provide them with a safe base at home. For children who are stressed at school or in other parts of their lives, home should be a safe haven, a place to rest and recover. When kids feel that they are deeply loved even when they’re struggling, it builds resilience. Battling your child about due dates and lost work sheets invites school stress to take root at home. So instead of nagging, arguing, and constant reminding, we recommend repeating the mantra, “I love you too much to fight with you about your homework.

Adrianna tried to deal with a lot of grown up issues on her own and fell into some bad traps that could have had irreversible results. I would like to say to anyone who finds themselves in a predicament similar to young Adrianna’s, it is important to seek help from someone you can trust. Even though she had reservations discussing her problems with others, there is nothing shameful in seeking guidance for problems you or someone you know may be having. Like Adrianna, you may have many people around you who are willing to help, such as a family member, coach, teacher, guidance counselor, or others. You will find that facing your problems with the help of others will make life much more enjoyable.

Having a good time together is the essence of lovingness and the best means of increasing it. Boys and girls need chances to be around their father, to be enjoyed by him and if possible to do things with him. Better to play fifteen minutes enjoyably and then say, 'Now I'm going to read my paper' than to spend all day at the zoo crossly. Parental trust is extremely important in the guidance of adolescent children as they get further and further away from the direct supervision of their parents and teachers. I don't mean that trust without clear guidance is enough, but guidance without trust is worthless. Don't worry about trying to do a perfect job. There is no perfect job. There is no one way of raising your children.

I Am My Teacher (Sonnet 1234) I teach myself when I need to learn something, I correct myself when I make mistakes. No two year old shaped as 40, 50, 60 or 70, Has the maturity to provide me moral guidance. I taught myself electronics when I fell for it, I taught myself music in my youthful high. I taught myself languages in sheer obsession, I taught myself aeronautics when I wanted to fly. Critics mail, I should add "biggest ego" to my bio, I thank them all for an astounding revelation. If I actually behaved befitting my capacity, Half your legends will lose their reputation. You only see the tip of the ice-berg, Fullness of the Himalayas you'll never see. I chose to put many of my passions aside, One path, one mission - one answer to calamity.

In the Western tradition there is a recognized hierarchy of beings, with, of course, the human being on top—the pinnacle of evolution, the darling of Creation—and the plants at the bottom. But in Native ways of knowing, human people are often referred to as “the younger brothers of Creation.” We say that humans have the least experience with how to live and thus the most to learn—we must look to our teachers among the other species for guidance. Their wisdom is apparent in the way that they live. They teach us by example. They’ve been on the earth far longer than we have been, and have had time to figure things out. They live both above and below ground, joining Skyworld to the earth. Plants know how to make food and medicine from light and water, and then they give it away.

It is the perennial problem of the teacher to be able to judge where the student currently is in his or her understanding and lead them onwards from there. This is why a living 'guru' is really needed, so that questions may be asked and answered face to face. When we read a book, or even listen to a tape recording of a lecture or dialogue, we are receiving only a particular viewpoint, aimed at a student of a particular level. It may resonate or it may not. Even the method of expression is crucial. Whilst one person may appreciate logic and intellectual analysis, another may need sympathetic reassurance and practical guidance. (...) Ultimately, the truth is one and everything else that might be said is only at the level of appearance, using a language that is necessarily objective and dualistic. What is needed is a teacher whose words and style 'click' with our particular mental conditioning. This book aims to present excerpts from traditional and modern teaching in a wide variety of styles, in the hope that something will click.

