Impact Of Teachers Quotes

Noah was no longer at my side when I turned. He had Kent from algebra pinned against the car. "I should injure you considerably," he said in a low voice "Dude, chill." Kent was completely calm. "Noah," I heard myself say. "Its not worth it." Noah's eyes narrowed, but apon hearing my voice, he released Kent who straightened his shirt and brushed the front of his khakis. "Get fucked, Kent," Noah said as he turned away. The idiot laughed, "Oh, I will." Noah whirled around and I heard the unmistakable impact of knuckles meeting face. Kent was on the concrete, his hands clutching his nose. When he started to get up, Noah said, "I wouldn't. I'm barely above kicking the shit out of you on the ground. Barely." "You broke my nose!" Blood streamed down Kents shirt and a crowd formed a small circle around the three of us. A teacher parted the throng and called out, "Principals office NOW, Shaw." Noah ignored him and walked over to me, inordinately calm. He placed his good hand on the small of my back and my legs threatened to dissolve. The bell rang and I looked at Noah as he leaned in and brushed his lips against my ear. He whispered into my hair, "It was worth it." - The Unbecoming Of Mara Dyer

The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach than by what they teach.

Teachers can make such a profound impact on our lives and should be honored as heroes, I believe. They’re working for so little money, under such difficult circumstances, usually for the love of the service to the children. Many of us owe who we are to certain teachers who appeared at just the right time, in the right place, and had just the right words to say to propel us on our journey. (ACTIVITY ALERT: Take this opportunity, partway through this ridiculous book, to reach out to a teacher who made an impact on you and THANK THEM. You’ll be so glad you did. And so will they!)

if you want to increase student academic achievement, give each student a friend.

It is incumbent therefore upon schools to attend to student friendships, to ensure that the class makes newcomers welcomed, and, at minimum, to ensure that all students have a sense of belonging.

Across the grades, when instruction was challenging, relevant, and academically demanding, then all students had higher engagement and teachers talked less – and the greatest beneficiaries were at-risk students.

Many Americans first fell in love with the poetry of the thirteenth century teacher and spiritual leader Jelalludin Rumi during the early 1990s when the unparalleled lyrical grace, philosophical brilliance, and spiritual daring of his work took modern Western readers completely by surprise. The impact of its soulful beauty and the depth of its profound humanity were so intense that they reportedly prompted numerous individuals to spontaneously compose poetry.

Ladies and Gentlemen, I'd planned to speak to you tonight to report on the state of the Union, but the events of earlier today have led me to change those plans. Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss. Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground. But we've never lost an astronaut in flight. We've never had a tragedy like this. And perhaps we've forgotten the courage it took for the crew of the shuttle. But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together. For the families of the seven, we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and we're thinking about you so very much. Your loved ones were daring and brave, and they had that special grace, that special spirit that says, "Give me a challenge, and I'll meet it with joy." They had a hunger to explore the universe and discover its truths. They wished to serve, and they did. They served all of us. We've grown used to wonders in this century. It's hard to dazzle us. But for twenty-five years the United States space program has been doing just that. We've grown used to the idea of space, and, perhaps we forget that we've only just begun. We're still pioneers. They, the members of the Challenger crew, were pioneers. And I want to say something to the schoolchildren of America who were watching the live coverage of the shuttle's take-off. I know it's hard to understand, but sometimes painful things like this happen. It's all part of the process of exploration and discovery. It's all part of taking a chance and expanding man's horizons. The future doesn't belong to the fainthearted; it belongs to the brave. The Challenger crew was pulling us into the future, and we'll continue to follow them. I've always had great faith in and respect for our space program. And what happened today does nothing to diminish it. We don't hide our space program. We don't keep secrets and cover things up. We do it all up front and in public. That's the way freedom is, and we wouldn't change it for a minute. We'll continue our quest in space. There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue. I want to add that I wish I could talk to every man and woman who works for NASA, or who worked on this mission and tell them: "Your dedication and professionalism have moved and impressed us for decades. And we know of your anguish. We share it." There's a coincidence today. On this day three hundred and ninety years ago, the great explorer Sir Francis Drake died aboard ship off the coast of Panama. In his lifetime the great frontiers were the oceans, and a historian later said, "He lived by the sea, died on it, and was buried in it." Well, today, we can say of the Challenger crew: Their dedication was, like Drake's, complete. The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and "slipped the surly bonds of earth" to "touch the face of God." Thank you.

Good character is much more valuable than content knowledge. However, the combination of both is an asset for making an impact on those around us

Good character is much more valuable than content knowledge. However, the combination of both is an asset for making an impact on those around us.

the principal’s role is to lead the school’s teachers in a process of learning to improve their teaching, while learning alongside them about what works and what doesn’t.

When teachers stop learning, so do students.

Social scientists generally agree that students’ families (especially family income, which determines advantages and opportunity) have an even bigger impact on student performance than their school or teachers.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

Teachers can make such a profound impact on our lives and should be honored as heroes, I believe. They’re working for so little money, under such difficult circumstances, usually for the love of the service to the children. Many of us owe who we are to certain teachers who appeared at just the right time, in the right place, and had just the right words to propel us on our journey.

When the school is organized to focus on a small number of shared goals, and when professional learning is targeted to those goals and is a collective enterprise, the evidence is overwhelming that teachers can do dramatically better by way of student achievement.

Coming back to America was, for me, much more of a cultural shock than going to India. The people in the Indian countryside don’t use their intellect like we do, they use their intuition instead, and their intuition is far more developed than in the rest of the world. Intuition is a very powerful thing, more powerful than intellect, in my opinion. That’s had a big impact on my work. Western rational thought is not an innate human characteristic; it is learned and is the great achievement of Western civilization. In the villages of India, they never learned it. They learned something else, which is in some ways just as valuable but in other ways is not. That’s the power of intuition and experiential wisdom. Coming back after seven months in Indian villages, I saw the craziness of the Western world as well as its capacity for rational thought. If you just sit and observe, you will see how restless your mind is. If you try to calm it, it only makes it worse, but over time it does calm, and when it does, there’s room to hear more subtle things—that’s when your intuition starts to blossom and you start to see things more clearly and be in the present more. Your mind just slows down, and you see a tremendous expanse in the moment. You see so much more than you could see before. It’s a discipline; you have to practice it. Zen has been a deep influence in my life ever since. At one point I was thinking about going to Japan and trying to get into the Eihei-ji monastery, but my spiritual advisor urged me to stay here. He said there is nothing over there that isn’t here, and he was correct. I learned the truth of the Zen saying that if you are willing to travel around the world to meet a teacher, one will appear next door.

