Kindergarten Teacher Quotes

Lissa and I had been friends ever since kindergarten, when our teacher had paired us up together for writing lessons. Forcing five-year-olds to spell Vasilisa Dragomir and Rosemarie Hathaway was beyond cruel, and we’d—or rather, I’d—responded appropriately. I’d chucked my book at out teacher and called her a fascist bastard. I hadn’t known what those words meant, but I’d known how to hit a moving target. Lissa and I had been inseparable ever since.

I really wondered why people were always doing what they didn't like doing. It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn't be a mother and it was likely you wouldn't become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You'd become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you'd have squeezed yourself in with so many choices, that you just got squashed.

I've always known I was gay, but it wasn't confirmed until I was in kindergarten. It was my teacher who said so. It was right there on my kindergarten report card: PAUL IS DEFINITELY GAY AND HAS VERY GOOD SENSE OF SELF.

I found myself remembering the day in kindergarten when the teachers showed us Dumbo, and I realized for the first time that all the kids in the class, even the bullies, rooted for Dumbo, against Dumbo's tormentors. Invariably they laughed and cheered, both when Dumbo succeeded and when bad things happened to his enemies. But they're you, I thought to myself. How did they not know? They didn't know. It was astounding, an astounding truth. Everyone thought they were Dumbo.

Zeb was kindergarten teacher--a good one. I always thought it was because he was the same emotional age as his students.

Without realizing it, we fill important places in each other’s lives. It’s that way with the guy at the corner grocery, the mechanic at the local garage, the family doctor, teachers, neighbors, coworkers. Good people who are always “there,” who can be relied upon in small, important ways. People who teach us, bless us, encourage us, support us, uplift us in the dailiness of life. We never tell them. I don’t know why, but we don’t. And, of course, we fill that role ourselves. There are those who depend in us, watch us, learn from us, take from us. And we never know. You may never have proof of your importance, but you are more important than you think. There are always those who couldn’t do without you. The rub is that you don’t always know who.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

From her desk, she observed Willy demonstrating his ability to blow snot bubbles out of his slightly runny nose. Emma politely ignored him; Maggie’s face showed disgust at his grossness; Harley giggled; and competitive Joseph tried his best, with no luck, to make something, anything come out of his nose.

Neurosexism promotes damaging, limiting, potentially self-fulfilling stereotypes. Three years ago, I discovered my son’s kindergarten teacher reading a book that claimed that his brain was incapable of forging the connection between emotion and language. And so I decided to write this book.

I’m a kindergarten teacher. I can multitask like an octopus.

Remember the three rules of vampire hunting. One: Never, ever look them in the eyes. Two: Never, ever give up your cross. Three: Aim for the head and heart. Even with silver ammo, it won't be a killing blow anywhere else." I felt like a kindergarten teacher sending her kiddies off to a hostile playground. "Don't panic if you get bitten. The bite can be cleansed. As long as they don't mesmerize you with their eyes, you can still fight.

Character is more than just having principles. It’s a learned capacity to live by your principles. Character skills equip a chronic procrastinator to meet a deadline for someone who matters deeply to them, a shy introvert to find the courage to speak out against an injustice, and the class bully to circumvent a fistfight with his teammates before a big game. Those are the skills that great kindergarten teachers nurture—and great coaches cultivate.

The Tennessee experiment contained a startling result. Chetty was able to predict the success that students achieved as adults simply by looking at who taught their kindergarten class. By age 25, students who happened to have had more experienced kindergarten teachers were earning significantly more money than their peers.

My mother taught me that reading is a kind of work, and that every paragraph merits exertion, and in this way, I learned how to absorb difficult books. Soon after I went to kindergarten, however, I learned that reading difficult books also brings trouble. I was punished for reading ahead of the class, for being unwilling to speak and act "nicely." I didn't know why I simultaneously feared and adored my female teachers, but I did know that I needed their attention

We do ability grouping early on in childhood...if we look at young kids, in kindergarten and first grade, the teachers are confusing maturity with ability.

The older I get, the clearer it becomes that our internal battle as the kindergarten teachers of our mind is like 97% of life’s struggle. The world is easy—you’re difficult.

I told her I'd made a huge mistake and that sparkles was definitely a letter. The kindergarten teacher was like, please don’t ever talk about the alphabet again.

Yet the possibility of information storage, beyond what men and governments ever had before, can make available at the touch of a button a man's total history (including remarks put on his record by his kindergarten teacher about his ability and character). And with the computer must be placed the modern scientific technical capability which exists for wholesale monitoring of telephone, cable, Telex and microwave transmissions which carry much of today's spoken and written communications. The combined use of the technical capability of listening in on all these forms of communications with the high-speed computer literally leaves no place to hide and little room for privacy.

These kinds of events, though seemingly glamorous and sophisticated from the outside, are often organized with the finesse of a kindergarten nativity play, and one whose teachers are all lapsed members of Narcotics Anonymous.

Ramona was filled with the glory of losing her first tooth and love for her teacher. Miss Binney had said she was brave! This day was the most wonderful day in the world! The sun shone, the sky was blue, and Miss Binney loved her.

Lissa and I had been best friends ever since kindergarten, when our teacher had paired us together for writing lessons. Forcing five-year-olds to spell Vasilisa Dragomir and Rosemarie Hathaway was beyond cruel, and we'd—or rather, I'd—responded appropriately. I'd chucked my book at our teacher and called her a fascist bastard. I hadn't known what those words meant, but I'd known how to hit a moving target. Lissa and I had been inseparable ever since. " - Rose Hathaway

Miss Binney was not like most grown-ups. Miss Binney understood.

