Interactive Teaching Quotes

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Every person you encounter, whom you interact with, is there to teach you something. Sometimes it may be years before you realize what each had to show you.
Raymond E. Feist (Rise of a Merchant Prince (The Serpentwar Saga, #2))
Life is a catwalk and brings us into the limelight of human and social interaction. It teaches us to watch sympathetically, listen responsively, and feel united with the world around us. ("With confidence »)
Erik Pevernagie
BEFRIENDING THE BODY Trauma victims cannot recover until they become familiar with and befriend the sensations in their bodies. Being frightened means that you live in a body that is always on guard. Angry people live in angry bodies. The bodies of child-abuse victims are tense and defensive until they find a way to relax and feel safe. In order to change, people need to become aware of their sensations and the way that their bodies interact with the world around them. Physical self-awareness is the first step in releasing the tyranny of the past. In my practice I begin the process by helping my patients to first notice and then describe the feelings in their bodies—not emotions such as anger or anxiety or fear but the physical sensations beneath the emotions: pressure, heat, muscular tension, tingling, caving in, feeling hollow, and so on. I also work on identifying the sensations associated with relaxation or pleasure. I help them become aware of their breath, their gestures and movements. All too often, however, drugs such as Abilify, Zyprexa, and Seroquel, are prescribed instead of teaching people the skills to deal with such distressing physical reactions. Of course, medications only blunt sensations and do nothing to resolve them or transform them from toxic agents into allies. The mind needs to be reeducated to feel physical sensations, and the body needs to be helped to tolerate and enjoy the comforts of touch. Individuals who lack emotional awareness are able, with practice, to connect their physical sensations to psychological events. Then they can slowly reconnect with themselves.
Bessel van der Kolk (The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma)
We must learn and then teach our children that niceness does not equal goodness. Niceness is a decision, a strategy of social interaction; it is not a character trait. People seeking to control others almost always present the image of a nice person in the beginning. Like rapport-building, charm and the deceptive smile, unsolicited niceness often has a discoverable motive.
Gavin de Becker (The Gift of Fear: Survival Signals That Protect Us from Violence)
Relationships are steppingstones for the evolution of our consciousness. Each interaction we have, be it one of joy or contrast, allows us to learn more about who we are and what we want in this lifetime. They bring us into greater alignment…as long as we continue to move forward and do not get attached to hurt, anger, or being a victim.
Alaric Hutchinson (Living Peace: Essential Teachings For Enriching Life)
Progress does not have to be patented to be worthwhile. Progress can also be measured by our interactions with nature and its preservation. Can we teach children to look at a flower and see all the things it represents: beauty, the health of an ecosystem, and the potential for healing?
Richard Louv (Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder)
We must learn and then teach our children that niceness does not equal goodness. Niceness is a decision, a strategy of social interaction; it is not a character trait. People seeking to control others almost always present the image of a nice person in the beginning.
Gavin de Becker
The idea of someone who can play with their emotions, who can 'mystically' get them to do certain things, makes them uncomfortable. What they do not realize-and what you must realize-is that manipulating others is something that all people do. In fact, manipulation is at the core of our social interaction." He settled back, raising his dueling cane and gesturing with it slightly as he spoke. "Think about it. What is a man doing when he seeks the affection of a young lady? Why, he is trying to manipulate her to regard him favorably. What happens when two old friends sit down for a drink? They tell stories, trying to impress each other. Life as a human being is about posturing and influence. This isn't a bad thing-in fact, we depend upon it. These interactions teach us how to respond to others." -Breeze
Brandon Sanderson (The Final Empire (Mistborn, #1))
...Good teaching is more a giving of right questions than a giving of right answers.
Josef Albers (Interaction of Color)
Remember that every person who you come into contact to on any given day has a story that is probably far more amazing than you will imagine and no one is going to just offer up their entire life's worth of experiences to you because you want them to. It takes time to draw someone's story out from within them. It takes trust. It takes sincerity and dedication. Keep in mind that each and every interaction you have with all those people on a daily basis is a unique opportunity to develop any kind of relationship with that person that the two of you might want to be a part of. It doesn't matter how you meet them or what it is that you do with them. It can be as mundane as waving to them in the morning as they leave their driveway, or it can be as huge as saving someone's life in a moment of uncertainty and sacrifice. Each person has the potential to become a friend or a lover or to simply teach you something important and then slip back into the endless rush of other bodies moving about the planet around us. Don't pass these chances up too often, or you'll get lost in the tide yourself.
Ashly Lorenzana
When you interact with someone who is fully engaged and filled with passion, it can be an overwhelming and unforgettable experience. There is no faking it…you can’t “Meg Ryan” that type of passion!
Dave Burgess (Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator)
Enjoyable social interaction, community and laughter has a healing effect on the mind and body.
Bryant McGill (Simple Reminders: Inspiration for Living Your Best Life)
Pure unconditional aggression and pure unconditional capitulation are destined to fail as strategies of social exchange in a society of multiple interaction and mutual dependence.
Kevin Dutton (The Wisdom of Psychopaths: What Saints, Spies, and Serial Killers Can Teach Us About Success)
Today you go into make a modern recording with all this technology. The bass plays first, then the drums come in later, then they track the trumpet and the singer comes in and they ship the tape somewhere. Well, none of the musicians have played together. You can’t play jazz music that way. In order for you to play jazz, you’ve got to listen to them. The music forces you at all times to address what other people are thinking and for you to interact with them with empathy and to deal with the process of working things out. And that’s how our music really could teach what the meaning of American democracy is.
Wynton Marsalis
the reality we belong to, the reality we long to know, extends far beyond human beings interacting with one another.
Parker J. Palmer (The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life)
Building rapport is all about interacting with your students as fellow human beings, not just as subordinates.
Dave Burgess (Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator)
There is a problem that begins in our universities, and it comes down to Social Justice. The most immediate aspect of the problem is that Social Justice scholarship gets passed down to students, who then go out into the world. This effect is strongest within Social Justice fields, which teach students to be skeptical of science, reason, and evidence; to regard knowledge as tied to identity; to read oppressive power dynamics into every interaction; to politicize every facet of life; and to apply ethical principles unevenly, in accordance with identity.
Helen Pluckrose (Cynical Theories: How Activist Scholarship Made Everything about Race, Gender, and Identity—and Why This Harms Everybody)
Loneliness is something that happens to us, but I think it is something we can move ourselves out of. I think a person who is lonely should dig into a community, give himself to a community, humble himself before his friends, initiate community, teach people to care for each other, love each other. Jesus does not want us floating through space or sitting in front of our televisions. Jesus wants us interacting, eating together, laughing together, praying together. Loneliness is something that came with the fall. ..If loving other people is a bit of heaven then certainly isolation is a bit of hell, and to that degree, here on earth, we decide in which state we like to live.
Donald Miller (Blue Like Jazz: Nonreligious Thoughts on Christian Spirituality (Paperback))
The only person that should wear your ring is the one person that would never… 1. Ask you to remain silent and look the other way while they hurt another. 2. Jeopardize your future by taking risks that could potentially ruin your finances or reputation. 3. Teach your children that hurting others is okay because God loves them more. God didn’t ask you to keep your family together at the expense of doing evil to others. 4. Uses religious guilt to control you, while they are doing unreligious things. 5. Doesn't believe their actions have long lasting repercussions that could affect other people negatively. 6. Reminds you of your faults, but justifies their own. 7. Uses the kids to manipulate you into believing you are nothing. As if to suggest, you couldn’t leave the relationship and establish a better Christian marriage with someone that doesn’t do these things. Thus, making you believe God hates all the divorced people and will abandon you by not bringing someone better to your life, after you decide to leave. As if! 8. They humiliate you online and in their inner circle. They let their friends, family and world know your transgressions. 9. They tell you no marriage is perfect and you are not trying, yet they are the one that has stirred up more drama through their insecurities. 10. They say they are sorry, but they don’t show proof through restoring what they have done. 11. They don’t make you a better person because you are miserable. They have only made you a victim or a bitter survivor because of their need for control over you. 12. Their version of success comes at the cost of stepping on others. 13. They make your marriage a public event, in order for you to prove your love online for them. 14. They lie, but their lies are often justified. 15. You constantly have to start over and over and over with them, as if a connection could be grown and love restored through a honeymoon phase, or constant parental supervision of one another’s down falls. 16. They tell you that they don’t care about anyone other than who they love. However, their actions don’t show they love you, rather their love has become bitter insecurity disguised in statements such as, “Look what I did for us. This is how much I care.” 17. They tell you who you can interact with and who you can’t. 18. They believe the outside world is to blame for their unhappiness. 19. They brought you to a point of improvement, but no longer have your respect. 20. They don't make you feel anything, but regret. You know in your heart you settled.
