Intervention Teacher Quotes

Tough love and brutal truth from strangers are far more valuable than Band-Aids and half-truths from invested friends, who don’t want to see you suffer any more than you have.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

It is said, in a fire, everyone runs away from it save for the fireman who run towards it. When dealing with students, be the fireman.

We have probably all seen teachers who would pick a student up by the scruff of the neck for saying ‘Shit,’ but who would walk by without a word when overhearing that same student taunting a classmate, calling him a ‘fag.’ It is often easier not to intervene — even when there is a clear-cut victim. It’s out in the hall. It isn’t our business. It isn’t our problem. But our inactions, like our actions, define who we are and what are true values are.

it may require ongoing and intensive support from teachers and other practitioners to remind you to keep applying these interventions.

Beyond simply rewording the standard into teacher-friendly, student-friendly language, teachers need to tightly align these standards with their curriculum, instruction, and assessment.

Hazel sometimes had a fantasy daydream at school where the teacher walked into the classroom and yelled, ISN’T EVERYTHING HORRIBLE? DOESN’T THE PAIN OF THE WORLD OUTWEIGH THE JOY BY TRILLIONS? WOULD YOU LIKE TO PUSH ALL OF THE DESKS INTO THE CENTER OF THE ROOM AND BURN THEM IN A GIANT BONFIRE? THEN WE CAN RUN AROUND SCREAMING AND WEEPING AMIDST THE SMOKE IN A TRUTHFUL PARADE OF OUR HUMAN CONDITION. SINCE YOU ARE SMALL STATURED, CHILDREN, IT MIGHT HELP OTHERS TO FEEL THE FULL BRUNT OF YOUR AGITATION IF YOU WAVE STICKS AND SHRUBBERY OVER YOUR HEADS ALL THE WHILE. WE DON’T WANT TO KILL ANYTHING WE DON’T HAVE TO KILL; EVERYTHING LIVING THAT WE’VE EVER SEEN OR KNOWN WILL DIE WITHOUT OUR INTERVENTION, OURSELVES INCLUDED; THIS IS A PSYCHOLOGICAL LEAD BLANKET THAT EVEN OUR MOST PERVASIVE MOMENTS OF COMFORT CANNOT CRAWL OUT FROM UNDER AND ONE UNEXTINGUISHABLE SOURCE OF DESPAIR, SO WE WON’T BE PERFORMING ANY RITUALISTIC SACRIFICES; THAT’S NOT THE DIRECTION WE WILL GO IN JUST YET; HOWEVER, ASSISTANT PRINCIPAL LAWRENCE IS ON THE PROWL FOR A ROAD CARCASS WE MIGHT BE ABLE TO USE AS A REPRESENTATIVE PROP BECAUSE NOWHERE IN OUR AUTUMN-THEMED POSTER BOARD DéCOR IS MORBIDITY OR DECAY SYMBOLIZED. OUR SCHOOL BOARD MEMBERS CANNOT AGREE ON HOW BEST TO ACKNOWLEDGE THE BOUNDLESSNESS OF HUMAN CRUELTY. IN OUR SOCIETY SOME OF YOU ARE FAR SAFER AND MORE ADVANTAGED THAN OTHERS; AT HOME SOME OF YOU ARE FAR MORE LOVED; SOME OF YOU WILL FIND THAT CONCEPTS LIKE FAIRNESS AND JUSTICE WILL BE THIN, FLICKERING HOLOGRAMS ON THE PERIPHERY OF YOUR LIVES. OH, LOOK, CHILDREN—I SEE MR. LAWRENCE IN THE DISTANCE DRAGGING A PORTION OF A HIGHWAY-SLAUGHTERED DEER. LET’S GO HELP HIM LUG IT INSIDE AND BE REMINDED THAT WE TOO INHABIT BODIES MADE OF MEAT-WRAPPED BONES; LET’S MEDITATE ON THIS CORPOREAL TERROR. Whenever her mother had asked, Hazel always told her, School is great.

A guide is largely nonjudgmental, allowing the child to exist as they are. A guide is more likely to observe and act from a state of awareness and wisdom. This allows the child to experience the natural consequences of their actions without intervention and laying the foundation for them to build self-trust. Think of the guide as a wise teacher, someone who has faith in the foundation they have provided and trusts that the student will be able to weather what life brings. The child then internalizes this faith. This doesn’t mean that the child avoids pain, loss, anger, or grief—the wide array of human feelings—instead, the guide or parent-figure has provided a base of security and resilience for the child to return to when hard times come.

Paulo Freire wrote of the “banking” system of education, in which students are treated as receptacles for information and judged on how efficiently—how “meekly”—they “receive, memorize, and repeat” that information. A teacher delivers the student information and the student succeeds by repeating it. But the medium is the message: What is being learned by students is not just the facts they memorize but the purpose of this knowledge: The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.