For a class of 20 students, an above-average kindergarten teacher could be worth additional lifetime income of $320,000.[

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

Sorry for swearing. Kindergarten teachers shouldn’t swear. I never swear in front of the children. Just in case you’re thinking of making an official complaint.” “You’re off duty,” said Jane. “You can say what you want.

I had heard my brothers and sisters use curse words but had never dared use one myself in front of anyone. But I had practiced alone in my room lots of times, trying out different cadences and into nations: 'Fuck, fuck, fuck you, fucknut. Shit, shitstain, fucker! Go fuck a duck, you asswipe!' My favorite was, 'What a fucking cocksucker.' The plan was to say this casually to one of my new friends while one of our teachers walked by. No one in kindergarten ever really got my sense of humor, so I was hell-bent on making my mark in the first grade.

Since emotional regulation is the critical issue in managing the effects of trauma and neglect, it would make an enormous difference if teachers, army sergeants, foster parents, and mental health professionals were thoroughly schooled in emotional-regulation techniques. Right now this still is mainly the domain of preschool and kindergarten teachers, who deal with immature brains and impulsive behavior on a daily basis and who are often very adept at managing them.

There are people who say, 'Well, your name is also about patriarchy because it is your father's name.' Indeed. But the point is simply this: whether it came from my father or from the moon, it is the name that I have had since I was born, the name with which I travelled my life's milestones, the name I have answered to since the first day I went to kindergarten in Nsukka on a hazy morning and my teacher said, 'Answer "present" if you hear your name. Number one: Adichie!'.

I understood where I had come from: from a dreary tangle of sadness and pretense, of longing, absurdity, inferiority and provincial pomposity, sentimental education and anachronistic ideals, repressed traumas, resignation, and helplessness. Helplessness of the acerbic, domestic variety, where small-time liars pretended to be dangerous terrorists and heroic freedom fighters, where unhappy bookbinders invented formulas for universal salvation, where dentists whispered confidentially to all their neighbors about their protracted personal correspondence with Stalin, where piano teachers, kindergarten teachers, and housewives tossed and turned tearfully at night from stifled yearning for an emotion-laden artistic life, where compulsive writers wrote endless disgruntled letters to the editor of Davar, where elderly bakers saw Maimonides and the Baal Shem Tov in their dreams, where nervy, self-righteous trade-union hacks kept an apparatchik's eye on the rest of the local residents, where cashiers at the cinema or the cooperative shop composed poems and pamphlets at night.

It’s not the girl. It’s—it’s guys. You all think you want a sexy, independent hip-hop dancer, but when that person appears in front of you, when she’s a real person, she’s too much and you’re not interested and you’ll go for the cute kindergarten teacher in the turtleneck every time.

Kids learn dichotomies in the absence of any ill intent. When a kindergarten teacher says, “Good morning, boys and girls,” the kids are being taught that dividing the world that way is more meaningful than saying, “Good morning, those of you who have lost a tooth and those of you who haven’t yet.

God is the ultimate recycler. We have a good planet here. It has its troubles, yes. We have overpopulation, we have pollution, we have global warming, we have the Thursday night television lineup,” more laughter, “and, of course, we have the infected. We have a lot of problems on Earth, and it might seem like a great idea to hold the Rapture now—why wait? Let’s move on to Heaven, and leave the trials and tribulations of our earthly existence behind us. Let’s get while the getting’s good, and beat the rush. “It might seem like a great idea, but I don’t think it is, for the same reason I don’t think it’s a great idea for a first grader to stand up and say that he’s learned enough, he’s done with school, thanks a lot but he’s got it from here. Compared to God, we’re barely out of kindergarten, and like any good teacher, I don’t believe He intends to let us out of class just because we’re finding the lessons a little difficult. I don’t know whether I believe in the Rapture or not. I believe that if God wants to do it, He will… but I don’t believe that it’s coming in our lifetime. We have too much work left to do right here.

Teachers as early as kindergarten factor good behavior into grades—and girls, as a rule, comport themselves far better and are more amenable to classroom routines than boys.

Think about how much energy and money adults spend trying to get a taste of the joy a kindergarten student experiences simply by rolling down a hill.

My old kindergarten behaviors, so appalling when I was a kindergartner myself, are apparently quite acceptable in a teacher.

It’s a scientific fact that there are only a handful of jobs you’re allowed to have if you’re one of the leads in a romantic comedy: dog walker, architect, kindergarten teacher, cupcake chef, florist, special needs veterinarian, suspiciously well-paid magazine writer, and independent bookstore owner. So it stands to reason that the likelihood of meeting your soul mate in one is high.

By the way, I said my affirmative action plan would be for men as teachers in kindergarten and grade schools. I think it would be wonderful for children, if they could see men in caring roles just as they see women.

Our struggle is against a system where the top twenty-five hedge fund managers in the United States pocket more money than 350,000 kindergarten teachers combined. When did we the people make that determination? When did we decide that a drug company executive at Moderna can collect a “golden parachute” valued at $926 million for not working, while EMT workers who work around the clock to save lives make as little as $40,000 a year?