I passed away into nothingness -- I vanished; and lo! I was all living.' All who have realized the secret of life understand that life is one, but that it exists in two aspects. First as immortal, all-pervading and silent; and secondly as mortal, active, and manifest in variety. The soul being of the first aspect becomes deluded, helpless, and captive by experiencing life in contact with the mind and body, which is of the next aspect. The gratification of the desires of the body and fancies of the mind do not suffice for the purpose of the soul, which is undoubtedly to experience its own phenomena in the seen and the unseen, though its inclination is to be itself and not anything else. When delusion makes it feel that it is helpless, mortal and captive, it finds itself out of place. This is the tragedy of life, which keeps the strong and the weak, the rich and poor, all dissatisfied, constantly looking for something they do not know. The Sufi, realizing this, takes the path of annihilation, and, by the guidance of a teacher on the path, finds at the end of this journey that the destination was he. As Iqbal says: 'I wandered in the pursuit of my own self; I was the traveler, and I am the destination

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

The Master's Eyes Shining with Secrets Those bells ringing on the mist-covered mountain signify that the Master of the Temple is dead. The fact of the matter is that the monks there finally killed him. It seems that a few years ago the Master of the Temple began to exhibit some odd and very unpleasant forms of behavior. He apparently lost all sense of earthly decorum, even losing control over his own body. At one point an extra head sprouted from the side of the Master's neck, and this ugly little thing started to issue all sorts of commands and instructions to the monks which only their lofty sense of decency and order prevented them from carrying out. Eventually the Master of the Temple was confined to a small room in an isolated part of the monastery. There, this once wise and beloved teacher was looked after like an animal. For several years the monks put up with the noises he made, the diverse shapes he took. Finally, they killed him. It is whispered among students of enlightenment that one may achieve a state of being in which enlightenment itself loses all meaning, with the consequence that one thereby becomes subject to all manner of strange destinies. And the monks? After the assassination they scattered in all directions. Some hid out in other monasteries, while others went back to live among the everyday inhabitants of this earth. But it was not as if they could escape their past by fleeing it, no more than they could rid themselves of their old master by killing him. For even after the death of his material self, the Master of the Temple sought out those who were once under his guidance; and upon these unhappy disciples he now bestowed, somewhat insistently, his terrible illumination.

What possibilities are there for preventing actions with negative consequences, actions that we may later regret? One possibility is dhyāna, which in this context means “reflection.”3 Reflection can take many forms. For example, when faced with an important decision, you could imagine what would happen if you did the exact opposite of what your instincts suggest.4 Try to make the consequence of your decision as real as possible in your imagination. No matter what it is or what you feel, before you make an important decision and take action you should give yourself the opportunity to consider the matter with an open mind and a certain degree of objectivity. Dhyāna in this respect is a quiet, alert consideration, a meditation. The aim is to free yourself of preconceptions and avoid actions that you may later regret and that may create new troubles (duḥkha) for you. Dhyāna strengthens self-sufficiency. Yoga makes us independent. We all want to be free, although many of us are dependent on psychologists, gurus, teachers, drugs, or whatever. Even if advice and guidance are helpful, in the end we ourselves are the best judge of our own actions. No one is more interested in me than me. With the help of dhyāna we find our own methods and systems for making decisions and better understand our behavior. There are other ways of distancing ourselves from our actions than reflecting on how it would be if we were to act differently from what we intend. We might go to a concert or go for a walk or do something else that calms the thoughts. All the while the mind goes on working unconsciously, without any external pressure. In the pursuit of other activities we gain a certain distance. However short it may be, time becomes available to cast the mind over everything surrounding the decision that has to be made. Perhaps with ease and distance we will make a better decision. Stepping out of a situation in order to get a better look at it from another standpoint is called pratipakṣa. The same word describes the process of considering other possible courses of action.5 The time spent in dhyāna is extremely important. Through self-reflection our actions gain in quality.