Audiences would not be so easily fooled if they would only recall that educated people were and are more likely to be Republicans, while high school dropouts are more likely to be Democrats. Hawkish right-wing Republicans, including the core supporters of Barry Goldwater in 1964, of Ronald Reagan in 1980, and of groups like the John Birch Society, come disproportionately from the most educated and affluent segments of our society, particularly dentists and physicians. So we should not be surprised that education correlates with hawkishness. At the other end of the social-status spectrum, although most African Americans, like most whites, initially supported U.S. intervention in Vietnam, blacks were always more questioning and more dovish than whites, and African American leaders—Muhammad Ali, Martin Luther King Jr., and Malcolm X—were prominent among the early opponents of the war.22

The cane is just not going to cut it. I shared with some of my colleagues that these brothers live in neighborhoods where they are getting whapped with a piece of stick all night, stabbed with knives, and pegged with screwdrivers that have been sharpened down, and they are leaking blood. When you come to a fella without even interviewing him, without sitting him down to find out why you did what you did, your only interest is caning him, because you are burned out and frustrated yourself. You say to him, ‘Bend over, you are getting six.’ And the boy grits his teeth, skin up his face, takes those six cuts, and he is gone. But have you really been effective? Caning him is no big deal, because he’s probably ducking bullets at night. He has a lot more things on his mind than that. On the other hand, we can further send our delinquent students into damnation by telling them they are no body and all we want to do is punish, punish, punish. Here at R.M. Bailey, we have been trying a lot of different things. But at the end of the day, nothing that we do is better than the voice itself. Nothing is better than talking to the child, listening, developing trust, developing a friendship. Feel free to come to me anytime if something is bothering you, because I was your age once before. Charles chuck Mackey, former vice principal and coach of the R. M. Bailey Pacers school.

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance.

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

Along with explosive and tactical training, our training on small arms began. The NCO instructors conducted the weapons training but they were not comfortable dealing with university students. Often tricky situations would arise. Two examples would illustrate the nature of the problem. In the Pakistan Army, soldiers of the East Bengal Regiment were taught their craft in Roman Urdu. The NCOs tried to teach us just as they were taught. They began with kholna-jorna (stripping and assembling). Our NCO instructor started the class by saying "Iss purza ko kehta hae..." (this part is known as ...) in Urdu. "Why are you speaking in Urdu?" we protested immediately. "Urdu is the army’s language!" "The Pakistan Army's language! This is the Bangladesh army! No Urdu here! And if you don't speak in Bangla we won’t listen to you!" we told him. The complaint reached the Subedar Major. He was not pleased with our 'mutiny' and said the Dacca University boys don’t listen to their ustad (teacher). "You have to listen to them," he told us. We told him the same thing; why was the NCO speaking to us in Urdu? "We are Bengalis. He is from Noakhali, and if he wants he can even speak in his dialect and we’ll try our best to understand, but no Urdu!" When the Subedar Major’s intervention didn’t work, the matter went up to Khaled Mosharraf who was greatly amused. "Shalara, they are such fools! It has not yet dawned on them that they no longer have to speak in Urdu!" he said, laughing. He immediately issued an order: Henceforth there would be no more communication in Urdu.

Till this moment, I have not enjoyed a single second as an ordinary human being, yet I do not regret it, because I am responsible – I am responsible for what happens to you – I am responsible for what happens to your neighbor – I am responsible for what happens to this world.

Do recall how you behaved as a child: Maybe your child is just like you once were. (The apple doesn’t fall far from the tree!) Ask yourself what you would have liked to make your childhood easier and more pleasurable. More trips to the playground, free time, or cuddling? Fewer demands? Lower expectations? Try saying, “When I was a kid and life got rough, I liked to climb trees. How about you?” Do respect your child’s needs, even if they seem unusual: “You sure do like a tight tuck-in! There, now you’re as snug as a bug in a rug.” Or, “I’ll stand in front of you while we’re on the escalator. I won’t let you fall.” Do respect your child’s fears, even if they seem senseless: “I see that your ball bounced near those big kids. I’ll go with you. Let’s hold hands.” Your reassurances will help her trust others. Do say “I love you”: Assure your child that you accept and value who she is. You cannot say “I love you” too often! Do follow your instincts: Your instincts will tell you that everyone needs to touch and be touchable, to move and be movable. If your child’s responses seem atypical, ask questions, get information, and follow up with appropriate action. Do listen when others express concerns: When teachers or caregivers suggest that your child’s behavior is unusual, you may react with denial or anger. But remember that they see your child away from home, among many other children. Their perspective is worth considering. Do educate yourself about typical child development: Read. Take parent education classes. Learn about invariable stages of human development, as well as variable temperaments and learning styles. It’s comforting to know that a wide variety of behaviors falls within the normal range. Then, you’ll find it easier to differentiate between typical and atypical behavior. Sometimes a cigar is just a cigar, and a six-year-old is just a six-year-old! Do seek professional help: SPD is a problem that a child can’t overcome alone. Parents and teachers can’t “cure” a child, just as a child can’t cure himself. Early intervention is crucial. Do keep your cool: When your child drives you crazy, collect your thoughts before responding, especially if you are angry, upset, or unpleasantly surprised. A child who is out of control needs the calm reassurance of someone who is in control. She needs a grown-up. Do take care of yourself: When you’re having a hard day, take a break! Hire a babysitter and go for a walk, read a book, take a bath, dine out, make love. Nobody can be expected to give another person undivided attention, and still cope.

With all the multi-tiered interventions, assessment software, aligned textbooks, digital content, and scripted curriculum available to the field, some might question if the role of the teacher is significant in today’s schools. Does it really matter who is leading the classroom? The answer to this question is a resounding YES!

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance. I had a fifth-grade teacher, Mr. Conway, who fought monsters in me. He showed kindness and recognized some talent in me at just the period when violence was consuming my family. He gave me some alternative designs for self-image, not just the one children logically deduce from mistreatment (“If this is how I am treated, then this is the treatment I am worthy of”). It might literally be a matter of a few hours with a person whose kindness reconnects the child to an earlier experience of self, a self that was loved and valued and encouraged.

