Instructor Related Quotes

He that sets his home on fire because his fingers are frostbitten can never be a fit instructor in the method of providing our habitations with a cheerful and salutary warmth.

The Four Dominant Learning Styles What are the Four Types of Learners? If you have spent any considerable amount of time in a learning institution, you know for almost a fact that each learner is different from the next. It is relatively easy to pick out the differences among learners. For instance, you can identify a student who has an easier time retaining information when presented in a particular format. Until recent decades, education seemed to be incredibly rigid towards the learners. Most often than not, they were subjected to a one-size-fits-all model that never accommodated for the differences in learning. However, research and studies made tremendous strides in identifying and reconciling these discrepancies. Nowadays, educators are developing strategies that help them reach out to each student's specific learning style. This gives each learner a fair chance at acquiring an education. This article seeks to breakdown the four main ways that learners acquire, process, and retain information. Visual Learners Information is optimally acquired and processed for this type of learners when conveyed in graphic or diagrammatic form. Such students retain content when it is presented as diagrams, charts, etcetera with much more ease. Some of them also lean towards pictures and videos at times. These learners tend to better at processing robust information rather than bits and pieces. This makes them holistic learners. Hence, they derive more value from summarized visual aids as opposed to segments. Auditory Learners On the other hand, these students learn more by processing information that has been delivered verbally. Such students are also more attentive to their instructors in class. Sometimes, they will do so at the expense of taking notes which can sometimes be mistaken for subpar engagement. Such learners will also thrive in group discussions where they get to talk through schoolwork with their peers. This not only reinforces their understanding but also presents an excellent opportunity to learn from others. Similarly, they can obtain significant value from reading out what they have written. Reading/Writing Learners These students lean more towards written information. For as long as they read through the content, they stand a better chance at retaining it. Such students prefer text-heavy learning. Thus, written assignments, handouts in class, or even taking notes are their most effective learning modes. Kinesthetic Learners Essentially, these students learn by doing. These are the students that rely on hands-on participation in class. For as long as they are physically proactive in the learning process, such learners stand a better chance at retaining and retrieving the knowledge acquired. This also earns them the popular term, tactile learners, since they tend to engage most of their sense in the learning process. As you would expect, such leaners have the most difficulties in conventional learning institutions. However, they tend to thrive in practical-oriented set-ups, such as workshops and laboratories. These four modalities will provide sufficient background knowledge on learning styles for you to formulate your own assessment. Ask yourself first, no less, what type of a learner are you?

Have you ever seen the teacher of an art class at work? Frequently he will find in the drawing of one pupil a flaw which is so typical of most students’ work at the same stage that he will call the other pupils of the class around the easel. Using the imperfect canvas as his text, he will branch into criticism, advice, exhortation, and will occasionally go on to rub out the mistake and draw the line or put in the color as it should have been done. If you will observe the group at this moment you will discover that, tragically enough, everyone seems to be benefiting by the lecture except the very pupil to whom it should be most valuable. In almost every case the one whose work is providing the example will be quivering, nervous, sometimes tearful, often angry—in short, giving every sign that he is feeling so personally humiliated and insulted that he is reacting at an infantile level. If you ask for help, or put yourself into the relation of a pupil to a teacher, learn to advance by your mistakes instead of suffering through them. Keep your attitude impersonal while you are being shown the road back to the right procedure. If you are in school, or taking class or private instruction, it is wise to take every opportunity to ask well-considered questions, then to act on the information, and finally—and very important—to report to your instructor as to your success or failure through following his advice. This is of advantage not only to you, but to him and his subsequent pupils, since he cannot know what practices are effective and what are only useful to himself and a few like him unless his pupils report in this fashion. If you must consistently report no progress, then one of two things must be true: that you are not fully understanding him, or that you are not working under the right master. After your period of apprenticeship is over, try not to weaken yourself or bring about self-doubt to such an extent that you must have help on minor points of procedure. Every physician and psychiatrist knows that there is a great class of “sufferers” who return again and again, asking so many and such trivial questions that it seems unlikely they could ever have grown to maturity if they were as helpless in all relations as they show themselves to their physicians. No one except a charlatan truly welcomes the appearance of such patients as these. The person who is looking for an excuse to blame his failure on another or who will not, if he can help it, grow up and settle his own difficulties, will go on asking advice until he draws his last breath, and even the astutest consultant may be forgiven if he sometimes mistakes an infrequent questioner for one of the weaker type. A good touchstone to show whether you may be only following a nervous habit of dependence is to ask yourself in every case: “Would I ask this if I had to pay a specialist’s fee for the answer?

