Impact Of Teachers Quotes

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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
Michelle Hodkin
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.
Dylan Wiliam (Embedded Formative Assessment)
if you want to increase student academic achievement, give each student a friend.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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!)
Rainn Wilson (The Bassoon King: My Life in Art, Faith, and Idiocy)
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.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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.
Aberjhani (Illuminated Corners: Collected Essays and Articles Volume I.)
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.
Ronald Reagan
When teachers stop learning, so do students.
Jim Knight (Unmistakable Impact: A Partnership Approach for Dramatically Improving Instruction)
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.
Michael Fullan (The Principal: Three Keys to Maximizing Impact)
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
Norbertus Krisnu Prabowo
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.
Norbertus Krisnu Prabowo
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.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
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.
Daniel Goleman (Emotional Intelligence: Why It Can Matter More Than IQ)
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.
Rainn Wilson
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.
Michael Fullan (The Principal: Three Keys to Maximizing Impact)
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.
Walter Isaacson (Steve Jobs)
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.
Michael Sokolove (Drama High: The Incredible True Story of a Brilliant Teacher, a Struggling Town, and the Magic of Theater)
Questioner: What‘s the best thing I can do for my awakening? Adyashanti: Be with an enlightened teacher and listen.
Adyashanti (The Impact of Awakening: Excerpts From the Teachings of Adyashanti)
What does matter is teachers having a mind frame in which they see it as their role to evaluate their effect on learning.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
My role, as teacher, is to evaluate the effect I have on my students.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
Teachers and students use the power of peers positively to progress learning.
John Hattie (Visible Learning for Teachers: Maximizing Impact on 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.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
those teachers who are students of their own impact are the teachers who are the most influential in raising students’ achievement.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
Of course every person you meet in life has an impact on who you become, no matter how small the interaction, everything matters.
Katerina Diamond (The Teacher (DS Imogen Grey, #1))
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.
Jim Knight (Focus on Teaching: Using Video for High-Impact Instruction)
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.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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.
Brittany K. Barnett (A Knock at Midnight: A Story of Hope, Justice, and Freedom)
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.
Amaka Imani Nkosazana (Sweet Destiny)
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.
Robert Anton Wilson (Prometheus Rising)
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.
Michael Fullan (The Principal: Three Keys to Maximizing Impact)
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.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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.
Susan C. Young (The Art of Body Language: 8 Ways to Optimize Non-Verbal Communication for Positive Impact (The Art of First Impressions for Positive Impact, #3))
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.
Matshona Dhliwayo
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.
Walter Kaufmann (Existentialism From Dostoevsky To Sartre)
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.
Chip Heath (The Power of Moments: Why Certain Moments Have Extraordinary Impact)
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).
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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.
Laura Bates (Misogynation)
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?
Adam M. Grant (Originals: How Non-Conformists Move the World)
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.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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.
R. Alan Woods (John Wimber: Naturally Supernatural)
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—
Neale Donald Walsch (Conversations with God, An Uncommon Dialogue: Living in the World with Honesty, Courage, and Love - Volume 1)
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.
Chip Heath (The Power of Moments: Why Certain Moments Have Extraordinary Impact)
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.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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)
Adyashanti (The Impact of Awakening: Excerpts From the Teachings of Adyashanti)
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).
Beth Moore (Believing God)
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.
Olaotan Fawehinmi (The Soldier Within)
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
James W. Loewen (Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong)
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.
Scott H. Young (Ultralearning: Master Hard Skills, Outsmart the Competition, and Accelerate Your Career)
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.
Anthony Venn-Brown OAM (A Life of Unlearning - a journey to find the truth)
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
Ernest Agyemang Yeboah
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.
Christopher Emdin (For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy))
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.
Rutger Bregman (Utopia for Realists: And How We Can Get There)
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.
Andrew Yang (The War on Normal People: The Truth About America's Disappearing Jobs and Why Universal Basic Income Is Our Future)
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.)
Stanislas Dehaene (How We Learn: Why Brains Learn Better Than Any Machine . . . for Now)
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.
Victoria Secunda (Women and Their Fathers: The Sexual and Romantic Impact of the First Man in Your Life)
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.
Gabor Maté (Hold On to Your Kids: Why Parents Need to Matter More Than Peers)
(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.
Milton Friedman (Free to Choose: A Personal Statement)
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
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
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
Ijeoma Oluo (So You Want to Talk About Race)
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.
Gabor Maté (Hold On to Your Kids: Why Parents Need to Matter More Than Peers)
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.
Chip Heath (The Power of Moments: Why Certain Moments Have Extraordinary Impact)
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.
Heather Moehn (Social Anxiety (Coping With Series))
Sadly, neither your teachers nor your parents taught you how emotions work or how to control them. I find it ironic that just about anything comes with a how-to manual, while your mind doesn’t. You’ve never received an instruction manual to teach you how your mind works and how to use it to better manage your emotions, have you? I haven’t. In fact, until now, I doubt one even existed. What you’ll learn in this book This book is the how-to manual your parents should have given you at birth. It’s the instruction manual you should have received at school. In it, I’ll share everything you need to know about emotions so you can overcome your fears and limitations and become the type of person you want to be. More specifically, this book will help you: Understand what emotions are and how they impact your life Understand how emotions form and how you can use them for your personal growth Identify negative emotions that control your life and learn to overcome them
Thibaut Meurisse (Master Your Emotions: A Practical Guide to Overcome Negativity and Better Manage Your Feelings (Mastery Series Book 1))
As with all desirable difficulties, the trouble is that a head start comes fast, but deep learning is slow. “The slowest growth,” the researchers wrote, occurs “for the most complex skills.” Duncan landed on the Today show discussing his team’s findings. The counteropinion was supplied by parents and an early childhood teacher who were confident that they could see a child’s progress. That is not in dispute. The question is how well they can judge the impact on future learning, and the evidence says that, like the Air Force cadets, the answer is not very well.* Before-our-eyes progress reinforces our instinct to do more of the same, but just like the case of the typhoid doctor, the feedback teaches the wrong lesson. Learning deeply means learning slowly. The cult of the head start fails the learners it seeks to serve.