Shannon L. Alder
They don’t really listen to speeches or talks. They absorb incrementally, through hours and hours of observation. The sad truth about divorce is that it’s hard to teach your kids about life unless you are living life with them: eating together, doing homework, watching Little League, driving them around endlessly, being bored with nothing to do, letting them listen while you do business, while you negotiate love and the frustrations and complications and rewards of living day in and out with your wife. Through this, they see how adults handle responsibility, honesty, commitment, jealousy, anger, professional pressures, and social interactions. Kids learn from whoever is around them the most.
Rob Lowe (Stories I Only Tell My Friends)
As I discussed in the previous chapter, attachment researchers have shown that our earliest caregivers don't only feed us, dress us, and comfort us when we are upset; they shape the way our rapidly growing brain perceives reality. Our interactions with our caregivers convey what is safe and what is dangerous: whom we can count on and who will let us down; what we need to do to get our needs met. This information is embodied in the warp and woof of our brain circuitry and forms the template of how we think of ourselves and the world around us. These inner maps are remarkably stable across time. This doesn‘t mean, however, that our maps can‘t be modified by experience. A deep love relationship, particularly during adolescence, when the brain once again goes through a period of exponential change, truly can transform us. So can the birth of a child, as our babies often teach us how to love. Adults who were abused or neglected as children can still learn the beauty of intimacy and mutual trust or have a deep spiritual experience that opens them to a larger universe. In contrast, previously uncontaminated childhood maps can become so distorted by an adult rape or assault that all roads are rerouted into terror or despair. These responses are not reasonable and therefore cannot be changed simply by reframing irrational beliefs.
Bessel van der Kolk (The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma)
Everything is interaction and reciprocal,” wrote Humboldt, and that felt very much the case, and so, for the first time I can remember, did this: “I myself am identical with nature.
Michael Pollan (How to Change Your Mind: What the New Science of Psychedelics Teaches Us About Consciousness, Dying, Addiction, Depression, and Transcendence)
Teachers who have the best managed classrooms are those who spend the first two weeks of class teaching and practicing their procedures and routines (Marzano, Marzano, & Pickering, 2003).
Michael Mills (Effective Classroom Management: An Interactive Textbook)
You know a book is well-written when it makes you read it over and over again, and in every time you enjoy the events, interact with the conflict, and continue to the ending. It teaches you new lessons every time and uplifts your spirit, reminding you with needed humanitarian feelings.
Noora Ahmed Alsuwaidi
People don't like us, my dear. The idea that someone who can play with their emotions, who can "mystically" get them to do certain things, makes them uncomfortable. What they do not realize - and what you must realize - is that manipulating is at the core of our social interaction. (...) Think about it. What is a man doing when he seeks the affection of a young lady? Why, he is trying to manipulate her to regard him favorably. What happens when two old friends sit down for a drink? They tell stories, trying to impress each other. Life as a human being is about posturing and influence. This isn't a bad thing, in fact, we depend upon it. These interactions teach us how to respond to others.
Brandon Sanderson
Mom sez I like talk radio, teaching, and consulting 'cuz they ensure captive audiences. True or not (let Freudians decide), I'm driven by a "four eyed" mission to inform, instruct, intrigue, and inspire. Moreover, I like interactivity: If you're listening, I'm listening. Talk with me!
Lisa Tolliver
The great educator Charlotte Mason says that when we put children in direct contact with great ideas and get out of the way, "Teachers shall teach less and scholars shall learn more." Any homeschooling parent who has observed her own children for any length of time will know this to be true. Real learning happens when our children wrestle directly with great ideas- not as a result of our repackaging those great ideas, but when they interact with the ideas themselves.
Sarah Mackenzie (Teaching from Rest: A Homeschooler's Guide to Unshakable Peace)
As women, most interactions from around age eight on teach us to keep things cool so no one is inspired to, God forbid, call us the U or F words: “ugly” or “fat.” I’m not the first to point out how women are taught that our value comes from how we look, and that it takes a lifetime (or at least until menopause) for most women to undo this awful lie. As
Amy Schumer (The Girl with the Lower Back Tattoo)
Time for reflection and interaction is a casualty of the digital age, and one of the primary goals of higher education should be to reclaim this time.
José Antonio Bowen (Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning)
Companies such as Mindojo are developing interactive algorithms that will not only teach me maths, physics and history, but will simultaneously study me and get to know exactly who I am.
Yuval Noah Harari (Homo Deus: ‘An intoxicating brew of science, philosophy and futurism’ Mail on Sunday)
On a certain level, homeschooling is all about socialization. Whatever the teaching methods used in school or homeschool, it is ultimately the social environment itself that distinguishes homeschooling from conventional school. This social environment includes the nature and quantity of peer interaction; parental proximity; solitude; relationships with adults, siblings, older children, younger children, and the larger community; the ways in which the children are disciplined and by whom; and even the student-teacher ratio and the overall environment where the children spend their time.
Rachel Gathercole (The Well-Adjusted Child: The Social Benefits of Homeschooling)
The common Calvinist experience of life as a refugee, or of being part of a host community that received refugees, led to lasting international connections between individuals and communities...As churches became established in Switzerland, the Palatinate, Scotland, England and Bearn, and the churches in the Netherlands, France, Hungary and Poland battled for legal recognition and survival, princely courts, noble houses, universities and colleges also became locations for interactions between many Calvinists. Theologians, clergy, students, booksellers, merchants, diplomats, courtiers and military officers became involved in networks of personal contacts, correspondence, teaching and negotiation.
Thurgood Marshall
A person with a biblical worldview experiences, interprets, and response to reality in light of the Bible's principles. What Scripture teaches is the primary grid for making decisions and interacting with the world. For the purposes of our research, we investigate a biblical worldview based on eight elements. A person with a biblical worldview believes that Jesus Christ lived a sinless life, God is the all-powerful and all-knowing Creator of the universe and he still rules it today, salvation is a gift from God and cannot be earned, Satan is real, a Christian has a responsibility to share his or her faith in Christ with other people, the Bible is accurate in all of the principles it teaches, unchanging moral truth exists, and such moral truth is defined by the Bible. In our research, we have found that people who embraced these eight components we have a substantially different faith from other Americans – indeed, from other believers.
David Kinnaman (unChristian: What a New Generation Really Thinks about Christianity... and Why It Matters)
Vatican II famously threw open the windows of the Church, seeking greater interaction with, and influence on, secular society. In Latin America a number of theologians began to work out how the teachings of Vatican II should be applied on the ground.
Paul Vallely (Pope Francis: Untying the Knots)
Quantum mechanics teaches us not to think about the world in terms of "things" that are in this or that state but in terms of "processes" instead. A process is the passage from one interaction to another. The properties of "things" manifest themselves in a granular manner only in the moment of interaction-that is to say , at the edges of the processes-and are such only in relation to other things. They cannot be predicated in an unequivocal way, but only in a probabilisitc one. This is the vertiginous dive taken by Bohr, Heisenberg, and Dirac-into the depth of the nature of things.
Carlo Rovelli (La realtà non è come ci appare: La struttura elementare delle cose)
He had spoken to me before he went onstage. “There’s a myth we all carry inside our head,” Bock said. “We think we need superstars. But that’s not what our research found. You can take a team of average performers, and if you teach them to interact the right way, they’ll do things no superstar could ever accomplish.
Charles Duhigg (Smarter Faster Better: The Secrets of Being Productive in Life and Business)
Your job here in this Workshop is to assimilate data that you have been collecting from your real-life experiences (as you have been interacting with others and moving in and out of your physi-cal environment). Your work here is to bring the data together in a sort of picture of yourself, one that satisfies and pleases you.