On top of work woes, four times this month he’d been summoned in to see Mrs. Mudford, Amanda’s kindergarten teacher, who most recently had threatened to report him simply because, in a cloud of exhaustion and depression, he’d inadvertently packed his gin flask where Amanda’s milk thermos was supposed to go. He’d also sent a stapler instead of a sandwich, a script instead of a napkin, and some champagne truffles that time they were out of bread.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

The next year was kindergarten. On Parents Night we filed in and sat on the little chairs. It was just after the United States had launched its war against Iraq, and the teacher began to describe the children's curriculum for the year, I raised my hand, ever the firebrand, and asked if she'd be teaching the kids about the Gulf War. There was a collective gasp as the other parents looked at me with horror. The teacher paled and said softly, "We're working on colors.

The world is a very, very fine place. It wasn't a mess. It didn't need to be conquered and ruled by man. In other words, the world doesn't belong to man - but it does need man to belong to it. Some creature had to be the first to go through this...Some creature had to find the way, and if that happened, then...there was no limit to what could happen here. In other words, man does have a place in the world, but it's not his place to rule...Man's place is to be the first. Man's place is to be the first without being the last. Man's place is to figure out how it's possible to do that - and then to make room for all the rest who are capable of becoming what he's become. And maybe, when the time comes, it's man's place to be the teacher of all the rest who are capable of becoming what he's become. Not the only teacher, not the ultimate teacher. Maybe only the first teacher, the kindergarten teacher - but even that wouldn't be too shabby.

I meant it seriously. I really wondered why people were always doing what they didn't like doing. It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn't be a mother and it was likely you wouldn't become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You'd become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you'd have squeezed yourself in with so many choices, that you just got squashed.

As a child in kindergarten I always used to come home from school and tell my mother about the twisted little boy in my class who’d only draw with black crayons and never talked to the other kids. I yakked about this unnamed friend so much that my mother eventually mentioned him to my teacher, who looked confused and then blurted, “But that’s your son!” I was creating characters early for myself and you should let your kids do the same. Having multiple personalities when you’re young is mandatory for a happy childhood.

Too many of us now allow ourselves to be defined by motherhood and direct every ounce of our energy into our children. This sounds noble on the surface but in fact it's doing no one-- not ourselves, or our children -- any good. Because when we lose ourselves in our mommy selves, we experience this loss as depression. When we disempower ourselves in our mommy selves, we experience this weakness as anxiety. When we desexualize ourselves in our mommy selves, it leads us to feel dead in our skin. All this places an undue burden upon our children. By making them the be-all-and-end-all of our lives, by breaking down the boundaries between ourselves and them so thoroughly, by giving them so much power within the family when they're very small, we risk overwhelming them psychologically and ill-preparing them, socially, for the world of other children and, eventually, other adults. Nursery school and kindergarten teachers are already complaining that our children are so indulged, made so royal at home, that they come to school lacking compassion for others and with real problems functioning socially.

Teachers - at kindergarten level, as at university level - form a noble army accomplishing daily feats, never praised, never decorated. An army without drums, without gleaming uniforms. This army, thwarting traps and snares, everywhere plants the flag of knowledge and morality.

Not that parents are alone in their extreme behavior. That have more than enough company among school boards and high-ranking politicians who think if you "fix the schools, they'll fix the kids." So, in Gadsden, Alabama, school officials eliminated kindergarten nap time in 2003 so the children would have more test-prep time. Two hours away in Atlanta, school officials figured that if you eliminated recess, the kids will study more. And just in case those shifty teachers try to sneak it in, Atlanta started building schools without playgrounds. "We are intent on improving academic performance," said the superintendent. "You don't do that by having kids hanging on the monkey bars." Meanwhile, Georgia's governor wanted the state to give Mozart CDs to newborns because research showed Mozart improved babies' IQs (which later proved to be mythical research). Right behind him is Lincoln, Rhode Island, where they canceled the district spelling bee because only one child would win, leaving all others behind, thus violating the intent of No Child Left Behind--or, as they might say in Lincoln, no child gets ahead.

As a preschool and kindergarten teacher, I observed a dramatic difference in the quality of play of children who did not watch television. Their inside play was much more imaginative and more likely to have a story line than that of other children, who were more likely to run around and attempt to catch one another. When a child arrived at preschool wearing a Batman T-shirt, the play immediately turned into chasing one another. I then asked the parents not to send their children in clothing with insignias so that imaginative play could find a little space in which to grow and flower.

Indeed, in the early 1970s, as the first crop of Sesame “graduates” entered the school system, kindergarten and first-grade teachers noticed a palpable difference in how knowledgeable their newest pupils were. Some teachers even complained that their lesson plans had been upset by their students’ unforeseen preparedness.

These rare gray afternoons evoke a sweet, childhood melancholy in my soul, like when it rained in kindergarten and we had to stay inside and do crafts with library paste and pipe cleaners and buttons, and I made the best project in the whole class, an ultra-powerful rubber-band zip gun, but the teacher gave me a zero because I got her in the eye with a button.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

For Gone Girl, I knew Nick and Amy had to be very believable, so I made ipod playlists for them, and knew their netflix queues. I wrote scenes of them in childhood from other people’s points of view: A scene of Amy in highschool, written from her friend’s POV, or Nicks kindergarten teacher writing about parent-teacher conference night. Stuff I knew I’d never use, but would help me flesh them out. I do that a lot when I’ve hit a writer’s block — it keeps me writing and sometimes helps solve a problem. Amy’s Cool Girl speech started as a writing exercise, but that one I liked so much I kept it for the book. Once I have a first draft, then the actual real work for me begins, because then I can see the novel as a whole and see what needs work. I do tons of rewriting; it’s where the book becomes a book.