Your five-year-old son wanders around his kindergarten classroom distracting other kids. The teacher complains: he can’t sit through her scintillating lessons on the two sounds made by the letter e. When the teacher invites all the kids to sit with her on the rug for a song, he stares out the window, watching a squirrel dance along a branch. She’d like you to take him to be evaluated. And so you do. It’s a good school, and you want the teacher and the administration to like you. You take him to a pediatrician, who tells you it sounds like ADHD. You feel relief. At least you finally know what’s wrong. Commence the interventions, which will transform your son into the attentive student the teacher wants him to be. But obtaining a diagnosis for your kid is not a neutral act. It’s not nothing for a kid to grow up believing there’s something wrong with his brain. Even mental health professionals are more likely to interpret ordinary patient behavior as pathological if they are briefed on the patient’s diagnosis.[15] “A diagnosis is saying that a person does not only have a problem, but is sick,” Dr. Linden said. “One of the side effects that we see is that people learn how difficult their situation is. They didn’t think that before. It’s demoralization.” Nor does our noble societal quest to destigmatize mental illness inoculate an adolescent against the determinism that befalls him—the awareness of a limitation—once the diagnosis is made. Even if Mom has dressed it in happy talk, he gets the gist. He’s been pronounced learning disabled by an occupational therapist and neurodivergent by a neuropsychologist. He no longer has the option to stop being lazy. His sense of efficacy, diminished. A doctor’s official pronouncement means he cannot improve his circumstances on his own. Only science can fix him.[16] Identifying a significant problem is often the right thing to do. Friends who suffered with dyslexia for years have told me that discovering the name for their problem (and the corollary: that no, they weren’t stupid) delivered cascading relief. But I’ve also talked to parents who went diagnosis shopping—in one case, for a perfectly normal preschooler who wouldn’t listen to his mother. Sometimes, the boy would lash out or hit her. It took him forever to put on his shoes. Several neuropsychologists conducted evaluations and decided he was “within normal range.” But the parents kept searching, believing there must be some name for the child’s recalcitrance. They never suspected that, by purchasing a diagnosis, they might also be saddling their son with a new, negative understanding of himself. Bad

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So the next step in American education reform may be to focus less on top-down efforts to ferret out the worst teachers or turn them into automatons, and more on classroom-up interventions that replicate the practices of the best.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

non-intervention was a deliberate strategy based on the notion that children shouldn’t learn how to obey just because adults told them to. Teachers wanted kids to learn self-control for themselves. Even if this took time. “BELIEVE

A school will get much better results if it spends less time searching for the Holy Grail and more time working in collaborative teacher teams to find the most effective teaching practices for its students.

Douglas Reeves’ research (2009) shows that one of a school’s most effective learning strategies is to have highly trained teachers work with the students most at risk.

Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers work collaboratively to ensure that their students master these critical standards. The structure for teacher teams could include grade-level, subject/course-specific, vertical, and/or interdisciplinary teams.

A teaching-focused school believes that its responsibility for student learning ends once the child has been given the opportunity to learn the first time. But a learning-focused school understands that the school was not built so that teachers have a place to teach; it was built so that the children of the community have a place to learn. Learning-focused schools embrace RTI, as it is a proven process to help them achieve their mission.

There are five characteristics that can define an intervention as more intensive: Frequency. The more often a child receives a particular support, the more intensive the intervention. Duration. The more time a student spends receiving a particular support, the more intensive the intervention. Ratio. The smaller the teacher-to-student ratio, the more intensive the intervention. Targeting. The more aligned a particular support is with the individual needs of a specific student, the more intensive the intervention. Training. The more highly trained the staff member is in the student’s area of need, the more intensive the intervention.

The most significant innovation in Chisholm’s overhaul of the office involves an “early intervention” program, which begins after a defendant is arrested but before arraignment. Each defendant is given an eight-question assessment, which can be conducted in about fifteen minutes and is compared to the information on the rap sheet and in the police report. The questions include: “Two or more prior adult convictions?” “Arrested under age sixteen?” “Currently unemployed?” “Some criminal friends?” A low score can lead to an offer of “diversion”—a kind of unofficial probation that, if successfully completed, leaves the individual without a criminal record. A high score leads to a second, more detailed, fifty-four-question assessment. The questions include: “Ever walked away/escaped from a halfway house?” “Were you ever suspended or expelled from school?” “Does your financial situation contribute to your stress?” “Tell me the best thing about your supervisor/teacher.” Results of the assessment may

What makes the Wesak celebration so unique is that you get to experience the direct intervention of hundreds of inner plane Ascended masters as well as the overlighting presence of over a million ascended masters, archangels, angels, Christed Extraterrestrials, and Elohim masters. The same goes for the people attending the event, for they come from all over the world and from every religion, spiritual path, spiritual teacher, and guru.

