Importance Of Grading Quotes

The best way to measure how much you've grown isn't by inches or the number of laps you can now run around the track, or even your grade point average-- though those things are important, to be sure. It's what you've done with your time, how you've chosen to spend your days, and whom you've touched this year. That, to me, is the greatest measure of success.

We all have the potential to fall in love a thousand times in our lifetime. It's easy. The first girl I ever loved was someone I knew in sixth grade. Her name was Missy; we talked about horses. The last girl I love will be someone I haven't even met yet, probably. They all count. But there are certain people you love who do something else; they define how you classify what love is supposed to feel like. These are the most important people in your life, and you’ll meet maybe four or five of these people over the span of 80 years. But there’s still one more tier to all this; there is always one person you love who becomes that definition. It usually happens retrospectively, but it happens eventually. This is the person who unknowingly sets the template for what you will always love about other people, even if some of these loveable qualities are self-destructive and unreasonable. The person who defines your understanding of love is not inherently different than anyone else, and they’re often just the person you happen to meet the first time you really, really, want to love someone. But that person still wins. They win, and you lose. Because for the rest of your life, they will control how you feel about everyone else.

I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it's the people who are curious who change the world.

I made up my mind I was going to find someone who would love me unconditionally three hundred and sixty five days a year, I was still in elementary school at the time - fifth or sixth grade - but I made up my mind once and for all.” “Wow,” I said. “Did the search pay off?” “That’s the hard part,” said Midori. She watched the rising smoke for a while, thinking. “I guess I’ve been waiting so long I’m looking for perfection. That makes it tough.” “Waiting for the perfect love?” “No, even I know better than that. I’m looking for selfishness. Perfect selfishness. Like, say I tell you I want to eat strawberry shortcake. And you stop everything you’re doing and run out and buy it for me. And you come back out of breath and get down on your knees and hold this strawberry shortcake out to me. And I say I don’t want it anymore and throw it out the window. That’s what I’m looking for.” “I’m not sure that has anything to do with love,” I said with some amazement. “It does,” she said. “You just don’t know it. There are time in a girl’s life when things like that are incredibly important.” “Things like throwing strawberry shortcake out the window?” “Exactly. And when I do it, I want the man to apologize to me. “Now I see, Midori. What a fool I have been! I should have known that you would lose your desire for strawberry shortcake. I have all the intelligence and sensitivity of a piece of donkey shit. To make it up to you, I’ll go out and buy you something else. What would you like? Chocolate Mousse? Cheesecake?” “So then what?” “So then I’d give him all the love he deserves for what he’s done.” “Sounds crazy to me.” “Well, to me, that’s what love is…

Grades are a problem. On the most general level, they're an explicit acknowledgment that what you're doing is insufficiently interesting or rewarding for you to do it on your own. Nobody ever gave you a grade for learning how to play, how to ride a bicycle, or how to kiss. One of the best ways to destroy love for any of these activities would be through the use of grades, and the coercion and judgment they represent. Grades are a cudgel to bludgeon the unwilling into doing what they don't want to do, an important instrument in inculcating children into a lifelong subservience to whatever authority happens to be thrust over them.

believe that you've had most of your important memories by the time you're thirty. After that, memory becomes water overflowing into an already full cup. New experiences just don't register in the same way or with the same impact. I could be shooting heroin with the Princess of Wales, naked in a crashing jet, and the experience still couldn't compare to the time the cops chased us after we threw the Taylors' patio furniture into their pool in eleventh grade.

Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

Vlad blinked, unsure where her question was coming from and, more importantly, where it was going.

Every child's bedroom is as important as a telescope orbiting the planet earth or a philosopher's study.

Flattery is as important a machine as the lever, isn't it, Saxonberg? Give it a proper place to rest, and it can move the world.

We were taught that things like grades, being good enough, money, and doing things the right way, are more important than love.

When we start being too impressed by the results of our work, we slowly come to the erroneous conviction that life is one large scoreboard where someone is listing the points to measure our worth. And before we are fully aware of it, we have sold our soul to the many grade-givers. That means we are not only in the world, but also of the world. Then we become what the world makes us. We are intelligent because someone gives us a high grade. We are helpful because someone says thanks. We are likable because someone likes us. And we are important because someone considers us indispensable. In short, we are worthwhile because we have successes. And the more we allow our accomplishments — the results of our actions — to become the criteria of our self-esteem, the more we are going to walk on our mental and spiritual toes, never sure if we will be able to live up to the expectations which we created by our last successes. In many people’s lives, there is a nearly diabolic chain in which their anxieties grow according to their successes. This dark power has driven many of the greatest artists into self-destruction.

Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

After practice today, Coach pulled me aside and gave me a ten-minute lecture about the importance of keeping my grades up. Well, lecture is too generous a description—his exact words had been “maintain your average or I’ll shove my foot so far up your ass you’ll be able to taste my shoe polish in your mouth for years to come.

What is much harder to handle is the sense that you have to live up to the mark someone else has set for you. The grades become too important, the competition too frantic, the fear of disappointing those who believe in you turns into an overwhelming nightmare. And it is desperately unfair to the boy. He cannot live his parents' life over again for them. He cannot make up for their own lacks, their own unfulfillments. He cannot carry their torch -- only his own.

But I still feel like I lost. We all have the potential to fall in love a thousand times in our lifetime. It's easy. The first girl I ever loved was someone I knew in the sixth grade. Her name was Missy; we talked about horses. The last girl I love will be someone I haven't even met yet. probably. They all count. But there are certain people you love who do something else; they define how you classify what love is supposed to feel like. These are the most important people in your life, and you'll meet maybe four or five of these people over the span of 80 years. But there's still one more tier to all this; there is always one person you love who becomes that definition. It usually happens retrospectively, but it always happens eventually. This is the person who unknowingly sets the template for what you will always love about other people, even if some of those lovable qualities are self-destructive and unreasonable. You will remember having conversations with this person that never actually happened. You will recall sexual trysts with this person that never technically occurred. This is because the individual who embodies your personal definition of love does not really exist. The person is real, and the feelings are real-but you create the context. And context is everything. The person who defines your understanding of love is not inherently different than anyone else, and they're often just the person you happen to meet first time you really, really want to love someone. But that person still wins. They win, and you lose. Because for the rest of your life, they will control how you feel about everyone else.

It is good practice to never fault someone for their birth name, being that it is always of far greater importance how men speak of you, than the name by which you are addressed.

On her walls she’d posted the family slogan: Never let your obstacles become more important than your goal. The goals: go to class, get your grades up, graduate, stay out of jail, survive.

I came into the world with two priceless advantages: good health and a love of learning. When I left school at the age of fifteen I was halfway through the tenth grade. I left for two reasons, economic necessity being the first of them. More important was that school was interfering with my education.

One problem with the systems of assessment that use letters and grades is that they are usually light on description and heavy on comparison. Students are sometimes given grades without really knowing what they mean, and teachers sometimes give grades without being completely sure why. A second problem is that a single letter or number cannot convey the complexities of the process that it is meant to summarize. And some outcomes cannot be adequately expressed in this way at all. As the noted educator Elliot Eisner once put it, “Not everything important is measurable and not everything measurable is important.

As you work to become a better student, remember that learning is far more important than the numbers on your transcript. I know it can be hard sometimes to remember what you're in school for. In some places, students go crazy over a tenth of a point - but this is an unhealthy and unsustainable way to manage your education. The real reason you're in school is to grow as a person and fulfill your potential.