Stress physiologists have found a biological explanation for this phenomenon as well. The part of the brain most affected by early stress is the prefrontal cortex, which is critical in self-regulatory activities of all kinds, both emotional and cognitive. As a result, children who grow up in stressful environments generally find it harder to concentrate, harder to sit still, harder to rebound from disappointments, and harder to follow directions. And that has a direct effect on their performance in school. When you’re overwhelmed by uncontrollable impulses and distracted by negative feelings, it’s hard to learn the alphabet. And in fact, when kindergarten teachers are surveyed about their students, they say that the biggest problem they face is not children who don’t know their letters and numbers; it is kids who don’t know how to manage their tempers or calm themselves down after a provocation.

Terrible as this is, there’s worse news. An article in the New York Times points out a statistic that should make our nation’s leaders tremble… suspension rates, kindergarten through high school, have nearly doubled from the early 1970s through 2006. Whatever is happening with our test scores, something else, something catastrophic, is going on in our schools. As countless teachers across America can testify, disruptive kids are hijacking our classrooms.

It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn’t be a mother and it was likely you wouldn’t become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You’d become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you’d have squeezed yourself in with so many choices, that you just got squashed.

really wondered why people were always doing what they didn’t like doing. It seemed like life was a sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn’t be a mother and it was likely you wouldn’t become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you were stuck. You’d become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you’d have squeezed yourself

I found myself remembering the day in kindergarten when the teachers showed us Dumbo, and I realized for the first time that all the kids in the class, even the bullies, rooted for Dumbo, against Dumbo’s tormentors. Invariably they laughed and cheered, both when Dumbo succeeded and when bad things happened to his enemies. But they’re you, I thought to myself. How did they not know? They didn’t know. It was astounding, an astounding truth. Everyone thought they were Dumbo.

Trip Advisor: Travel America with Haiku [Texas] Grackles roosting, sentinels on miles of phone line. Don't Mess with Texas. Austin rush hour, "Go down Mopac. You don't wanna mess with I-35." Athens, Texas, Blackeyed Pea Capital of the World. Yup, just another shithole. Killeen, Texas, Kill City, Boyz from Fort Hood. Spending every paycheck. Texas A&M;, Aggies football, the wired 12th man. Too lazy to plant in the Spring. Fredericksburg, Texas. Polka Capital of Texas but I could swear I saw Hitler there. Ft. Worth, Texas, Where the West Begins and a great place to leave. San Antonio, Texas, Fiesta! Alamo City! Northstar Mall! I've been to better tourist traps. Dallas, Texas, D-Town, City of Hate. Don't miss the Galleria. Lubbock, Texas, Oil wells, Hub of the Plains. Stinks like an armpit. Waco, Texas, The Buckle of the Bible Belt. Lossen it up a notch. Neck dragon tattoo, piercings, purple haired kindergarten teacher. Keep Austin weird.

While the universality of the creative process has been noticed, it has not been noticed universally. Not enough people recognize the preverbal, pre-mathematical elements of the creative process. Not enough recognize the cross-disciplinary nature of intuitive tools for thinking. Such a myopic view of cognition is shared not only by philosophers and psychologists but, in consequence, by educators, too. Just look at how the curriculum, at every educational level from kindergarten to graduate school, is divided into disciplines defined by products rather than processes. From the outset, students are given separate classes in literature, in mathematics, in science, in history, in music, in art, as if each of these disciplines were distinct and exclusive. Despite the current lip service paid to “integrating the curriculum,” truly interdisciplinary courses are rare, and transdisciplinary curricula that span the breadth of human knowledge are almost unknown. Moreover, at the level of creative process, where it really counts, the intuitive tools for thinking that tie one discipline to another are entirely ignored. Mathematicians are supposed to think only “in mathematics,” writers only “in words,” musicians only “in notes,” and so forth. Our schools and universities insist on cooking with only half the necessary ingredients. By half-understanding the nature of thinking, teachers only half-understand how to teach, and students only half-understand how to learn.

I meant it seriously. I really wondered why people were always doing what they didn’t like doing. It seemed like life was sort of narrowing tunnel. Right when you were born, the tunnel was huge. You could be anything. Then, like, the absolute second after you were born, the tunnel narrowed down to about half that size. You were a boy, and already it was certain you wouldn’t be a mother and it was likely you wouldn’t become a manicurist or a kindergarten teacher. Then you started to grow up and everything you did closed the tunnel in some more. You broke your arm climbing a tree and you ruled out being a baseball pitcher. You failed every math test you ever took and you canceled any hope of being a scientist. Like that. On and on through the years until you will stuck. You’d become a baker or a librarian or a bartender. Or an accountant. And there you were. I figured that on the day you died, the tunnel would be so narrow, you’d have squeezed yourself in with so many choices, that you just got squashed.

The California Board of Education provides, through its virtual libraries, a book intended for kindergarten teachers to read to their students: Who Are You? The Kid’s Guide to Gender Identity by Brook Pessin-Whedbee.19 The author begins with a familiar origin story: “Babies can’t talk, so grown-ups make a guess by looking at their bodies. This is the sex assigned to you at birth, male or female.”20 This author runs the gamut of typical kindergarten gender identity instruction. Who Are You? offers kids a smorgasbord of gender options. (“These are just a few words people use: trans, genderqueer, non-binary, gender fluid, transgender, gender neutral, agender, neutrois, bigender, third gender, two-spirit….”) The way baby boomers once learned to rattle off state capitals, elementary school kids are now taught today’s gender taxonomy often enough to have committed it to memory. And while gender ideologues insist they are merely presenting an objective ontology, it is hard to miss that they seem to hope kids will pick a fun, “gender-creative”21 option for themselves.