Esther Hicks (The Law of Attraction: The Basics of the Teachings of Abraham)
It’s a type of frame control,” Tyler Durden replied. A frame is an NLP term: It is the perspective through which one sees the world. Whoever’s frame—or subjective reality—is the strongest tends to dominate an interaction. “Style has all these really subtle ways of keeping control of the frame and getting people to qualify themselves to him. He makes sure that the focus is always on him. I’m writing a post about it.” “That’s awesome,” I said. Suddenly, Papa, Tyler Durden, and the students laughed. “That’s one of the things you do,” Papa said. “Tyler’s writing about that.” “What? I just said ‘awesome.’ That’s because I think it’s hilarious. Seriously, I can’t wait to read it.” They all laughed again. Evidently I was Stylemogging them. “See,” Tyler Durden said. “You’ll use curiosity as a frame to get rapport and make the other person lose social value. When you show approval like that, it makes you the authority and makes other people want to seek your validation. We’re teaching that.” “Shit,
Neil Strauss (The Game: Penetrating the Secret Society of Pickup Artists)
It’s unfashionable these days to notice that a great many human beings have had, and continue to have, experiences that they describe as interactions with such powers by way of the teachings and practices just mentioned, and so scholars in a baker’s dozen of disciplines and more have busied themselves coming up with other things that religion must “really” be about.
John Michael Greer (The Secret of the Temple: Earth Energies, Sacred Geometry, and the Lost Keys of Freemasonry)
We must learn and then teach our children that niceness does not equal goodness. Niceness is a decision, a strategy of social interaction; it is not a character trait. People seeking to control others almost always present the image of a nice person in the beginning. Like rapport-building, charm and the deceptive smile, unsolicited niceness often has a discoverable motive. Kelly
Gavin de Becker (The Gift of Fear: Survival Signals That Protect Us from Violence)
I am not all knowing. Therefore, I will not even attempt to be. I need to be loved. Therefore, I will be open to loving children. I want to be more accepting of the child in me. Therefore, I will with wonder and awe allow children to illuminate my world. I know so little about the complex intricacies of childhood. Therefore, I will allow children to teach me. I learn my best from and am impacted most by my personal struggles. Therefore, I will join with children in their struggles. I sometimes need a refuge. Therefore, I will provide a refuge for children. I like it when I am fully accepted for the person I am. Therefore, I will strive to experience and appreciate the person of the child. I make mistakes. They are a declaration of the way I am - human and fallible. Therefore, I will be tolerant of the humanness of children. I react with emotional internalization and expression to my world of reality. Therefore, I will relinquish the grasp I have on reality and try to enter the world as experienced by the child. It feels good to be an authority, to provide answers. Therefore, I will need to work hard to protect children from me! I am more fully me when I feel safe. Therefore I will be consistent in my interactions with children. I am the only person who can live my life. Therefore, I will not attempt to rule a child's life. I have learned most of what I know from experiencing. Therefore, I will allow children to experience. The hope I experience and the will to live come from within me. Therefore, I will recognize and confirm the child's will and selfhood. I cannot make children's hurts and fears and frustrations and disappointments go away. Therefore, I will soften the blow. I experience fear when I am vulnerable. Therefore, I will with kindness, gentleness, and tenderness touch the inner world of the vulnerable child. - Principles for Relationships with Children
Garry L. Landreth (Play Therapy: The Art of the Relationship)
Religion is the secret of life. It teaches us to love, to serve, to forgive, to endure, and to interact with our brothers and sisters with empathy and compassion. Advaita (non-duality) is a purely subjective experience. But in daily life it may be expressed as love and compassion. This is the great lesson taught by the great saints and sages of India, the exponents of Sanatana Dharma.
Mata Amritanandamayi
It is crucial to teach incoming students to be thoughtful in their interactions with one another. A portion of what is derided as "political correctness" is just an effort to promote polite and respectful interactions by discouraging the use of terms that are reasonably taken to be demeaning. But if you teach students that intention doesn't matter, and you also encourage students to find more things offensive (leading them to experience more negative impacts), and you also tell them that whoever says or does the things they find offensive are "aggressors" who have committed acts of bigotry against them, then you are probably fostering feelings of victimization, anger, and hopelessness in your students. They will come to see the world - and even their university - as a hostile place where things never seem to get better.
Greg Lukianoff & Jonathan Haidt (The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure)
This clear mind of awareness is always with us, whether we recognize it or not. It coexists with confusion, and with the destructive emotions and cultural conditioning that shape our ways of seeing things. But when our perception shifts to meditative or steady awareness, it is no longer narrowed by memory and expectation; whatever we see, touch, taste, smell, or hear has greater clarity and sharpness, and enlivens our interactions.
Yongey Mingyur (In Love with the World: What a Buddhist Monk Can Teach You About Living from Nearly Dying)
We live in a culture that teaches us that "men" are the sexual aggressors and pursuers. We also live in a world where most women, trans, and non-binary folks have had negative experiences with men who are hitting on them. These factors tend to lead to some big gender differences for those exploring non-monogamy. Cisgender men often struggle when they first enter the world of non-monogamy. Within consensual non-monogamy (CNM) communities, most folks who sleep with cis men choose their partners based on referrals and endorsements. As in the world of business, it truly is who you know. Cis men who have been in the communities longer have dated and interacted with more people, and, therefore, have more word of mouth. It is an unfortunate reality that many, especially cisgender women, will not date men they don't already know about through their friends and communities. So, if you're a cis man exploring CNM, expect that it may take a while before you start seeing the kind of attention that others get. Focus on being kind, respectful, and honest. Respect the needs and boundaries of everyone with whom you interact. Spend lots of time getting to know other people simply as people - especially of your preferred gender to date - and form genuine friendships and connections with them free from any pressure to become sexual.
Liz Powell (Building Open Relationships: Your hands on guide to swinging, polyamory, and beyond!)
Like a sponge, we absorb, not liquid, but energy. Each morning we wake up as a fresh, dry sponge, ready to take in the world around us. Throughout the day, we interact with people, various energies, and a range of vibration. Each time, we absorb energy – either a small amount or a great deal – depending on whether the contact is direct or residual. And when we are filled to the point that we can absorb no more, we sometimes feel like we might explode. We know this bursting point – it reveals itself in our over-stimulated, over-stressed, near-crazy minds. Sleep often releases the energetic buildup, yet meditation works just as well. Meditation throughout the day “wrings out” our soggy, spongy selves. Deliberate mindfulness in the present moment can keep us from absorbing things we don’t resonate with, so that we no longer reach the point of mental breakdowns or emotional overloads.
Alaric Hutchinson (Living Peace: Essential Teachings For Enriching Life)
Because of a lack of biblical teaching, the gift of discerning of spirits has been misunderstood in the church to be criticism, suspicion, and condemnation. The truth is that it is a supernatural gift from the Holy Spirit to be operated through love. There are four types of spirits you can discern: The Holy Spirit, heavenly spirits, the human spirit, and demonic spirits. Discerning of spirits helps us know which of these four spirits we are interacting with.
Jonathan Welton (The School of Seers Expanded Edition: A Practical Guide on How to See in the Unseen Realm)
For instance, the education system, instead of going by textbook teaching, will promote creative and interactive self-learning—both formal and informal—with a focus on values, merit and quality. Workers, instead of being skilled or semi-skilled, will be knowledgeable, self-empowered and flexibly skilled. Types of work, instead of being structured and hardware driven, will be more flexible and software driven. Management styles will be delegative rather than directive.
A.P.J. Abdul Kalam (The Righteous Life: The Very Best of A.P.J. Abdul Kalam)
But what we have noticed as we have been interacting with physical Beings is that while you may have an experience that only lasts five or ten minutes, and while that experience may be unpleasant and uncomfortable, the majority of your negative emotion comes forth not during the minutes of that negative experience, but they come forth in all the hours that you ponder and chew upon it after the experience. Usually, there is much more of your time spent in thought of the negative thing that has happened than in the actuality of what is happening.