Theater gives them what a computer takes away, what no classroom teacher can teach. They learn to work with other people. They learn patience and tolerance and how to be deferential to each other. They learn to be good citizens. It’s unifying. It has an impact on kids that can’t be quantified. Educators don’t know how to measure it.

Meanwhile, the repeated use of the word ‘distracting’ centres the needs of men and boys above those of the girls, and suggests that girls’ bodies are powerful and dangerous, impacting on boys and teachers, whose behaviour is implicitly excused as inevitable. It is girls’ responsibility to cover up, not men and boys’ responsibility to restrain themselves.

Of course every person you meet in life has an impact on who you become, no matter how small the interaction, everything matters.

Used poorly in a compulsory, heavy-handed way, video recording can damage teacher morale at a time when, for many teachers, morale is at an all-time low.

My role, as teacher, is to evaluate the effect I have on my students.

What does matter is teachers having a mind frame in which they see it as their role to evaluate their effect on learning.

those teachers who are students of their own impact are the teachers who are the most influential in raising students’ achievement.

Teachers and students use the power of peers positively to progress learning.

The major message, however, is that rather than recommending a particular teaching method, teachers need to be evaluators of the effect of the methods that they choose.

Questioner: What‘s the best thing I can do for my awakening? Adyashanti: Be with an enlightened teacher and listen.

The more accomplished teachers set tasks that had a greater degree of challenge; they were more sensitive to context and they had a deeper understanding of the content being taught.

Teachers, lawyers, social workers, activists-anyone who works with the directly impacted, anyone who confronts the system day in and day out-will tell you that residual trauma is real.

Don't just leave your footprints in the sand only to be washed away as the ocean waves come crashing to the shore. You want to impact the lives of others in such a way that you'll be remembered forever. You want to instill values and wisdom in the hearts and minds of others that will never be forgotten. So they may teach their children to carry on from generation to generation.

In speaking of the human brain as an electro-colloidal biocomputer, we all know where the hardware is: it is inside the human skull. The software, however, seems to be anywhere and everywhere. For instance, the software “in” my brain also exists outside my brain in such forms as, say, a book I read twenty years ago, which was an English translation of various signals transmitted by Plato 2400 years ago. Other parts of my software are made up of the software of Confucius, James Joyce, my second-grade teacher, the Three Stooges, Beethoven, my mother and father, Richard Nixon, my various dogs and cats, Dr. Carl Sagan, and anybody and (to some extent) any-thing that has ever impacted upon my brain. This may sound strange, but that’s the way software (or information) functions.

In essence, in dealing with their staffs, principals should shift from focusing on one-to-one work with each individual teacher to leading collaborative work that improves quality throughout the faculty.

Few words in world literature equal the impact of this saying. All man’s alibis are unacceptable: no gods are responsible for his condition; no original sin; no heredity and no environment; no race, no caste, no father, and no mother; no wrong-headed education, no governess, no teacher; not even an impulse or a disposition, a complex or a childhood trauma. Man is free; but his freedom does not look like the glorious liberty of the Enlightenment; it is no longer the gift of God. Once again, man stands alone in the universe, responsible for his condition, likely to remain in a lowly state, but free to reach above the stars.

Sometimes authors do know better. As previously mentioned, in After the Fact, a book aimed at college history majors, James Davidson and Mark Lytle do a splendid job telling of the Indian plagues, demonstrating that they understand their geopolitical significance, their devastating impact on Indian culture and religion, and their effect on estimates of the precontact Indian population. In After the Fact, looking down from the Olympian heights of academe, Davidson and Lytle even write, “Textbooks have finally begun to take note of these large-scale epidemics.” Meanwhile, their own high school history textbooks leave them out.57

The greater the challenge, the higher the probability that one seeks and needs feedback, but the more important it is that there is a teacher to provide feedback and to ensure that the learner is on the right path to successfully meet the challenges.

Whether it is in a sales situation, love at first sight, a husband and wife having an important conversation, a parent disciplining a child, or a teacher instructing her students, eye contact is a powerful body language for enriching engagement, focus, and communication.

We all have defining moments in our lives—meaningful experiences that stand out in our memory. Many of them owe a great deal to chance: A lucky encounter with someone who becomes the love of your life. A new teacher who spots a talent you didn’t know you had. A sudden loss that upends the certainties of your life.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

School leaders need to stop creating schools that attempt to lock in prior achievement and experiences (such as by using tracking), and instead be evidence-informed about the talents and growth of all students by welcoming diversity and being accountable for all (regardless of the teachers’ and schools’ expectations).

Moments of pride commemorate people’s achievements. We feel our chest puff out and our chin lift. 2. There are three practical principles we can use to create more moments of pride: (1) Recognize others; (2) Multiply meaningful milestones; (3) Practice courage. The first principle creates defining moments for others; the latter two allow us to create defining moments for ourselves. 3. We dramatically underinvest in recognition. • Researcher Wiley: 80% of supervisors say they frequently express appreciation, while less than 20% of employees agree. 4. Effective recognition is personal, not programmatic. (“ Employee of the Month” doesn’t cut it.) • Risinger at Eli Lilly used “tailored rewards” (e.g., Bose headphones) to show his team: I saw what you did and I appreciate it. 5. Recognition is characterized by a disjunction: A small investment of effort yields a huge reward for the recipient. • Kira Sloop, the middle school student, had her life changed by a music teacher who told her that her voice was beautiful. 6. To create moments of pride for ourselves, we should multiply meaningful milestones—reframing a long journey so that it features many “finish lines.” • The author Kamb planned ways to “level up”—for instance “Learn how to play ‘Concerning Hobbits’ from The Fellowship of the Ring”—toward his long-term goal of mastering the fiddle.