Travis nursed his beer silently, looking out over the water. “What are you thinking about?” Laird asked. “It’s not important.” “What is it?” Travis turned toward him. “Did you ever notice how some colours are used for people’s names but others aren’t?” “What are you talking about?” “White and Black. Like Mr. White, the guy who owns the tire store. And Mr. Black, our third-grade teacher. Or even Mr. Green from the game Clue. But you never hear of someone named Mr. Orange or Mr. Yellow. It’s like some colours make good names, but other colours just sound stupid. You know what I mean?” “I can’t say I’ve ever thought about it.” “Me neither. Not until just a minute ago, I mean. But it’s kind of strange, isn’t it?” “Sure,” Laird finally agreed. Both men were quiet for a moment. “I told you it wasn’t important.” “Yes, you did.” “Was I right?” “Yep.

You will go through your life thinking there was a day in second grade that you must have missed, when the grown-ups came in and explained, everything important to other kids. they said, 'Look, you're human, you're going to feel isolated and afraid a lot of the time, nad have bad self-esteem, and feel uniquely ruined, but here is the magic phrase that will take this feeling away. It will be like a feather that will lift you out of that fear and self-consciousness every single time, all through your life.' And then they told the cildren who were there that day the magic phrase that everyone else in the world knows about and uses when feeling blue, which only you don't know, because you were home sick the day the grown-ups told the children the way the whole world works. But there was not such a day in school. No one got the instructions. That is the secret of life. Everyone is flailing around, winging it most of the time, trying to find the way out, or through, or up, without a map. This lack of instruction manual is how most people develop compassion, and how they figure out to show up, care, help and serve, as the only way of filling up and being free. Otherwise you gorw up to be someone who needs to dominate and shame others so no one will know that you weren't there the day the instructions were passed out.

I wasn't someone who needed an infant. It wasn't important to me to make bottles or see first steps or hear first words. Kindergarten, grade school....I didn't need to do any of that. I wanted to be a father, but being a father is about a lifetime of parenting, not just little-kid stuff.

As chief, I will represent my people in many different ways and might never know which particular action is destined to matter more than another, thus, all my actions should be considered potentially important and worthy of my best effort.

all the higher grades of science, imagination and intuition play an increasingly important role over and above intellect and its capacity for application.

Then that night there was an early frost, and by Sunday morning, autumn had truly arrived. The sky was a rich cloudless blue, the air still and dry, the maple trees glowing with glorious reds and oranges and yellows, and everywhere on Gardam Street squirrels bustled about with self-importance, burying their nuts in the most unlikely places.

So I made up my mind I was going to find someone who would love me unconditionally three hundred and sixty five days a year, I was still in elementary school at the time - fifth or sixth grade - but I made up my mind once and for all.” -“Wow,” I said. “Did the search pay off?” “That’s the hard part,” said Midori. She watched the rising smoke for a while, thinking. “I guess I’ve been waiting so long I’m looking for perfection. That makes it tough.” -“Waiting for the perfect love?” “No, even I know better than that. I’m looking for selfishness. Perfect selfishness. Like, say I tell you I want to eat strawberry shortcake. And you stop everything you’re doing and run out and buy it for me. And you come back out of breath and get down on your knees and hold this strawberry shortcake out to me. And I say I don’t want it anymore and throw it out the window. That’s what I’m looking for.” -“I’m not sure that has anything to do with love,” I said with some amazement. “It does,” she said. “You just don’t know it. There are time in a girl’s life when things like that are incredibly important.” -“Things like throwing strawberry shortcake out the window?” “Exactly. And when I do it, I want the man to apologize to me. “Now I see, Midori. What a fool I have been! I should have known that you would lose your desire for strawberry shortcake. I have all the intelligence and sensitivity of a piece of donkey shit. To make it up to you, I’ll go out and buy you something else. What would you like? Chocolate Mousse? Cheesecake?” -“So then what?” “So then I’d give him all the love he deserves for what he’s done.” -“Sounds crazy to me.” “Well, to me, that’s what love is…

‎"Your heart is in your chest. It supplies the blood to your cells. Even if you don't think about it, your heart is always pumping. The heart is the most important organ in the body. Without it, you will die. "'What grade are you teaching these days?' Joel asked. ' Because either this is really sad...or really profound.

Don't forget that your happiness is the most important thing, and that you should never equate your GPA or school with your sense of self-worth. . . . If you're feeling overwhelmed, take a step back and remind yourself that you are not your grades.

They always need fresh, enthusiastic programmers. More important: they need programmers chosen by a star programmer. Magic Mama told her all about how recruiting happens in well-known companies. Unlike small companies, they depend more on shining logos. Logos like The Resolution Race Champion, The Gold Winner of Code the Crude, or Year’s Best Thesis Contributor are gems in their crowns. Everyone loves collecting gems. Talents are the gems big companies prefer plucking in reduced expenses. The best gems are the hard-working Low Grades and the non-citizens from the Junk Land. Who wouldn’t love a talent born in the gutters?—Just lure them with citizenship.

The single biggest factor determining recovery and remission from Myalgic Encephalomyelitis (M.E.) at this point is undoubtedly appropriate rest in the early and/or severe stages of the illness. The importance of avoiding overexertion in M.E. can not be overestimated.

Her family was counting on her—to be responsible, to get good grades, to follow the rules, to be the good example. And more important, she expected those things of herself.

In second grade, she’d snuck up on a napping Eva and colored her entire forearm with a highlighter. Because she was “important.

The idea that 20% of the features will get you 80% of the value may well be correct, but it also means that on important tasks, you're giving the customers B-grade experieence where it matters most.

Unlike an envied and admirable few, I separate my friends and almost never dare mingle one group with another. When I do, it is usually a social disaster, like mixing drinks. I love good beer and I love good wine, but you cannot drink both on the same evening without suffering. I love the friends with whom I play or once daily played snooker and tooted quantities of high-grade pulverized Andean flake; I love the friends with whom I dine at preposterously expensive restaurants; I love the friends with whom I’m film-making or mincing on the stage. I love and value them all equally and don’t think of them as stratified or in tiers, one group in some way higher or more important than the rest, but the thought of introducing them to each other makes me shiver and shudder with cringing embarrassment.

Have we reached the point in our society where it is more important to look good rather than be good? Has the pride in doing good work been replaced by self-entitlement, perfect offices, and slick suits?

Grades are still important, buy they are not the most important things. As clichéd as it is, the things you learn outside class is more important than the textbooks you blindly memorize in time for exams.

I still have a last-day-of-sixth-grade feeling. All year you’re excited for school to end so you can move on to junior high, but then the day comes and you realize that something that was an important part of your life is dying. And endings are still so new that you don’t know quite how to feel. You find an excuse not to run out the door when the bell rings and school’s out. You talk to your teacher one last time. You use the restroom one last time. You take a circuitous route back to your classroom. On your way out, you look back and sigh, and you experience this deep wishfulness, and you wonder if life is just a series of endings. New beginnings don’t make endings any easier.

That’s what Harvard was like: thinking you’re pretty good at something, then meeting someone who is really good or even one of the best in the world. And that doesn’t mean they get good grades. A lot of the most famous alumni left without graduating because their work became more important than school. People like Bill Gates, Matt Damon, and Mark Zuckerberg. And you know who did graduate? The Unabomber, Ted Kaczynski. The point is: Never graduate from Harvard.