Esther Hicks (The Law of Attraction: The Basics of the Teachings of Abraham)
Now, here’s the thing about polygraph examinations. Just as there’s no such thing as a human lie detector, neither is there any such thing as a mechanical lie detector. A polygraph machine doesn’t detect lies. It detects physiological changes that occur in a person’s body in response to a stimulus, the stimulus being a question posed by the polygraph examiner. Whether or not the anxiety associated with those changes is indicative of deception is an open question that must be answered by the analytical and human interaction skills of the polygraph examiner. The
Philip Houston (Spy the Lie: Former CIA Officers Teach You How to Detect Deception)
Pain is always present in this conglomerate of body and mind. It’s here for us to see with every moment. If we contemplate it till we know all its details, we can then make it our sport to see pain as a natural condition and not our pain. This is something we have to research so as to get to the details: that it’s not our pain, it’s the pain of the aggregates [form, feeling, perception, thought-fabrications, and consciousness]. Knowing in this way means that we can separate out the properties of physical form and mind—to see how they interact, how they change. It’s really fascinating
Upasika Nanayon (Pure and Simple: The Extraordinary Teachings of a Thai Buddhist Laywoman)
Because, if you didn’t know any physical chemistry, you could look at a crystal and ask all the same questions. You’d see those beautiful spars, those perfect geometric facets, and you could ask, What’s controlling this process? How does the crystal end up so perfectly formed—and looking so much like other crystals? But it turns out a crystal is just the way molecular forces arrange themselves in solid form. No one controls it. It happens on its own. To ask a lot of questions about a crystal means you don’t understand the fundamental nature of the processes that led to its creation. “So maybe living forms are a kind of crystallization. Maybe life just happens. And maybe, like crystals, there’s a characteristic order to living things that is generated by their interacting elements. Okay. Well, one of the things that crystals teach us is that order can arise very fast. One minute you have a liquid, with all the molecules moving randomly. The next minute, a crystal forms, and all the molecules are locked in order. Right?” “Right …” “Okay. Now. Think of the interaction of life forms on the planet to make an ecosystem. That’s even more complex than a single animal. All the arrangements are very complicated.
Michael Crichton (The Lost World (Jurassic Park, #2))
I am skeptical that distance education based on asynchronous Internet technologies (i.e., prerecorded video, online forums, and email) is a substitute for live classroom discussion and other on-campus interaction. Distance education students can't raise their hands to ask instructors questions or participate in discussions, and it's difficult or impossible for them to take advantage of faculty office hours. Teaching assistants don't always respond to email, and online class discussion boards can be neglected by students and faculty alike. In this sense, the "process of dialogue" is actually limited by technology.
Ian Lamont
Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.
Jennifer Breheny Wallace (Never Enough: When Achievement Culture Becomes Toxic-and What We Can Do About It)
To My Friend, on Her First Sober Morning, I have been where you are. I’ve lived through this day. This day when you wake up terrified. When you open your eyes and it hits you: the jig is up. You lie paralyzed in bed and shake from the horrifying realization that life as you know it is over. Then you think that’s probably okay, since life as you know it totally blows. Even so, you can’t get out of bed because the thing is you don’t know how. You don’t know how to live, how to interact, how to cope, how to function without a drink or at least the hope of a future drink. You never learned. You dropped out before all the lessons. So who will teach you how to live?
Glennon Doyle Melton (Carry On, Warrior: Thoughts on Life Unarmed)
What we are talking about is a kind of super-reflex, a fundamental physiological ability of which we are barely aware. And like all specialized human traits, some people have much more mastery over this reflex than others. Part of what it means to have a powerful or persuasive personality, then, is that you can draw others into your own rhythms and dictate the terms of the interaction. In some studies, students who have a high degree of synchrony with their teachers are happier, more enthused, interested, and easygoing. What I felt with Gau was that I was being seduced, not in the sexual sense, of course, but in a global way, that our conversation was being conducted on his terms, not mine. I felt I was becoming synchronized with him. "Skilled musicians know this, and good speakers," says Joseph Cappella, who teaches at the Annenberg School of Communication at the University of Pennsylvania. "They know when the crowds are with them, literally in synchrony with them, in movements and nods and stillness in moments of attention." It is a strange thing to admit, because I didn't want to be drawn in. I was on guard against it. But the essence of Salesmen is that, on some level, they cannot be resisted. "Tom can build a level of trust and rapport in five to ten minutes that most people will take half an hour to do," Moine says to Gau.
Malcolm Gladwell (The Tipping Point: How Little Things Can Make a Big Difference)
The common Calvinist experience of life as a refugee, or of being part of a host community that received refugees, led to lasting international connections between individuals and communities...As churches became established in Switzerland, the Palatinate, Scotland, England and Bearn, and the churches in the Netherlands, France, Hungary and Poland battled for legal recognition and survival, princely courts, noble houses, universities and colleges also became locations for interactions between many Calvinists. Theologians, clergy, students, booksellers, merchants, diplomats, courtiers and military officers became involved in networks of personal contacts, correspondence, teaching and negotiation.
Graeme Murdock (Beyond Calvin: The Intellectual, Political and Cultural World of Europe's Reformed Churches, c. 1540-1620 (European History in Perspective, 13))
You’ll find that Christ spent most of his life healing, teaching, and hanging out with those who wanted to be called to a higher way of life. He got a kick out of all the things we do—eating, drinking, swapping stories, telling jokes—and he got the right kind of kick because he was utterly united to the Father in prayer. He made himself available to all kinds of very unpromising people—just as we’re called to do. He had a special heart for those so desperate that they were willing to make holy fools of themselves in their hunger and need. Christ reveals himself in the deeply messy, profoundly awkward world of face-to-face human interaction with people in trouble, conflict, doubt, hunger, thirst, and pain.
Heather King (Holy Desperation: Praying as If Your Life Depends on It)
Active scholars are uniquely attracted by a high-quality graduate school of arts and sciences. Faculty members consider the teaching and training of new generations of graduate students as their highest calling. They believe that working with graduate students maintains and develops their professional skills more effectively than any other activity. It may be the main reason for the great attraction of academic jobs. Laboratory scientists have told me that the opportunity to work with graduate students keeps them in the university. For them, other options would center on research in commercial laboratories, but there the principal investigator would be assisted by technicians, and that is considered a far less creative interaction.
Henry Rosovsky (The University: An Owner's Manual)
There are cultural differences regarding emotion. For example, fear and sadness are not often mentioned in the teachings, yet most of samsara is tinged with both. And the concept of self-hatred is alien to Tibetans, who do not have words to describe it. When I went to Finland, many people talked to me about depression; this was in sharp contrast to Italy, where I had just been and where people seem to talk about depression very little. The climate, religion, traditions, and spiritual belief systems condition us and affect our experience. But the underlying mechanism of how we are stuck—the grasping and aversion, the projection, and the dualistic interaction with what we project—is the same every where. This is what is negative in emotional experience.
Tenzin Wangyal (The Tibetan Yogas of Dream and Sleep)
Students are welcome at such schools to study historical and contemporary theology, and to relate these to auxiliary disciplines such as philosophy and literary criticism. But they are not taught to seek ways of applying Scripture for the edification of God’s people. Rather, professors encourage each student to be “up to date” with the current academic discussion and to make “original contributions” to that discussion, out of his autonomous reasoning. So when the theologian finishes his graduate work and moves to a teaching position, even if he is personally evangelical in his convictions, he often writes and teaches as he was encouraged to do in graduate school: academic comparisons and contrasts between this thinker and that, minimal interaction with Scripture itself.
John M. Frame (Systematic Theology: An Introduction to Christian Belief)
Cultural artifacts like clothing, music, or speech are aspects of indigenous culture that are generally not considered by teachers to be related to education, but are one of the first things a teacher identifies when interacting with neoindigenous students. The wrong clothing or speech will get neoindigenous students labeled as unwilling to learn and directly impact their academic lives much in the way that it affects the indigenous. For example, if one were to ask the average person in the United States, Australia, or New Zealand to describe the indigenous peoples in their respective countries, the responses would probably be very similar, and include exoticized references to scanty clothing, “odd” living arrangements, “strange” speech, “weird” customs, and “primitive” art and music.
Christopher Emdin (For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy))
Apparently, it’s other boys’ faces once the prank is accomplished that will be amusing? The part about being amusing is not important. The part that is important is getting justice for Nicholas. Do you understand?” Seiji hoped he had explained it right this time. “Tell me about Nicholas,” said his father. “About—Nicholas?” Seiji repeated uncertainly. “Would I like him?” “I shouldn’t think so,” said Seiji. “He has terrible manners. And a basically unfortunate way of speaking and interacting with the world generally. He’s very untidy, too.” “Oh, but you hate it when things aren’t in the correct places,” murmured his father. “I still remember that time we had the ambassador’s son over for a playdate, and you made him cry.” “What is the point of painstakingly building castles with blocks only to knock them down?” Seiji asked. “Or sniveling?” He dismissed his father’s reminiscences. “Anyway, that was when I was very young and it no longer matters, so I don’t see the point of bringing it up. The point is—” “Justice for Nicholas,” said his father. “Is Nicholas—very good at fencing?” “No,” said Seiji plainly. There was a stunned silence. “He has a certain raw potential, but he hasn’t been properly trained because of his socioeconomic circumstances,” Seiji continued. “I wish to discuss this topic with you on our winter vacation. I think there must be foundations and scholarships set up. Many valuable fencers could be lost. It is almost too late for Nicholas. I shall be forced to teach him extremely rigorously.” There was more silence. Seiji wondered if his father had dropped his phone.