David Epstein (Range: Why Generalists Triumph in a Specialized World)
In a fifth-grade unit on Westward Expansion, for example, teachers aren’t supposed to tell kids, “The question we’re going to write about today is how the opening of the Erie Canal in 1825 led to settlers moving west.” Instead, they’re advised to say, “Historians write about relationships between events because the past will always have an impact on what unfolds in the future.” Students are encouraged to consider generalities like “what historians might care about that is special to history.” It’s difficult enough for many kids to understand Westward Expansion without also having to think about what historians “might care about”—a directive that is so broad as to be almost meaningless.
Natalie Wexler (The Knowledge Gap: The Hidden Cause of America's Broken Education System--and How to Fix it)
even have entire education systems that reinforce the notion that the mind is who we are, and it should therefore be praised and developed as a personal achievement and point of pride. Yet, almost all of our thoughts are actually only reflections of past experiences and beliefs that have been modeled to us by those most impactful in our lives—parents, teachers, religions, friends, advertising, or society. In an effort to survive best, the mind seeks to quickly become in sync with the perspectives and themes of consciousness of the family and community. Thus we take on similar beliefs, thoughts, emotional behavior, and brain neuron development as those closest to us.
Mathew Micheletti (The Inner Work: An Invitation to True Freedom and Lasting Happiness)
Many teachers and parents are extremely uncomfortable in doing so, sharing reasons of feeling unprepared or inadequate in being able to talk about race with children. They also state that they don’t want to cause negative impact by raising a topic that doesn’t seem to be an issue up to that point. This may be you, and if it is—know that you are not alone.
Farzana Nayani (Raising Multiracial Children: Tools for Nurturing Identity in a Racialized World)
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.
Miliind Harrdas (Ideas on Demand: A crash course on creativity. Bust creativity blocks, 10x your ideas, and become an idea machine. (10x Impact))
Invalidating Environment Most parents, upon seeing this intense emotional reaction to a seemingly (to them) minor issue, will be confused and upset themselves. When confronted by your child’s painful emotions, you’ll try to find ways to help her feel better, sometimes by inadvertently trivializing or dismissing her emotions. When you are not aware of your child’s emotional sensitivity, you may (1) attempt to help her get over her feelings by saying things like “It’s really nothing” or “Just forget about it”; (2) try to comfort or reassure her with statements like “It’s okay,” “Don’t worry about it,” or “Tomorrow will be a better day”; or (3) try to fix the situation or give advice by saying something like “Did you talk to your teacher about that problem?” or “Next time, why don’t you do it this way?” For many children, these statements may help them feel better and move on. For your child who has emotional intensity, these statements may actually serve to “invalidate” how she feels, making it seem as though her feelings don’t matter or do not make sense. The impact of the invalidating environment. A child who feels her emotions intensely will become quite confused when the environment (parents, teachers, friends, and so on) around her dismisses, trivializes, or questions what she’s feeling. This response invalidates the child’s experience. She will begin to wonder why she feels awful when others say it isn’t a big deal or what is wrong with her that she feels something that others tell her not to feel.
Pat Harvey (Parenting a Teen Who Has Intense Emotions: DBT Skills to Help Your Teen Navigate Emotional and Behavioral Challenges)
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’.
Isabella Wallace (Talk-Less Teaching: Practice, Participation and Progress)
Parenting is how culture gets transmitted to the next generation. It’s your chance to pass on your core principles and values, and to use all of your wisdom and insight in order to improve someone else’s life. It’s also your chance to affect eternity. I’m reminded of one of my favorite quotes about the art of teaching: “Teachers affect eternity; they can never tell where their influence stops.” The same is true for parenting. You never know how your parenting will impact future generations.
Esther Wojcicki (How To Raise Successful People: Simple Lessons for Radical Results)
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.
You can be the best writer and teacher in the world, but if no one knows about it, you can’t make an impact.
Darius Foroux (Do It Today: Overcome Procrastination, Improve Productivity, and Achieve More Meaningful Things)
Because you are reading this book, you probably know that social anxiety has a large impact on your life. It creates problems in school, at work, and in your social life. It hurts your relationships with your classmates, teachers, family, friends, and coworkers. Social anxiety also makes it hard to have fulfilling friendships. You probably find it difficult to meet new people and may feel as though you aren’t very close to the friends you do have. You may think that social anxiety will improve once you graduate from high school, go to college, or get a full-time job. Unfortunately, in most cases, a change in circumstances will not change your social anxiety. A study done by developmental psychologists shows that decisions made by socially anxious teens set patterns for the rest of their lives. Adolescents who are reluctant to enter social situations will have difficulty with the activities required to become spouses, parents, and members of the working world.
Heather Moehn (Social Anxiety (Coping With Series))
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.
Domenico Starnone (Confidenza)
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.
Rahima Baldwin Dancy (You Are Your Child's First Teacher: Encouraging Your Child's Natural Development from Birth to Age Six)
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.
Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
Closing the schools can harm children who are neglected or unsafe at home and who benefit from the caring eyes of a teacher.
Nicholas A. Christakis (Apollo's Arrow: The Profound and Enduring Impact of Coronavirus on the Way We Live)
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.
Harold Schechter (Maniac: The Bath School Disaster and the Birth of the Modern Mass Killer)
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.
Megan Logan (Self-Love Workbook for Women: Release Self-Doubt, Build Self-Compassion, and Embrace Who You Are)
Sincere students find sincere teachers, and sincere teachers find sincere students. The two go together like a box and its lid. (p. 108)
Adyashanti (The Impact of Awakening: Excerpts From the Teachings of Adyashanti)
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.
Elaine N. Aron (The Highly Sensitive Person: How to Thrive When the World Overwhelms You)
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.
Parker J. Palmer (Let Your Life Speak: Listening for the Voice of Vocation)
I once had a substitute teacher in my 4th grade class that was wonderful. He said learning was like throwing mud on a wall. Some will stick, and some will fall off. But if you keep throwing the mud on the wall, eventually the whole wall will be covered in mud. I think writing is very much the same. You have to keep at it. Some will stick, and some will fall away, but you keep writing, and eventually, you've impacted thousands, maybe hundreds of thousands of people with your vision.