To the accomplishment-oriented mother, what you achieve in life is paramount. Success depends on what you do, not who you are. She expects you to perform at the highest possible level. This mom is very proud of her children’s good grades, tournament wins, admission into the right college, and graduation with the pertinent degrees. She loves to brag about them too. But if you do not become what your accomplishment-oriented mother thinks you should, and accomplish what she thinks is important, she is deeply embarrassed, and may even respond with a rampage of fury and rage. A confusing dynamic is at play here. Often, while the daughter is trying to achieve a given goal, the mother is not supportive because it takes away from her and the time the daughter has to spend on her. Yet if the daughter achieves what she set out to do, the mother beams with pride at the awards banquet or performance. What a mixed message. The daughter learns not to expect much support unless she becomes a great hit, which sets her up for low self-esteem and an accomplishment-oriented lifestyle.

What You Missed That Day You Were Absent from Fourth Grade" Mrs. Nelson explained how to stand still and listen to the wind, how to find meaning in pumping gas, how peeling potatoes can be a form of prayer. She took questions on how not to feel lost in the dark. After lunch she distributed worksheets that covered ways to remember your grandfather’s voice. Then the class discussed falling asleep without feeling you had forgotten to do something else— something important—and how to believe the house you wake in is your home. This prompted Mrs. Nelson to draw a chalkboard diagram detailing how to chant the Psalms during cigarette breaks, and how not to squirm for sound when your own thoughts are all you hear; also, that you have enough. The English lesson was that I am is a complete sentence. And just before the afternoon bell, she made the math equation look easy. The one that proves that hundreds of questions, and feeling cold, and all those nights spent looking for whatever it was you lost, and one person add up to something.

What does it mean to choose life?... Choose vitality over stagnation. Choose making conscious choices over living on auto-pilot. Choose owning and taking responsibility for those choices instead of believing that you are only the victim of circumstances beyond your control. Choose seeing the opportunity in challenges instead of just the difficulties. Choose educating yourself over willful ignorance. Choose somewhere, sometimes to try and educate others. Choose acceptance over condemnation except when the act you’re condemning kills, maims, or destroys others. Choose acceptance of yourself as well, with all your complications and your imperfections. Choose imperfection, because very few things are perfect, and most of the really important things can’t even be graded and evaluated that way. Choose vigilance over giving up, whenever, and however, you can. Choose recuperation when it all becomes too much. Choose self-care whatever it takes So that you can continue to Choose life, Whatever that life looks like, Whoever does or doesn’t approve of What you choose.

The loquaciousness of many children with ADD is notorious. One Grade 2 boy was called Talk Bird by his classmates, so incessant was his chatter. His parents, too, were often after him to be quiet. It’s as if such a child is saying, I’m cut off from people, so anxious that if I don’t work overtime to establish contact with them, I will be left alone. I only know to do this through my words. I know no other way. Some adults with ADD have told me that they speak so quickly partly because so many words and phrases tumble into their minds that they fear forgetting the most important ones unless they release them at a fast rate.

People cope with tragedy in different ways. That's important, Ellie. There's no one right method of grieving. He... how do I explain the way loss changed him? Besides the way his grades dropped. Besides the fair-weather friends he lost. I noticed a change in his eyes. Like he now review the world as the place that stole his father.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Even boring classes are ones you must get A’s in. The stakes are too high, the payoff too important.

But the best way to measure how much you've grown isn't by inches or the number of laps you can now run around the track, or even your grade point average - though those things are important, to be sure. It's what you've done with your time, how you've chosen to spend your days, and whom you have touched this year. That, to me, is the greatest measure of success.

The first sixth-grade assembly.” I look up at him. “Huh?” “That’s the first time I saw you. You were sitting in the row in the front of me. I thought you were cute.” I laugh. “Nice try.” It’s so endearingly Peter to make up stuff to try and sound romantic. He keeps going. “Your hair was really long and you had a headband with a bow. I always liked your hair, even back then.” “Okay, Peter,” I say, reaching up and patting him on his cheek. He ignores me. “Your backpack had your name written on it in glitter letters. I’d never heard of the name Lara Jean before.” My mouth falls open. I hot-glued those glitter letters to my backpack myself! It took me forever trying to get them straight enough. I’d forgotten all about that backpack. It was my prized possession. “The principal started picking random people to come on stage and play a game for prizes. Everybody was raising their hands, but your hair got caught in your chair and you were trying to untangle it, so you didn’t get picked. I remember thinking maybe I should help you, but then I thought that would be weird.” “How do you remember all that?” I ask in amazement. Smiling, he shrugs. “I don’t know. I just do.” Kitty’s always saying how origin stories are important. At college, when people ask us how we met, how will we answer them? The shorty story is, we grew up together. But that’s more Josh’s and my story. High school sweethearts? That’s Peter and Gen’s story. So what’s ours, then? I suppose I’ll say it all started with a love letter.

you're instantly in a bind once you arrive here on earth, of need, self-will, a body and a separate personality, even before teh crippling self-consciousness kicks in, even before the seventh grade ... you're fucked at cell division ... it's all downhill from there. After that, it's all survival, and trying to keep yourself either entertained or convinced that the things you're obsessed with are of any importance at all in the big scheme.

On the one hand I'm thinking yeah this work is important, like, it's really important that I get the grades and get accepted, but on the other hand my brain is just like, I don't know, I just don't care, it'll all be alright in the end or something, like, so it's getting to the point where I just don't do any work that I don't have to, I only do the things that I have to do, but I just don't care? I don't know, this doesn't make any sense...

Mr. Harley, the headmaster, approached the podium and imparted a brief exordium about the importance of Finals Week, and how the grades they received would constitute another step upon The Great Road of Life. He told them that the school was depending on them, he was depending on them, and their parents were depending on them. He did not tell them that the entire free world was depending on them, but he strongly implied that this might be so.

In 80 percent or more of cases, people have three goals in common: first, a financial and career goal; second, a family or personal relationship goal; and third, a health or a fitness goal. And this is as it should be. These are the three most important areas of life. If you give yourself a grade on a scale of one to ten in each of these three areas, you can immediately identify where you are doing well in life and where you need some improvement.

To the rabbis who taught in the Jewish parochial schools, baseball was an evil waste of time, a spawn of the potentially assimilationist English portion of the yeshiva day. But to the students of most of the parochial schools, an inter-league baseball victory had come to take on only a shade less significance than a top grade in Talmud, for it was an unquestioned mark of one's Americanism, and to be counted a loyal American had become increasingly important to us during these last years of the war.

There are whole villages in Extremadura in Spain that are built of rock that has very high grade wolfram ore and the stone fences of the peasant’s field are all made of this ore. Yet the peasants are very poor. At this time it was so valuable that we were using DC-2’s, transport planes such as fly from here to Miami, to fly it over from a field at Nam Yung in Free China to Kai Tak airport at Kowloon. From there it was shipped to the States. It was considered very scarce and of vital importance in our preparations for war

There is, however, a subtle but important distinction between a wine that’s good to me and a wine that’s good—full stop. While everyone can (and should) decide their favorites for themselves, experts do attempt to grade quality according to certain objective standards

The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.

Assessment must be a conversation, a narrative that enhances students’ understanding of what they know, what they can do, and what needs further work. Perhaps even more important, they need to understand how to make improvements and how to recognize when legitimate growth has occurred.