Sarah Rees Brennan (Striking Distance (Fence, #1))
I am Ra. Let us give the example of the man who sees all the poker hands. He then knows the game. It is but child’s play to gamble, for it is no risk. The other hands are known. The possibilities are known and the hand will be played correctly but with no interest. In time/space and in the true-color green density, the hands of all are open to the eye. The thoughts, the feelings, the troubles: all these may be seen. There is no deception and no desire for deception. Thus much may be accomplished in harmony, but the mind/body/spirit gains little polarity from this interaction. Let us re-examine this metaphor and multiply it into the longest poker game you can imagine: a lifetime. The cards are love, dislike, limitation, unhappiness, pleasure, etc. They are dealt, and re-dealt, and re-dealt continuously. You may, during this incarnation begin—and we stress begin—to know your own cards. You may begin to find the love within you. You may begin to balance your pleasure, your limitations, etc. However, your only indication of other-selves’ cards is to look into the eyes. You cannot remember your hand, their hands, perhaps even the rules of this game. This game can only be won by those who lose their cards in the melting influence of love; can only be won by those who lay their pleasures, their limitations, their all upon the table face up and say inwardly: “All, all of you players, each other-self, whatever your hand, I love you.” This is the game: to know, to accept, to forgive, to balance, and to open the self in love. This cannot be done without the forgetting, for it would carry no weight in the life of the mind/body/spirit beingness totality.
Donald Tully Elkins (The Ra Contact: Teaching the Law of One: Volume 1)
When they enter the classroom, however, they may well discover that the algorithms have got there first. Companies such as Mindojo are developing interactive algorithms that will not only teach me maths, physics and history, but will also simultaneously study me and get to know exactly who I am. Digital teachers will closely monitor every answer I give, and how long it took me to give it. Over time, they will discern my unique weaknesses as well as my strengths and will identify what gets me excited, and what makes my eyelids droop. They could teach me thermodynamics or geometry in a way that suits my personality type, even if that particular method doesn’t suit 99 per cent of the other pupils. And these digital teachers will never lose their patience, never shout at me, and never go on strike. It remains unclear, however, why on earth I would need to know thermodynamics or geometry in a world containing such intelligent computer programs.
Yuval Noah Harari (Homo Deus: A History of Tomorrow)
When they enter the classroom, however, they may well discover that the algorithms have got there first. Companies such as Mindojo are developing interactive algorithms that will not only teach me maths, physics and history, but will also simultaneously study me and get to know exactly who I am. Digital teachers will closely monitor every answer I give, and how long it took me to give it. Over time, they will discern my unique weaknesses as well as my strengths and will identify what gets me excited, and what makes my eyelids droop. They could teach me thermodynamics or geometry in a way that suits my personality type, even if that particular method doesn’t suit 99 per cent of the other pupils. And these digital teachers will never lose their patience, never shout at me, and never go on strike. It remains unclear, however, why on earth I would need to know thermodynamics or geometry in a world containing such intelligent computer programs.7
Yuval Noah Harari (Homo Deus: A History of Tomorrow)
It’s worth noting that changing behavior through ABA is often more than enough. But sometimes you want to go deeper, to help a child—or anyone else—understand cognitively and emotionally where they are and who they are in social situations, recognize their options, and decide for themselves what they want to do. Once they learn how to decide for themselves what they want to do, rather than put on reflexive behaviors they’ve been conditioned to show, real growth ensues. ABA is surface; social learning is deep. ABA is more or less robotic; social learning helps you understand social situations and respond according to your own desires and values. ABA is more mechanical; social learning is more supple and human. By coaching children in how to understand social situations and how to develop different ways of handling them, you can teach them not only how to do it but also enjoy doing so that the interaction is not just a matter of going through the motions.
Edward M. Hallowell (ADHD 2.0 : New Science and Essential Strategies for Thriving with Distraction—From Childhood Through Adulthood)
Knowing one’s emotions. Self-awareness—recognizing a feeling as it happens—is the keystone of emotional intelligence. As we will see in Chapter 4, the ability to monitor feelings from moment to moment is crucial to psychological insight and self-understanding. An inability to notice our true feelings leaves us at their mercy. People with greater certainty about their feelings are better pilots of their lives, having a surer sense of how they really feel about personal decisions from whom to marry to what job to take. 2. Managing emotions. Handling feelings so they are appropriate is an ability that builds on self-awareness. Chapter 5 will examine the capacity to soothe oneself, to shake off rampant anxiety, gloom, or irritability—and the consequences of failure at this basic emotional skill. People who are poor in this ability are constantly battling feelings of distress, while those who excel in it can bounce back far more quickly from life’s setbacks and upsets. 3. Motivating oneself. As Chapter 6 will show, marshaling emotions in the service of a goal is essential for paying attention, for self-motivation and mastery, and for creativity. Emotional self-control—delaying gratification and stifling impulsiveness—underlies accomplishment of every sort. And being able to get into the “flow” state enables outstanding performance of all kinds. People who have this skill tend to be more highly productive and effective in whatever they undertake. 4. Recognizing emotions in others. Empathy, another ability that builds on emotional self-awareness, is the fundamental “people skill.” Chapter 7 will investigate the roots of empathy, the social cost of being emotionally tone-deaf, and the reason empathy kindles altruism. People who are empathic are more attuned to the subtle social signals that indicate what others need or want. This makes them better at callings such as the caring professions, teaching, sales, and management. 5. Handling relationships. The art of relationships is, in large part, skill in managing emotions in others. Chapter 8 looks at social competence and incompetence, and the specific skills involved. These are the abilities that undergird popularity, leadership, and interpersonal effectiveness. People who excel in these skills do well at anything that relies on interacting smoothly with others; they are social stars.
Daniel Goleman (Emotional Intelligence)
We (Abraham) Describe Ourselves as Teachers Abraham: Good morning! It is nice to have an opportunity to visit. We extend our appreciation to Esther for allowing this communication, and to you for soliciting it. We have been considering the immense value of this interaction, as it will provide an introduction of that which we are to our physical friends. But even more than a mere introduction of Abraham to your physical world, this book will provide an introduction of the role of the Non-Physical in your physical world, for these worlds are inextricably tied together, you know. There is no way of separating one from the other. Also, in the writing of this book, we are all fulfilling an agreement that we set forth long before you came into your physical bodies. We, Abraham, agreed that we would remain here focused in the broader, clearer, and therefore more powerful Non-Physical perspective, while you, Jerry and Esther, agreed to go forth into your magnificent physical bodies and into the Leading Edge of thought and creation. And once your life experiences had stimulated within you clear and powerful desire, it was our agreement to rendezvous for the purpose of powerful co-creation. Jerry, we are eager to answer your long list of questions (so
Esther Hicks (The Law of Attraction: The Basics of the Teachings of Abraham)
What we are talking about is a kind of super-reflex, a fundamental physiological ability of which we are barely aware. And like all specialized human trains, some people have much more mastery over this reflex than others. Part of what it means to have a powerful or persuasive personality, then, is that you can draw others into your own rhythms and dictate the terms of the interaction. In some studies, students who have a high degree of synchrony with their teachers are happier, more enthused, interested, and easygoing. What I felt with Gau was that I was being seduced, not in the sexual sense, of course, but in a global way, that our conversation was being conducted on his terms, not mine. I felt I was becoming synchronized with him. "Skilled musicians know this, and good speakers," says Joseph Cappella, who teaches at the Annenberg School of Communication at the University of Pennsylvania. "They know when the crowds are with them, literally in synchrony with them, in movements and nods and stillness in moments of attention." It is a strange thing to admit, because I didn't want to be drawn in. I was on guard against it. But the essence of Salesmen is that, on some level, they cannot be resisted. "Tom can build a level of trust and rapport in five to ten minutes that most people will take half an hour to do," Moine says to Gau.