us to take our place within the crowd, to hear Jesus preach and see him perform mighty deeds, when we open up the Gospels for ourselves. While no one today would say that Jesus is John the Baptist, Elijah, or Jeremiah, we will see for ourselves if we agree with our own contemporaries that Jesus of Nazareth was simply a great man, a noble teacher, a religious founder, and an unfortunate martyr. Or perhaps we agree with the sour-faced scholars who tell us that Jesus of Nazareth was a failed messiah who never intended to found a religion and that the religion bearing his name has done little to further the material progress of the world.   Pope Benedict XVI reflects in Jesus of Nazareth, “What did Jesus actually bring, if not world peace, universal prosperity, and a better world? What has he brought? The answer is very simple: God. He has brought God. He has brought the God who formerly unveiled his countenance gradually, first to Abraham, then to Moses and the Prophets…. He has brought God, and now we know his face, now we can call upon him. Now we know the path that we human beings have to take in this world. Jesus has brought God and with God the truth about our origin and destiny: faith, hope, and love.” The Story of a People Open to the beginning of the New Testament and the genealogy of Jesus is what you will find. Most skip over it while others bravely plough their way through it. But much like Matthew, the writer of the first Gospel, I too feel the need to express before anything else that the story of Jesus does not begin with Jesus of Nazareth. A great history is presupposed – a history that his fellow countrymen would have known as well as we know the names of our own grandparents. The only question is: how far back should we go? For Matthew, the answer was to go back to Abraham, the ancient father of the Jewish people, whom God had called out of the city of Ur in Mesopotamia in a journey of faith to the land of Canaan, later called Palestine. For Luke the Evangelist, the answer was Adam, the father of the human race, emphasizing that Jesus came for all peoples.   Very basically, the history presupposed is that of God’s intervention in human affairs, particularly those of the Chosen People, the Children of Israel. The Bible tells us that God spoke to Abraham, bringing him into a covenant with God alone as God, as opposed to the many false gods of his ancestors. As God promised, he made Abraham into a vast people, and that people was later liberated from slavery in Egypt by Moses. The Bible tells us that God spoke to Moses and made a covenant with Moses. And through Moses, God made the people a nation, replete with laws to govern them. Then there was David, the greatest king of Israel, a man “after God’s own heart.” And the Bible tells us that God spoke to David and made a covenant with him, promising that his kingdom

Once a standard has been unwrapped into a number of learning targets, teachers can build their assessments at the target level, rather than attempting to assess an entire standard. A general guideline to increase the reliability of such assessments is to use three to five questions or “prompts” per learning target (Prometric Services, 2011).

When teachers use formative assessment in this way, students can learn in six to seven months what will normally take an entire school year to learn (Leahy, Lyon, Thompson, & Wiliam, 2005). Using

Meanwhile the doctor in Kaitaia had made known to the Education Dept the behaviour patterns of the Rusts in Te Hapua. The Dept always interfered in the private lives of teachers. Break up in marriage was not to be tolerated and an intervention of this authority forced the Rusts to report to Parawera School in the Waikato.

many districts have developed a second approach to determining Tier 2 interventions, in which classroom teachers or teacher teams cannot refer students for schoolwide interventions until they can document the interventions that have been tried in their classroom. This approach places responsibility for the initial response of Tier 2 interventions with classroom teachers.

Collaborative teacher teams should take the lead in determining interventions for students who have not learned essential core standards and English language.

When it comes to students learning essential standards for a particular subject and/or grade level, the teachers who teach that content should be both empowered to design Tier 1 core instruction and lead the school’s response when students require additional support.

Effective teachers: + Model positive behaviors + Treat students respectfully + Create positive, productive learning environments with clear procedures + Establish positive relationships with all students

There is no way an individual teacher has all the time, all the skills, and all the knowledge necessary to meet the individual needs of every child. Applying the formula for learning as an individual is nearly impossible. But collectively, the combined knowledge and skills of an entire staff can meet the learning needs of every child. Teachers must move beyond viewing students as “my kids” and “your kids” and instead regard all the students as “our kids.” This need for a collective effort is why we believe that RTI must be built upon professional learning community practices; the only way a school staff can achieve the mission of learning for all students is by working together (DuFour et al., 2010).

The responsibilities of each teacher team in the RTI process are as follows: • Clearly define essential student learning outcomes • Provide effective Tier 1 core instruction • Assess student learning and the effectiveness of instruction • Identify students in need of additional time and support • Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

At its core, RTI is about creating a collective response when students need additional support, rather than leaving this response up to each individual teacher. This process is predicated on the staff having the time necessary to work together. When collaborative time is not embedded in the contract day, teachers are too often forced to make a choice between meeting the needs of their students at school and their children at home, or between making teaching their career and making it their entire life.

Collaboration by invitation rarely works. Considering that the professional learning communities process is endorsed by virtually every national teacher professional association, it is difficult to understand why a teaching professional would desire or expect the right to work in isolation. More importantly, if a teacher is allowed to opt out of team collaboration, then that teacher’s students will not benefit from the collective skills and expertise of the entire team. If the purpose of collective responsibility is to ensure that all students learn at high levels, then allowing any teacher to work in isolation would be unacceptable.

Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria, and know where to go next in light of the criteria of: “Where are you going?” “How are you going?” and “Where to next?” (Hattie, 2009, p. 239)

If teachers systematically examine their professional practice and their impact on student achievement, the results of such reflective analysis will finally transform educational accountability from a destructive and unedifying mess to a constructive and transformative force in education. (Reeves, 2004, p. 6)

every collaborative teacher team ask and answer the following four questions: What is it we want our students to learn? How will we know if each student is learning each of the essential skills, concepts, knowledge, and dispositions that we have deemed most essential? How will we respond when some of our students do not learn? How will we enrich and extend the learning for students who are already proficient? (DuFour et al., 2010)

Once a standard has been unwrapped into a number of learning targets, teachers can build their assessments at the target level, rather than attempting to assess an entire standard.

Using formative assessment, teachers can: • Determine what standards students already know and how well they know them • Decide what changes in instruction to make in order to help each student be successful • Create lessons appropriate to the needs of students • Group students for intervention and enrichment • Inform students of their own progress in order for them to set goals

Collaborative teams of grade-level or course-alike teachers should discuss, debate, and dialogue about which standards are essential, using all of the resources and criteria just mentioned.

Collaborative teams of teachers need to have laser-like clarity about where they are going. They need to filter out all distractions and focus on each individual student’s mastery of what has been determined to be essential. Once developed by the team, the essential learnings should be shared with students in order to engage them in their own learning as much as possible.

collaborative teacher teams should build assessments to assess narrow learning targets rather than the entire standard.