Michele E. Gwynn (Exposed: The Education of Sarah Brown)
...only in the late 1100s and 1200s did scholars in Sicily and Spain translate Aristotle's greatest philosophical and scientific texts. These translations had an impact reminiscent of those science fiction stories in which the world suddenly encounters a civilization far in advance of its own. Aristotle had systematically answered the widest range of questions on everything from ethics to physics to biology. Students flocked to the universities advertising that they taught Aristotle. For Christian theologians, all of this posed at least two problems. First, the whole Augustinian tradition had taught that faith provided the standpoint from which one could understand the world correctly. Since Aristotle had not been a Christian, how had he managed to understand so much? Second, most theologians had drawn on the idea, going back to Aristotle's teacher Plato, that the road to knowledge involves turning away from the senses and looking inward to the truths of the soul. Aristotle, on the other hand, taught that all knowledge begins with sense observation.
William C. Placher (A History of Christian Theology: An Introduction)
Similarly, classroom reprimands sometimes function as reinforcers because of the attention that goes with them (from classmates as well as from the teacher).3 If a “reward” has no effect on a behavior, then it’s not a reward: Again, it’s what actually happens that matters.
Susan M. Schneider (The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World)
Expository preaching will impact your congregation, because it helps you be faithful to the text and be relevant to your context in regular ministry implement a strategy for equipping and energizing your people for long-term faithfulness to God and the ministry overcome your tendency to target a sermon to a particular person or group and be protected from that charge avoid skipping over what does not suit your taste or temperament on any given day carry on a cohesive ministry in the middle of multiple dimensions and demands on you as a pastor enhance the dignity of the pastoral work since you stand under the authority of God’s Word as you preach integrate the conversation of the church around the message of the week communicate the intentions of God for your congregation as seen by its human leaders orient people around a common vision, thus helping you surface the voluntary labor force needed to achieve the vision motivate people to action in implementing the program of the church with God’s sanction garner the credibility needed to lead the church to change model effective ministry to present and future teachers and preachers outline the agenda for corporate spirituality make your congregation biblically literate
Ramesh Richard (Preparing Expository Sermons: A Seven-Step Method for Biblical Preaching)
If teachers systematically examine their professional practice and their impact on student achievement, the results of such reflective analysis will finally transform educational accountability from a destructive and unedifying mess to a constructive and transformative force in education. (Reeves, 2004, p. 6)
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
In the same way, teachers themselves need to be in a safe environment to learn about the success or otherwise of their teaching from others.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.
Michael C. Reichert (Reaching Boys, Teaching Boys: Strategies that Work -- and Why)
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). That includes getting the enemy off your Promised Land.
Beth Moore (Believing God)
does it work for all of the students? Perhaps many of the various methods work reasonably well for above-average students (they are going to learn despite our efforts), but the quality of instruction is most paramount for those below average (and whatever method works for these students often also works best for above-average students).
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
Planning can be done in many ways, but the most powerful is when teachers work together to develop plans, develop common understandings of what is worth teaching, collaborate on understanding their beliefs of challenge and progress, and work together to evaluate the impact of their planning on student outcomes.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
By knowing what we do not know, we can learn; if we were to make no errors, we would be less likely to learn (or even to need to learn) – and we probably are not involved in challenge if there is not an element of being wrong and not succeeding.
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
It was marijuana that drew the line between us and them, that bright generational line between the cool and the uncool. My timidity about pot, as I first encountered it in Hawaii, vanished when, a few months later, during my first year of high school, it hit Woodland Hills. We scored our first joints from a friend of Pete's. The quality of the dope was terrible -- Mexican rag weed, people called it -- but the quality of the high was so wondrous, so nerve-end-opening, so cerebral compared to wine's effects, that I don't think we ever cracked another Purex jug. The laughs were harder and finer. And music that had been merely good, the rock and roll soundtrack of our lives, turned into rapture and prophecy. Jimi Hendrix, Dylan, the Doors, Cream, late Beatles, Janis Joplin, the Stones, Paul Butterfield -- the music they were making, with its impact and beauty amplified a hundredfold by dope, became a sacramental rite, simply inexplicable to noninitiates. And the ceremonial aspects of smoking pot -- scoring from the million-strong network of small-time dealers, cleaning "lids," rolling joints, sneaking off to places (hilltops, beaches, empty fields) where it seemed safe to smoke, in tight little outlaw groups of three or four, and then giggling and grooving together -- all of this took on a strong tribal color. There was the "counterculture" out in the greater world, with all its affinities and inspirations, but there were also, more immediately, the realignments in our personal lives. Kids, including girls, who were "straight" became strangers. What the hell was a debutante, anyway? As for adults -- it became increasingly difficult not to buy that awful Yippie line about not trusting anyone over thirty. How could parents, teachers, coaches, possibly understand the ineluctable weirdness of every moment, fully perceived? None of them had been out on Highway 61.
William Finnegan (Barbarian Days: A Surfing Life)
In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So
Michael Sokolove (Drama High: The Incredible True Story of a Brilliant Teacher, a Struggling Town, and the Magic of Theater)
One part of the study looked specifically at the impact on students involved in theater. Between ninth and twelfth grades, their reading levels increased at a rate of 20 percent more than a cohort of similar students—as measured by academic ability and socioeconomics—who were not getting arts education. The authors theorized that the theater students benefited by spending time “reading and learning lines as actors, and possibly reading to carry out research about characters and their settings.” In 2011, the President’s Committee
Michael Sokolove (Drama High: The Incredible True Story of a Brilliant Teacher, a Struggling Town, and the Magic of Theater)
Another program that evolved from the Cultivating Emotional Balance project is Stress Management and Relaxation Techniques (SMART) in Education, an eight-week, 11-session program that involves after-school or evening sessions for a total of 36 contact hours. With the support of the Impact Foundation, this program was developed by Margaret Cullen, a licensed therapist, MBSR instructor, one of the developers of CEB, and a primary facilitator for CEB research.