Because I was reading today in the science section of the paper that passionate love lasts only a year, maybe two, if you're lucky. Because I want to be extra lucky. Because the article apologized specifically to poets - sorry, you hopeless saps - as though we automatically believe in love more than anyone else (more than kindergarten teachers, long-haired carpenters) & have been pushing this Non-Truth on everyone. Because who knows what will happen, but I want to, baby, want to believe it's always possible to love bigger & madder, even after two, three, four years, four decades. I want a love as dirty as a snowball fight in the sludge, under grimy yellow lights. I want this winter inside my lungs. Inside my brain & dream. I want to eat the unplowed street & fog that's been erasing evergreens. I want to eat the fog only to discover it's some giant's lost silver blanket. I want to find the giant & return to him his treasure. I want the journey to be long. & strange, like a map drawn in snow by our shadows shivering. I want to shiver against you, into you.

Actually, some of us learn to look for minor errors from an early age. For instance, you might conclude in kindergarten that while having the right answer is good, having it first is even better. And of course, having it first after others are wrong endows you with an even greater glory! Over time you find that finding even the tiniest of errors in others’ facts, thinking, or logic reinforces your supreme place in the spotlight of teacher and peer admiration. So you point out their errors. Being right at the expense of others becomes skillful sport.

found myself remembering the day in kindergarten when the teachers showed us Dumbo, and I realized for the first time that all the kids in the class, even the bullies, rooted for Dumbo, against Dumbo’s tormentors. Invariably they laughed and cheered, both when Dumbo succeeded and when bad things happened to his enemies. But they’re you, I thought to myself. How did they not know? They didn’t know. It was astounding, an astounding truth. Everyone thought they were Dumbo. Again and again I saw the phenomenon repeated. The meanest girls, the ones who started secret clubs to ostracize the poorly dressed, delighted to see Cinderella triumph over her stepsisters. They rejoiced when the prince kissed her. Evidently, they not only saw themselves as noble and good, but also wanted to love and be loved. Maybe not by anyone and everyone, the way I wanted to be loved. But, for the right person, they were prepared to form a relation based on mutual kindness. This meant that the Disney portrayal of bullies wasn’t accurate, because the Disney bullies realized they were evil, prided themselves on it, and loved nobody.

In a more perfect world, that would’ve also been the moment when she’d say, “Look, honey, I know you resonate with the character of Pocahontas, but we already live on stolen land and you are not an indigenous person, so it would be very insensitive for you to wear someone else’s culture as a costume.” “Certainly, Mother,” I’d respond. “You’re absolutely correct. My teacher taught us about the land theft and subsequent genocide of Native American nations in kindergarten last week as part of our People’s Herstory class, so I shouldn’t go as Pocahontas. But could I go as another Disney princess instead?

Propaganda must seek to blame others like public sector workers with their fat salaries and their exorbitant pensions. All fantasy. In the model of Raganite imagery of black mothers being driven in their limos to pick up welfare checks, and other models which need not be mentioned. We all must tighten our belts. Almost all, that is. Teachers are a particularly good target, as part of the deliberate effort to destroy the public education system from Kindergarten through the universities by privatization. Again, a policy that is good for the wealthy but a disaster for the population, as well as the longterm health of the economy.

In contrast, modern humanist education believes in teaching students to think for themselves. It is good to know what Aristotle, Solomon and Aquinas thought about politics, art and economics; yet since the supreme source of meaning and authority lies within ourselves, it is far more important to know what you think about these matters. Ask a teacher – whether in kindergarten, school or college – what she is trying to teach. ‘Well,’ she will answer, ‘I teach the kids history, or quantum physics, or art – but above all I try to teach them to think for themselves.’ It may not always succeed, but that is what humanist education seeks to do.

Note that there’s no option to answer “all of the above.” Prospective workers must pick one option, without a clue as to how the program will interpret it. And some of the analysis will draw unflattering conclusions. If you go to a kindergarten class in much of the country, for example, you’ll often hear teachers emphasize to the children that they’re unique. It’s an attempt to boost their self-esteem and, of course, it’s true. Yet twelve years later, when that student chooses “unique” on a personality test while applying for a minimum-wage job, the program might read the answer as a red flag: Who wants a workforce peopled with narcissists?

In kindergarten, your daughter might constantly kick another girl’s chair, or she might be mouthy to the teacher. Bottom line: when she feels irritated, she kicks. When she wants her own way, she mouths off at the teacher. She is out of control and she feels out of control, even though she looks like a tough kid. Even if she was provoked, your daughter needs you to help her separate her feelings from her behaviors. Teach her, over and over again, that she shouldn’t always respond to her feelings. Make her practice. If she learns how to do this, she will get along better with others. Just as important, she will feel much more in control of herself.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

My best friend, Keri Downey, lived a block away. Her house was a much livelier version of mine. Keri and I met the first day of kindergarten. I was dressed in a cowgirl outfit, which says more about my mother’s wonderful acceptance of my weirdness and less about my fashion choices at that time. Remember, this was still the 1970s, a time when my teachers wore leotards and corduroys and kissed their boyfriends in front of us. My mother was at home, but Keri’s mom, Ginny, worked. Keri was a typical latchkey kid, and her house had that exciting Lord of the Flies feeling of being run by children. Keri had a list of chores and suffered consequences if she didn’t do them. I came from a home where my mother would gently suggest that maybe I could pick up my room if I had the chance.