The conclusion is inescapable: Crick in Cambridge and Brenner in Johannesburg were thinking well ahead of the biochemical pack. But then, about fifteen minutes later in that same discussion, Walter Sampson Vincent, an instructor in anatomy from the State University of New York at Syracuse, got up to report some experiments with the RNA of unfertilized egg cells of starfish. “Both Dr. Borsook and Dr. Zamecnik have suggested that there should be two RNA fractions in the cell, with differing characteristics,” Vincent said. He had found the same thing himself, and proceeded to tell how, at length. His biological specimens—starfish eggs—were unfamiliar; his methods were the well-known ones of Torbjörn Caspersson and Jean Brachet (he had spent a year with Brachet as a postdoc); and worse than that, late in such a meeting, when scientist after scientist has risen to talk about his experiments, however tenuously related to the chief topic, the audience gets numb and drifts away. Vincent’s data suggested, he said in conclusion, that the nucleus contained two classes of RNA, “one a soluble, metabolically very active, fraction, representing only a small portion of the total.” His last words were about that fraction: “One exciting implication of the active, or labile, form would be that it is involved in the transfer of nuclear ‘information’ to the synthetic centers of the cytoplasm.” This astonishing suggestion went unnoticed.

Forging Mettle In popular depictions of Musashi’s life, he is portrayed as having played a part in the decisive Battle of Sekigahara on October 21, 1600, which preceded the establishment of the Tokugawa shogunate. A more likely hypothesis is that he was in Kyushu fighting as an ally of Tokugawa Ieyasu under Kuroda Yoshitaka Jōsui at the Battle of Ishigakibaru on September 13, 1600. Musashi was linked to the Kuroda clan through his biological birth family who were formerly in the service of the Kodera clan before Harima fell to Hideyoshi.27 In the aftermath of Sekigahara, Japan was teeming with unemployed warriors (rōnin). There are estimates that up to 500,000 masterless samurai roamed the countryside. Peace was tenuous and warlords sought out skilled instructors in the arts of war. The fifteen years between Sekigahara and the first siege of Osaka Castle in 161528 was a golden age for musha-shugyō, the samurai warrior’s ascetic walkabout, but was also a perilous time to trek the country roads. Some rōnin found employment as retainers under new masters, some hung up their swords altogether to become farmers, but many continued roving the provinces looking for opportunities to make a name for themselves, which often meant trouble. It was at this point that Musashi embarked on his “warrior pilgrimage” and made his way to Kyoto. Two years after arriving in Kyoto, Musashi challenged the very same Yoshioka family that Munisai had bettered years before. In 1604, he defeated the head of the family, Yoshioka Seijūrō. In a second encounter, he successfully overpowered Seijūrō’s younger brother, Denshichirō. His third and last duel was against Seijūrō’s son, Matashichirō, who was accompanied by followers of the Yoshioka-ryū school. Again, Musashi was victorious, and this is where his legend really starts to escalate. Such exploits against a celebrated house of martial artists did not go unnoticed. Allies of the Yoshioka clan wrote unflattering accounts of how Musashi used guile and deceit to win with dishonorable ploys. Meanwhile, Musashi declared himself Tenka Ichi (“Champion of the Realm”) and must have felt he no longer needed to dwell in the shadow of his father. On the Kokura Monument, Iori wrote that the Yoshioka disciples conspired to ambush Musashi with “several hundred men.” When confronted, Musashi dealt with them with ruthless resolve, one man against many. Although this representation is thought to be relatively accurate, the idea of hundreds of men lying in wait was obviously an exaggeration. Several men, however, would not be hard to believe. Tested and triumphant, Musashi was now confident enough to start his own school. He called it Enmei-ryū. He also wrote, as confirmed by Uozumi, his first treatise, Heidōkyō (1605), to record the techniques and rationale behind them. He included a section in Heidōkyō on fighting single-handedly against “multiple enemies,” so presumably the third duel was a multi-foe affair.