Patricia A. Jennings (Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education))
To cultivate bravery and courage, change your attitude toward failure. Many successful people will tell you that if you aren’t failing, you aren’t trying—that failure is an essential precursor to achieving worthwhile endeavors. Failing (no matter how hard) is one of life’s best teachers for winning the next time.
Susan C. Young (The Art of Action: 8 Ways to Initiate & Activate Forward Momentum for Positive Impact (The Art of First Impressions for Positive Impact, #4))
What valuable, transferable twenty-first century skills might music instruction instill in students, regardless of career path?
David Cutler (The Savvy Music Teacher: Blueprint for Maximizing Income & Impact)
Beyond jobs, what life aptitudes should music instruction nurture? How can it help solve challenges that face students and their communities both today and tomorrow?
David Cutler (The Savvy Music Teacher: Blueprint for Maximizing Income & Impact)
Neuroscience has established that the human brain is not programmed by biological heredity alone, that its circuits are shaped by what happens after the infant enters the world, and even while it is in the uterus. The emotional states of the parents and how they live their lives have a major impact on the formation of their children's brains, though parents cannot often know or control such subtle unconscious influences. The good news is that major changes in the circuits of the brain can occur in the child and even in the adult if the conditions necessary for positive development are created. Quick to arise whenever the environment is mentioned is the question of blame. "You mean it's the parents' fault?" people immediately ask. It is a simplistic notion that if something is wrong, someone has to be at fault. It would not help parents of children with ADD, besieged on all sides by the incomprehending judgements and criticality of friends, family, neighbors, teachers and even strangers in the street, to have yet one more finger pointed at them.
Gabor Maté (Scattered: How Attention Deficit Disorder Originates and What You Can Do About It)
A strong start sets the stage for meaningful learning and powerful impacts. Teachers need to be mindful of the place their students are in the learning cycle. Surface learning sets the necessary foundation for the deepening knowledge and transfer that will come later. But there’s the caveat: teaching for transfer must occur. Too often, learning ends at the surface level, as up to 90% of instructional time is devoted to conveying facts and procedures (Hattie, 2012). Bu the challenge is this: we can’t overcorrect in the other direction, bypassing foundational knowledge in favor of critical and analytic thinking. Students need and deserve to be introduced to new knowledge and skills thoughtfully and with a great deal of expertise on the part of the teacher. And teachers need to recognize the signs that it is time to move forward from the surface acquisition and surface consolidation period.
Douglas B. Fisher (Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning (Corwin Literacy))
Dear Teachers, I hope your school year is going pretty well. I hope your classes are not causing you too much trouble and your families are doing well. You might be wondering why you are tagged to this post and what this is all about. It’s Teachers’ Day, the day for being thankful to our teachers. Some of you I had over a decade ago, some of you might not even remember who the heck I am. But if you’re reading this, this is my way of officially thanking you. For what? Let me explain. To the ones who made me love learning as a whole – If you are an elementary school teacher, this goes out to you. You are the reason I am where I am today. If it weren’t for your hard work and dedication to teaching me and every other student what you know, my future would not be as bright as it is now. I chose to go to college because somewhere along the line, you taught me that education is important and I have to strive to help others by educating myself. This is not always easy, but you helped me understand that willingness to learn is one of the most important aspects of a person. For that, I am forever grateful for you and everything you have done for me and so many others. To the ones who helped me find my passions– Writing, training, and helping people are what I love. No matter what I have been through in my life, everything goes back to the fact that in the future, I want to help people and I want to change the world. Writing and creating training programs are what make that happen. It made me realize that in the future, I don’t just want a shiny car, big bungalow, and other material items. I want something that sticks with people for all time – and what better way to do that than to become a writer and write for those who can't write for themselves? Shout out to those teachers who helped me find my passion, and maybe even made an effort to help me pursue it as well. To the ones who taught me more than the textbooks – you honestly saved me. You taught me that learning isn’t always about getting 100s on every test and being the perfect student. You helped me realize that a part of learning means making mistakes. You taught me that brushing yourself off, getting back up, and trying again is essential to get anywhere in this world. I grew up being the smart kid who never had to study and when the going got tough, I didn’t always know how to respond. You helped me with my problem solving skills and fixing things that needed fixing. This isn’t necessarily always talking about school, but life in general. You taught me that my value was not depicted by my score on a test, but rather who I was as a person. It is hard to put into words, but some of you honestly are the reason I am here today – succeeding in my first semester of college, off to university before I know it. Thank you so much. To the ones who didn’t know I could talk – I’m sorry I didn’t speak up more in your class. Many of you knew I had a lot to say, but knew I did not know how to say it or how to get the thoughts out. I promise you, even though you could not hear it, I am thankful for you - thankful that you did not force me out of my comfort zone. I know that may not sound like much, but when you have as much of a fear of speaking out as I do, that is such a big deal. Thank you for working with me and realizing that someone does not need to speak in order to have knowledge in their mind. Thank you for not basing my intelligence on my ability to present that information. It means a lot more than you will ever realize. To the ones who don’t know why you made this list – Congratulations. Somewhere along the way, you impacted me in a way I felt was worth acknowledging you for. Maybe you said something in class that resonated with me and changed my outlook on a situation, or life in general. Maybe you just asked me if I was okay after class one day. If you’re sitting there scratching your head, wondering how you changed my life, please just know you did.
Nitya Prakash
We automatically remember what makes a real difference in our life. 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.
Dallas Willard (The Divine Conspiracy: Rediscovering Our Hidden Life In God)
A teacher affects eternity; he can never tell where his influence stops.” There are no means available to measure the intellectual impact and the far-reaching effects of his influence on the minds of his students. For this reason it is impossible to give Dr. Quigley recognition commensurate with his value to thousands of Georgetown students since his arrival here from Harvard in the Fall of 1941.
