Learners School Quotes

No matter how much I admire our schools, I know that no university exists that can provide an education; what a university can provide is an outline, to give the learner a direction and guidance. The rest one has to do for oneself.

All the answers you seek in life. It is hidden a book.

Children with autism are colourful - they are often very beautiful and, like the rainbow, they stand out.

Most school systems reward repeating the right answers to known problems, but doesn’t that simply teach learners to rely on questions that have clearly derivable answers?

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

The more we want our children to be (1) lifelong learners, genuinely excited about words and numbers and ideas, (2) avoid sticking with what’s easy and safe, and (3) become sophisticated thinkers, the more we should do everything possible to help them forget about grades.

No body is a looser either he is a Winner or a Learner

How can you be bored? There are so many books to read!

Read to find life treasures

With great enthusiasm and determination you will master the art in your field.

My priority is not about grades. I yearn for knowledge, skills and wisdom.

The teacher should be like the conductor in the orchestra, not the trainer in the circus.

For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.

You will create yourself with continuous self-education.

Seekers of wisdom, seekers of life.

Failure is not the end of life. It is the beginning of a greater success, if thy will persist.

Education is one of the greatest gift for mankind. Each one of us must seek this enlightenment.

Teachers should be made aware of visual stress symptoms and the potential difference coloured lights, overlays and lenses could make to a learners perception.

What if our schools could train students to be better lifelong learners and better adapters to change, by enabling them to be better questioners?

The closer we come to understanding the challenges of autism, the better we are placed to accommodate and educate without risking removing that individuality we all love.

The only way to know is to learn, relearn and unlearn.

You can begin to dream, to love, to dance, to read, to sing, to study, to paint, to teach, to draw, to swim, to exercise, to write….!

Knowledge is learning without a limit.

Education is the key to self-development and empowerment

In a world now so obsessed with speed, we teachers must step back and learn to wait.

The best learners are the best earners.

A school's growth is only possible when both teachers and students embrace it as their second home.

Ask and you shall receive; everyone that asks receives.  This is the fixed eternal law of the kingdom:  If you ask and receive not, it must be because there is something amiss or wanting in the prayer. Hold on; let the Word and Spirit teach you to prat aright, but do not let go the confidence he seeks to waken:  Everyone who asks receives....Let every learner in the school of Christ therefore take the Master's word in all simplicity....Let us beware of weakening the word with our human wisdom.

Teachers have to model the behaviors they expect from students. If you expect your students to be respectful, you need to be the first one to be seen showing respect to every student and every other teacher. If you expect your students to be curious learners, then you yourself should be a curious learner who is willing to learn from your students sometimes. Do not ask of your students any behavior which you are not willing and able to model.

Because everybody on the school board, and the railroad, and the PTA and paper mill had to be somebody’s mother or father, whether really or as a member of a category; and there was a point at which the reflex to their covering warmth, protection, effectiveness against bad dreams, bruised heads and simple loneliness took over and made worthwhile anger with them impossible.

Francie is smart, she thought. She must go to high school and maybe beyond that. She's a learner and she'll be somebody someday. But when she's educated, she will grow away from me. Why, she's growing away from me now. She does not love me the way the boy loves me. I feel her turn away from me. She does not understand me. All she understands is that I don't understand her. Maybe when she gets education, she will be ashamed of me - the way I talk. But she will have too much character to show it. Instead she will try to make me different. She will come to see me and try to make me live in a better way and I will be mean to her because I'll know she's above me. She will figure out too much about things as she grows older; she'll get to know too much for her own happiness.

A good learner is better than a bad teacher.

Reading illuminates our path with the brightest light.

Graduate study is an intensive education. You have to be diligent and determined from the beginning to the very end.

We must pursue knowledge and wisdom above all other things.

Curiosity is the art of creativity.

Education stimulates self-study.

It is easy to give up than to endure. Always choose the latter.

In a complicated, fast-changing world the intelligent path is to let go of being a Knower and embrace being a Learner.

Are we allowing individuals to develop their talents with our current teaching methods? Is there more or maybe less we should be doing?

The more you learn, the more you know, you don’t know enough.

The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.

Our schools are no closer in connecting the education of children to their development as human beings: each child as an individual with a unique contribution to make to the world. Until this is done, our schools will fail to help children become active learners, connected to their society, and empowered to accomplish things within it.

Culturize: To cultivate a community of learners by behaving in a kind, caring, honest, and compassionate manner in order to challenge and inspire each member of the school community to become more than they ever thought possible.

Always praise your kid even if he/she is unresponsive to learning. By insulting them or constantly criticizing them, you will only push them away and make them feel inadequate around other kids. Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

In the learning process, a learner does encounter some difficulty. But with diligent, you will master the act.

All the great treasures of life are hidden in a book.

Self education is holy mission.

You will discover all that pertains to life by reading.

We must keep on learning for self-development.

My aim is to sort the jumble of information we throw at these children and present it in such a way that they will have a greater chance of achieving independence and fulfilment.

To have a more effective home education, I realized I needed to abandon the trappings of school and harness the energy of home.