Cooperative learning is most powerful after the students have acquired sufficient surface knowledge to then be involved in discussion and learning with their peers – usually in some structured manner. It is then most useful for learning concepts, verbal problem-solving, categorizing, spatial problem-solving, retention and memory, and guessing

ask why we ever set tests; indeed, the best answer to this question is ‘so that we, as teachers, know who we taught well, what they mastered or failed to master, who made larger and smaller gains, and what we may need to re-teach’. Tests are primarily to help teachers to gather formative information about their impact. With this mind frame, the students reap the dividends.

My purpose in beginning the John Wimber biography project was to honor his rich legacy of teaching, his extraordinary character, and the positive & beneficial impact his life has had on my journey as a 'follower of Christ'. I esteem John Wimber's teachings, writing, and impact upon the Body of Christ to be equal with that of C.S. Lewis, Dorothy Sayers, John F. Banks, D.L. Moody, and Leanne Payne.

The relationship between humanity and work involves money, but in something of a negative correlation. The jobs and roles that are the most human and would naturally be most attractive tend to pay nothing or close to nothing. Mother, father, artist, writer, musician, coach, teacher, storyteller, nurturer, counselor, dancer, poet, philosopher, journalist—these roles often are either unpaid or pay so little that it is difficult to survive or thrive in many environments. Many of these roles have high positive social impacts that are ignored by the market. On the other hand, the most lucrative jobs tend to be the most inorganic. Corporate lawyers, technologists, financiers, traders, management consultants, and the like assume a high degree of efficiency. The more that a person can submerge one’s humanity to the logic of the marketplace, the higher the reward.

The great teachers of your Christian religion understand this. They know that Jesus was not perturbed by the crucifixion, but expected it. He could have walked away, but he did not. He could have stopped the process at any point. He had that power. Yet he did not. He allowed himself to be crucified in order that he might stand as man’s eternal salvation. Look, he said, at what I can do. Look at what is true. And know that these things, and more, shall you also do. For have I not said, ye are gods? Yet you do not believe. If you cannot, then, believe in yourself, believe in me. Such was Jesus’ compassion that he begged for a way—and created it—to so impact the world that all might come to heaven (Self realization)—if in no other way, then through him. For he defeated misery and death. And so might you. The grandest teaching of Christ was not that you shall have everlasting life—

Accomplishing the maximum impact on student learning depends on teams of teachers working together, with excellent leaders or coaches, agreeing on worthwhile outcomes, setting high expectations, knowing the students’ starting and desired success in learning, seeking evidence continually about their impact on all students, modifying their teaching in light of this evaluation, and joining in the success of truly making a difference to student outcomes.

Don't strive to be clever, strive to be sensible. Don't strive to be mighty, strive to be amiable. Don't strive to be eminent, strive to be helpful. Don't strive to be successful, strive to be useful. Don't strive to be rich, strive to be valuable. Don't strive to be great, strive to be humble. Don't strive to teach, strive to be knowledgable. Don't strive to preach, strive to be insightful. Don't strive to compete, strive to be impactful. Don't strive to command, strive to be resourceful. Don't strive to dominate, strive to be skillful. Don't strive to conquer, strive to be masterful. If you strive to be a preacher, strive to be spiritual. If you strive to be teacher, strive to be approachable. If you strive to be a leader, strive to be teachable. If you strive to be a warrior, strive to be thoughtful. If you strive to be a commander, strive to be gentle. If you strive to be a conqueror, strive to be merciful.

Lacking older siblings, the oldest or only child identifies primarily with her parents, conforming to their ideals and demands, not the least reason being that she no one with whom to share those demands. Since firstborns try to live up to the expectations of adults- teachers' as well as parents'- rather than that of peers, they are likely to learn more and to bring home better report cards than younger siblings. Thus firstborns pave the way for younger siblings, setting the standards against which they are measured and measure themselves. Middle children tend to be more gregarious and more dependent on the approval of peers than that of adults. For one thing they have the example of the older sibling- who has the credibility of generational sameness- to guide them in their decisions and to teach them the rules of the family road. An older sister who was grounded for a month for coming home late from a date, for instance, is a lesson not lost on her younger sister or brother. At the same time younger children are buffered by birth order from their parents' sole concentration. Hence they are treated with more indulgence and are called upon less to take on responsibilities.

This (liberation) isn't something I can help you with. I can tell you what you need to do, but you have to do it. In the beginning, teachers can help a lot. But the deeper you go, all they can do is point, and clarify, and tell you what you need to do. Only you can take this step. Nobody can push you into this place. It's like Buddha's final night under the Bodhi tree. What did he do when confronted with this? He reached down and touched the ground and said, „I will not be moved.“ Finally – when everything that could be thrown at him was thrown, and he was still unmoved – it was done. He never looked back. (p. 99)

You were meant to bring forth much fruit. You can be effective. Powerfully used. I’m talking to you. Not your preacher or Bible study teacher. Your legacy can still have an impact in a dozen generations if Christ tarries. You don’t have to look a certain way, receive a certain gift, attend a certain denominational church, practice a certain kind of ministry, or establish a nonprofit organization! All you need to be mighty in your generation is a shield of faith and the sword of the Spirit (the Word of God, Eph. 6:16–17). Through Christ you can absolutely, unequivocally do anything God places before you (Phil. 4:13).