One day Billy’s kindergarten teacher phoned me at work. In a grave tone of voice she informed me Billy had been involved in a serious incident at school. She refused to elaborate but insisted I come to the school for a disciplinary meeting. My mind raced as I drove to the school. I wondered what type of behavior could possibly land a five-year-old in such hot water. When I arrived at the school, the teacher ushered me into a private office. Billy sat next to me—he looked scared. We both faced the grim faced teacher. She reminded me of the woman in the famous painting, “American Gothic.” She sat rigidly behind her desk, her eyes unblinking. The atmosphere was reminiscent of a criminal court proceeding. “Maybe Billy had accidentally killed someone.” I thought. There was a moment of uncomfortable silence. The teacher’s face was stiff and emotionless. Finally, her lips moved and she intoned, “Billy, tell your father what you did.” Under the disapproving gaze of his teacher, Billy began his confession. “Well, I was eating lunch next to Suzy. We had green Jell-O. It was jiggling around. Suzy bent down to look at her Jell-O real close, and I … pushed her face into it.” I barely choked off a belly laugh and quickly looked away, struggling for control. Somehow I sensed that Billy’s straitlaced teacher would frown upon me laughing uncontrollably about this issue. With Zenlike concentration, I mastered my emotions and turned to face my son. My expression was serious, my tone was stern, my acting was impeccable, “Billy, how do you think that made Suzy feel?” “Bad.” said Billy. “That’s right.” I said. “I don’t want you to ever do such a thing again. Do you understand?” “Yes.” Billy meekly replied. I looked at the teacher. She seemed disappointed I hadn’t tortured my son with hot irons. Reluctantly, the she allowed us to leave. This incident was representative of many child-rearing situations I dealt with over the years.

Why does it bother me to tell people I have health problems? Doesn’t everybody at some point? I suppose that’s the crux right there. For most people, the difference is in the “some point” part. They have a problem. They go to the doctor. Doctor fixes it. Life moves on. It was a small, annoying inconvenience. For me, and likely for you since you’re reading this, your problem is not so temporary. You’ve got it for life, or until science finds a cure, which for some diseases is as likely as winning the lottery when you haven’t even bought a ticket. So we make people nervous. Nobody wants to have a condition that affects their social outings, work choices, family life, and just general day-to-day stuff. Nobody picks that for what they want to be when they grow up. “Oh teacher!” The kindergartener excitedly raises his hand. “When I grow up, I want to have a chronic illness and have people say how strong and courageous I am for enduring it even though I don’t have any choice in the matter! Woo-hoo.” Instead,

Less is not known as a teacher, in the same way Melville was not known as a customs inspector. And yet both held the respective positions. Though he was once an endowed chair at Robert’s university, he has no formal training except the drunken, cigarette-filled evenings of his youth, when Robert’s friends gathered and yelled, taunted, and played games with words. As a result, Less feels uncomfortable lecturing. Instead, he re-creates those lost days with his students. Remembering those middle-aged men sitting with a bottle of whiskey, a Norton book of poetry, and scissors, he cuts up a paragraph of Lolita and has the young doctoral students reassemble the text as they desire. In these collages, Humbert Humbert becomes an addled old man rather than a diabolical one, mixing up cocktail ingredients and, instead of confronting the betrayed Charlotte Haze, going back for more ice. He gives them a page of Joyce and a bottle of Wite-Out—and Molly Bloom merely says “Yes.” A game to write a persuasive opening sentence for a book they have never read (this is difficult, as these diligent students have read everything) leads to a chilling start to Woolf’s The Waves: I was too far out in the ocean to hear the lifeguard shouting, “Shark! Shark!” Though the course features, curiously, neither vampires nor Frankenstein monsters, the students adore it. No one has given them scissors and glue sticks since they were in kindergarten. No one has ever asked them to translate a sentence from Carson McCullers (In the town there were two mutes, and they were always together) into German (In der Stadt gab es zwei Stumme, und sie waren immer zusammen) and pass it around the room, retranslating as they go, until it comes out as playground gibberish: In the bar there were two potatoes together, and they were trouble. What a relief for their hardworking lives. Do they learn anything about literature? Doubtful. But they learn to love language again, something that has faded like sex in a long marriage. Because of this, they learn to love their teacher.

This means we need to separate our children from their behaviors. As it turns out, there’s a significant difference between you are bad and you did something bad. And, no, it’s not just semantics. Shame corrodes the part of us that believes we can do and be better. When we shame and label our children, we take away their opportunity to grow and try on new behaviors. If a child tells a lie, she can change that behavior. If she is a liar—where’s the potential for change in that? Cultivating more guilt self-talk and less shame self-talk requires rethinking how we discipline and talk to our children. But it also means explaining these concepts to our kids. Children are very receptive to talking about shame if we’re willing to do it. By the time they’re four and five, we can explain to them the difference between guilt and shame, and how much we love them even when they make bad choices. When Ellen was in kindergarten, her teacher called me at home one afternoon and said, “I totally get what you do now.” When I asked her why, she said that earlier in the week, she had looked over at Ellen, who was in the “Glitter Center” and said, “Ellen! You’re a mess.” Apparently, Ellen got a very serious look on her face and said, “I may be making a mess, but I’m not a mess.” (That’s the day I became “that parent.”) Charlie also gets the distinction between shame and guilt. When I found our dog pulling food out of the trash can, I scolded her by saying, “Bad girl!” Charlie came sliding around the corner, shouting, “Daisy is a good girl who made a bad choice! We love her! We just don’t love her choices!” When I tried to explain the difference by saying, “Daisy is a dog, Charlie,” his response was, “Oh, I see. Daisy is a good dog who made a bad choice.