The problem is that the pressure to disprove a stereotype changes what you are about in a situation. It gives you an additional task. In addition to learning new skills, knowledge, and ways of thinking in a schooling situation, or in addition to trying to perform well in a workplace like the women in the high-tech firms, you are also trying to slay a ghost in the room, the negative stereotype and its allegation about you and your group. You are multitasking, and because the stakes involved are high--survival and success versus failure in an area that is important to you--this multitasking is stressful and distracting. ...And when you realize that this stressful experience is probably a chronic feature of the stetting for you, it can be difficult for you to stay in the setting, to sustain your motivation to succeed there. Disproving a stereotype is a Sisyphean task; something you have to do over and over again as long as your are in the domain where the stereotype applies. Jeff seemed to feel this way about Berkeley, that he couldn't find a place there where he could be seen as belonging. When men drop out of quantitative majors in college, it is usually because they have bad grades. But when women drop out of quantitative majors in college it usually has nothing to do with their grades. The culprit, in their case, is not their quantitative skills but, more likely, the prospect of living a significant portion of their lives in a domain where they may forever have to prove themselves--and with the chronic stress that goes with that. This is not an argument against trying hard, or against choosing the stressful path. There is no development without effort; and there is seldom great achievement, or boundary breaking, without stress. And to the benefit of us all, many people have stood up to these pressures...The focus here, instead, is on what has to be gotten out of he way to make these playing fields mere level. People experiencing stereotype threat are already trying hard. They're identified with their performance. They have motivation. It's the extra ghost slaying that is in their way.

Trees for which there is no commercial value are referred to as "weeds" that interfere with commercial harvesting. That's what alders were called until a method to make high-grade paper from them was developed, but you'd never know that alders play an important ecological role. They are the first trees to grow after an opening is cleared in a forest, and they fix nitrogen from the air to fertilize the soil for the later-growing, longer-lived, bigger tree species. Yew trees have tough wood with gnarled branches and were called weeds and burned until a powerful anti-cancer agent was found in their bark.

It’s true I’ve got a cold streak. I recognize that. But if they—my father and mother—had loved me a little more, I would have been able to feel more—to feel real sadness, for example.” “Do you think you weren’t loved enough?” She tilted her head and looked at me. Then she gave a sharp, little nod. “Somewhere between ‘not enough’ and ‘not at all.’ I was always hungry for love. Just once, I wanted to know what it was like to get my fill of it—to be fed so much love I couldn’t take any more. Just once. But they never gave that to me. Never, not once. If I tried to cuddle up and beg for something, they’d just shove me away and yell at me. ‘No! That costs too much!’ It’s all I ever heard. So I made up my mind I was going to find someone who would love me unconditionally three hundred and sixty-five days a year. I was still in elementary school at the time—fifth or sixth grade—but I made up my mind once and for all.” “Wow,” I said. “And did your search pay off?” “That’s the hard part,” said Midori. She watched the rising smoke for a while, thinking. “I guess I’ve been waiting so long I’m looking for perfection. That makes it tough.” “Waiting for the perfect love?” “No, even I know better than that. I’m looking for selfishness. Perfect selfishness. Like, say I tell you I want to eat strawberry shortcake. And you stop everything you’re doing and run out and buy it for me. And you come back out of breath and get down on your knees and hold this strawberry shortcake out to me. And I say I don’t want it anymore and throw it out the window. That’s what I’m looking for.” “I’m not sure that has anything to do with love,” I said with some amazement. “It does,” she said. “You just don’t know it. There are times in a girl’s life when things like that are incredibly important.” “Things like throwing strawberry shortcake out the window?” “Exactly. And when I do it, I want the man to apologize to me. ‘Now I see, Midori. What a fool I’ve been! I should have known that you would lose your desire for strawberry shortcake. I have all the intelligence and sensitivity of a piece of donkey shit. To make it up to you, I’ll go out and buy you something else. What would you like? Chocolate mousse? Cheesecake?’” “So then what?” “So then I’d give him all the love he deserves for what he’s done.” “Sounds crazy to me.” “Well, to me, that’s what love is. Not that anyone can understand me, though.” Midori gave her head a little shake against my shoulder. “For a certain kind of person, love begins from something tiny or silly. From something like that or it doesn’t begin at all.” “I’ve never met a girl who thinks like you.

As students in this earth school, some of us may be in the first grade, the sixth grade, or high school, but eventually, with enough education, we will all graduate and leave this school behind. And then there are other schools, higher dimensions or levels where we continue our spiritual progression. But until we all graduate, none of us does, for we are all one. We may come back voluntarily to help other people, or animals, or sentient beings to evolve. Or we may help out from the other side even if we do not incarnate in physical bodies, and there we will continue to work to assist those other souls with whom we have been connected for eons of time. Do not be concerned with how many millennia it takes you to complete your classes. If you are progressing to be a kinder, more loving, less selfish, less violent person, then you are moving in the right direction. The direction is more important than the speed. It makes no difference if this is your first lifetime or your last, or if you have many more to go. Only the end matters. Of

But the best way to measure how much you’ve grown isn’t by inches or the number of laps you can now run around the track, or even your grade point average—though those things are important, to be sure. It’s what you’ve done with your time, how you’ve chosen to spend your days, and whom you have touched this year. That, to me, is the greatest measure of success.

Ordering online was all about ticking boxes. Species. Color. Size. Number. Grade of quality. Degree of openness. But there was something miraculous about seeing the flowers she'd imagined brought to life. Roses from Columbia. Chrysanthemums from Ecuador. Orchids from Thailand. Anemones and agapanthus from Spain. Stargazers and parrot tulips from the vast Dutch flower fields.

First things first: Always go to class! The importance of this rule cannot be overmphasized. It doesn't matter if your class meets at 6:00 A.M., at the top of the steepest hill on campus, on saturday mornings—wake up, get dressed, and go to the lecture on time. As Lydia, a straight-A student from Dartmouth, explains, if you skip class, "it'll take twice as long studying to make up for what you missed." This is why class attendance is so important. Not because learning is power, or it's what your parents would want you do, but because it saves you time. if you attend class regularly, you will significantly cut down on the amount of studying required to score high grades. Don't make this negotiable. Even if you're tired, hung over, or extremely busy, find a way to make it there.

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

Moving when you're 15 is terrifying. It's not fun, it's not an adventure, it's not a wild ride to wonderful things, baby. In 9th grade I said goodbye to my friends and watched them fade away from me even while I was still standing there. When people get older, they're supposed to cope better with separation, but I don't know whether that's true. Are we honestly meant to believe the important ones will stay with us wherever we go?

My parents always insulted each other. Mom was a good student and thought school was important. Dad agreed even though he had a chip on his shoulder because he never got good grades. He learned most things from running around on the street, but in a funny way, my dad was smarter. My mom never remembered what she learned in school because she just memorized stuff for tests; it was my dad, who had bad grades, that actually remembered everything he learned.