Malcolm Gladwell (The Tipping Point: How Little Things Can Make a Big Difference)
This something, I believe, is simply the presupposition that theatre is in and of itself communitarian. This presupposition continues to precede theatrical performances and anticipate its effects. But in a theatre, in front of a performance, just as in a museum, school or street, there are only ever individuals plotting their own paths in the forest of things, acts and signs that confront or surround them. The collective power shared by spectators does not stem from the fact that they are members of a collective body or from some specific form of interactivity. It is the power each of them has to translate what she perceives in her own way, to link it to the unique intellectual adventure that makes her similar to all the rest in as much as this adventure is not like any other. This shared power of the equality of intelligence links individuals, makes them exchange their intellectual adventures, in so far as it keeps them separate from one another, equally capable of using the power everyone has to plot her own path. What our performances — be they teaching or playing, speaking, writing, making art or looking at it — verify is not our participation in a power embodied in the community. It is the capacity of anonymous people, the capacity that makes everyone equal to everyone else. This capacity is exercised through irreducible distances; it is exercised by an unpredictable interplay of associations and dissociations.
Jacques Rancière (The Emancipated Spectator)
In learning general relativity, and then in teaching it to classes at Berkeley and MIT, I became dissatisfied with what seemed to be the usual approach to the subject. I found that in most textbooks geometric ideas were given a starring role, so that a student...would come away with an impression that this had something to do with the fact that space-time is a Riemannian [curved] manifold. Of course, this was Einstein's point of view, and his preeminent genius necessarily shapes our understanding of the theory he created. However, I believe that the geometrical approach has driven a wedge between general relativity and [Quantum Field Theory]. As long as it could be hoped, as Einstein did hope, that matter would eventually be understood in geometrical terms, it made sense to give Riemannian geometry a primary role in describing the theory of gravitation. But now the passage of time has taught us not to expect that the strong, weak, and electromagnetic interactions can be understood in geometrical terms, and too great an emphasis on geometry can only obscuret he deep connections between gravitation and the rest of physics...[My] book sets out the theory of gravitation according to what I think is its inner logic as a branch of physics, and not according to its historical development. It is certainly a historical fact that when Albert Einstein was working out general relativity, there was at hand a preexisting mathematical formalism, that of Riemannian geometry, that he could and did take over whole. However, this historical fact does not mean that the essence of general relativity necessarily consists in the application of Riemannian geometry to physical space and time. In my view, it is much more useful to regard general relativity above all as a theory of gravitation, whose connection with geometry arises from the peculiar empirical properties of gravitation.
Steven Weinberg (Gravitation and Cosmology: Principles and Applications of the General Theory of Relativity)
Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).
Tracey Tokuhama-Espinosa (Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching)
(50.7) Questioner Thank you. Can you expand on the concept which is this: that it is necessary for an entity to, during incarnation in the physical, as we call it, become polarized or interact properly with other entities, and why this isn’t possible in between incarnations when he is aware of what he wants to do, but why must he come into an incarnation and lose memory, conscious memory, of what he wants to do and then act in a way that he hopes to act? Could you expand on that please? Ra I am Ra. Let us give the example of the man who sees all the poker hands. He then knows the game. It is but child’s play to gamble, for it is no risk. The other hands are known. The possibilities are known and the hand will be played correctly but with no interest. In time/ space and in the true-color green density, the hands of all are open to the eye. The thoughts, the feelings, the troubles: all these may be seen. There is no deception and no desire for deception. Thus much may be accomplished in harmony, but the mind/ body/ spirit gains little polarity from this interaction. Let us re-examine this metaphor and multiply it into the longest poker game you can imagine: a lifetime. The cards are love, dislike, limitation, unhappiness, pleasure, etc. They are dealt, and re-dealt, and re-dealt continuously. You may, during this incarnation begin—and we stress begin—to know your own cards. You may begin to find the love within you. You may begin to balance your pleasure, your limitations, etc. However, your only indication of other-selves’ cards is to look into the eyes. You cannot remember your hand, their hands, perhaps even the rules of this game. This game can only be won by those who lose their cards in the melting influence of love; can only be won by those who lay their pleasures, their limitations, their all upon the table face up and say inwardly: “All, all of you players, each other-self, whatever your hand, I love you.” This is the game: to know, to accept, to forgive, to balance, and to open the self in love. This cannot be done without the forgetting, for it would carry no weight in the life of the mind/ body/ spirit beingness totality.
Donald Tully Elkins (The Ra Contact: Teaching the Law of One: Volume 1)
Slavery has a special interaction with the normal structures of being a human being. So a human being is sort of a generalist creature with a capacity to have its software re-worked for different habitats. The reason that human beings are able to exploit every terrestrial habitat where plants grow is that they don't all have the software program that's the same, right? You can have a software program for hunting in the Calihari, you can have one for terracing the Andes to grow potatoes, you can have any one of a number of software programs. Well, slavery took the software program that Africans who were brought into the slave trade had, and it did its best to erase that program – and to render that program non-functional. It rendered it non-functional by combining people from different places who didn't even necessarily speak a language so there was not one culture available. And it sort of forces the bootstrapping of a new culture, which was composed of various things but of course it was, you know, prohibition against teaching slaves to read and things like that, and so there was a systematic breaking of the original culture that Africans had during the New World, and a substituting of a version that was not a much of a threat to the slave-holding population, right? And at the point that slavery comes to an end, it is not as if, frankly, even, you know, we didn't even have the tools to talk about these things in responsible terms. There wasn't enough known about how the mind works and what its relationship is to the body and all...so, the thing that makes the black population and the Indian population different, I would argue, is the systematic hobbling of the on-board, the inherited, evolved culture in the case of Indians by transporting them to reservations and by putting them in schools that disrupt the passage of normal culture and in the case of Africans, it was breaking apart of families, keeping people from being in contact with others they had the right language to talk to and all...so in any case, that carries through to the present: it creates a situation where there has not been access to the materials to fully update software.
Bret Weinstein
Rebecca Wallace-Segall, who teaches creative-writing workshops for kids and teens as director of Writopia Lab in New York City, says that the students who sign up for her classes “are often not the kids who are willing to talk for hours about fashion and celebrity. Those kids are less likely to come, perhaps because they’re less inclined to analyze and dig deep—that’s not their comfort zone. The so-called shy kids are often hungry to brainstorm ideas, deconstruct them, and act on them, and, paradoxically, when they’re allowed to interact this way, they’re not shy at all. They’re connecting with each other, but in a deeper zone, in a place that’s considered boring or tiresome by some of their peers.” And these kids do “come out” when they’re ready; most of the Writopia kids read their works at local bookstores, and a staggering number win prestigious national writing competitions. If your child is prone to overstimulation, then it’s also a good idea for her to pick activities like art or long-distance running, that depend less on performing under pressure. If she’s drawn to activities that require performance, though, you can help her thrive. When I was a kid, I loved figure skating. I could spend hours on the rink, tracing figure eights, spinning happily, or flying through the air. But on the day of my competitions, I was a wreck. I hadn’t slept the night before and would often fall during moves that I had sailed through in practice. At first I believed what people told me—that I had the jitters, just like everybody else. But then I saw a TV interview with the Olympic gold medalist Katarina Witt. She said that pre-competition nerves gave her the adrenaline she needed to win the gold. I knew then that Katarina and I were utterly different creatures, but it took me decades to figure out why. Her nerves were so mild that they simply energized her, while mine were constricting enough to make me choke. At the time, my very supportive mother quizzed the other skating moms about how their own daughters handled pre-competition anxiety, and came back with insights that she hoped would make me feel better. Kristen’s nervous too, she reported. Renée’s mom says she’s scared the night before a competition. But I knew Kristen and Renée well, and I was certain that they weren’t as frightened as I was
Susan Cain
I wrote almost every word of this book sitting in a coffee shop about two blocks from my home. Most weekdays I would walk in, find a spot near an electrical outlet, fire up my laptop, and then head to the counter to order my beverage. I am a person of routines when it comes to food and drink, so every day for about 6 months I placed the same order: medium green tea. The coffee shop had its routines as well, which meant that most of the time I was placing my order with the same young woman. Yet in spite of the fact that she saw my smiling face 3 or 4 days a week making the same order, she always looked up at me expectantly when I arrived, as if I had not requested the same thing a hundred times before. She would even ask me the same two questions about my tea order every time: “Hot or cold?” “Honey or lemon?” Hot and No. Every time. As the weeks and months of this stretched on, it became a mild source of amusement to me to see if she would ever remember my order. She never did. Until, that is, I walked in one day and felt a little mischievous. “Can I help you?” she said. “Can you guess?” I replied. She looked up as if seeing me for the first time, and she smiled sheepishly. “Oh gosh,” she said. “Why am I blanking?” “It's OK,” I said. “No problem. Medium green tea. Hot, nothing in it.” The next time I showed up at the coffee shop was a couple of days later. I walked in, found my spot, fired up the laptop, and approached my forgetful friend at the counter. To my astonishment, she pointed at me with a smile and said: “Medium green tea, hot, no honey or lemon?” This little story illustrates perfectly a learning phenomenon called the retrieval effect (and sometimes also called the testing effect). Put as simply as possible, the retrieval effect means that if you want to retrieve knowledge from your memory, you have to practice retrieving knowledge from your memory. The more times that you practice remembering something, the more capable you become of remembering that thing in the future. Every time I walked into that coffee shop and told the barista my order, she was receiving the information afresh from me; she did not have to draw it from her memory. She was doing the student equivalent of staring at her notes over and over again—a practice that cognitive psychologists will tell you is just about the most ineffective study strategy students can undertake. When I made one very small change to our interaction by “testing” her to remember my order—even though she didn't get it right—she had to practice, for the first time, drawing that piece of information from her memory. And because it was such a simple piece of information, one practice was enough to help her remember it for the next time.