Success, Bill Gates said, is a lousy teacher. It seduces smart people into thinking they can't lose. Same goes for good looking people. Beauty reduces the consciousness that it takes more to catch the heart of the right partner. We often think being good at one thing is all we need to succeed, but hey, success is less of what you are good at, but more of what you are good for. Of what use is beauty with no brains, culture without character, knowledge that does not impact, or skill that does not add value? For any seemingly "good" thing to last, great attention we must pay to the unseen intrinsic component that sustains it.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

Homophobia and the closet are allies. Like an unhealthy co-dependent relationship they need each other to survive. One plays the victim living in fear and shame while the other plays the persecutor policing what is ‘normal’. The only way to dismantle homophobia is for every gay man and lesbian in the world to come out and live authentic lives. Once they realise how normal we are and see themselves in us….the controversy is over. It is interesting to think what would happen though....on a particularly pre-determined day that every single gay man and lesbian came out. Imagine the impact when, on that day, people all around the world suddenly discovered their bosses, mums, dads, daughters, sons, aunts, uncles, cousins, teachers, doctors, neighbours, colleagues, politicians, their favourite actors, celebrities and sports heroes, the people they loved and respected......were indeed gay. All stereotypes would immediately be broken.....just by the same single act of millions of people…..and at last there would no longer be need for secrecy. The closet would become the lounge room. How much healthier would we be emotionally and psychologically when we could all be ourselves doing life without the internal and societal negatives that have been attached to our sexual orientation.

our society today does not just need politicians but, politicians for a great and a positive change. our society today does not just need teachers but, teachers for a great impact and life transformation. Our society today does not just need lawyers but, Lawyers for a change. Our society today does not just need doctors but, doctors to put smiles on our faces. Our society today does not just need farmers but, farmers for a change. Our society today does not just need scholars but, scholars to solve the societal woes. Our society today does not just need the business man but, the business man for a great societal change. Life is all about change and we either change to the worst arena of life or to the best arena life. Let us think of a great and a positive change

Cultural artifacts like clothing, music, or speech are aspects of indigenous culture that are generally not considered by teachers to be related to education, but are one of the first things a teacher identifies when interacting with neoindigenous students. The wrong clothing or speech will get neoindigenous students labeled as unwilling to learn and directly impact their academic lives much in the way that it affects the indigenous. For example, if one were to ask the average person in the United States, Australia, or New Zealand to describe the indigenous peoples in their respective countries, the responses would probably be very similar, and include exoticized references to scanty clothing, “odd” living arrangements, “strange” speech, “weird” customs, and “primitive” art and music.

Or take school attendance. Everybody seems to have different ideas on how to raise it. We should pay for uniforms. Advance school fees on credit. Offer free meals. Install toilets. Raise public awareness of the value of education. Hire more teachers. And on and on. All of these suggestions sound perfectly logical. Thanks to RCTs, however, we know that $100 worth of free meals translates into an additional 2.8 years of educational attainment – three times as much as free uniforms. Speaking of proven impact, deworming children with intestinal complaints has been shown to yield 2.9 years of additional schooling for the absurdly small investment of $10 worth of treatment. No armchair philosopher could have predicted that, but since this finding was revealed, tens of millions of children have been dewormed.

I wanted to keep going, not because I knew what we were doing or where it was going. It was like I had become addicted to it. There was a purity to our messaging that I found intoxicating. We’d been working our way through grade school, trying to remember everything we could about each year, our teachers and classmates, our lunch boxes and backpacks, the books we read, what we did at recess, our favorite toys. It felt like I could touch the sublime by memorizing all of JB’s memories. Wouldn’t that be a beautiful human achievement? To learn everything about a person you would never meet? I wrote: The thing is, writing these messages with you has become the most interesting thing I get to do. JB: Yes, that’s the same problem I’m having. HungryGhost: So why is that a problem again? JB: Aside from the staggering financial impact, I just feel weird. I don’t even know your name.

But Homo sapiens’ dependency on social communication and education is as much of a curse as it is a gift. On the flip side of the coin, it is education’s fault that religious myths and fake news propagate so easily in human societies. From the earliest age, our brains trustfully absorb the tales we are told, whether they are true or false. In a social context, our brains lower their guard; we stop acting like budding scientists and become mindless lemmings. This can be good—as when we trust the knowledge of our science teachers, and thus avoid having to replicate every experiment since Galileo’s time! But it can also be detrimental, as when we collectively propagate an unreliable piece of “wisdom” inherited from our forebears. It is on this basis that doctors foolishly practiced bloodletting and cupping therapies for centuries, without ever testing their actual impact. (In case you are wondering, both are actually harmful in the vast majority of diseases.)

The ceramics teacher announced on opening day that he was dividing the class into two groups. All those on the left side of the studio, he said, would be graded solely on the quantity of work they produced, all those on the right solely on its quality. His procedure was simple: on the final day of class, he would bring in his bathroom scales and weigh the work of the “quantity” group: fifty pounds of pots rated an “A”, forty pounds a “B”, and so on. Those being graded on “quality”, however, needed to produce only one pot – albeit a perfect one – to get an “A”. Well, came grading time and a curious fact emerged: the works of highest quality were all produced by the group being graded for quantity. It seems that while the “quantity” group was busily churning out piles of work – and learning from their mistakes – the “quality” group had sat theorizing about perfection, and in the end, had little more to show for their efforts than grandiose theories and a pile of dead clay.

How do you build peaks? You create a positive moment with elements of elevation, insight, pride, and/ or connection. We’ll explore those final three elements later, but for now, let’s focus on elevation. To elevate a moment, do three things: First, boost sensory appeal. Second, raise the stakes. Third, break the script. (Breaking the script means to violate expectations about an experience—the next chapter is devoted to the concept.) Moments of elevation need not have all three elements but most have at least two. Boosting sensory appeal is about “turning up the volume” on reality. Things look better or taste better or sound better or feel better than they usually do. Weddings have flowers and food and music and dancing. (And they need not be superexpensive—see the footnote for more.IV) The Popsicle Hotline offers sweet treats delivered on silver trays by white-gloved waiters. The Trial of Human Nature is conducted in a real courtroom. It’s amazing how many times people actually wear different clothes to peak events: graduation robes and wedding dresses and home-team colors. At Hillsdale High, the lawyers wore suits and the witnesses came in costume. A peak means something special is happening; it should look different. To raise the stakes is to add an element of productive pressure: a competition, a game, a performance, a deadline, a public commitment. Consider the pregame jitters at a basketball game, or the sweaty-hands thrill of taking the stage at Signing Day, or the pressure of the oral defense at Hillsdale High’s Senior Exhibition. Remember how the teacher Susan Bedford said that, in designing the Trial, she and Greg Jouriles were deliberately trying to “up the ante” for their students. They made their students conduct the Trial in front of a jury that included the principal and varsity quarterback. That’s pressure. One simple diagnostic to gauge whether you’ve transcended the ordinary is if people feel the need to pull out their cameras. If they take pictures, it must be a special occasion. (Not counting the selfie addict, who thinks his face is a special occasion.) Our instinct to capture a moment says: I want to remember this. That’s a moment of elevation.