Rea­sons Why I Loved Be­ing With Jen I love what a good friend you are. You’re re­ally en­gaged with the lives of the peo­ple you love. You or­ga­nize lovely ex­pe­ri­ences for them. You make an ef­fort with them, you’re pa­tient with them, even when they’re side­tracked by their chil­dren and can’t pri­or­i­tize you in the way you pri­or­i­tize them. You’ve got a gen­er­ous heart and it ex­tends to peo­ple you’ve never even met, whereas I think that ev­ery­one is out to get me. I used to say you were naive, but re­ally I was jeal­ous that you al­ways thought the best of peo­ple. You are a bit too anx­ious about be­ing seen to be a good per­son and you def­i­nitely go a bit over­board with your left-wing pol­i­tics to prove a point to ev­ery­one. But I know you re­ally do care. I know you’d sign pe­ti­tions and help peo­ple in need and vol­un­teer at the home­less shel­ter at Christ­mas even if no one knew about it. And that’s more than can be said for a lot of us. I love how quickly you read books and how ab­sorbed you get in a good story. I love watch­ing you lie on the sofa read­ing one from cover-to-cover. It’s like I’m in the room with you but you’re in a whole other gal­axy. I love that you’re al­ways try­ing to im­prove your­self. Whether it’s running marathons or set­ting your­self chal­lenges on an app to learn French or the fact you go to ther­apy ev­ery week. You work hard to be­come a bet­ter ver­sion of your­self. I think I prob­a­bly didn’t make my ad­mi­ra­tion for this known and in­stead it came off as ir­ri­ta­tion, which I don’t re­ally feel at all. I love how ded­i­cated you are to your fam­ily, even when they’re an­noy­ing you. Your loy­alty to them wound me up some­times, but it’s only be­cause I wish I came from a big fam­ily. I love that you al­ways know what to say in con­ver­sa­tion. You ask the right ques­tions and you know ex­actly when to talk and when to lis­ten. Ev­ery­one loves talk­ing to you be­cause you make ev­ery­one feel im­por­tant. I love your style. I know you think I prob­a­bly never no­ticed what you were wear­ing or how you did your hair, but I loved see­ing how you get ready, sit­ting in front of the full-length mir­ror in our bed­room while you did your make-up, even though there was a mir­ror on the dress­ing ta­ble. I love that you’re mad enough to swim in the English sea in No­vem­ber and that you’d pick up spi­ders in the bath with your bare hands. You’re brave in a way that I’m not. I love how free you are. You’re a very free per­son, and I never gave you the sat­is­fac­tion of say­ing it, which I should have done. No one knows it about you be­cause of your bor­ing, high-pres­sure job and your stuffy up­bring­ing, but I know what an ad­ven­turer you are un­der­neath all that. I love that you got drunk at Jack­son’s chris­ten­ing and you al­ways wanted to have one more drink at the pub and you never com­plained about get­ting up early to go to work with a hang­over. Other than Avi, you are the per­son I’ve had the most fun with in my life. And even though I gave you a hard time for al­ways try­ing to for al­ways try­ing to im­press your dad, I ac­tu­ally found it very adorable be­cause it made me see the child in you and the teenager in you, and if I could time-travel to any­where in his­tory, I swear, Jen, the only place I’d want to go is to the house where you grew up and hug you and tell you how beau­ti­ful and clever and funny you are. That you are spec­tac­u­lar even with­out all your sports trophies and mu­sic cer­tifi­cates and in­cred­i­ble grades and Ox­ford ac­cep­tance. I’m sorry that I loved you so much more than I liked my­self, that must have been a lot to carry. I’m sorry I didn’t take care of you the way you took care of me. And I’m sorry I didn’t take care of my­self, ei­ther. I need to work on it. I’m pleased that our break-up taught me that. I’m sorry I went so mental. I love you. I always will. I'm glad we met.

of being okay, and having everything together, and almost, like, say, even though I’m stressed, I still have time to have a perfect social life, perfect grades, to join all these clubs, and I’m super successful. But in reality people are stressed, and do feel alone, and it’s important to address those things. Peter: Picture a duck, and below the surface they are scrambling for their lives, but above the water everything appears peaceful—not a care in the world. That’s Penn Face. Kathryn: I think Penn Face also comes from the expectations we have for ourselves, and that people around us have for us at an Ivy League university—you’re supposed to be having the best four years of your life. We get this messaging everywhere. And having a hard time is not part of that messaging, which perpetuates the belief that “I’m not okay” must mean that something is wrong with you instead of something a lot of people might feel. Devanshi: Ivy League schools compile all the top students in one place and

This rock has seen billions of years of living organisms and will see many more once we die and turn to dirt. Our life is but one tiny, brief, insignificant piece of this vast universe. So, why, the nihilist argues, do people really think that it is important to be a “good person”, get good grades, or get a good job? What difference could that possibly make to anything? Nihilism is an honest evaluation of what a universe without God would look like. Nietzsche was right about that. Where he went wrong was in thinking this was true of the actual universe.

You’re the word master. It’s clear that you put a lot of value on this idea of resilience, and you’ve decided I don’t have an ounce of it. In your grade book, I get a big fat zero. Have you ever considered there are other values that might be important to someone besides resilience? Such as experiencing the full spectrum of human emotion? Guess what? I don’t have a one-year or five-year plan. I’m here to experience life, and that includes being present for all of it, not just a small lousy corner of it labeled joy or mirth. Even going through the miserable pain of loss and down the long road of grief.

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.

He backed me even though he insisted that it would be a complete waste of my time. “I’ll teach you all you need to know about running a company in one afternoon, and we’ll both go home early to boot. You don’t need Harvard to teach you that it’s more important to listen than to talk. You can get straight A’s from all your Harvard profs, but you’ll never make the grade unless you are decisive: even a timely wrong decision is better than no decision. The final thing you’ll need to know is don’t half-heartedly wound problems—kill them dead. That’s all there is to it. Now you can run this goddam place. Now, go on home and pour yourself a drink.

These three characteristics-one, contagiousness; two, the fact that little causes can have big effects; and three, that change happens not gradually but at one dramatic moment-are the same three principles that define how measles moves through a grade-school classroom or the flu attacks every winter. Of the three, the third trait-the idea that epidemics can rise or fall in one dramatic moment-is the most important, because it is the principle that makes sense of the first two and that permits the greatest insight into why modern change happens the way it does. The name given to that one dramatic moment in an epidemic when everything can change all at once is the Tipping Point.

Albert Einstein, considered the most influential person of the 20th century, was four years old before he could speak and seven before he could read. His parents thought he was retarded. He spoke haltingly until age nine. He was advised by a teacher to drop out of grade school: “You’ll never amount to anything, Einstein.” Isaac Newton, the scientist who invented modern-day physics, did poorly in math. Patricia Polacco, a prolific children’s author and illustrator, didn’t learn to read until she was 14. Henry Ford, who developed the famous Model-T car and started Ford Motor Company, barely made it through high school. Lucille Ball, famous comedian and star of I Love Lucy, was once dismissed from drama school for being too quiet and shy. Pablo Picasso, one of the great artists of all time, was pulled out of school at age 10 because he was doing so poorly. A tutor hired by Pablo’s father gave up on Pablo. Ludwig van Beethoven was one of the world’s great composers. His music teacher once said of him, “As a composer, he is hopeless.” Wernher von Braun, the world-renowned mathematician, flunked ninth-grade algebra. Agatha Christie, the world’s best-known mystery writer and all-time bestselling author other than William Shakespeare of any genre, struggled to learn to read because of dyslexia. Winston Churchill, famous English prime minister, failed the sixth grade.

In this book I contend that even when school appears to be successful, even when it elicits the performances for which it has apparently been designed, it typically fails to achieve its most important missions. Evidence for this startling claim comes from a by now overwhelming body of educational research that has been assembled over the last decades. These investigations document that even students who have been well trained and who exhibit all the overt signs of success—faithful attendance at good schools, high grades and high test scores, accolades from their teachers—typically do not display an adequate understanding of the materials and concepts with which they have been working.