Kathy’s teachers view her as a good student who always does her homework but rarely participates in class. Her close friends see her as a loyal and trustworthy person who is a lot of fun once you get to know her. The other students in school think she is shy and very quiet. None of them realize how much Kathy struggles with everyday life. When teachers call on her in class, her heart races, her face gets red and hot, and she forgets what she wants to say. Kathy believes that people think she is stupid and inadequate. She imagines that classmates and teachers talk behind her back about the silly things she says. She makes excuses not to go to social events because she is terrified she will do something awkward. Staying home while her friends are out having a good time also upsets her. “Why can’t I just act like other people?” she often thinks. Although Kathy feels isolated, she has a very common problem--social anxiety. Literally millions of people are so affected by self-consciousness that they have difficulties in social situations. For some, the anxiety occurs during very specific events, such as giving a speech or eating in public. For others, like Kathy, social anxiety is part of everyday life. Unfortunately, social anxiety is not an easily diagnosed condition. Instead, it is often viewed as the far edge of a continuum of behaviors and feelings that occur during social situations. Although you may not have as much difficulty as Kathy, shyness may still be causing you distress, affecting your relationships, or making you act in ways with which you are not happy. If this is the case, you will benefit from the advice and techniques provided in this book. The good news is that it is possible to change your thinking and behavior. However, there are no easy solutions. It takes strong motivation and time to overcome social anxiety. It might even be necessary to see a professional therapist or take medication. Eventually, becoming free of your anxiety will make the hard work well worth the effort. This book will help you understand social anxiety and the impact it can have on your life, now and in the future. You will find out how the disorder is diagnosed, you will receive information on professional guidance, and you will learn ways to cope with and manage the symptoms. Becoming an extroverted person is probably unlikely, but you can become more confident in social situations and increase your self-esteem.

There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures. Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not. So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.

deliberately prepared and honed from the contrast of your life experience), for there is much that we want to convey to our physical friends. We want you to understand the magnificence of your Being, and we want you to understand who-you-really-are and why you have come forth into this physical dimension. It is always an interesting experience to explain to our physical friends those things that are of a Non-Physical nature, because everything that we offer to you must then be translated through the lens of your physical world. In other words, Esther receives our thoughts, like radio signals, at an unconscious level of her Being, and then translates them into physical words and concepts. It is a perfect blending of the physical and Non-Physical that is occurring here. As we are able to help you understand the existence of the Non-Physical realm from which we are speaking, we will thereby assist you in understanding more clearly who-you-are. For you are, indeed, an extension of that which we are. There are many of us here, and we are gathered together because of our current matching intentions and desires. In your physical environment, we are called Abraham, and we are known as Teachers, meaning those who are currently broader in understanding, who may lead others to that broader understanding. We know that words do not teach, that only life experience teaches, but the combination of life experience coupled with words that define and explain can enhance the experience of learning—and it is in that spirit that we offer these words. There are Universal Laws that affect everything in the Universe—everything that is Non-Physical and everything that is physical. These Laws are absolute, they are Eternal, and they are omnipresent (or everywhere). When you have a conscious awareness of these Laws, and a working understanding of them, your life experience is tremendously enhanced. In fact, only when you have a conscious working knowledge of these Laws are you able to be the Deliberate Creator of your own life experience. You Have an Inner Being While you certainly are the physical Being that you see here in your physical setting, you are much more than that which you see with your physical eyes. You are actually an extension of NonPhysical Source Energy. In other words, that broader, older, wiser Non-Physical you is now also focused into the physical Being that you know as you. We refer to the Non-Physical part of you as your Inner Being. Physical Beings often think of themselves as either dead or alive, and in that line of thinking they sometimes acknowledge that they existed in the Non-Physical realm before coming forth into their physical body, and that, following their physical death, they will return to that Non-Physical realm. But few people actually understand that the Non-Physical part of them remains currently, powerfully, and predominantly focused in the Non-Physical realm while a part of that perspective flows into this physical perspective and their now physical body. An understanding of both of these perspectives and their relationship to each other is essential for a true understanding of whoyou-are and of how to understand what you have intended as you came forth into this physical body. Some call that Non-Physical part the “Higher Self” or “Soul.” It matters not what you call it, but it is of great value for you to acknowledge that your Inner Being exists, for only when you consciously understand the relationship between you and your Inner Being do you have true guidance. We