Just as an adult-oriented child is more vulnerable in relationship to his parents and teachers, peer-oriented kids are more so in relationship to one another. Having lost their parental attachment shields, they become highly sensitized to the actions and communication of other children. The problem is that children's natural interaction is anything but careful and considerate and civilized. When peers replace parents, this careless and irresponsible interaction takes on a potency it was never meant to have. Sensitivities and sensibilities are easily overwhelmed. We have only to imagine how we as adults would fare if subjected by our friends to the kind of social interaction children have to endure each and every day — the petty betrayals, the shunning, the contempt, the sheer lack of dependability. It is no wonder that peer-oriented kids shut down in the face of vulnerability. The literature on the impact of peer rejection on children, based on extensive research, is very clear about the negative consequences, employing words like shattering, crippling, devastating, mortifying. Suicides among children are escalating, and the literature indicates that the rejection of peers is a growing cause.

(7) The impact on public schools. It is essential to separate the rhetoric of the school bureaucracy from the real problems that would be raised. The National Education Association and the American Federation of Teachers claim that vouchers would destroy the public school system, which, according to them, has been the foundation and cornerstone of our democracy. Their claims are never accompanied by any evidence that the public school system today achieves the results claimed for it—whatever may have been true in earlier times. Nor do the spokesmen for these organizations ever explain why, if the public school system is doing such a splendid job, it needs to fear competition from nongovernmental, competitive schools or, if it isn't, why anyone should object to its "destruction." The threat to public schools arises from their defects, not their accomplishments. In small, closely knit communities where public schools, particularly elementary schools, are now reasonably satisfactory, not even the most comprehensive voucher plan would have much effect. The public schools would remain dominant, perhaps somewhat improved by the threat of potential competition. But elsewhere, and particularly in the urban slums where the public schools are doing such a poor job, most parents would undoubtedly try to send their children to nonpublic schools.

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

But if somebody does want a productive conversation and genuinely believes that being called “cracker” is the same as being called “nigger” and feels angry and invalidated by the insistence that both do not meet your definition of racism, they will say so. This is an educational opportunity. This is a great way to let that person know that you do hear them, and that your experiences do not erase theirs because even though their experience is valid, it is a different experience. A response I’ve used is, “What was said to you wasn’t okay, and should be addressed. But we are talking about two different things. Being called “cracker” hurts, may even be humiliating. But after those feelings fade, what measurable impact will it have on your life? On your ability to walk the streets safely? On your ability to get a job? How often has the word “cracker” been used to deny you services? What measurable impact has this word had on the lives of white Americans in general?” In all honesty, from my personal experience, you are still not likely to get very far in that conversation, not right away. But it gives people something to think about. These conversations, even if they seem fruitless at first, can plant a seed to greater understanding. If you want to further understanding of systemic racism even more among the people you interact with, you can try to link to the systemic effects of racism whenever you talk about racism. Instead of posting on Facebook: “This teacher shouted a racial slur at a Hispanic kid and should be fired!” you can say all that, and then add, “This behavior is linked to the increased suspension, expulsion, and detention of Hispanic youth in our schools and sets an example of behavior for the children witnessing this teacher’s racism that will influence the way these children are treated by their peers, and how they are treated as adults.” I do this often when

Although parents and teachers are forever telling children to “grow up,” maturation cannot be commanded. One cannot teach a child to be an individual or train a child to be his own person. This is the work of maturation and maturation alone. We can nurture the process, provide the right conditions, remove the impediments, but we can no more make a child grow up than we can order the plants in our garden to grow. Dealing with immature children, we may need to show them how to act, draw the boundaries of what is acceptable, and articulate what our expectations are. Children who do not understand fairness have to be taught to take turns. Children not yet mature enough to appreciate the impact of their actions must be provided with rules and prescriptions for acceptable conduct. But such scripted behavior mustn't be confused with the real thing. One cannot be any more mature than one truly is, only act that way when appropriately cued. To take turns because it is right to do so is certainly civil, but to take turns out of a genuine sense of fairness can only come from maturity. To say sorry may be appropriate to the situation, but to assume responsibility for one's actions can come only from the process of individuation. There is no substitute for genuine maturation, no shortcut to getting there. Behavior can be prescribed or imposed, but maturity comes from the heart and mind. The real challenge for parents is to help kids grow up, not simply to look like grownups. If discipline is no cure for immaturity and if scripting is helpful but insufficient, how can we help our children mature? For years, develop-mentalists puzzled over the conditions that activated maturation. The breakthrough came only when researchers discovered the fundamental importance of attachment. Surprising as it may be to say, the story of maturation is quite straightforward and self-evident. Like so much else in child development, it begins with attachment.

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.