Geoffrey Cohen and colleagues harnessed the power of values to combat the achievement gap between black and white students. They created an intervention consisting of several short writing exercises that were administered during the course of a school year. In the experimental group, each writing assignment involved writing about a personally important value. Students in the control group also completed the writing exercises but wrote about values that were important to other people. When researchers examined the students’ grade point averages at the end of the year, there was a substantial gap between the GPAs of the black and white students in the control group, but that gap was reduced by 40 percent in the important-values group.

The solution to the problem of poor performance scores had been a new system of grading that would encourage students to stay in school as well as improve their self-esteem. Beyond these important, admirable goals, it also had a more immediate purpose: it would undoubtedly reduce the school’s notoriously high failure rate, which had become an embarrassment to the school and to the school board. Under the plan, equal weight was given to class participation (which to some teachers meant simply showing up, because how on earth were you supposed to quantify participation?), homework, weekly tests, and a final exam at the end of every six-week period. A student could flunk every weekly test as well as the final exam and still pass a course for that period.

While you were in school, you got a report card once a quarter. A financial statement is your report card once you leave school. The problem is that since most people have not been trained to read financial statements or trained in how to keep a personal financial statement, they have no idea how they are doing once they leave school. Many people have failing marks on their personal financial statements but think they are doing well because they have a high-paying job and a nice home. Unfortunately, if I were handing out the grades, anyone who was not financially independent by age 45 would receive a failing grade. It is not that I want to be cruel. I just want people to wake up and maybe do a few things differently, before they run out of their most important asset—time.

Some historical revisionists have also attempted to diminish the role of God and religion in our nation’s past. A careful examination of the records, however, makes it quite clear that religion was a very important factor in the development of our nation. In 1831 when Alexis de Tocqueville came to America to try to unravel the secrets to the success of a fledgling nation that was already competing with the powers of Europe on virtually every level, he discovered that we had a fantastic public educational system that rendered anyone who had finished the second grade completely literate. He was more astonished to discover that the Bible was an important tool used to teach moral principles in our public schools. No particular religious denomination was revered, but rather commonly accepted biblical truths became the backbone of our social structure.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Understanding the narcissism epidemic is important because its long-term consequences are destructive to society. American culture’s focus on self-admiration has caused a flight from reality to the land of grandiose fantasy. We have phony rich people (with interest-only mortgages and piles of debt), phony beauty (with plastic surgery and cosmetic procedures), phony athletes (with performance-enhancing drugs), phony celebrities (via reality TV and YouTube), phony genius students (with grade inflation), a phony national economy (with $11 trillion of government debt), phony feelings of being special among children (with parenting and education focused on self-esteem), and phony friends (with the social networking explosion). All this fantasy might feel good, but unfortunately, reality always wins. The mortgage meltdown and the resulting financial crisis are just one demonstration of how inflated desires eventually crash to earth.

The important parts of my story, I was realizing, lay less in the surface value of my accomplishments and more in what undergirded them—the many small ways I’d been buttressed over the years, and the people who’d helped build my confidence over time. I remembered them all, every person who’d ever waved me forward, doing his or her best to inoculate me against the slights and indignities I was certain to encounter in the places I was headed—all those environments built primarily for and by people who were neither black nor female. I thought of my great-aunt Robbie and her exacting piano standards, how she’d taught me to lift my chin and play my heart out on a baby grand even if all I’d ever known was an upright with broken keys. I thought of my father, who showed me how to box and throw a football, same as Craig. There were Mr. Martinez and Mr. Bennett, my teachers at Bryn Mawr, who never dismissed my opinions. There was my mom, my staunchest support, whose vigilance had saved me from languishing in a dreary second-grade classroom. At Princeton, I’d had Czerny Brasuell, who encouraged me and fed my intellect in new ways. And as a young professional, I’d had, among others, Susan Sher and Valerie Jarrett—still good friends and colleagues many years later—who showed me what it looked like to be a working mother and consistently opened doors for me, certain I had something to offer. These were people who mostly didn’t know one another and would never have occasion to meet, many of whom I’d fallen out of touch with myself. But for me, they formed a meaningful constellation. These were my boosters, my believers, my own personal gospel choir, singing, Yes, kid, you got this! all the way through. I’d never forgotten it. I’d tried, even as a junior lawyer, to pay it forward, encouraging curiosity when I saw it, drawing younger people into important conversations.

You were just trying to figure out if I'm one of you?" Of course, stupid. When has anyone like Galen ever paid you any attention? When has there ever been anyone like Galen? Still, I'm surprised how much it hurts when he nods. I'm his little science project. All the time I thought he was flirting with me, he was really just trying to lure me out here to test his theory. If stupid were a disease, I'd have died from it by now. But at least I know where he really stands-about his feelings for me anyway. But what his intentions for me in general are, I have no idea. What happens if I can turn into a fish? Does he think I'll just kiss my mom good-bye, flush all my good grades-all those scholarships-down the toilet so I can go swim with the dolphins? he called himself a Royal. Of course, I don't know exactly what that means, but I can sure guess-that I'm another subject to him, someone to order around. He did say I had to obey him, after all. But if he's a Royal, why come out here himself? Why not send someone less important? I'm betting the U.S. President doesn't personally go to foreign countries looking for missing Americans who might not even be American. But can I trust him enough to answer my questions? He already deceived me once, faking interest in me to get me out here. He lied to my face about having a mother. He even lied to my mom. What else would he lie about to get what he wants? No, I can't trust him. Still, I want to know the truth, if only for myself. I'm not moving into some big seashell off the Jersey seashore or anything-but I can't deny that I'm different. What could it hurt to spend a little more time with Galen so he can help me figure this out? So what if he thinks I'm some sort of pheasant fish who has to obey him? Why shouldn't I use him the way he used me-to get what I want? It's just that what I want is holding me in his arms, acting like he's concerned that I'm not talking anymore.

The truth is that there’s no such thing as a personal problem. If you’ve got a problem, chances are millions of other people have had it in the past, have it now, and are going to have it in the future. Likely people you know too. That doesn’t minimize the problem or mean that it shouldn’t hurt. It doesn’t mean you aren’t legitimately a victim in some circumstances. It just means that you’re not special. Often, it’s the realization - that you and your problems are actually not privileged in their severity or pain - that is the first and most important step toward solving them. But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from the class is curriculum for no other reason then they made someone feel bad. Speakers and professors are shouted down and banned from campuses for in fractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counsellors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with her roommate, or getting a low grade in the class. It’s strange that in an age when we are more connected than ever, entitlement seems to be at an all time high. Something about recent technology seems to allow our insecurities to run amok like never before. The more freedom were given to express ourselves, the more we want to be free of having to deal with anyone who may disagree with us or upset us. The more exposed we are to opposing viewpoints, the more we seem to get upset that those other viewpoints exist. The easier and more problem free our lives become, the more we seem to feel entitled for them to get even better.