At OBSS   I didn’t have long to wait before “twinky” Kim confided his secrets to me. Out of earshot from the group, during lunch, he announced excitedly, “We did it!”               “We did what?” I asked.               He glanced towards Jules, who was chatting animatedly with a couple of the other instructors. “You know. Me and him. We did it.”               I smiled but said nothing. Kim had a gleeful grin as he uttered, “Last night in the woods.”               “What exactly did you do?”               He cast his eyes down shyly. “We made out.”               “And?”               “It was great!” he exclaimed.               “Tell all, you naughty devil,” I remarked. Like most first-timers, he was eager to relate his sexual encounter to a pair of sympathetic ears.               “After the biking accident, after you guys rode on for help, he made the move.”               “Well? What happened” I queried.               “When he was blotting the blood from my knee, he placed his hand on my thigh. I did not move away. I dared not look him in the eye, but I enjoyed the smouldering sensation of his hand, which slowly eased into my underwear.” He paused for effect. “I was afraid, so I kept my eyes shut. I had Goosebumps all over when he held my… You know…” The boy couldn’t bring himself to say the word penis.               “No, I don’t know,” I teased patiently. “What?”               “Down there…” he looked at his groin, which had grown while reliving the circumstance.

The educational environment of children should encourage them to continue to explore the open-ended connections between their experiences, and to be receptive to new interconnections and interpretations of theories and explanations that they have either learned or developed. An oft-repeated story illustrates the deadening effect of thinking in terms of narrowly defined fields.16 A high school physics student was given the following problem on an examination: “Suppose you were in a tall building, and had a sensitive barometer in your possession. How would you use it to find the height of the building?” As anyone who has studied introductory physics will instantly recognize, the instructor was looking for the answer he had prepared his students to give—namely, measure the barometric pressure at the bottom and the top of the building, and calculate the height of the building, using the formula that relates the drop in barometric pressure to the increase in elevation going from the ground to the top of the building. The student in question, a very bright and highly independent soul, found it demeaning to provide an answer that he thought was trivially easy. Instead, he answered, “You can do it several ways. One is to drop the barometer from the top of the building and measure how long it takes to hit the ground [thus illustrating that he knew the relationship between height, distance, and time in gravitational free fall, another piece of ‘physics’]. Another is to attach the barometer to a long string, lower it to the ground, and measure the length of the string [no longer ‘physics,’ but rather ‘carpentry’].” The answer, of course, was declared wrong. The student objected strenuously and brought a storm of protest to bear on the examiner—who then agreed to repeat the same question and give the student an opportunity to provide the “correct” answer. The student, no more inclined to be compliant than before, answered, “I would go to the superintendent of the building and offer to give him the barometer as a gift if he would tell me how high his building is [now we have entered ‘economics’].” Leaving

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Young Shostakovich-Mitya-was nine, relatively old, when he began piano lessons. His first instructor was his mother, who, when she saw his rapid progress, took him to a piano teacher. The following conversation was a favorite family story: "I've brought you a marvelous pupil!" "All mothers have marvelous children...." Within two years he played all the preludes and fugues in Bach's Well-Tempered Clavier. It was clear that he was exceptionally gifted.

It is related that on the night of the disaster, right up to the time of the Titanic’s sinking, while the band grouped outside the gymnasium doors played with such supreme courage in face of the water which rose foot by foot before their eyes, the instructor was on duty inside, with passengers on the bicycles and the rowing-machines, still assisting and encouraging to the last. Along with the bandsmen it is fitting that his name, which I do not think has yet been put on record—it is McCawley —should have a place in the honorable list of those who did their duty faithfully to the ship and the line they served.

During the first day of orientation, an instructor from the general studies department asked a group of freshmen and transfer students if any of us had read and liked Jane Austen. I raised my hand eagerly, and said in my still somewhat broken English that I found her characters—created two centuries earlier—to be instantly relatable. “Wrong,” the instructor said. “Those books promote female oppression, racism, colonialism, and white supremacy.

Major Hankey, secretary of the Committee of Imperial Defence, was brought in by Bongie, and placed in front of him on the table the large red and blue leather-bound volume known as the War Book, he opened it sceptically. On the title page it said: ‘Co-ordination of Departmental Action on the Occurrence of Strained Relations and on the Outbreak of War’. Hankey, a spare, neat figure who reminded him of his old school gym instructor, had spent years of his life devising this bureaucratic masterpiece. Remind me how it works. The Foreign Secretary formally warns the Cabinet that he can “forsee the danger of this country being involved in war in the near future” and that sets the machine in motion. Eleven government departments will then send out the warning telegram across the Empire – ports, railways, post offices, army headquarters, police stations, town halls and so forth – initiating the precautionary phase. The recipients have already been issued with instructions, so they know what to do when they receive the warning telegram. And what does this telegram say? “In the circumstance that Great Britain is at war with …, act upon instructions.” How many telegrams will be sent? …thousands. Pg93