When we are sold perfume, we are accustomed to also being sold the idea of a life we will never have. Coty's Chypre enabled Guerlain to create Mitsouko; Coty's Emeraude of 1921 was the bedrock on which Shalimar was built and Coty's L'Origan become the godmother of L'heure bleue, also by Guerlain. Some people dedicate themselves to making life beautiful. With instinctual good taste, magpie tendencies and a flair for color, they weave painfully exquisite tableaux, defining the look of an era. Paul Poiret was one such person. After his success, he went bust in 1929 and had to sell his leftover clothing stock as rags. Swept out of the picture by a new generation of designers, his style too ornate and Aladdinesque, Poiret ended his days as a street painter and died in poverty. It was Poiret who saw that symbolic nomenclature could turn us into frenzied followers, transforming our desire to own a perfume into desperation. The beauty industry has always been brilliant at turning insecurities into commercial opportunities. Readers could buy the cologne to relax during times of anxiety or revive themselves from strain. Particularly in the 1930s, releases came thick and fast, intended to give the impression of bounty, the provision of beauty to all women in the nation. Giving perfumes as a gift even came under the Soviet definition of kulturnost or "cultured behavior", including to aunts and teachers on International Women's Day. Mitsouko is a heartening scent to war when alone or rather, when not wanting to feel lonely. Using fragrance as part of a considered daily ritual, the territorial marking of our possessions and because it offers us a retrospective sense of naughtiness. You can never tell who is going to be a Nr. 5 wearer. No. 5 has the precision of well-cut clothes and that special appeal which comes from a clean, bare room free of the knick-knacks that would otherwise give away its age. Its versatility may well be connected to its abstraction. Gardenia perfumes are not usually the more esoteric or intellectual on the shelves but exist for those times when we demand simply to smell gorgeous. You can depend on the perfume industry to make light of the world's woes. No matter how bad things get, few obstacles can block the shimmer and glitz of a new fragrance. Perfume became so fashionable as a means of reinvention and recovery that the neurology department at Columbia University experimented with the administration of jasmine and tuberose perfumes, in conjunction with symphony music, to treat anxiety, hysteria and nightmares. Scent enthusiasts cared less for the nuances of a composition and more for the impact a scent would have in society. In Ancient Rome, the Stoics were concerned about the use of fragrance by women as a mask for seducing men or as a vehicle of deception. The Roman satirist Juvenal talked of women buying scent with adultery in mind and such fears were still around in the 1940s and they are here with us today. Similarly, in crime fiction, fragrance is often the thing that gives the perpetrator away. Specifically in film noir, scent gets associated with misdemeanors. With Opium, the drugs tag was simply the bait. What YSL was really marketing, with some genius, was perfume as me time: a daily opportunity to get languid and to care sod-all about anything or anyone else.

Somewhere I have heard that eyes touch your soul. I have seen so many eyes in this journey but these are different. You have speaking eyes. You usually don’t speak much, only smiles & go. I was really idiot who was trying to find the reasons behind that smile with lot of questions. I don’t know from where you have learnt this language, may be by your own, by observing this world. God knows? Simple person who has simple life (may not be) …. Naah…. you made it simple but still impactful. Simple views with exclusive vision. Simple dressing with different style. Simple face with readable expressions. Of course, you don’t need language, attitude suits you. I am fond of article writing & poetry in Marathi. In my educational life, my teachers always praised me for my writing. I never expected that I’ll write something for somebody. I found PERFECT BOSS, JUST PERFECT. Never think that I am trying to impress you, flirting with you. I am showing you that see what you have done with my eyes. Heart? Most mysterious organ of human body, more than brain. See the size of it? What it does with the people? From the upper floor, brain shouts that what the sick things you are doing? but this heart has to beat fast, automatic. It has an own power to rule you according to it. I heard that blooded people can think by heart, I hope I'll give justice to this writing with purity. You must be surprised by these sides, it’s obvious. My family & some close friends can know me, but not fully, only incomplete. This part is the most precious & secret. Some turns are dangerous, thrilling, satisfying, emptying your mind, but risky for future. You can fight & win anything apart from your own heart. It has that power to detect the vibes of emotion. You know? how I'll win this game? When you will finish this game, till that day this one side blocking has no meaning. It becoming more & more open. I’m damn sure, you must be enjoying it. You are killer, teaser.

Have you noticed how many religions encourage adherents to evangelize their faith? Missionary work is a way to grow the number of adherents, but, psychologically speaking, there’s more to proselytizing than getting nonbelievers to join the fold. According to several recent studies, preaching to others can have a great impact on the motivation and adherence of the teacher.

In our culture, however, possessing this trait is not considered ideal and that fact probably has had a major impact on you. Well-meaning parents and teachers probably tried to help you “overcome” it, as if it were a defect. Other children were not always as nice about it. As an adult, it has probably been harder to find the right career and relationships and generally to feel self-worth and self-confidence.

The first 8 years of a child's life are crucial for their development. During this time, the experiences they have and the things they are exposed to play a significant role in shaping their identity and have a long-term impact on their brain. For those who seek to shape children for their own gain, it is crucial that they isolate them as early as possible from the parents.

Closing the schools can harm children who are neglected or unsafe at home and who benefit from the caring eyes of a teacher.

Here are five ways loving yourself can change your life: 1.A kinder, gentler you. Imagine talking to yourself in a loving and supportive way. Kind of like a best friend, coach, parent, or teacher. Being supportive, encouraging, and forgiving allows for grace and peace to come into your life. 2.More energy for living fully. Freeing up space and time to nurture yourself and practice self-care allows for a renewal of energy and an endless supply of fuel that comes from within. It’s like a well that never runs out of water. 3.More love to share with others. Cliché, but so true! It’s hard to love someone else the way you want to if you don’t first love yourself, and you may fall into a pattern of dependency or need. Loving yourself more will have a positive impact on all of your relationships. 4.Healthier relationships with loved ones. Without self-love to fuel our own lives, we will feel the need to look elsewhere, and sometimes that takes the form of attempting to find fuel in relationships with others. Unfortunately, these relationships can become imbalanced and filled with need, resentment, and bitterness, as we look to others to make us happy or help us feel worthy. Learning to self-love allows us to have healthier dynamics and expectations in relationships. We become the creators of our happiness. 5.No longer dependent on external measures of success. Of course, it feels wonderful to be successful and reach your goals. When self-love fuels this rather than self-doubt and fear, success becomes something to enjoy and appreciate with gratitude and a strong sense of our gifts.