James M. Lang (Small Teaching: Everyday Lessons from the Science of Learning)
I ask them to write brief descriptions of two recent moments in the classroom: a moment when things went so well that you knew you were born to be a teacher and a moment when things went so poorly that you wished you had never been born! Then we get into small groups to learn more about our own natures through the two cases. First, I ask people to help each other identify the gifts that they possess that made the good moment possible. It is an affirming experience to see our gifts at work in a real-life situation-and it often takes the eyes of others to help us see. Our strongest gifts are usually those we are barely aware of possessing. They are a part of our God-given nature, with us from the moment we drew first breath, and we are no more conscious of having them than we are of breathing. Then we turn to the second case. Having been bathed with praise in the first case, people now expect to be subjected to analysis, critique, and a variety of fixes: "If I had been in your shoes, I would have ... ," or, "Next time you are in a situation like that, why don't you ... ?" But I ask them to avoid that approach. I ask them instead to help each other see how limitations and liabilities are the flip side of our gifts, how a particular weakness is the inevitable trade-off for a particular strength. We will become better teachers not by trying to fill the potholes in our souls but by knowing them so well that we can avoid falling into them. My gift as a teacher is the ability to "dance" with my students, to teach and learn with them through dialogue and interaction. When my students are willing to dance with nee, the result can be a thing of beauty. When they refuse to dance, when my gift is denied, things start to become messy: I get hurt and angry, I resent the students-whom I blame for my plight-and I start treating them defensively, in ways that make the dance even less likely to happen. But when I understand this liability as a trade-off for my strengths, something new and liberating arises within me. I no longer want to have my liability "fixed"-by learning how to dance solo, for example, when no one wants to dance with me-for to do that would be to compromise or even destroy my gift. Instead I want to learn how to respond more gracefully to students who refuse to dance, not projecting my limitation on them but embracing it as part of myself. I will never be a good teacher for students who insist on remaining wallflowers throughout their careers-that is simply one of my many limits. But perhaps I can develop enough self-understanding to keep inviting the wallflowers onto the floor, holding open the possibility that some of them might hear the music, accept the invitation, and join me in the dance of teaching and learning.
Parker J. Palmer (Let Your Life Speak: Listening for the Voice of Vocation)
Kode’s older sister, Kira, was leaning over a display of jewelry, fisting a jade-green necklace in one hand. Her nose was two inches from the Braetic across the table, the two exchanging intimidating glares. Eena watched for a few seconds as Kira all but crawled over a pile of merchandise, her face scrunched up with resentment, yet enviably stunning as always. “Hey Kode,” the young queen whispered. “Hey, girl.” “What’s going on?” “Kira’s bartering.” Eena watched the fistful of necklace come within a whisker of smacking the merchant’s nose. “She isn’t going to hurt the guy, is she?” Kode snorted on a chuckle. “Not if the dude’s got any sense.” Validly concerned, Eena inched closer to the confrontation, straining to hear their growled dialogue. Kode and Niki crept closer too. Efren, however, stayed where he was, testing the flagpole’s ability to support his body weight. They watched the feisty Mishmorat hold up a small pouch and shake it in front of the Braetic’s eyes. Kira’s fingers curled like claws around the purse. She seemed to smirk for a second when the merchant flinched. In a blink he was back in her face again, shoving aside the purse. “What is she trying to trade?” Eena asked, her voice still hushed as though she might disturb the haggling taking place across the way. “Viidun coins,” Kode said. “Ef gave ‘em to her.” “Are they worth much?’ Kode grinned wryly, “He sure as hell don’t freakin’ think so.” Eena foresaw Niki’s disapproving smack to the back of Kode’s head before he even finished his sentence. He cursed at his girlfriend for the physical abuse, an unwise response that earned him an additional thump on the head. “Freakin’ tyrant,” Kode grumbled. “Vulgar grogfish,” Niki retorted. Still unable to hear well enough to satisfy her curiosity, Eena stole in closer to the scene of heated bartering. She stopped when Kira’s strong voice carried over the murmur of the crowd. Kode and his girlfriend were right on her heels. “This purse is worth ten of those gaudy necklaces. You oughta be payin’ me to take ‘em off your hands, Braetic!” “That alien money is worthless to me, Mishmorat. In all my life I’ve never left Moccobatran soil. And even if I were to take an interstellar trip someday, you’d never catch the likes of me on a barbarian planet like Rapador!” Kira jerked her head, causing her black, cascading hair to ripple over her shoulder. The action made the trader flinch again. His eyes tapered, appearing to fume over what he perceived as intentional bullying. “You ain’t gonna sell this crap to no one else,” the exotic Mishmorat said. “Be smart and take the money. Hell, you could make a dozen pieces of jewelry from these coins. Sell ’em all for ten times the worth of anything you got here.” The Braetic shoved his finger at Kira’s chest, breathing down her throat at the same time. “Why don’t you just take your pretty little backside away from my table and make your own Viidun jewelry. Sell it yourself and then come back with a reasonable offer for my necklace.” His palm opened flat, demanding she hand over the jade stones still in her fist. “You wanna make me?” Kira breathed. “What do you plan to do, steal it?” The merchant challenged her in a gesture, nostrils flaring. “I’m no thief, but I’m not above beating some sense into you ‘til you choose to barter like a respectable Braetic!” Caught up in the intense interaction, Kode supported his sister a little too loudly. “Teach the freakin’ crook a lesson, Sis!” Niki smacked her boyfriend upside the head without missing a beat.
Richelle E. Goodrich (Eena, The Tempter's Snare (The Harrowbethian Saga #5))
If teaching is largely about faculty-student interaction, then we have to recognize that human interaction is changing.
José Antonio Bowen (Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning)
Relationships versus programs. Programs ordinarily presuppose that the people in the pews are simply an audience. On the other hand, building relationships in the church—through scripturally teaching one another, encouraging one another, listening to one another, confessing to one another, forgiving one another, and interacting with one another in a host of other ways—will transform the church from a passive audience to a living family.
Randall Arthur (Jordan's Crossing: A Novel)
What the data tells us is that for non–decision makers, loyalty is much less about discovering needs they already know, and much more about teaching them something they don’t know, for example, something new about how to compete more effectively in their world. Customers will repay you with loyalty when you teach them something they value, not just sell them something they need. Remember, it’s not just the products and services you sell, it’s the insight you deliver as part of the sales interaction itself.
Matthew Dixon (The Challenger Sale: Taking Control of the Customer Conversation)
In the online math class, there was almost no meaningful student/teacher or student/student interaction. To equate this type of online learning with a real-world classroom experience is a major stretch.
Ian Lamont
Structured Application Design with MVC MVC defines a clean separation between the critical components of our apps. Consistent with its name, MVC defines three parts of an application: • A model provides the underlying data and methods that offer information to the rest of the application. The model does not define how the application will look or how it will act. • One or more views make up the user interface. A view consists of the different onscreen widgets (buttons, fields, switches, and so forth) that a user can interact with. • A controller is typically paired with a view. The controller is responsible for receiving user input and acting accordingly. Controllers may access and update a view using information from the model and update the model using the results of user interactions in the view. In short, it bridges the MVC components.
John Ray (Sams Teach Yourself iOS 5 Application Development in 24 Hours (3rd Edition))
Work hard to foster high levels of trust across the organization by stifling political battles, encouraging high-status people to admit and learn from mistakes, and not blaming or punishing those who come forward for help after good-effort failures. Create opportunities and spaces for people across disciplines and functions to interact informally and frequently. And use meetings or training sessions to teach people throughout the organization how to seek, find, give, and receive help effectively.