From 1941 through 1945, national leaders gave minimal thought to issues outside of the ongoing conflict and its aftermath. Other foreign policy issues paled in comparison to the global war. Such was not the case in the years of the Cold War. Although the Soviet bloc was the focus of US strategic thinking from 1946 to 1991, other tangentially related issues occasionally required the United States to develop separate policies and supporting strategies, most notably for the Korean War, Cuban Missile Crisis, and Vietnam War. For these “lesser” cases the US defense establishment had no agreed upon way to create strategies that were in consonance with policies, the latter of which the Executive Branch often failed to articulate clearly. I first became aware of these failing as a student in the Naval War College’s Command and Staff course in 1977. As a mid-grade Marine Corps major, the tactical realm had been the center of my experience up until that point. The College’s instructors introduced me to the larger world of policy and strategy in a rigorous and well-designed curriculum. Ironically, the title of the course was “Strategy and Policy” taught by the Strategy and Policy Department, putting the proverbial cart (strategy) before the horse (policy). I learned to dissect presidential speeches, especially the annual State of the Union address, various reports to Congress, and other similar documents to distill policy guidance that was to inform strategy. In many ways it seemed akin to “reading tea leaves,” but as I discovered, this was the way the Pentagon carried out business in Washington DC. Fortunately for me, the operational assignments that followed the Command and Staff course did not involve any high-level planning, thus I did not have to practice what I had learned at Newport. (Excerpt from article “From Grand Strategy to Operational Design: Getting it Right”)

Contemporary doctrine continues to espouse a procedure for decision-making, which cognitive psychologists have told us for a half-century has limited utility. Each service and the joint community have a slightly different model of this procedure, but all models have as their foundation the rules of systems analysis; identify a problem, determine criteria that relate to the problem, assign weights to those criteria; develop and compare alternative solutions (courses of action) based on those criteria; and decide on the “optimal” solution. A systems analysis procedure works well when determining how to degrade an integrated air defense or disrupt an electrical power grid or similar man-made systems. It is of no value when it comes to designing the concepts that drive campaign or operational plans. Instructors at the Naval War College’s Command and Staff course and at the Army War College taught me the intricacies of this formula. It proved inadequate on nearly every occasion I tried to use it. Yet, this was the only procedure the US military acknowledged until the late 1980s when officers began to learn of emerging research on decision-making. Literature on this research explained how recognizing patterns of activity enabled people to make decisions intuitively.[xvii] In essence, as people perceive a problem they tell themselves stories of how to respond to those problems and then they “act out” their stories. (Excerpt from article “From Grand Strategy to Operational Design: Getting it Right”)

Over the years I have written creative non-fiction related to the curricula I produced, first as an elementary school art instructor, then for nearly two decades as a museum education curator. While any curriculum I wrote was based on facts as well as best and accepted practices, to add imaginative interest and encourage my students’ engagement I put those facts in the context of stories, invented situations that brought to life the remote or unfamiliar

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1. SHOE HEEL REMOVAL AND VIBRAM TRAINING. AREA FIXED: LOWER BACK. Ugly, and ultimately painful, postural compensation is unavoidable when wearing shoes that elevate the heels. This simple observation somehow escaped me for 30 years, until CrossFit Chicago instructor Rudy Tapalla introduced me to Vibram Five Finger shoes, which look like gloves for your feet. Chronic use of high-heeled shoes usually results in some degree of kyphosis-lordosis and related pains in the lower back and mid-upper back. Kyphosis-lordosis, seen in the second illustration to the right, is posture characterized by “convex curvature of the thoracic spine and an inwardly curved lower back resulting from the pelvis being tilted forward”. This is an academic way of saying hunchbacked and sway-backed at the same time. This is how both men and women with less than 10% body fat can end up looking potbellied. It’s the overarching of the low back, not excessive body fat, that causes this unfortunate optical illusion. The fix is simple: most of the time, wear flats or shoes with little difference in sole thickness from toe to heel. Shifting to wearing Vibram Five Fingers® and Terra Plana Barefoot Vivo shoes completely erased low-back pain I’d suffered from for more than 10 years.