First, we acknowledge the realities of inequity that impact students in and out of school. It could be acknowledging that students of color have historically been treated differently at school. Or it can mean that their culturally different ways of learning are often mistaken for intellectual deficits. Often in an effort to be color-blind, some teachers downplay or trivialize subtle but persistent microaggressions directed at culturally and linguistically diverse students on a daily basis. For students, these situations cause stress and emotional pain. As an ally, we have to let them know they are not crazy. Inequity is real.

Then,” said the second instructor, “it’s time that you learned the Outward Bound motto.” “Oh, keen,” I thought. “I’m about to die, and she’s going to give me a motto!” But then she shouted ten words I hope never to forget, words whose impact and meaning I can still feel: “If you can’t get out of it, get into it!” I had long believed in the concept of “the word become flesh” but until that moment I had not experienced it. My teacher spoke words so compelling that they bypassed my mind, went into my flesh, and animated my legs and feet. No helicopter would come to rescue me; the instructor on the cliff would not pull me up with the rope; there was no parachute in my backpack to float me to the ground. There was no way out of my dilemma except to get into it—so my feet started to move and in a few minutes I made it safely down. Why would anyone want to embark on the daunting inner journey about which Annie Dillard writes? Because there is no way out of one’s inner life, so one had better get into it. On the inward and downward spiritual journey, the only way out is in and through.

In the years since April 20, 1999, when the Columbine killers, Eric Harris and Dylan Klebold, murdered twelve of their classmates and one teacher, the country has been plagued by a string of these enormities, among them the massacres at Virginia Tech in Blacksburg and at Marjory Stoneman Douglas High School in Parkland, Florida (which claimed thirty-two and seventeen lives, respectively). Though there is no gauging the relative awfulness of these crimes, the December 14, 2012, massacre at Sandy Hook Elementary School in Newtown, Connecticut, was particularly devastating, largely because of the age of the victims: twenty first-grade students (along with six adult staff members) were shot to death by Adam Lanza, a profoundly disturbed twenty-year-old misfit with a generalized abhorrence of humankind, an obsession with serial murder, and a gun-loving mother who encouraged his interest in high-powered weaponry (and was the first to die at his hands). The impact of this horror on the country at large was summed up in the next day’s New York Times: “Nation reels after gunman massacres 20 children at school in Connecticut.

Microaggressions: The Triumph of Impact Over Intent A prime example of how some professors (and some administrators) encourage mental habits similar to the cognitive distortions is their promotion of the concept of “microaggressions,” popularized in a 2007 article13 by Derald Wing Sue, a professor at Columbia University’s Teachers College. Sue and several colleagues defined microaggressions as “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.” (The term was first applied to people of color but is now applied much more broadly.)

If you lose people in one section, they might not see or hear anything else that you have to say. Even if you’re giving a speech, and have a captive audience, losing people in one section is still the last thing you want. There’s no guarantee their attention will return once your explanation returns to form. Or if you’re a teacher and your explanation loses the attention of some students, that can quickly lead to all the kids getting restless. The best explanations connect each section, part by part. But if one link in the chain underperforms, that can impact the whole thing.

For example, one of the more profound findings that has driven me as a father is the claim of Levin, Belfield, Muennig, and Rouse (2006) that the best predictor of health, wealth, and happiness in later life is not school achievement, but the number of years in schooling. Retaining students in learning is a highly desirable outcome of schooling, and because many students make decisions about staying in schooling between the ages of 11 and 15, this means that the school and learning experience at these ages must be productive, challenging, and engaging to ensure the best chance possible that students will stay in school. Levin

Beyond the application process, various external factors can impact school enrolment, ranging from demographic shifts to competitive pressures in the local education landscape.

Staff turnover, though often overlooked, can have a profound impact on school enrolment, signaling potential instability and affecting perceptions of educational quality.

The success of a school hinges on effective business planning, which lays the groundwork for innovation, sustainability, and positive impact on students' lives.

Indeed, we came to believe that the more informal education that families provide for their children makes more of an impact on a child’s total education than the formal educational system. If a family does its job well, the professional can then provide effective training. If not, there may be little a professional can do to save a child from mediocrity.

You write about the people you owe your discomfort to, and no one reads you, you denounce the conditions you work in and no one notices, you scream and no one hears, everything remains as it is, unresolved, in your lecture hall and in the world, so that exhaustion sets in and you say who gives a fuck, bring on the catastrophe, let everything go to hell, when we hit rock bottom we'll feel the impact, and then the sparks will finally fly, iron to iron, and everything will go up in flames, and then we'll rebuild the right way. But, meanwhile, as we wait for that to happen, life goes by, and goes by ever more debased, ours and those of the children who parade past us year after year, and we never really hit rock bottom, debasement yes, old age yes, death yes, but never the bottom, no, it can always get worse. Therefore, I concluded, I'll tell you how I see it. I don't want to feel like I have to declare that the best would still be the best even if I weren't their teacher, and the worst are still the worst even though I'm their teacher. Shitty pay or not, forthcoming apocalypse or not, I want to say, here, quietly, that I feel less sad - yes, less sad - if I work like a slave because the ones who would do well anyway do better thanks to my work, and because those who would, in any case, do poorly learn to do better thanks to me.

While her purpose may have been the raising of awareness, the true impact came not from particular content or action, but the realization of where such waves were coming from. Effort is contagious, lowering the bar below [also] raises the bar above. Those who are perceived as weak thus have a higher potential than others. "If a little' X can do it, what then is the excuse of the Y?" Change very rarely come on its own, there is often causality or invisible hands. Those with great power need to recognize that truly they also have a great responsibility. Good vibrations are rarely spread on their own accord.

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

A student's motivation is a powerful force that impacts his actions, abilities, and achievements. It creates willpower and induces specific behaviours. For a teacher, knowing how a student's motivation affects his behaviour and reasoning is vital for fostering positive development and academic success.

A teachers impact doesn't come in the subject she teaches. The greatest impact comes in the moments she didn't know existed.