Evan was attracted to technology early on, building his first computer in sixth grade and experimenting with Photoshop in the Crossroads computer lab. He would later describe the computer teacher, Dan, as his best friend. Evan dove into journalism as well, writing for the school newspaper, Crossfire. One journalism class required students to sell a certain amount of advertising for Crossfire as part of their grade. Evan walked around the neighborhood asking local businesses to buy ads; once he had exceeded his sales goals, he helped coach his peers on how to pitch businesses and ask adults for money. By high school, the group of 20 students Evan had started with in kindergarten had grown to around 120. Charming, charismatic, and smart, Evan threw parties at his dad’s house that were “notorious” in his words. Evan’s outsized personality could rub people the wrong way at times, but his energy, organizing skills, and enthusiasm made him an exceptional party thrower. He possessed a bravado that could be frustrating and off-putting but was great for convincing everyone that the night’s party was going to be the greatest of all time. Obsessed with the energy drink Red Bull and the lifestyle the brand cultivated, Evan talked his way into an internship at the company as a senior in high school. The job involved throwing parties and other events sponsored by Red Bull. Clarence Carter, the head of the company’s security team, would give Evan advice that would stand him well in the years to come: pay attention to who helps you clean up after the party. Later recalling the story, Evan said, “When everyone is tired and the night is over, who stays and helps out? Because those are your true friends. Those are the hard workers, the people that believe that working hard is the right thing to do.

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

Yes, education destroys. Twenty-five years continuously, from the kindergarten to the postgraduate courses in university, it goes on destroying in you whatsoever is beautiful and aesthetic. The lotus is crushed under scholarship, the rose is murdered by the so-called professors, teachers, vice-chancellors, chancellors.

Good healthy anger that is blocked can then seem like feral rage. But when you accept it and work with it, it becomes the ability to stand up for yourself. If you do not intentionally cultivate your best attention in your native state, then you will tend to recapitulate the worst attention your kindergarten teacher or parent gave—disapproval, criticism, scrutiny.

There’s an old saying that a teacher should be a “guide on the side,” not a “sage on the stage.

A key decision made early on was to build a school that would help us kindergarten through twelfth grade. No other school in the county has this range of students, and few public schools anywhere in the country do either. indeed, at one point, the planners considered building only an elementary and middle school, and perhaps create is sattelite of one of the nearby high schools within the town. According to Rosen, they went for the K-12 idea for 2 primary reasons. First, a lot of educational research has found advantages in keeping siblings together in school. There is continuity for students, teachers, and families. Plus, parents can devote more time to volunteering at a single school. Second, there was a feeling that resources could be shared among the grades. For instance, if the high school had an excellent physics teacher, from time to time that teacher could also work with children in the lower grades.

Kindergarten is a big year, Dewayne! I know you’ll do great!” Banicia encouraged, and she wrapped her arm around his shoulder, giving him a hug. “Hey mom,” she yelled towards the kitchen, “who’s his teacher anyways?

Alternatively he can make his peace with it, as he sees the young men around him do, one by one: settle for marriage and a house and car, settle for what life realistically has to offer, sink their energies in their work. He is chagrined to see how well the reality principle operates, how, under the prod of loneliness, the boy with spots settles for the girl with the dull hair and the heavy legs, how everyone, no matter how unlikely, finds, in the end, a partner. Is that his problem, and is it as simple as that: that all the time he has been overestimating his worth on the market, fooling himself into believing he belongs with sculptresses and actresses when he really belongs with the kindergarten teacher on the housing estate or the apprentice manageress of the shoe store? Marriage: who would have imagined he would be feeling the tug, however faint, of marriage! He is not going to give in, not yet. But it is an option he plays with on the long winter evenings, eating his bread and sausages in front of Major Arkwright's gas fire, listening to the radio, while the rain patters in the background against the window.

Amount of Homework in Elementary and Secondary School Many newcomers are often surprised at how little homework students are assigned on a daily basis. This is because in BC, the teachers see more value in the quality of the work, rather than the quantity. In addition, the teachers must follow the guidelines set by the BC Ministry of Education about the amount of homework to be given to elementary and secondary students. The guidelines are as follows: Elementary School From Kindergarten to Grade 3: no homework is given From Grade 4 to Grade 7: ½ hour per night of homework is given Some examples of homework given are: Complete work given in class, read a book for a specified time, write a journal entry and work with classmates on a class project. Secondary School Grades 8 to 12: 1 to 2 hours per night, however students learning English will take longer. Some examples of homework given are: Gather information from various sources, think or reflect on a given topic and write about it, read chapters of a book or work with classmates on a group or class project. For more detailed descriptions of the homework assigned to students, please see the homework brochures on the Multilanguage parent information brochures page on the VSB website.

The top twenty-five hedge fund managers in America make more than all the country’s kindergarten teachers combined.