We know one thing for certain: we are never going to get there doing what we have always done. Our traditional school system was created in a time when the typical educator worked in a one-room schoolhouse and served as the only teacher for an entire town. Today it is virtually impossible for a single teacher to possess all the skills and knowledge necessary to meet the unique needs of every child in the classroom.

when arbitrary, predetermined amounts of time are allocated to achieve specific learning outcomes, students who need additional time to learn the concept will be left in the wake as the teacher races to cover all the material.

It is not necessary for district leadership to make a choice between structural and cultural change; both are absolutely necessary. But in many districts, efforts to uniformly implement RTI place a greater emphasis on compliance with paperwork and protocols than on high levels of engagement and ownership among its teachers. RTI is as much a way of thinking as it is a way of doing; it is not a list of tasks to complete, but a dynamic value system of goals that must be embedded in all of the school’s ongoing procedures. This way of thinking places a higher priority on making a shared commitment to every student’s success than on merely implementing programs.

A school that has a truly systematic process for meeting the needs of every child can confidently tell any parent whose child attends the school, “It does not matter what teacher your child has; we guarantee that your child will receive the time and support needed to learn at high levels.

We recommend that teacher input be solicited at least every three to four weeks. Participation from all site educators must be required. If even one teacher is permitted to be excused from the process, then the students who are assigned to this teacher are much less likely to receive additional time and support. Consequently, a school would not be able to tell parents that it does not matter which teacher their child has—because it would matter.

Tier 1 and Tier 2 are not the responsibility of either teacher teams or school-wide teams—it takes classroom teachers and schoolwide resources. • When everyone is responsible for interventions, nobody is. For this reason, final responsibility to lead certain interventions must be clearly defined. • When determining who should be responsible for a particular intervention, the school should ask, Who is best trained in this area of need? Look beyond job titles. What does the child need, and who has the skills to address those needs? Do the individuals asked to lead a particular intervention have the time and resources necessary to succeed? Is the intervention fair and reasonable to all involved?

One common mistake that schools make when implementing a tiered intervention program is that they pull students from essential core instruction to provide remediation of prior skills—that is, Tier 2 interventions replace student access to Tier 1 core instruction. When students miss essential core instruction for interventions, they never catch up. This is because while the targeted student is receiving interventions to learn a prior skill, they are missing instruction on a new essential standard. Ask classroom teachers why they don’t like students “pulled out” of their class for interventions, and they will tell you: “Because the student misses what I am teaching now.” For these students, it is one step forward, two steps back.

The most widely studied mindfulness-based intervention is Mindfulness-Based Stress Reduction (or MBSR), developed by Jon Kabat-Zinn, founder of the Center for Mindfulness (Kabat-Zinn, 2009).

The first basic income pilot in a developing country was implemented in the small Namibian village of Otjivero-Omitara in 2008–9, covering about 1,000 people.40 The study was carried out by the Namibian Basic Income Grant Coalition, with money raised from foundations and individual donations. Everyone in the village, including children but excluding over-sixties already receiving a social pension, was given a very small basic income of N$100 a month (worth US$12 at the time or about a third of the poverty line), and the outcomes compared with the previous situation. The results included better nutrition, particularly among children, improved health and greater use of the local primary healthcare centre, higher school attendance, increased economic activity and enhanced women’s status.41 The methodology would not have satisfied those favouring randomized control trials that were coming into vogue at the time. No control village was chosen to allow for the effects of external factors, in the country or economy, because those directing the pilot felt it was immoral to impose demands, in the form of lengthy surveys, on people who were being denied the benefit of the basic income grants. However, there were no reported changes in policy or outside interventions during the period covered by the pilot, and confidence in the results is justified both by the observed behaviour, and by recipients’ opinions in successive surveys. School attendance went up sharply, though there was no pressure on parents to send their children to school. The dynamics were revealing. Although the primary school was a state school, parents were required to pay a small fee for each child. Before the pilot, registration and attendance were low, and the school had too little income from fees to pay for basics, which made the school unattractive and lowered teachers’ morale. Once the cash transfers started, parents had enough money to pay school fees, and teachers had money to buy paper, pens, books, posters, paints and brushes, making the school more attractive to parents and children and raising the morale and, probably, the capacity of its teachers. There was also a substantial fall in petty economic crime such as stealing vegetables and killing small livestock for food. This encouraged villagers to plant more vegetables, buy more fertilizer and rear more livestock. These dynamic community-wide economic effects are usually overlooked in conventional evaluations, and would not be spotted if cash was given only to a random selection of individuals or households and evaluated as a randomized control trial. Another outcome, unplanned and unanticipated, was that villagers voluntarily set up a Basic Income Advisory Committee, led by the local primary school teacher and the village nurse, to advise people on how to spend or save their basic income money. The universal basic income thus induced collective action, and there was no doubt that this community activism increased the effectiveness of the basic incomes.

A great teacher gives you the freedom to do what is right and the intervention to keep you from doing what is wrong.