Christine was an attorney with a very domineering father, Joseph, who constantly pushed her to be a success. Early in our work together, she described her childhood like this: “My father controlled me. He couldn’t stand anyone having a different opinion; it was absolutely intolerable to him. I was so afraid of making the wrong choice that I made a lot of decisions based on fear. It was as if my father completely owned me. Even in college I had to be home by eleven, which was extremely embarrassing, but I wouldn’t have dreamed of challenging him.” Joseph even tried to control Christine’s thoughts. If Christine came up with an idea her father didn’t like, his response was immediate: “Don’t even think about it!” Joseph also had lack of empathy that made him a terrible teacher. He couldn’t sense what might be terrifying to a child, so he tried to teach Christine to swim by literally dropping her in a pool. As Christine put it, “He would command me to do well but didn’t offer any guidance or help. I was simply ordered to be a success.” To all outward appearances, Christine did become a success, but on the inside she felt a tremendous insecurity, like she didn’t really know what she was doing.

He would often taunt me for my religious beliefs, and for being rigid like a religious scholar. Maulana was his pet name for me. He had rather relaxed religious beliefs compared to most Pakistanis. He had only received religious guidance via a pir or spiritual teacher.

the ability to draw consciously upon your nonphysical guidance and assistance, to communicate consciously with a nonphysical Teacher, is a treasure that cannot be described, a treasure beyond words and value.

Many, very stupid, people, ask me all the time: "Why do you think you are always right?"; And the answer is very simple as well as obvious: I was successful in everything I did, in different forms of art, different businesses, and more. As a teacher for over 20 years, I saw all the students that followed my guidelines, succeeding, during their entire life, in everything they did, while all the others who refused my guidance, ended as failures, even when they were bright students. Intelligence, without truth, leads to failure, frustration and sadness, in everything. And then I became a writer, and the same history repeated. Nearly all books became bestsellers, and the readers that applied the knowledge started sending me their success stories. Like my successful students, they succeeded in everything, and not just one are of their life.

Many, very stupid, people, ask me all the time: "Why do you think you are always right?"; And the answer is very simple as well as obvious: I was successful in everything I did, in different forms of art, different businesses, and more. As a teacher for over 20 years, I saw all the students that followed my guidelines, succeeding, during their entire life, in everything they did, while all the others who refused my guidance, ended as failures, even when they were bright students. Intelligence, without truth, leads to failure, frustration and sadness, in everything. And then I became a writer, and the same history repeated. Nearly all books became bestsellers, and the readers that applied the knowledge started sending me their success stories. Like my successful students, they succeeded in everything, and not just one area of their life.

My days were filled with U.S. history and algebra. My nights were spent with history of movement and petite allegros. I might have been your average student during my typical school day, but after school, I was quickly becoming a master teacher. While my friends were looking for a future career in the guidance counselor’s office, I was proving to my colleagues that I had already found my true vocation.

(Guidance counselors, by the way, are people who used to be teachers, and then decided not to work anymore.)

We knew that if we closed the twenty-seven schools and right-sized the district we could ensure that every school in the district had an art, music, and physical education teacher as well as a librarian, nurse, and guidance counselor/social worker. It was what families across the city had told me they wanted. It was just at a price they weren’t necessarily willing to pay.

Don't think about it; FEEL about it.

But that’s not all. For thousands of years, many groups experimented with perceptual and sleep states and achieved surprising results. This is the knowledge I’ll be sharing with you in this book — information about one of the most ancient traditions in Mexico and the striking results it is producing in all those who are following it now. I’ll also narrate the personal experiences I’ve had with my teachers, and I hope that this will provide guidance for all those who are curious about dreams and those who have already heard the call of their dreaming mind and the Sixth Sun and want to set off on the path of the warrior of dreams.

The way-shower encourages all to use their gifts and be their best selves. They say, in effect, “Do not believe me—ask your inner guidance.” This is the teacher you can trust. Any teacher who teaches you to follow them—and then expects you to only follow—is still in ego and is not trustworthy.