Dr. Meyers is in surgery at the moment.” She reached for a piece of paper and wrote the hospital phone number on it and handed it to me through the little hole. “You can call back during regular business hours and leave a message with his secretary if you’d like.” She spoke to me as if I were either a child or a crazy person. “Okay.” I took the piece of paper and walked out of the sliding glass doors, staring at the paper in my hands in disbelief. Had she called him? I wondered. Did he tell her to say that to me? There was no way, I thought. I shuffled back to Nate’s truck, still freezing. I turned it on and cranked up the heater and then I cried, that pathetic type of crying like when you pee your pants in kindergarten and you’re filled with a mixture of shame and regret for holding it so long. Then, when everyone starts laughing at your wet jeans, you get angry and want to scream Screw all of you! After the kids stop laughing, you never want to see them again because you’re the only kindergartener who ever peed her pants on the story rug while Ms. Alexander read The Giving Tree for the twelfth time. Everyone else was sitting crisscross applesauce while you were fidgeting about, trying to hold it until the end of the story when the teacher asked what the moral was so you could say, “It’s about being generous to your friends,” even though, later in life, you learn the story is really about a selfish little bastard who sucked the life out of the only thing that gave a shit about him. But you never got the chance for your shining moment because you peed on the story rug, got laughed at, then cried pathetic tears. Not that that happened to me . . .

Common Core has basically eliminated kindergarten. Yes, you read that correctly. It has moved the start of formalized instruction from Grade 1 to kindergarten. And having done so. it has largely eliminated the all-important play and socialization factors at this level. This is not to mention the wide swath of developmentally inappropriate tasks it is requiring teachers to teach and children to learn up through Grade 6.

They always started out normal enough. Like Fiona, the girl I’d dated over the summer. She was beautiful and smart—a kindergarten teacher with a heart of gold. Or, at least, that’s what I’d thought until she’d broken out the whips and asked me to meow like a cat. I liked to get wild as much as the next guy but there was a line for me, and she was way on the other side of it.

I didn’t know about jealousy or depressions or anything like that. I had such a wonderful existence being a kindergarten teacher – you didn’t suffer from anything like that, you got tired but that was it.

We see this as a danger in the Kindergarten classes as well. Kindergarten teachers are doing beautiful work; but many of them are hampered by that metaphor of the plant, which is exactly lacking in that element of personality, the cherishing and developing of which is a sacred and important part of education.

Don’t sit like that.” “Like what?” He makes a dismissive motion with his hand to indicate my posture. “Like you’re on the ground in kindergarten class waiting for your teacher to start story time.

Then there was the drawing of a kid being hit by lightning. He was pretty sure it was a kid named Henderson and the artist was his little psycho, Kala. In her kindergarten class they kept a jar of marbles that they earned through being good. When the jar was full, they would get a pizza party. The teacher was mean—something she would need to be in order to survive Kala—and she took one out when one of the kids fucked up. Henderson apparently fucked up a lot, and Kala took exception.

It’s not just for little kids,” Miss Fountain corrects. “It’s for everybody. Positive reinforcement is something you never outgrow. Think of how much better our world would be if national leaders would only sit in a circle and be kind and civil to one another.

Whenever we follow our true nature away from a cultural norm, we’re demonstrating that social consensus is arbitrary and fragile. The lurking fear of people who follow the culture is that if one childless woman, kindergarten teacher, or seven-year-old can abandon their society’s rules for living, anyone could!

I often meet people who do not like me or each other. It doesn’t always matter. I keep on smiling, talking. I knock at the same door once, three times, twelve. My dislike has no consequences. It accrues only in my mind—like preserves on a shelf or guns zeroing in, and never firing. The same smile. I knew someone who used to go to sleep counting, not sheep, but people against whom he had grievances—bullies from childhood, kindergarten teachers, back to nannies even, bosses, employees, anybody awful up to the preceding day. When they were rounded up in his mind, he would machine-gun them down.

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

In Sweden, enforcing gender stereotypes in schools has actually been illegal since 1998. Instead, the government funds gender-neutral kindergartens, where you’ll find teachers saying “friends” instead of “boys” and “girls”; lessons are taught using gender-neutral mediums, like nature and modeling clay; toy animals replace baby dolls; and characters in books are pictured defying traditional gender roles

teacher-led instruction in kindergartens has almost entirely replaced the active, play-based, experiential learning that we know children need from decades of research in cognitive and developmental psychology and neuroscience,

In a longitudinal study, Kelleen Toohey (2000) observed a group of children aged 5–7 in kindergarten, Grade 1, and Grade 2 in Vancouver, Canada. The group included children who were native speakers of English, as well as children whose home language was Cantonese, Hindi, Polish, Punjabi, or Tagalog. All the children were in the same class, and English was the medium of instruction. Toohey identified three classroom practices that led to the separation of the ESL children. First, the ESL children’s desks were placed close to the teacher’s desk, on the assumption that they needed more direct help from the teacher. Some of them were also removed from the classroom twice a week to obtain assistance from an ESL teacher. Second, instances in which the ESL learners interacted more with each other usually involved borrowing or lending materials but this had to be done surreptitiously because the teacher did not always tolerate it. Finally, there was a ‘rule’ in the classroom that children should not copy one another’s oral or written productions. This was particularly problematic for the ESL children because repeating the words of others was often the only way in which they could participate in conversational interaction. According to Toohey, these classroom practices led to the exclusion of ESL students from activities and associations in school and also in the broader community in which they were new members. Furthermore, such practices did not contribute positively to the children’s ESL development.