Qualities such as honesty, determination, and a cheerful acceptance of stress, which can all be identified through probing questionnaires and interviews, may be more important to the company in the long run than one's college grade-point average or years of "related experience." Every business is only as good as the people it brings into the organization. The corporate trainer should feel his job is the most important in the company, because it is. Exalt seniority-publicly, shamelessly, and with enough fanfare to raise goosebumps on the flesh of the most cynical spectator. And, after the ceremony, there should be some sort of permanent display so that employees passing by are continuously reminded of their own achievements and the achievements of others. The manager must freely share his expertise-not only about company procedures and products and services but also with regard to the supervisory skills he has worked so hard to acquire. If his attitude is, "Let them go out and get their own MBAs," the personnel under his authority will never have the full benefit of his experience. Without it, they will perform at a lower standard than is possible, jeopardizing the manager's own success. Should a CEO proclaim that there is no higher calling than being an employee of his organization? Perhaps not-for fear of being misunderstood-but it's certainly all right to think it. In fact, a CEO who does not feel this way should look for another company to manage-one that actually does contribute toward a better life for all. Every corporate leader should communicate to his workforce that its efforts are important and that employees should be very proud of what they do-for the company, for themselves, and, literally, for the world. If any employee is embarrassed to tell his friends what he does for a living, there has been a failure of leadership at his workplace. Loyalty is not demanded; it is created. Why can't a CEO put out his own suggested reading list to reinforce the corporate vision and core values? An attractive display at every employee lounge of books to be freely borrowed, or purchased, will generate interest and participation. Of course, the program has to be purely voluntary, but many employees will wish to be conversant with the material others are talking about. The books will be another point of contact between individuals, who might find themselves conversing on topics other than the weekend football games. By simply distributing the list and displaying the books prominently, the CEO will set into motion a chain of events that can greatly benefit the workplace. For a very cost-effective investment, management will have yet another way to strengthen the corporate message. The very existence of many companies hangs not on the decisions of their visionary CEOs and energetic managers but on the behavior of its receptionists, retail clerks, delivery drivers, and service personnel. The manager must put himself and his people through progressively challenging courage-building experiences. He must make these a mandatory group experience, and he must lead the way. People who have confronted the fear of public speaking, and have learned to master it, find that their new confidence manifests itself in every other facet of the professional and personal lives. Managers who hold weekly meetings in which everyone takes on progressively more difficult speaking or presentation assignments will see personalities revolutionized before their eyes. Command from a forward position, which means from the thick of it. No soldier will ever be inspired to advance into a hail of bullets by orders phoned in on the radio from the safety of a remote command post; he is inspired to follow the officer in front of him. It is much more effective to get your personnel to follow you than to push them forward from behind a desk. The more important the mission, the more important it is to be at the front.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

It’s splendid how much at home we feel at Pignol’s. A tacit complicity at every moment prevails among the regulars here. A process of self-selection operates: starving crooks, thirsty whores, witless grasses working for low-grade cops, middle- class types a bit too willing to conform (leaving aside the pound of black-market meat and the camembert without ration tickets) - all feel too ill at ease here. They’ve only got to stay away. Along with anyone else who doesn’t meet the requirements of this establishment: first and foremost, to keep your trap shut. The war? Past history. The Krauts? Don’t know any. Russia? Change at Reaumur. The police? There was a time when they were needed for directing the traffic. At Pignol’s, silence constitutes the most important, most difficult and lengthiest induction ordeal. After that, it’s a matter of imponderables. It works according to the rule of three: the people who don’t get along with the people that I get along with are people I can’t get along with. Syllogisms, of course. Now clear out!

This pageantry involved the British not merely exalting the principle of hierarchy in ensuring reverence for their own queen, but extending it to India, honouring ‘native princes’, ennobling others and promoting the invention of ersatz aristocratic tradition so as to legitimize their rule. Thus the British created a court culture that the princes had to follow, and a hierarchy that sought to show the Crown as successors of the Mughal emperor. The elaborately-graded gun salutes, from nine guns to nineteen (and in only five cases, twenty-one)6, depending on the importance, and cooperativeness, of the ruler in question; the regulation of who was and was not a ‘Highness’, and of what kind (the Nizam of Hyderabad went from being His Highness to His Exalted Highness during World War I, mainly because of his vast donation of money to the war effort); the careful lexicon whereby the ‘native chiefs’ (not ‘kings’), came from ‘ruling’, not ‘royal’, families, and their territories were ‘princely states’ not ‘kingdoms’—all these were part of an elaborate system of monarchical illusion-building.

An unexpected breakup can cause considerable psychological distress. The social pain has been associated with a twentyfold higher risk of developing depression in the coming year. It's important to lean on family and friends for support. You'll find that brain activity in the craving centers will have decreased significantly after about ten weeks." "Actually, it's been almost two weeks and I don't think of him at all," Layla offered. "Then you weren't truly emotionally invested in that relationship," Charu Auntie said. "Or you're a psychopath." "Definitely a psychopath." Daisy sliced furiously, decimating the onion as tears poured down her cheeks. "She didn't feel anything when she stole the pakoras from my lunch kit in sixth grade." Charu Auntie balanced the basket on one hip and adjusted her glasses. "Distraction and self-care are important to prevent a craving response in the ventral tegmental area, the nucleus accumbens, and orbitofrontrontal/prefrontal cortex." "I think she's saying, in her oddly complicated way, that she thinks you should hook up with fuckboy Danny," Daisy said. "Too bad the sexy beast upstairs is such a piece of-" "Shhh.

We do a thing in America, which is to label people “workaholics” and tell them that work is ruining their lives. It’s such a widespread opinion that it seems like the premise to every indie movie is “Workaholic mom comes home to find that her entire family hates her. It’s not until she cuts back on work, smokes a little pot, and takes up ballroom dancing classes with her neglected husband that she realizes what is truly important in life. Not work.” Working parents have now eclipsed shady Russian-esque operatives as America’s most popular choice of movie villain. And to some degree, I understand why the trope exists. It probably resonates because most people in this country hate their jobs. The economies of entire countries like Turks and Caicos are banking on US citizens hating their jobs and wanting to get away from it all. And I understand that. But it’s a confusing message for kids. The reason I’m bringing this up is not to defend my status as someone who always works. (I swear I’m not that Tiger Mom lady! I don’t think you need to play piano for eleven hours with no meals! Or only watch historical movies, then write reports on them for me to read and grade!) It’s just that, the truth is, I have never, ever, ever met a highly confident and successful person who is not what a movie would call a “workaholic.” We can’t have it both ways, and children should know that. Because confidence is like respect; you have to earn it.

Between the pleasure of a kiss and of what a man and woman do in bed seems to me only a gradation. A kiss, for instance, is not to be minimized, or its value judged by anyone else. I wonder do these men grade their pleasure in terms of whether their actions produce a child or not, and do they consider them more pleasant if they do. It is a question of pleasure after all, and what's the use debating the pleasure of an ice cream cone versus a football gamme--or a Beethoven quartet versus the Mona Lisa. I'll leave that to the philosophers. But their attitude was that I must be somehow demented or blind (plus a kind of regret, I thought, at the fact that a fairly attractive woman is presumably unavailable to men). [...] The most important point I did not mention and was not thought of by anyone--that the rapport between two men or two women can be absolute and perfect, as it can never be between man and woman, and perhaps some people want just this, as others want that more shifting and uncertain thing that happens between men and women. It was said or at least implied yesterday that my present course would bring me to the depths of human vice and degeneration. Yes, I have sunk a good deal since they took you from me. It is true, if I were to go on like this and be spied upon, attacked, never possessing one person long enough so that knowledge of a person is a superficial thing--that is degeneration. Or to live against one's grain, that is degeneration by definition.