Carroll Quigley (Carroll Quigley: Life, Lectures and Collected Writings)
WHAT MAKES A GOOD TEACHERS – As a Student and Teacher I realised Teaching continues to undefinable profession which has a great impact on many of people, our students they are more honest not prejudiced against any one, I was interacting with many of my students they say they do not remember what really we taught with seriousness that at the end of the day, it’s not about the lesson plan. It’s not about the fancy stuff, colourful Power points we teachers make — the crafts we do, the stories we read, the papers we value. No, that’s not really it. That’s not what matters most.. They won’t remember how organized your bulletin boards are. How straight and neat are the desk rows. Certainly they remember our selfless actions As Medical teachers we can contribute best of empathy to suffering of humanity. Our kindness. Our empathy our care and concern. They’ll remember that you took the time to listen to their problems. If we look with wisdom never forget our Students are the future care takers of the Profession, when they say Good bye when leaving the department or college I say Be KIND TO SOME ONE EVERY DAY THAT IS WHAT OUR TEACHERS TOLD AND I AM PROUD TO LIVE IN THE SYSTEM WITH MANY TURBULANCES. BE ATEACHER TO LIFE JUST NOT YOUR SPECALITY? Dr.T.V.Rao MD
T.V. Rao
EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.
John Whitmore (Coaching for Performance Fifth Edition: The Principles and Practice of Coaching and Leadership UPDATED 25TH ANNIVERSARY EDITION)
In another study Goldin-Meadow conducted, children whose teachers produced “grouping” gestures while explaining an algebra problem were more likely to talk about that idea later, even though the teacher hadn’t discussed it at all. Concepts introduced via gesture are picked up by the unconscious mind and can be vocalized later even if the speakers are not aware of the concepts consciously.
Nick Morgan (Power Cues: The Subtle Science of Leading Groups, Persuading Others, and Maximizing Your Personal Impact)
5. In individual relationships, we believe that relationships grow closer with time. But that’s not the whole story. Sometimes long relationships reach plateaus. And with the right moment, relationships can deepen quickly. • Fisherow and her team turned around the troubled Stanton Elementary School by relying, in part, on short parent-teacher home visits before the start of school. 6. According
Chip Heath (The Power of Moments: Why Certain Moments Have Extraordinary Impact)
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.
Nir Eyal (Indistractable: How to Control Your Attention and Choose Your Life)
We can shift a student's focus from the anxiety of proving ability in the face of negative stereotypes to the confidence of improving with effort despite the negative stereotypes. Embracing a theory of intelligence as something that can develop—that can be expanded through effective effort—is something all of us can do to reduce the impact of stereotype threat and increase achievement in all of our students.
Beverly Daniel Tatum (Why Are All The Black Kids Sitting Together in the Cafeteria?)
single or index variables. As an example, consider the dependent variable “high school violence,” discussed in Chapter 2. We ask: “What are the most important, distinct factors affecting or causing high school violence?” Some plausible factors are (1) student access to weapons, (2) student isolation from others, (3) peer groups that are prone to violence, (4) lack of enforcement of school nonviolence policies, (5) participation in anger management programs, and (6) familiarity with warning signals (among teachers and staff). Perhaps you can think of other factors. Then, following the strategies discussed in Chapter 3—conceptualization, operationalization, and index variable construction—we use either single variables or index measures as independent variables to measure each of these factors. This approach provides for the inclusion of programs or policies as independent variables, as well as variables that measure salient rival hypotheses. The strategy of full model specification requires that analysts not overlook important factors. Thus, analysts do well to carefully justify their model and to consult past studies and interview those who have direct experience with, or other opinions about, the research subject. Doing so might lead analysts to include additional variables, such as the socioeconomic status of students’ parents. Then, after a fully specified model has been identified, analysts often include additional variables of interest. These may be variables of lesser relevance, speculative consequences, or variables that analysts want to test for their lack of impact, such as rival hypotheses. Demographic variables, such as the age of students, might be added. When additional variables are included, analysts should identify which independent variables constitute the nomothetic explanation, and which serve some other purpose. Remember, all variables included in models must be theoretically justified. Analysts must argue how each variable could plausibly affect their dependent variable. The second part of “all of the variables that affect the dependent variable” acknowledges all of the other variables that are not identified (or included) in the model. They are omitted; these variables are not among “the most important factors” that affect the dependent variable. The cumulative effect of these other variables is, by definition, contained in the error term, described later in this chapter. The assumption of full model specification is that these other variables are justifiably omitted only when their cumulative effect on the dependent variable is zero. This approach is plausible because each of these many unknown variables may have a different magnitude, thus making it possible that their effects cancel each other out. The argument, quite clearly, is not that each of these other factors has no impact on the dependent variable—but only that their cumulative effect is zero. The validity of multiple regression models centers on examining the behavior of the error term in this regard. If the cumulative effect of all the other variables is not zero, then additional independent variables may have to be considered. The specification of the multiple regression model is as follows:
Evan M. Berman (Essential Statistics for Public Managers and Policy Analysts)
They were divided into four categories that are described below along with examples of the motivational behaviours included within each. 1     Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity 2     Participation structure: group work/pair work 3     Activity design: individual competition, team competition, intellectual challenge, tangible task product 4     Encouraging positive retrospective self-evaluation and activity design: effective praise, elicitation of self/peer correction session, class applause. In each lesson, the learners’ motivation was measured in terms of their level of engagement. The proportion of students who paid attention, who actively participated, and who eagerly volunteered during activities was calculated. A three-level scale was used to measure engagement in each observed lesson: very low (a few students), low (one third to two thirds of the students) and high (more than two thirds of the students). Learners also completed a questionnaire about their motivation levels specifically related to their EFL class. The researchers found significant positive correlations between the teachers’ motivational practices, the learners’ engagement behaviours, and the learners’ self-reports on the questionnaire. The researchers acknowledge that correlation results do not indicate cause–effect relationships. Nevertheless, the findings are important because this is the first study to provide ‘any empirical evidence concerning the concrete, classroom-specific impact of language teachers’ motivational strategies’ (Guilloteaux and Dörnyei 2008: 72).