In this regard I saw a sudden surge of private outreach surrounding each family and each child in need. Waves of individuals began to form personal relationships, beginning with those who saw the family every day—merchants, teachers, police officers on the beat, ministers. This contact was then expanded by other volunteers working as “big brothers,” “big sisters,” and tutors—all guided by their inner intuitions to help, remembering their intention to make a difference with one family, one child. And all carrying the contagion of the Insights and the crucial message that no matter how tough the situation, or how entrenched the self-defeating habits, each of us can wake up to a memory of mission and purpose. As this contagion continued, incidents of violent crime began mysteriously to decrease across human culture; for, as we saw clearly, the roots of violence are always frustration and passion and fear scripts that dehumanize the victim, and a growing interaction with those carrying a higher awareness was now beginning to disrupt this mind-set. We saw a new consensus emerging toward crime that drew from both traditional and human-potential ideas. In the short run, there would be a need for new prisons and detention facilities, as the traditional truth was recognized that returning offenders to the community too soon, or leniently letting perpetrators go in order to give them another chance, reinforced the behavior. Yet, at the same time, we saw an integration of the Insights into the actual operation of these facilities, introducing a wave of private involvement with those incarcerated, shifting the crime culture and initiating the only rehabilitation that works: the contagion of remembering. Simultaneously, as increasingly more people awakened, I saw millions of individuals taking the time to intervene in conflict at every level of human culture—for we all were reaching a new understanding of what was at stake. In every situation where a husband or wife grew angry and lashed out at the other, or where addictive compulsions or a desperate need for approval led a youthful gang member to kill, or where people felt so restricted in their lives that they embezzled or defrauded or manipulated others for gain; in all these situations, there was someone perfectly placed to have prevented the violence but who had failed to act. Surrounding this potential hero were perhaps dozens of other friends and acquaintances who had likewise failed, because they didn’t convey the information and ideas that would have created the wider support system for the intervention to have taken place: In the past perhaps, this failure could have been rationalized, but no longer. Now the Tenth Insight was emerging and we knew that the people in our lives were probably souls with whom we had had long relationships over many lifetimes, and who were now counting on our help. So we are compelled to act, compelled to be courageous. None of us wants to have failure on our conscience, or have to bear a torturous Life Review in which we must watch the tragic consequences of our timidity.

18. The Political Left/Right Cycle. Capitalists (i.e., those of the right) and socialists (i.e., those of the left) don’t just have different self-interests—they have different deep-seated ideological beliefs that they are willing to fight for. The typical perspective of the rightist/capitalist is that self-sufficiency, hard work, productivity, limited government interference, allowing people to keep what they make, and individual choice are morally good and good for society. They also believe that the private sector works better than the public sector, that capitalism works best for most people, and that self-made billionaires are the biggest contributors to society. Capitalists are typically driven crazy by financial supports for people who lack productivity and profitability. To them, making money = being productive = getting what one deserves. They don’t pay much attention to whether the economic machine is producing opportunity and prosperity for most people. They can also overlook the fact that their form of profit making is suboptimal when it comes to achieving the goals of most people. For example, in a purely capitalist system, the provision of excellent public education—which is clearly a leading cause of higher productivity and greater wealth across a society—is not a high priority. The typical perspective of the leftist/socialist is that helping each other, having the government support people, and sharing wealth and opportunity are morally good and good for society. They believe that the private sector is by and large run by capitalists who are greedy, while common workers, such as teachers, firefighters, and laborers, contribute more to society. Socialists and communists tend to focus on dividing the pie well and typically aren’t very good at increasing its size. They favor more government intervention, believing those in government will be fairer than capitalists, who are simply trying to exploit people to make more money. I’ve had exposure to all kinds of economic systems all over the world and have seen why the ability to make money, save it, and put it into capital (i.e., capitalism) is an effective motivator of people and allocator of resources that raises people’s living standards. But capitalism is also a source of wealth and opportunity gaps that are unfair, can be counterproductive, are highly cyclical, and can be destabilizing. In my opinion, the greatest challenge for policy makers is to engineer a capitalist economic system that raises productivity and living standards without worsening inequities and instabilities. 21.

There are of course several ways of looking at grace. We could, for instance, see it as a function of our own stock of good karma. According to the age-old teaching of karma—the moral law of causation—we reap what we sow. Thus our good thoughts, our positive emotions or dispositions, and our morally sound actions create good karma for us. In other words, we are our own source of grace. I believe that most of the experiences we attribute to “grace” are simply good karma manifesting for us, without the involvement of any other agent. However, I also believe that there are occasions when an apparently objective agency—residing in the subtle or even the transcendental dimensions of existence—favors us in some way. Tradition, moreover, speaks of the guru’s grace and reminds us that the true teacher (sad-guru) is never far from the ultimate Reality. In other words, his or her grace is divine grace. Sincere Yoga practitioners, especially those resorting to prayer, are likely to encounter graceful interventions more frequently than others. To quote Swami Niranjanananda again, “In order to be the recipient [of grace] one has to go through self effort.”3 This very recognition lies behind Patanjali’s recommendation to practice īshvara-pranidhāna, which broadly can be translated as a “positive regard for a higher principle.” More narrowly, we can understand it as devotion to the Lord (īshvara), whom Patanjali considers to be a special kind of purusha, or transcendental Spirit. However we may conceptualize the ultimate Being, there is always room in our practice for opening to grace. As part of this, Western Yoga practitioners, instead of relying exclusively on postures, breath control, and meditation, might also want to include the beneficial traditional practice of prayer (prārthanā).

Topnut, DOD Sonnet Take a fancy celebrity, put them in military uniform, suddenly everybody is a patriot. That's how primitive this world is, everybody yells about world peace, while living in militarist gutter. The best propaganda is one that, does not feel like propaganda; Best way to legally recruit terrorists, is to portray terrorism as valor. Best way to sustain the revenues of war, is to showcase war as peace-intervention. Till you grow up and denounce all militarism, don't you dare call yourself a civilized human! We scientists, doctors, nurses and teachers, forget self-preservation for life-preservation, while primitive civilians of a primitive planet, throw all that away, hypnotized by patriotism.