I met with a group of a hundred or so fifth graders from a poor neighborhood at a school in Houston, Texas. Most of them were on a track that would never get them to college. So I decided then and there to make a contract with them. I would pay for their four-year college education if they kept a B average and stayed out of trouble. I made it clear that with focus, anyone could be above average, and I would provide mentoring support to them. I had a couple of key criteria: They had to stay out of jail. They couldn't get pregnant before graduating high school. Most importantly, they needed to contribute 20 hours of service per year to some organization in their community. Why did I add this? College is wonderful, but what was even more important to me was to teach them they had something to give, not just something to get in life. I had no idea how I was going to pay for it in the long run, but I was completely committed, and I signed a legally binding contract requiring me to deliver the funds. It's funny how motivating it can be when you have no choice but to move forward. I always say, if you want to take the island, you have to burn your boats! So I signed those contracts. Twenty-three of those kids worked with me from the fifth grade all the way to college. Several went on to graduate school, including law school! I call them my champions. Today they are social workers, business owners, and parents. Just a few years ago, we had a reunion, and I got to hear the magnificent stories of how early-in-life giving to others had become a lifelong pattern. How it caused them to believe they had real worth in life. How it gave them such joy to give, and how many of them now are teaching this to their own children.

Faith’s like a goddess to the Marines, and she’s actually good at her job, especially given she’d just finished seventh grade. Which is an important job. She does really important shit. “Right now, you’re just getting your head together. Like the pamphlet says, maybe you decide to help out. We can use people who know how to get shit done. Not just as military. I only took the Lieutenancy they offered cause I have to work with the Navy and Marines to get my job done and it helps. But there’s lots of ways a guy with your background and work ethic and general get-it-done attitude could help. Problem being, even if you wanted to, right now the only reason the Marines haven’t gotten together to kick the crap out of you is that they’re too busy. When they get less busy or, for example, this evening when they break from killing zombies, I would not want to be in your shoes.” “So what is this?” Zumwald said. “A military dictatorship? Beatings for free?” “Yeah,” Isham said, looking at him as if he was nuts. “We’re on ships. And they are all officially US Navy vessels. Even most of the dinky little yachts. The commanders, including this one, are all Navy officers, even if the ink is still wet on the commissions. And even if they weren’t, captains of vessels at sea have a lot of legal control in any circumstances. By the way, I talked Captain Graham, boss of this boat, out of pressing charges against you for assault. Because you don’t get how badly you fucked up. I get that. He’s another Faith lover, but it’s also you don’t get to just grab any cookie and tell her you want another scotch. You don’t. This isn’t Hollywood, and, sorry, you’re not some big time movie executive anymore. You’re a fucking refugee in a squadron that spends half its time on the ragged edge. Still. You got no clue how tough it is to keep these vessels supplied.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

A different approach was taken in 1972 by Dr. Walter Mischel, also of Stanford, who analyzed yet another characteristic among children: the ability to delay gratification. He pioneered the use of the “marshmallow test,” that is, would children prefer one marshmallow now, or the prospect of two marsh-mallows twenty minutes later? Six hundred children, aged four to six, participated in this experiment. When Mischel revisited the participants in 1988, he found that those who could delay gratification were more competent than those who could not. In 1990, another study showed a direct correlation between those who could delay gratification and SAT scores. And a study done in 2011 indicated that this characteristic continued throughout a person’s life. The results of these and other studies were eye-opening. The children who exhibited delayed gratification scored higher on almost every measure of success in life: higher-paying jobs, lower rates of drug addiction, higher test scores, higher educational attainment, better social integration, etc. But what was most intriguing was that brain scans of these individuals revealed a definite pattern. They showed a distinct difference in the way the prefrontal cortex interacted with the ventral striatum, a region involved in addiction. (This is not surprising, since the ventral striatum contains the nucleus accumbens, known as the “pleasure center.” So there seems to be a struggle here between the pleasure-seeking part of the brain and the rational part to control temptation, as we saw in Chapter 2.) This difference was no fluke. The result has been tested by many independent groups over the years, with nearly identical results. Other studies have also verified the difference in the frontal-striatal circuitry of the brain, which appears to govern delayed gratification. It seems that the one characteristic most closely correlated with success in life, which has persisted over the decades, is the ability to delay gratification. Although this is a gross simplification, what these brain scans show is that the connection between the prefrontal and parietal lobes seems to be important for mathematical and abstract thought, while the connection between the prefrontal and limbic system (involving the conscious control of our emotions and pleasure center) seems to be essential for success in life. Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

… The most important contribution you can make now is taking pride in your treasured home state. Because nobody else is. Study and cherish her history, even if you have to do it on your own time. I did. Don’t know what they’re teaching today, but when I was a kid, American history was the exact same every year: Christopher Columbus, Plymouth Rock, Pilgrims, Thomas Paine, John Hancock, Sons of Liberty, tea party. I’m thinking, ‘Okay, we have to start somewhere— we’ll get to Florida soon enough.’…Boston Massacre, Crispus Attucks, Paul Revere, the North Church, ‘Redcoats are coming,’ one if by land, two if by sea, three makes a crowd, and I’m sitting in a tiny desk, rolling my eyes at the ceiling. Hello! Did we order the wrong books? Were these supposed to go to Massachusetts?…Then things showed hope, moving south now: Washington crosses the Delaware, down through original colonies, Carolinas, Georgia. Finally! Here we go! Florida’s next! Wait. What’s this? No more pages in the book. School’s out? Then I had to wait all summer, and the first day back the next grade: Christopher Columbus, Plymouth Rock…Know who the first modern Floridians were? Seminoles! Only unconquered group in the country! These are your peeps, the rugged stock you come from. Not genetically descended, but bound by geographical experience like a subtropical Ellis Island. Because who’s really from Florida? Not the flamingos, or even the Seminoles for that matter. They arrived when the government began rounding up tribes, but the Seminoles said, ‘Naw, we prefer waterfront,’ and the white man chased them but got freaked out in the Everglades and let ’em have slot machines…I see you glancing over at the cupcakes and ice cream, so I’ll limit my remaining remarks to distilled wisdom: “Respect your parents. And respect them even more after you find out they were wrong about a bunch of stuff. Their love and hard work got you to the point where you could realize this. “Don’t make fun of people who are different. Unless they have more money and influence. Then you must. “If someone isn’t kind to animals, ignore anything they have to say. “Your best teachers are sacrificing their comfort to ensure yours; show gratitude. Your worst are jealous of your future; rub it in. “Don’t talk to strangers, don’t play with matches, don’t eat the yellow snow, don’t pull your uncle’s finger. “Skip down the street when you’re happy. It’s one of those carefree little things we lose as we get older. If you skip as an adult, people talk, but I don’t mind. “Don’t follow the leader. “Don’t try to be different—that will make you different. “Don’t try to be popular. If you’re already popular, you’ve peaked too soon. “Always walk away from a fight. Then ambush. “Read everything. Doubt everything. Appreciate everything. “When you’re feeling down, make a silly noise. “Go fly a kite—seriously. “Always say ‘thank you,’ don’t forget to floss, put the lime in the coconut. “Each new year of school, look for the kid nobody’s talking to— and talk to him. “Look forward to the wonderment of growing up, raising a family and driving by the gas station where the popular kids now work. “Cherish freedom of religion: Protect it from religion. “Remember that a smile is your umbrella. It’s also your sixteen-in-one reversible ratchet set. “ ‘I am rubber, you are glue’ carries no weight in a knife fight. “Hang on to your dreams with everything you’ve got. Because the best life is when your dreams come true. The second-best is when they don’t but you never stop chasing them. So never let the authority jade your youthful enthusiasm. Stay excited about dinosaurs, keep looking up at the stars, become an archaeologist, classical pianist, police officer or veterinarian. And, above all else, question everything I’ve just said. Now get out there, class of 2020, and take back our state!

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All