Patsy M. Lightbown (How Languages are Learned)
Learning planning Once goals have been set, we need to focus our attention on the means of achieving them. We must align the two or three hours’ a week class time with the students’ personal goals as much as possible, of course, but not to the detriment of the 100 plus remaining hours of waking time which could potentially be directed towards practising English. As teachers, then, we need to think about learning planning, not just lesson planning. By dedicating just 2 or 3 per cent more waking time to English, students can effectively double their English language life! Any impact this has will be far greater than just having a successful lesson. So what can teachers do to help make this happen? With just a few sessions devoted to learning planning early on in a course of study, followed up with occasional check-ups, students can set off on a path to much greater success than relying on the lessons alone. Lesson time well spent!
Daniel Barber (From English Teacher to Learner Coach)
researchers exploring the impact of mindfulness training on children, adolescents, and adults have revealed a wide range of positive outcomes including: improvements in executive functions such as the regulation of attention, emotion, behavior, and relatedness; physiological enhancements in our immune function; elevations in the enzyme (telomerase) that maintains and repairs the ends of our chromosomes; and even preliminary findings suggesting the optimization of the control molecules on our genes (epigenetic regulatory histones and methyl groups) that help prevent certain forms of disease.
Patricia A. Jennings (Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education))
To call certain people, such as your boss, teachers, professors, doctors, your parent’s friends, etc. by their first names might be considered disrespectful. It is best to err on the side of caution until you know what is appropriate.
Susan C. Young (The Art of Communication: 8 Ways to Confirm Clarity & Understanding for Positive Impact(The Art of First Impressions for Positive Impact, #5))
As any parent, teacher, or psychologist will tell you, learning is substantially impacted when anxiety and stress are present. (longer answer coming). Understanding
Terry Marselle (Perfectly Incorrect: Why The Common Core Is Psychologically And Cognitively Unsound)
There is no doubt that great teaching and great teachers have a significant impact on students and their long-term association with school and with learning.
Carlos Heleno (A Comprehensive Guide to Getting Hired Teaching)
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.
Samuel River
How would you describe yourself? 2. What was the happiest moment of your life? 3. What was your most embarrassing moment? 4. What is your first childhood memory? 5. Who has been the most influential person in your life and why? 6. What is something you did as a teenager that your parents never learned about? 7. What’s your favorite time of year and why? 8. If you were asked to give yourself a new name, what would it be? 9. If you were asked to give me a new name, what would it be? 10. If we hadn’t met each other, where would you be right now? 11. What was on your mind the last time we were having sex? 12. What is your favorite sexual memory of us? 13. What movie reminds you of us? 14. Which of your parents are you most like and in what ways? 15. What is your favorite thing I ever did for a special occasion for you? 16. What’s your favorite physical feature on you? 17. Who was your favorite teacher when you were a child? 18. Which significant other before me had the biggest impact on you? 19. What’s the angriest you ever felt? 20. Which of your personality traits do you wish you could change? 21. Which of your parents did you go to when you wanted to talk and why? 22. Which of your friends would you choose if you had to be on a desert island with just one? 23. When you were a kid, did you feel that you fit in? Why or why not? 24. If you could go back in time, what age would you be again? 25. If you could see into the future, what would you want to know? 26. What is the best thing about our relationship? 27. Are you an optimist, a pessimist, or a realist? 28. What things about me make you know I’m the one for you? 29. If our house was on fire and you had a chance to grab only five things before leaving, what would they be? 30. If you could be born again as someone else, who would you be and why? 31. What is your favorite song of all time and why? 32. What is the worst decision you ever made? 33. If you could hand-pick the leader of our country, who would it be and why? 34. What kind of animal do you see yourself as? 35. What kind of animal do you see me as? 36. If you could boil down your life philosophy into one sentence, what would it be? 37. If you could remain one age forever, how old would you be? 38. Would you be willing to live a year in another country where we don’t speak the language? Why or why not? 39. If you had one magical superpower, what would it be? 40. How do you think other people perceive you? 41. Aside from me, who really knows you the best? 42. What is the wackiest thing you’ve ever done? 43. Have you ever had a supernatural or unexplainable experience? If so, what was it? 44. What do you believe happens immediately after we die? 45. In what situations do you feel the most confident and sure of yourself? 46. In what situations do you feel the least confident? 47. What is the best thing you learned from your mom and dad? 48. What one major life regret do you have? 49. On an average day, what do you think about most? 50. What makes you feel most fulfilled in our relationship?
Barrie Davenport (201 Relationship Questions: The Couple’s Guide to Building Trust and Emotional Intimacy)
What a child experiences between the ages of seven and ten will determine his actions as a teenager and an adult.” I thought this was crucial information for future elementary school teachers, and I found that it was not addressed in their education courses. “Killer in the Classroom” was the title of a presentation that I prepared for the future elementary school teachers. The title got their attention, and the prisoners’ stories kept them riveted for the full hour. While none of these prisoners placed blame on their teachers for turning them into criminals, all of them had advice for how a teacher could spot a troubled child in her classroom and how to reach out to him. They also pointed out some of the ways in which even well-intentioned actions could backfire. Jon related his experiences as a boy who, because his father’s job required frequent transfers, was often the new kid in school. He admitted to engaging in some juvenile mischief, but nothing requiring the harsh treatment he received. One teacher, having heard of his reputation as a troublemaker, singled him out at the start of the school year—literally, singled him out. She made him spend the semester behind a partition in the back of the room, separated from the rest of the students. Over time, that led to his rejection of the teacher, of his schoolwork, of school. That led to the streets, to drugs, to violence. Jon connected the dots by concluding, “Stick me behind a partition, and I grow up and kill someone.” My end-of-semester surveys always showed this presentation to be the most impactful moment of the semester. It was a lesson that I knew my students would remember when they started working with little Larrys, Dustins, and Patricks. And I
Laura Bates (Shakespeare Saved My Life: Ten Years in Solitary with the Bard)
The debate is taking place on those extremes: either we cannot expect teachers to make a dent with poor kids, or poverty doesn’t matter. That’s not how the vast majority of Americans see the situation, though. And it’s certainly not how I view it. Having been a teacher in a low-performing urban school, I know firsthand how difficult it is to teach students who face a multitude of challenges before they even set foot in the schoolhouse door. These challenges are real and severe and have dire consequences. I don’t believe that educators and schools can fix all of society’s ills. That said, I do believe that schools and teachers can make a tremendous difference in the lives of kids who face these challenges every day. Do our children face significant obstacles that impact their ability to learn? Absolutely. Can we, as educators, still make an enormous difference in their lives, if we’re doing our jobs well? Absolutely. Those are not two mutually exclusive notions.