7. The closer we are to Self-realization, or enlightenment, the more ordinary we become. Only seekers striving for liberation as if it were a trophy glamorize the yogic process and themselves. They want to be extraordinary, whereas liberated beings are perfectly ordinary. They are as happy washing dishes as they are sitting quietly in meditation or teaching their disciples. For this reason, Yoga has from the beginning celebrated not only the path of the world-renouncing ascetic (samnyāsin) but also that of the world-engaging householder (grihastha) who uses the opportunities of daily life to practice the virtues of a yogic lifestyle. 8. In all Yoga practice, there is an element of pleasant “surprise” or favorableness. In the theistic schools of Yoga, this is explained as the grace (prasāda) of the Divine Being; in nontheistic schools, such as Jaina Yoga or certain schools of Buddhist Yoga, help is said to flow from liberated beings (called arhats, buddhas, bodhisattvas, tīrthankaras, or mahā-siddhas). Also, gurus are channels of benevolent energies, or blessings, intended to ripen their disciples. The process by which a guru blesses a disciple is called “transmission” (samcāra). In some schools, it is known as shakti-pāta, meaning “descent of the power.” The power in question is the Energy of Consciousness itself. 9. All Yoga is initiatory. That is, initiation (dīkshā) by a qualified teacher (guru) is essential for ultimate success in Yoga. It is possible to benefit from a good many yogic practices even without initiation. Thus, most exercises of Hatha-Yoga—from postures to breath control to meditation—can be successfully practiced on one’s own, providing the correct format has been learned. But for the higher stages of Yoga, empowerment through initiation is definitely necessary. The habit patterns of the mind are too ingrained for us to make deep-level changes without the benign intervention of a Yoga master. All yogic practices can usefully be viewed as preparation for this moment. 10. Yoga is a gradual process of replacing our unconscious patterns of thought and behavior with new, more benign patterns that are expressive of the higher powers and virtues of enlightenment. It takes time to accomplish this far-reaching work of self-transformation, and therefore practitioners of Yoga must first and foremost practice patience. Enlightenment, or liberation, is not realized in a matter of days, weeks, or months. We must be willing to commit to an entire lifetime of yogic practice. There must be a basic impulse to grow, regardless of whether or not we will achieve liberation in this lifetime. It is one of Yoga’s fundamental tenets that no effort is ever wasted; even the slightest attempt at transforming ourselves makes a difference. It is our patient cumulative effort that flowers into enlightenment sooner or later.

Vittoria was watching him. “Do you believe in God, Mr. Langdon?” The question startled him. The earnestness in Vittoria’s voice was even more disarming than the inquiry. Do I believe in God? He had hoped for a lighter topic of conversation to pass the trip. A spiritual conundrum, Langdon thought. That’s what my friends call me. Although he studied religion for years, Langdon was not a religious man. He respected the power of faith, the benevolence of churches, the strength religion gave so many people . . . and yet, for him, the intellectual suspension of disbelief that was imperative if one were truly going to “believe” had always proved too big an obstacle for his academic mind. “I want to believe,” he heard himself say. Vittoria’s reply carried no judgment or challenge. “So why don’t you?” He chuckled. “Well, it’s not that easy. Having faith requires leaps of faith, cerebral acceptance of miracles—immaculate conceptions and divine interventions. And then there are the codes of conduct. The Bible, the Koran, Buddhist scripture . . . they all carry similar requirements—and similar penalties. They claim that if I don’t live by a specific code I will go to hell. I can’t imagine a God who would rule that way.” “I hope you don’t let your students dodge questions that shamelessly.” The comment caught him off guard. “What?” “Mr. Langdon, I did not ask if you believe what man says about God. I asked if you believed in God. There is a difference. Holy scripture is stories . . . legends and history of man’s quest to understand his own need for meaning. I am not asking you to pass judgment on literature. I am asking if you believe in God. When you lie out under the stars, do you sense the divine? Do you feel in your gut that you are staring up at the work of God’s hand?” Langdon took a long moment to consider it. “I’m prying,” Vittoria apologized. “No, I just . . .” “Certainly you must debate issues of faith with your classes.” “Endlessly.” “And you play devil’s advocate, I imagine. Always fueling the debate.” Langdon smiled. “You must be a teacher too.” “No, but I learned from a master. My father could argue two sides of a Möbius Strip.” Langdon laughed, picturing the artful crafting of a Möbius Strip—a twisted ring of paper, which technically possessed only one side. Langdon had first seen the single-sided shape in the artwork of M. C. Escher.