Thomas Esser, hailing from Jersey City, NJ, is not just a teacher but also a passionate sports advocate. With a teaching career spanning over three decades, he's left a lasting impact on countless students. Off the field, Thomas is a sports enthusiast who plays and coaches various sports and actively contributes to charity organizations.

After the initial, unavoidably chaotic lockdown period in the spring of 2020, we should have paid more attention to the toll of online learning: the terrible equity impacts on lower-income families who didn’t have the tech; the way it left out many students with developmental disabilities who needed in-person supports; the way it made it impossible for single parents to work outside the home and often inside it, with devastating effects for mothers in particular; the mental health impacts that social isolation was having on countless young people. The solution was not to fling open school doors where the virus was still surging and before vaccines had been rolled out. But where were the more spacious discussions about how to reimagine public schools so that they could be safer despite the virus—with smaller classrooms, more teachers and teacher’s aides, better ventilation, and more outdoor learning? We knew early on that teens and young adults were facing a mental health crisis amid the lockdowns—so why didn’t we invest in outdoor conservation and recreation programs that could have pried them away from their screens, put them in communities of other young people, generated meaningful work for our ailing planet, and lifted their spirits all at the same time?

Teachers have a huge impact on the children they teach: it can be negative, or it can be life-changing.

There’s no way around it: offering feedback will not help teachers get better—instead it will actually cause resistance. It’s time to break free of the idea that it’s our job to give teachers feedback.

impact of meeting a personality so developed can be enough to change another’s whole way of life. But in the end it is not the extraordinariness of the teacher which perplexes, intrigues, and deepens the student, it is the teacher’s utter ordinariness. Because he is just himself, he is a mirror for his students. When we are with him we feel our own strengths and shortcomings without any sense of praise or criticism from him. In his presence we see our original face, and the extraordinariness we see is only our own true nature. When we learn to let our own nature free, the boundaries between master and student disappear in a deep flow of being and joy in the unfolding of Buddha mind.

Savannah Sugg stands out as a grad student at Middle Tennessee State University, driven by her passion for sports. Excelling academically and as a dedicated volleyball coach and substitute teacher, her multifaceted profile reflects a fearless pursuit of her dreams and a commitment to impact others positively.

This chair, Kate, it isn’t a bad thing.” “But you can’t walk.” He raised his hand. “Hear me out. Before this injury, I had never been seriously ill. I’m a physician who understood what it’s like to be sick but had never personally felt the impact of a life-threatening disease or experienced a significant injury. This chair made me a better physician. It has given me a new perspective. Tell me, when you see me rolling toward you in the hall, do you see me or do you see the chair?” “I see you.” Of course I saw him. He was still Doolittle. He smiled. “My point exactly. I’ve come to believe that the word ‘disabled’ is a misnomer. ‘Disabled’ implies that you are broken beyond use. No longer functional. I’m quite abled. I may no longer participate in field operations, but I’m a better teacher now. I require additional arrangements to negotiate a flight of stairs, but I stop to smell the proverbial roses more often. I’m fortunate to have bowel control, and while my bladder requires occasional use of a catheter, I refuse to be defined by which functions my body can or cannot perform well. Quite frankly, I’m more than the sum of my physical parts. I’ve come to terms with my new life and achieved personal happiness. Whether or not I will recover pales in comparison. Does that make sense?

For instance, if you believe that actions can have an impact on future rebirths, your calculations will be very dierent from what they would be if you believed that actions gave no results, or gave results that went no further than this lifetime. In giving clear answers to these larger questions, the Dhamma oers much more than a guide to the present. It explains how to recognize past mistakes so that you can learn from them, and how to plan for a satisfactory future. In providing this framework, the Dhamma gives you standards for deciding which kinds of actions will be skillful and which ones won’t. As the Buddha said, the primary duty of any responsible teacher is to provide a student both with the confidence that there are such things as skillful and unskillful actions, and with standards for recognizing, in any given situation, which is which. Any interpretation of the Dhamma that neglects this framework—or treats the issue of what happens at death as a mystery—counts as irresponsible.

The answer should not be to ignore race or injustice. But that is what is starting to happen in schools. Rather than grapple with difficult truths, state lawmakers have tied themselves in knots over how to soften the dark chapters of history. Some seek to gloss over racialized horrors and instead focus on the perceived impact of tough truths on students. In some places that has limited what may be taught and what teachers can say aloud.

As any parent, teacher, or psychologist will tell you, learning is substantially impacted when anxiety and stress are present. (longer answer coming). Understanding

Developing a business depends on many factors. But you should basically understand the exchange between value. In other words, you must provide value to receive equal value. If you look at single people, you can see that they can’t provide any value – they don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a life, with them. Relationships and Business are not much different. In a business, people know that appearance and the way you talk to a costumer is as important as the value of your product, and that’s why brands sell, even when their products have no quality. For example, in shopping malls you can see shops packed with people buying clothes that have no value and will be ruined or out of fashion very soon, because the brand is selling an image, not quality anymore. China, on the other hand, managed to compete in the world markets by reducing price over quality, and is now paying the price of a very bad reputation, as most people don’t trust Chinese brands anymore. This is already impacting the economy, so I don’t know what will happen in the next years. It’s all in the hands of the politicians and the internationalization of the companies. Actually, that’s why this Chinese government sends its companies to other countries. And yet, I just said this to explain the relation between value and product. But here’s another. I tried to share what I know about Learning with Teachers, Parents and Psychologists, and nobody cared. Besides, what I earned in helping children with learning disabilities was a very low payment, and I had to quit that as I couldn’t afford to pay an apartment and daily expenses with such job. However, there are people making thousands of dollars with drugs that have no effect, toilets for cats and pet-rocks. In other words, is never about what the world needs but what the world wants.

The secret of the great teacher is to speak words, to foster experiences, that impact the active flow of the hearer’s life. That is what Jesus did by the way he taught. He tied his teachings to concrete events that make up the hearers’ lives. He aimed his sayings at their hearts and habits as these were revealed in their daily lives.