Michelle Rhee (Radical: Fighting to Put Students First)
They notice that you’re a teacher, obviously, because your aura radiates compassion, love, a desire to positively impact the world, and sheer awesomeness.
Bethany Petty (Illuminate: Technology Enhanced Learning)
If you recognize the genuineness of the testimony of Mary and Joanna, and realize that they became apostles, bearing witness to the risen Jesus, you have to recognize certain facts about the historical Jesus. He did not just present himself as a great teacher, a wise sage, a miracle worker, an exorcist. This inner circle knew better than that, and they were faithful to say so after the fact. The Jesus about whom the earliest disciples bore witness was and is the real Jesus of history and faith. The impact crater in the lives of these disciples, male and female, matches up with the impression Jesus deliberately left on these persons, as we will see in more detail as we turn now to Peter.
Ben Witherington III (What Have They Done with Jesus? Beyond Strange Theories & Bad History-Why We Can Trust the Bible)
Program Evaluation and Educational Research (PEER) Associates, they created the Place-based Education Evaluation Collaborative (PEEC). Findings about student achievement are still preliminary, but PEEC’s work regarding other impacts of place-based education on students and teachers reiterates much that has surfaced from earlier studies about the positive effect that situating learning in authentic contexts can have on student motivation and involvement.
Gregory A. Smith (Place- and Community-Based Education in Schools)
Do not let politics, testing, and erroneous policies make you lose sight of why you are there. It will be a struggle to reach all of your students, and it will not be easy, but you will see a difference in your students, you will get thank you’s from parents and community members, you will have an impact in your community. Do not give up. You know why you went in to teaching, we all do it for the same reasons, and none of them include money, power, or notoriety. Your students need you. And they do appreciate you.” – Nine years, Texas
Erin Osborne (What They Don't Teach You)
means seeing how changes such as these fit into the big picture, too. Are all staff members and, indeed, students engaged in developing the vision and mission of the school? Do leaders constantly explain how specific changes or team tasks fit into this larger vision? Can teachers and students articulate that connection as well? When asked what kind of school they are involved with, will you get the same sort of answer from teachers, students, bus drivers, janitors, parents, and administrative assistants, as well as the principal?
Andrew Hargreaves (Collaborative Professionalism: When Teaching Together Means Learning for All (Corwin Impact Leadership Series))
The more confident teachers are in their own authority, the more able they will be to let go of it a little so others can have autonomy and authority as well. In
Andrew Hargreaves (Collaborative Professionalism: When Teaching Together Means Learning for All (Corwin Impact Leadership Series))
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. And yet, I just said this to explain the relation between value and product. But here’s another example. 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.
Robin Sacredfire
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 most singles, you can see that they can’t provide any value – they often don’t smile, dress, talk or behave in a way that makes others want to spend time, much less a lifetime, with them. Relationships and businesses 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 market by reducing price over quality, and is now paying the cost 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 is all in the hands of the politicians and the internationalization of the companies. And yet, I just said this to explain the relation between value and product. But here’s another example: 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, it is never about what the world needs but what the world wants.
Robin Sacredfire
Collaborative professionalism is about how teachers and other educators transform teaching and learning together to work with all students to develop fulfilling lives of meaning, purpose, and success.
Andrew Hargreaves (Collaborative Professionalism: When Teaching Together Means Learning for All (Corwin Impact Leadership Series))
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.
Dallas Willard (The Divine Conspiracy: Rediscovering Our Hidden Life In God)
Sitting through a classroom lecture is painful for most people most of the time. We all know this, yet so many deny it or view it as a personal failing. When human beings are required to sit and listen, we squirm. We watch the clock tick slowly. Minutes can seem like hours. We escape into our own head. We invent activities to either occupy or numb ourselves. The most talented classroom sitters create micro-tasks to busy their hands and the other 80 percent of their minds. The pain is cumulative. The first hour of lecture in a day is bearable. The second is hard. The third is white-hot excruciating. The highly engaging presenter who periodically arises in the classroom does little to soften the physiological impact of the subsequent dull one. This reality goes beyond a power thing, or even an interest thing, or a quality of the teacher thing. Even when corporate leaders and heads of state attend highly relevant daylong events at which they listen to the highest-tier speakers, they are suppressing their own body ticks 90 minutes into the lecture. The lunch break becomes an oasis. Students are psychologically ravished daily by this onslaught. And it is costly on all involved—teachers, administrators, parents, siblings. Although this recommendation subverts most industrial business and logistics models, 2 non-adjacent hours of lecture a day should be the greatest number for any institution or program. And the most successful will have even less than that. This requires an alternative approach.
Clark Aldrich (Unschooling Rules: 55 Ways to Unlearn What We Know About Schools and Rediscover Education)
Host one or multiple simple “holiday cheer” gatherings. I found that just one afternoon of baking can go a long way. I make large batches of several types of cookies for Scott to share at work and the kids to offer as teachers’ gifts and to host small get-togethers, such as afternoon cocktails with my girlfriends, a coffee hour with my walking group, a mulled-wine evening with the neighbors, and spiced-cider playdates with the kids’ playmates. A minimal effort for maximum impact. No wasted flour there!
Bea Johnson (Zero Waste Home: The Ultimate Guide to Simplifying Your Life by Reducing Your Waste)
A few minutes can change a life. These moments didn’t just happen; thoughtful teachers made them happen.
Chip Heath (The Power of Moments: Why Certain Moments Have Extraordinary Impact)
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.
Lizzie Ostrom (Perfume: A Century of Scents)
Teachers have a significant impact on the academic achievement and life outcomes of their students. Research by Stanford University economist Eric Hanushek shows that one year with a very effective teacher can increase a student’s lifetime earnings by $50,000, and that replacing the bottom 5 percent of teachers with average ones could raise the U.S.A.’s GDP by $100 trillion over eighty years.