So we look at a state of the brain in response to a trigger, and in my personal work, this area, cingulate 25, becomes the nexus of the problem. How the rest of the brain responds to a trigger, as a function of your early life experience, your genes, and your temperament, indicates that what the brain is showing us is not the illness, but what the brain is trying to do to restore balance. We can enhance that through different teachings or different kinds of treatment. Consider the metaphor of heart disease. We all know that you shouldn’t smoke and that high cholesterol is a bad risk factor. You should exercise; you shouldn’t eat too many cheeseburgers. But at the point when you have the heart attack, it’s really easy to make the diagnosis that your heart muscle has died. At that point, you are no longer dealing with probabilities. Instead, a specialized test is done to determine the nature of your problem and to match it to the appropriate treatment. For example, if you have one heart vessel clogged, you need to have that single heart vessel opened. Somebody else, who has five heart vessels blocked, will need a different kind of treatment. The heart itself is telling us how it should be treated. Of course, you would like to promise to exercise more and eat fewer cheeseburgers—but only after you survive and have had whatever surgery you need. In cardiology, there is no problem with doing a test to identify how to optimize the short-term and longer-term return to health. We have to take the same approach to the brain, since we are reaching a point where knowing the signal in the brain is potentially very helpful. The state of the brain is really the response, not the cause. It is giving us a signal as to how we might optimize its return to normality. That’s a set of experiments that we are now trying to do. Jack Kornfield: A similar diagnostic process is needed both in meditation teaching and in insight therapy. When people come in to see a teacher, they present specific and unique difficulties, traumas, problems with circumstances in their life, or struggles with their mind and personality. Skillful teaching requires a subtle evaluative process to sense what particular intervention out of the many practices will be most helpful to a given individual. For example, for people with powerful self-critical and judgmental thoughts, a necessary part of meditation instruction will be teaching them how to work with these thoughts. If we don’t attend to this problem, they can do all kinds of other practices, but those self-critical patterns will keep repeating, “You’re not doing it right,” and as a consequence, the other practices they are engaging in may be quite ineffective. Jan Chozen Bays: I want to suggest that we study an intervention that I call media fasting. As I said, we’re not designed as an organism to take in the suffering of the whole world.

The following recommendations are suggestive and should not be included in IEP interventions unless agreed to by IEP team.  Parents and teachers are encouraged to modify interventions according to Elton’s unique needs and response and to discontinue any recommendations not resulting in positive progress.

Do you think ADHD should be recognized as a separate disability category according to IDEA? Support your position. What are the three subtypes of ADHD? List three symptoms typical of each subtype. Identify three possible causes of ADHD. Give an example of each. Give five examples of characteristics typical of children and adolescents with ADHD. Why do you think pupils with ADHD frequently exhibit other academic and behavioral difficulties? How is ADHD diagnosed? What role do parents and teachers play in the diagnostic process? What role does medication play in the treatment of ADHD? Why is this approach controversial? Describe three other intervention options for students with ADHD. How can assistive technology help students with ADHD? ADHD is usually a lifelong condition. In what ways might this disorder affect the lives of adults with ADHD? Why are some professionals concerned about the identification of ADHD in students from culturally and linguistically diverse backgrounds?

The particular combination of the explicit communication of high standards and the demonstrated assurance of the teacher's belief in the student's ability to succeed (as evidenced by the effort to provide detailed, constructive feedback) was a powerful intervention for Black students...it was an exceedingly effective way to generate the trust needed to motivate Black students to make their best effort.

A program in Madagascar that simply told parents about the average income gains from spending one more year in school for children from backgrounds similar to theirs had a sizable positive effect on test scores, and, in the case of parents who found out that they had underestimated the benefits of education, the gains were twice as large.40 An earlier study in the Dominican Republic produced similar results with high school students.41 Since it is essentially free to have teachers simply pass on information to parents, this is so far the cheapest known way to improve test scores, among all the interventions that have been evaluated

10 minutes, dozens of “doses” of therapeutic repetition are possible. This reality suggests that progress will be quicker if parents, teachers, and therapists all work together to form a consistent therapeutic web supporting positive change.

The narrative that BIPOC are inferior and helpless without white intervention is present in white supremacist consciousness whether a person with white privilege flies to Africa or stays in their home country. White saviorism at home can show up as teachers with white privilege wanting to rescue their students who are children of color. It can show up as individuals and businesses hosting fund-raisers and nonprofit projects to rescue BIPOC struggling against issues of lack of access and discrimination. And it can even show up as parents with white privilege wanting to adopt children of color (though this is obviously not always the case, it is something to be aware of). In more subtle ways, white saviorism is the person with white privilege speaking over or for BIPOC in the belief that they know better how to say what needs to be said.

It’’s very hard to know who is going to commit an act of violence. But... prevention does not require prediction. It does require, however, that we increase overall access to brain health interventions. ... A... tiered system is already working in some schools. At the tier-one level, everyone should have access to brain health screenings and first aid, to conflict resolution programs, and to suicide prevention education. Peer intervention programs teach kids to seek help from trained adults for friends they’re worried about without fear of repercussion. A second tier of attention is trained on kids going through a hard time—a student grieving a lost parent, one who has suffered teasing or bullying, or those in known high-risk populations. For instance, gay, lesbian, bisexual, and transgender kids are at disproportionate risk for bullying, so special efforts might be made to connect those kids to resources. The third level of intervention comes into play when a child has emerged as a particular concern. Perhaps he or she has an ongoing emotional disorder, has talked about suicide, or—as Dylan did— has turned in a paper with violent or disturbing subject matter. The student is then referred to a team of specially trained teachers and other professionals who will interview him or her, look at the student's social media and other evidence, and speak to friends, parents, local law enforcement, counselors, and teachers. The real beauty of these measures is not that they catch potential school shooters, but how effectively they help schools to identify teens struggling with all different kinds of issues: bullying, eating disorders, cutting, undiagnosed learning disorders, addiction, abuse at home, and partner violence — just to name a few. In rare cases, a team may discover that the student has made a concrete plan to hurt himself or others, at which point law enforcement may become involved. In the overwhelming majority of these cases, though, simply getting a kid help is enough.

Based on Piaget's notions, Shayer (2003) developed a program of ‘cognitive acceleration’ based on three main drivers: the mind develops in response to challenge or disequilibrium, so any intervention must provide some cognitive conflict; the mind grows as we learn to become conscious of, and so take control of, its own processes; and cognitive development is a social process promoted by high-quality dialogue among peers supported by teachers. The program attained effect sizes of 0.60+.

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