Despite the plethora of studies and papers written about teachers as learners (Paulo Freire comes to mind here4), the top-down structure of schooling has long stifled independent thought.

In high schools it seems that half of teachers lecture most or all of the time.* Lectures are not always the best method of learning, and they are not enough to develop students into lifelong learners. If you spend all of your school years being fed information and are never given the opportunity to question it, you won’t develop the tools for rethinking that you need in life.

What is most important and valuable about the home as a base for children’s growth into the world is not that it is a better school than the schools, but that it isn’t a school at all. —JOHN HOLT

Over the course of three decades watching kids walk into my schools, I have decided that I want them to be lifelong learners be passionate be ready to take risks be able to problem-solve and think critically be able to look at things differently be able to work independently and with others be creative care and want to give back to their community persevere have integrity and self-respect have moral courage be able to use the world around them well speak well, write well, read well, and work well with numbers truly enjoy their life and their work.

We know that children with autism like order, that they are often very visual and that they can be quite literal. They deserve beautiful resources and symbols that make sense. If a picture does not explain visually, it is pointless and the child will stop looking to the pictures for information.

Energized by our concern and crankiness, we decided to save the world of education by proposing a vision for learners and learning that rids school systems of the Industrial Age assembly-line structure, and replaces it with an Information Age structure that we chose to label “mass customized learning.

On earth Christ was a learner in the school of obedience; in heaven He teaches it to His disciples here on earth. In a world where disobedience reigns unto death, the restoration of obedience is in Christ’s hands. As in His own life, so in us, He has undertaken to maintain it. He teaches and works it in us.

Our job, sometimes, is simply to be the spark, help build confidence, and then get out of the way. If innovation in any school or school division is solely dependent upon one person, it will continue to happen in pockets. In contrast, when we focus on empowering learners to become leaders, they help spread ideas.

In culturally responsive teaching, rapport is connected to the idea of affirmation. Affirmation simply means that we acknowledge the personhood of our students through words and actions that say to them, “I care about you.” Too often, we confuse affirmation with building up a student’s self-esteem. As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced.

I’m fully aware of the intense political pressures bearing down on education. The policies through which these pressures exert themselves must be challenged and changed. Part of my appeal (as it were) is to policymakers themselves to embrace the need for radical change. But revolutions don’t wait for legislation. They emerge from what people do at the ground level. Education doesn’t happen in the committee rooms of the legislatures or in the rhetoric of politicians. It’s what goes on between learners and teachers in actual schools. If you’re a teacher, for your students you are the system. If you’re a school principal, for your community you are the system. If you’re a policymaker, for the schools you control you are the system.

When learners are struggling they need support, not red lines and stern faces. They don’t need the dark suits of doom, but rather a learning coach, detached from any process, to support, mentor and guide. (A problem solver, not a process monkey, remember?) A skilled, empathetic specialist who can work with the learner to meet their immediate needs and stem the flow of poor conduct.

Children with autism are constantly testing and pursuing truth. They are a bundle of contradictions. They love order and routine, yet often have the most amazingly inventive and creative minds. They may appear to follow rules, but are also the most likely people to come up with a revolutionary new idea. They feel emotion intensly, but often seem to struggle to read facial expressions.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

In this new narrative, learning ceases to focus on consuming information or knowledge that’s no longer scarce. Instead, it’s about asking questions, working with others to find the answers, doing real work for real audiences, and adding to, not simply taking from, the storehouse of knowledge that the Web is becoming. It’s about developing the kinds of habits and dispositions that deep, lifelong learners need to succeed in a world rife with information and connections.

today’s learners face new challenges. Their primary hang-up is understanding what they want to do. Our career options have expanded so far beyond traditional options that they didn’t even exist when you or I were in school. Now a learner can choose to be a firefighter or a coder, an accountant or a YouTuber, a veterinarian or an Etsy seller. With so many possible directions to choose from, so many new skills and new careers and new creative pursuits available, deciding what to explore must come first.