Anonymous
Teaching is not only about places, things, and concepts; teaching is totally encompassed within the confines of humanity. It's about people and interaction. It's all about caring and sharing!" "Teaching is not merely about taking the top off the bottle of ignorance and filling it to the brim with knowledge. Meaningful lessons and relevant teaching can only happen through the sharing of lives from a human perspective.
Lanny K. Cook (Fingernails on the Chalkboard: An Insider's Look into the Public Education System)
Use your words!' is a common instruction given to small children, sometimes even when they don't really have the right words. But the best way for us to use our words is to help kids see that the reason to help - and not to hurt - isn't what they'll get out of it, but the effects their actions have on others. To put it differently, I'm all in favor of teaching by 'consequences,' as long as the consequences we're stressing are those experienced by the people our children are interacting with rather than just those that they themselves experience.
Alfie Kohn (Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason)
Teaching is a human cognitive skill that develops over the course of our lifespan. And at the heart of it all, teaching is neither an independent act nor merely a tool. It is an interaction between a learner (or many learners) and a teacher. But each one of those understandings runs counter to how we currently think about and evaluate teaching.
Vanessa Rodriguez (The Teaching Brain: An Evolutionary Trait at the Heart of Education)
Be available to cover for a teacher who is de-escalating a challenging student. It is symbolically very meaningful when an administrator offers to cover a class, for even three minutes, so that the teacher can complete a complex interaction with a challenging student. Designate other faculty that can also be tapped when the need arises.
Jeffrey Benson (Hanging In: Strategies for Teaching the Students Who Challenge Us Most)
information, the ways we exchange and interact with information, how information informs and shapes us. But our schools-how we teach, where we teach, who we teach, who teaches, who administers,
Cathy N. Davidson (The Future of Learning Institutions in a Digital Age)
Anytime we can effectively move learning to the computer, we leave the “professional” teacher more time to teach the more important learner outcomes that require interaction, demonstration, and coaching.
Charles Schwahn (Inevitable: Mass Customized Learning)
The difference in my faith was that Jesus is alive. I talked with Him, and He talked with me because He was not someone dead and gone. He interactively and authoritatively reigned in my life. Whether I had been taught about Him or taught about someone else did not change who He is. It did not stop His living presence. No teaching or religion could change or substitute that.
Audra Grace Shelby (Behind the Veils of Yemen: How an American Woman Risked Her Life, Family, and Faith to Bring Jesus to Muslim Women)
When social software becomes a component of formal education, students and teachers interact with one another in more meaningful ways, creating a variety of positive results. Ted Panitz (1997) details over 67 benefits from engaging in collective learning, arguing that collaborating reduces anxiety, builds self-esteem, enhances student satisfaction, and fosters positive relationships between students and faculty.
Jon Dron (Teaching Crowds: Learning and Social Media (Issues in Distance Education))
When the Bible uses the term heart, it means the causal core of your personhood. The heart is your directional system. The heart is your steering wheel. Your behavior isn’t caused by the situations and relationships outside of you. This passage teaches that your experiences influence, but do not determine, your behavior. Your behavior is shaped and caused by how your heart reacts to and interacts with the situations and relationships that are outside of you.
John Piper (The Power of Words and the Wonder of God)
The very best antidote for the New Age teachings is for Christians to enter into and live fully in the supernatural. This is certainly no time to draw back from supernatural living and retreat into a mere defense of orthodoxy. Because we have adopted this stance for the last half-century, we have opened the door for the New Age to fill the vacuum. There is a longing in the human heart for communication and a relationship with the Divine. Since the dawn of history, when God’s people do not preach, proclaim, and model the genuine article, men and women will wander into whatever appears to offer the fulfillment of their spiritual quest. We need to cast aside our hesitation and proceed strongly forward, the Word and the Spirit as our unfailing guide.
Mark Virkler (How to hear God's Voice: An Interactive Learning Experience)
When you are able to share those things that you consider precious to you, their hold over you diminishes. Unshackled by the love of possessions that have no meaning, you are free to search for a happiness based on love and compassion for other people rather than things. Interacting
J. Thomas Witcher (The Dalai Lama : The Best Teachings of The Dalai Lama, Journey to a Happy, Fulfilling and Meaningful Life !)
Does the fact that Ezekiel 32:22-31 teaches we will actually recognize our neighbor in his eternal destination change how we interact with him today? Perhaps, if we are looking toward a spirit-only existence with no connection to our lives on Earth, we can choose not to confront and maintain our respectable position in this world's order. But, if Lazarus can recognize the rich man in Your story, Lord Jesus, not called a parable, we may need to adjust our idea of eternity. If we will be able to identify those in the Philippines or Chile that we ministered to in Your Name, then of what miniscule consequences are the resources on Earth we do without? 10/19/11
Brian Eshleman
There had to be something near racial parity in the early stages because setting up the infernal machine required at least as many Europeans as Africans. Consequently, the original contact language had to be not too far from the language of the slave owners. Because at this stage Europeans were teaching Africans what they had to do, the contact language had to be intelligible to native speakers of the European language. Because so many interactions were between Europeans and Africans, the latter would have much better access to that European language than at any later stage in plantation history. We should remember that Africans, unlike modern Americans, do not regard monolingualism as a natural state, but expect to have to use several languages in the course of their lives. (In Ghana, our house-boy, Attinga, spoke six languages-two European, four African-and this was nothing out of the ordinary.) But as soon as the infrastructure was in place, the slave population of sugar colonies had to be increased both massively and very rapidly. If not, the plantation owners, who had invested significant amounts of capital, would have gone bankrupt and the economies of those colonies would have collapsed. When the slave population ballooned in this way, new hands heavily outnumbered old hands. No longer did Europeans instruct Africans; now it was the older hands among the Africans instructing the new ones, and the vast majority of interactions were no longer European to African, the were African to African. Since this was the case, there was no longer any need for the contact language to remain mutually intelligible with the European language. Africans in positions of authority could become bilingual, using one language with Europeans, another with fellow Africans. The code-switching I found in Guyana, which I had assumed was a relatively recent development, had been there, like most other things, from the very beginning. In any case, Africans in authority could not have gone on using the original contact language even if they'd wanted to. As we saw, it would have been as opaque to the new arrivals as undiluted French or English. The old hands had to use a primitive pidgin to communicate with the new hands. And, needless to add, the new hands had to use a primitive pidgin to communicate with one another. Since new hands now constituted a large majority of the total population, the primitive pidgin soon became the lingua franca of that population. A minority of relatively privileged slaves (house slaves and artisans) may have kept the original contact language alive among themselves, thus giving rise to the intermediate varieties in the continuum that confronted me when I first arrived in Guyana. (For reasons still unknown, this process seems to have happened more often in English than in French colonies.) But it was the primitive, unstructured pidgin that formed the input to the children of the expansion phase. Therefore it was the children of the expansion phase-not the relatively few children of the establishment phase, the first locally born generation, as I had originally thought-who were the creators of the Creole. They were the ones who encountered the pidgin in its most basic and rudimentary form, and consequently they were the ones who had to draw most heavily on the inborn knowledge of language that formed as much a part of their biological heritage as wisdom teeth or prehensile hands.
Derek Bickerton (Bastard Tongues: A Trail-Blazing Linguist Finds Clues to Our Common Humanity in the World's Lowliest Languages)
Video games teach these boys that if you manipulate things a certain way, you will get an easy win. These boys have little interaction with people during the years when such interaction is crucial in developing the skills they need to handle themselves as an adult. They shut themselves off to the real world and get caught up in their fantasy worlds. After a while, they prefer their fantasies to the real world. In the real world, things are not so easy to control. They can’t rule with a joystick. In the real world they have to talk to people. They have to work.   That brings up another point. Laziness. A guy addicted to video games can waste hour after hour after hour without doing anything productive. Playing games is easy. Studying is hard. Taking care of daily chores is hard. Working on a real job is hard.   We parents are to blame for some of this because it started out as a way to entertain our kids. We
Leonard Sax (Boys Adrift: The Five Factors Driving the Growing Epidemic of Unmotivated Boys and Underachieving Young Men)
Your Memory! Memory Improvement Games IS NOT “just another theory book” on memory improvement. It is a unique book that will challenge your memory to the limits, giving you 10+ hours of fun and excitement. And at the same time, it will teach you some really cool memory techniques and tricks that world memory champions use to boost their short-term
Puzzleland (30 Interactive Brainteasers to Warm up your Brain)