Wisdom is a teacher in order to learn one must be willing to listen at the end of the lesson your questions will be answered

humans have the least experience with how to live and thus the most to learn—we must look to our teachers among the other species for guidance. Their wisdom is apparent in the way that they live. They teach us by example. They’ve been on the earth far longer than we have been, and have had time to figure things out.

Romanists teach that the Church, as an external, visible society, consisting of those who profess the Christian religion, united in communion of the same sacraments and subjection to lawful pastors, and especially to the Pope of Rome, is divinely appointed to be the infallible teacher of men in all things pertaining to faith and practice. It is qualified for this office by the plenary revelation of the truth in the written and unwritten word of God, and by the supernatural guidance of the Holy Spirit vouchsafed to the bishops as official successors of the Apostles, or, to the Pope as the successor of Peter in his supremacy over the whole Church, and as vicar of Christ on earth. There is something simple and grand in this theory. It is wonderfully adapted to the tastes and wants of men. It relieves them of personal responsibility. Everything is decided for them.

when we’re still wandering around the dark wood of error, knowing we’re lost but clueless about how to find ourselves, a teacher is essential. So stay alert for anyone that may offer help or guidance. The teacher may not look like what you expect.

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Gratitude is the heartfelt appreciation for the teachers and parents whose guidance and sacrifice have shaped our future.’ On this Teacher’s Day, we thank you for lighting the path of knowledge and love, forever illuminating our journey.

We say that humans have the least experience with how to live and thus the most to learn - we must look to our teachers among the other species for guidance. Their wisdom is apparent in the way that they live. They teach us by example. They've been on the earth far longer than we have been, and have had time to figure things out. They live both above and below ground, joining Skyworld to the earth. Plants know how to make food and medicine from light and water, and then give it away.

Greetings and Thanks to each other as people To the Earth, Mother of all, greetings and thanks. To all the Waters – Waterfalls and Rain, Rivers and Oceans – greetings and thanks. To all the Fish Life, greetings and thanks. The Grains and Greens, Beans and Berries, as one we send thanks to food plants. Medicine Herbs of the world and their keepers, greetings and thanks. To all Animals and their teachings, greetings and thanks. The Trees – for shelter and shade, fruit and beauty – greetings and thanks. To all Birds, large and small, joyful greetings and thanks. And from the Four Directions: The Four Winds, thank you for purifying the air we breathe and giving us strength. Greetings. The Thunderers, our grandfathers in the sky – we hear your voices. Greetings and thanks. And now the Sun, for the Light of a new day and all the fires of life. Greetings and thanks. To our oldest grandmother, the Moon, leader of women all over the world, And the Stars, for their mystery, beauty and guidance, greetings and thanks. To our Teachers, from all times, reminding us of how to live in harmony, greetings and thanks. And for all the gifts of Creation; For all the love around us, greetings and thanks. And for that which is forgotten, We Remember. We end our words. Now our minds are One.

The secret of the universe is that no one knows shit. No one has the right answer, because no one has your answer. We want to know. We seek answers in books and seminars. We look for guidance from teachers, heroes, gurus, and even the internet. We’ve gotten so used to looking around that we’ve stopped looking inside.

In the Western tradition there is a recognized hierarchy of beings, with, of course, the human being on top - the pinnacle of evolution, the darling of Creation - and the plants at the bottom. But in Native ways of knowing, human people are often referred to as "the younger brothers of Creation." We say that humans have the least experience with how to live and thus the most to learn - we must look to our teachers among the other species for guidance. Their wisdom is apparent in the way that they live. They teach us by example. They've been on the earth far longer than we have been, and have had time to figure things out. They live both above and below ground, joining Skyworld to the earth. Plants know how to make food and medicine from light and water, and then they give it away.