Reid Hoffman (Impromptu: Amplifying Our Humanity Through AI)
Travel is a silent teacher, revealing it's true impact on in retrospect.
Joseph De La Cruz (Paths to Pachamama: A Traveler's Guide to Spirituality)
Treat Your Manager as a Coach Given what we’ve discussed about the role of managers, your own boss should be one of your best sources of learning. But this might not naturally be the case. Maybe he doesn’t see the day-to-day of your work, or he’s busy putting out other fires, or he simply isn’t as proactive about helping to guide your path as you’d like. Regardless, the person most invested in your career isn’t him; it’s you. Your own growth is in your hands, so if you feel you aren’t learning from your manager, ask yourself what you can do to get the relationship that you want. One of the biggest barriers I’ve found is that people shy away from asking their managers for help. I know that feeling well; for years, I held the mental model that my boss—like my teachers and professors of the past—was someone in a position of authority who took note of what I did and passed judgment on it. As such, how I interacted with my manager could be summarized in one neat statement: Don’t mess it up. I considered it a failure if my manager had to get involved in something I was responsible for. It felt to me like the equivalent of a blinking neon sign that read, Warning: employee not competent enough to take care of task on her own. But we know by now that a manager’s job is to help her team get better results. When you do better, by extension, she does better. Hence, your manager is someone who is on your side, who wants you to succeed, and who is usually willing to invest her time and energy into helping you. The key is to treat your manager as a coach, not as a judge. Can you imagine a star athlete trying to hide his weaknesses from his coach? Would you tell a personal trainer, “Oh, I’m pretty fit, I’ve got it under control,” when she asks you how she can help you achieve a better workout? Of course not. That is not how a coaching relationship works. Instead, engage your manager for feedback. Ask, “What skills do you think I should work on in order to have more impact?” Share your personal goals and enlist his help: “I want to learn to become a better presenter, so I’d be grateful if you kept an eye out for opportunities where I can get in front of others.” Tell him your hard problems so he can help you work through them: “I’m making a hiring call between two candidates with different strengths. Can I walk you through my thinking and get your advice?” When I started to see 1:1s with my manager as an opportunity for focused learning, I got so much more out of it. Even when I’m not grappling with a problem, asking open-ended questions like, “How do you decide which meetings to attend?” or “How do you approach selling a candidate?” takes advantage of my manager’s know-how and teaches me something new.
Julie Zhuo (The Making of a Manager: What to Do When Everyone Looks to You)
Rather than lambaste the students for these practices, I pointed a scolding finger directly at the faculty, myself included. I suggested that if we, as teachers, strive to accomplish just that purpose—to teach—then end-loading exams in the final days of the semester was an asinine decision. It forced a behaviour in our students—short sleeping or pulling all-nighters leading up to the exam—that was in direct opposition to the goals of nurturing young scholarly minds. I argued that logic, backed by scientific fact, must prevail, and that it was long past the time for us to rethink our evaluation methods, their contra-educational impact, and the unhealthy behaviour it coerced from our students.
Matthew Walker (Why We Sleep: Unlocking the Power of Sleep and Dreams)
The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.
Chandana Watagodakumbura (Education from a Deeper and Multidisciplinary Perspective: Enhanced by Relating to Social-Emotional Learning (SEL) Based on Mindfulness, Self-Awareness & Emotional Intelligence)
Some teachers refuse to call themselves teachers, because they feel they have nothing to teach; their teaching consists in their merely being present. And so on. Psychologist Guy Claxton, a former disciple of Bhagwan Rajneesh, has found the image of the guru as teacher somewhat misleading. He offers these comments: The most helpful metaphor is . . . that of a physician or therapist: enlightened Masters are, we might say, the Ultimate Therapists, for they focus their benign attention not on problems but on the very root from which the problems spring, the problem-sufferer and solver himself. The Master deploys his therapeutic tricks to one end: that of the exposure and dissolution of the fallacious self. His art is a subtle one because the illusions cannot be excised with a scalpel, dispersed with massage, or quelled with drugs. He has to work at one remove by knocking away familiar props and habits, and sustaining the seeker’s courage and resolve through the fall. Only thus can the organism cure itself. His techniques resemble those of the demolition expert, setting strategically placed charges to blow up the established super-structure of the ego, so that the ground may be exposed. Yet he has to work on each case individually, dismantling and challenging in the right sequence and at the right speed, using whatever the patient brings as his raw material for the work of the moment.1 Claxton mentions other guises, “metaphors,” that the guru assumes to deal with the disciple: guide, sergeant-major, cartographer, con man, fisherman, sophist, and magician. The multiple functions and roles of the authentic adept have two primary purposes. The first is to penetrate and eventually dissolve the egoic armor of the disciple, to “kill” the phenomenon that calls itself “disciple.” The second major function of the guru is to act as a transmitter of Reality by magnifying the disciple’s intuition of his or her true identity. Both objectives are the intent of all spiritual teachers. However, only fully enlightened adepts combine in themselves what the Mahāyāna Buddhist scriptures call the wisdom (prajnā) and the compassion (karunā) necessary to rouse others from the slumber of the unenlightened state. In the ancient Rig-Veda (10.32.7) of the Hindus, the guru is likened to a person familiar with a particular terrain who undertakes to guide a foreign traveler. Teachers who have yet to realize full enlightenment can guide others only part of the way. But the accomplished adept, who is known in India as a siddha, is able to illumine the entire path for the seeker. Such fully enlightened adepts are a rarity. Whether or not they feel called to teach others, their mere presence in the world is traditionally held to have an impact on everything. All enlightened masters, or realizers, are thought and felt to radiate the numinous. They are focal points of the sacred. They broadcast Reality. Because they are, in consciousness, one with the ultimate Reality, they cannot help but irradiate their environment with the light of that Reality.
Georg Feuerstein (The Deeper Dimension of Yoga: Theory and Practice)
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?
Ilona Andrews (Magic Breaks (Kate Daniels, #7))