19 For the people shall dwell in Zion at Jerusalem: thou shalt weep no more: he will be very gracious unto thee at the voice of thy cry; when he shall hear it, he will answer thee. 20 And though the Lord give you the bread of adversity, and the water of affliction [even though you go through some trying times], yet shall not thy teachers [thy teacher, the Lord] be removed into a corner any more, but thine eyes shall see thy teachers: 21 And thine ears shall hear a word behind thee, saying, This is the way, walk ye in it, when ye turn to the right hand, and when ye turn to the left [you will be surrounded with guidance and truth]. 22 Ye shall defile [cease to worship] also the covering of thy graven images of silver [your graven images covered with silver], and the ornament of thy molten images of gold: thou shalt cast them away as a menstruous cloth [they will be totally repulsive to you]; thou shalt say unto it, Get thee hence [you will shudder at the thought of idol worship]. 23 Then shall he give the rain of thy seed, that thou shalt sow the ground withal [you will prosper]; and bread of the increase of the earth, and it shall be fat and plenteous: in that day shall thy cattle feed in large pastures [things will go well when Israel repents and is gathered]. 24 The oxen likewise and the young asses that ear the ground [work the ground in agriculture] shall eat clean provender [hay], which hath been winnowed with the shovel and with the fan. 25 And there shall be upon every high mountain, and upon every high hill, rivers and streams of waters in the day of the great slaughter, when the towers fall [when your enemies have been destroyed]. 26 Moreover the light of the moon shall be as the light of the sun, and the light of the sun shall be sevenfold, as the light of seven days [everything will be better than you can imagine], in the day that the LORD bindeth up the breach of his people, and healeth the stroke of their wound [Christ heals when people repent].

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.

The teacher must at all costs be calm and collected and must remain in control. He should give his instructions in a cool and objective manner, without being intrusive. A lesson with such a child may look easy and appear to run along in a calm, self-evident manner. It may even seem that the child is simply allowed to get away with everything, any teaching being merely incidental. Nothing could be further from the truth. In reality, the guidance of these children requires a high degree of effort and concentration.

Your teacher, parent or boss is a human being with their own fears, insecurities and hang ups. The only difference is that their position or role in your life allows them to take their insecurities out on you and dress it up as feedback or guidance.

he attended a Buddhist retreat in the north of England at which the principal teachers were a small group of Buddhist nuns. He no longer remembers any details about the tradition they belonged to, but he remembers well the profound effect their teachings had on him. At the core of the retreat were instructions on how participants could develop a practice of meditation through using the breath as a focus to remain anchored in the present moment. “What the nuns pointed me to was the part of their tradition kept alive through monastic practice for 2,500 years,” he says. “This was the importance of staying in the present moment, the importance of calm abiding, the practice of concentration in Buddhism known as samatha.” This time spent in the company of nuns, listening to their guidance, was “a seminal moment.

Integrity usually comes to people slowly and takes them unawares, as part of a natural process of maturing or through the need to be there for someone else who is counting on them. But it can appear full-blown in times of crisis or loss. In my work I have seen many people recover a greater integrity because they have lost something or someone very dear to them. With certain people we may get to try on a greater wholeness for a time, to actually experience being more. These experiences are a sort of grace. They help us to know not only the direction of our personal wholeness but how it feels and even tastes. Everyone's wholeness is unique and even such common role models as Eleanor Roosevelt and Albert Schweitzer can distance us from ourselves. Our wholeness will look different than theirs. Our wholeness fits us better than theirs. Our wholeness is much more attainable for us than theirs ever could be. We usually look outside of ourselves for heroes and teachers. It has not occurred to most people that they may already be the role model they seek. The wholeness they are looking for may be trapped within themselves by beliefs, attitudes, and self-doubt. But our wholeness exists in us now. Trapped though it may be, it can be called upon for guidance, direction, and most fundamentally, comfort. It can be remembered. Eventually we may come to live by it.

I really can’t say,” the teacher replied. “Except that there is probably no limit to what he can do, given a little guidance.

It’s probably a class for guidance counselors only‌—‌How to Emit Inappropriate Joy in the Face of Adolescent Horror. I’m fairly certain they don’t make teachers take it, because they don’t even bother to pretend. Half of them are as miserable as I am.