Katie stood alone... 'They think this is so good,' he thought. 'They think it's good- the tree they got for nothing and their father playing up to them and the singing and the way the neighbors are happy. They think they're mighty lucky that they're living and it's Christmas again. They can't see that we live on a dirty street in a dirty house among people who aren't much good. Johnny and the children can't see how pitiful it is that our neighbors have to make happiness out of this filth and dirt. My children must get out of this. They must come to more than Johnnny or me or all thse people around us. But how is this to come about? Reading a page from those books every day and saving pennies in the tin-can bank isn't enough. Money! Would that make it better for them? Yes, it would make it easy. But no, the money wouldn't be enough. McGarrity owns the saloon standing on the corner and he has a lot of money. His wife wears diamond earrings. But her children are not as good and smart as my children. They are mean and greedy towards others...Ah no, it isn't the money alone... That means there must be something bigger than money. Miss Jackson teaches... and she has no money. She works for charity. She lives in a little room there on the top floor. She only has the one dress but she keeps it clean and pressed. Her eyes look straight into yours when you talk to her... She understands about things. She can live in the middle of a dirty neighborhood and be fine and clean like an actress in a play; someone you can look at but is too fine to touch... So what is this difference between her and this Miss Jackson who has no money?... Education! That was it!...Education would pull them out of the grime and dirt. Proof? Miss Jackson was educated, the McGarrity wasn't. Ah! That's what Mary Rommely, her mother, had been telling her all those years. Only her mother did not have the one clear word: education!... 'Francie is smart...She's a learner and she'll be somebody someday. But when she gets educated, she will grow away from me. Why, she's growing away from me now. She does not love me the way the boy loves me. I feel her turn away from me now. She does not understand me. All she understands is that I don't understand her. Maybe when she gets education, she will be ashamed of me- the way I talk. but she will have too much character to show it. Instead she will try to make me different. She will come to see me and try to make me live in a better way and I will be mean to her because I'll know she's above me. She will figure out too much about things as she grows older; she'll get to know too much for her own happiness. She'll find out that I don't love her as much as I love the boy. I cannot help that this is so. But she won't understand that. Somethimes I think she knows that now. Already she is growing away from me; she will fight to get away soon. Changing over to that far-away school was the first step in her getting away from me. But Neeley will never leave me, that is why I love him best. He will cling to me and understand me... There is music in him. He got that from his father. He has gone further on the piano than Francie or me. Yes, his father has the music in him but it does him no good. It is ruining him... With the boy, it will be different. He'll be educated. I must think out ways. We'll not have Johnnny with us long. Dear God, I loved him so much once- and sometimes I still do. But he's worthless...worthless. And God forgive me for ever finding out.' Thus Katie figured out everything in the moments it took them to climb the stairs. People looking up at her- at her smooth pretty vivacious face- had no way of knowing about the painfully articulated resolves formulating hin her mind.

This is why I started Khan Academy. The internet afforded us the ability to go directly to every classroom, every student, and every family in the world without having to necessarily navigate the same policy machinations faced by traditional reform efforts. The social return on investment is orders of magnitude more impactful. For example, our team operates on a budget equivalent to some high schools in the United States but reaches more than a hundred million learners a year around the world—and it has the potential to serve billions.

When you force yourself to focus on just the person and their work, not their glorified past, you also end up giving more people a chance. There’s no GPA filter to cut out someone who didn’t care for certain parts of their schooling. There’s no pedigree screen to prevent the self-taught from getting hired. There’s no arbitrary “years of experience” cut to prevent a fast learner from applying to a senior position. Great people who are eager to do great work come from the most unlikely places and look nothing like what you might imagine. Focusing just on the person and their work is the only way to spot them.

It is a truth universally acknowledged that a child in possession of a good instructor must be in want of an education. Alas, kids don’t care. It’s impossible to demand inspiration, passion, or self-discipline without affinity for learning. Let me rephrase that: you can’t coerce caring. Adults try! We use grades, little statues, and ice cream sundaes to prod kids into reading, diagramming sentences, and practicing piano. Meanwhile that same child will stand in the hot sun for five hours shooting free throws to break a personal record. No reward except satisfaction. How do we get more of that into traditional school subjects?

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

Modified interaction does not always involve linguistic simplification. It may also include elaboration, slower speech rate, gesture, or the provision of additional contextual cues. Some examples of conversational modifications are: 1   Comprehension checks—efforts by the native speaker to ensure that the learner has understood (for example, ‘The bus leaves at 6:30. Do you understand?’). 2   Clarification requests—efforts by the learner to get the native speaker to clarify something that has not been understood (for example, ‘Could you repeat please?’). These requests from the learner lead to further modifications by the native speaker. 3   Self-repetition or paraphrase—the more proficient speaker repeats his or her sentence either partially or in its entirety (for example, ‘She got lost on her way home from school. She was walking home from school. She got lost.’).

Sometimes,” she told me, “a girl will give a guy a blow job at the end of the night because she doesn’t want to have sex with him and he expects to be satisfied. So if I want him to leave and I don’t want anything to happen . . .” She trailed off, leaving me to imagine the rest. There was so much to unpack in that short statement: why a young man should expect to be sexually satisfied; why a girl not only isn’t outraged, but considers it her obligation to comply; why she doesn’t think a blow job constitutes “anything happening”; the pressure young women face in any personal relationship to put others’ needs before their own; the potential justification of assault with a chaser of self-blame. “It goes back to girls feeling guilty,” Anna said. “If you go to a guy’s room and are hooking up with him, you feel bad leaving him without pleasing him in some way. But, you know, it’s unfair. I don’t think he feels badly for you.” In their research on high school girls and oral sex, April Burns, a professor of psychology at City University of New York, and her colleagues found that girls thought of fellatio kind of like homework: a chore to get done, a skill to master, one on which they expected to be evaluated, possibly publicly. As with schoolwork, they worried about failing or performing poorly—earning the equivalent of low marks. Although they took satisfaction in a task well done, the pleasure they described was never physical, never located in their own bodies. They were both dispassionate and nonpassionate about oral sex—socialized, the researchers concluded, to see themselves as “learners” in their encounters rather than “yearners.” The concern with pleasing, as opposed to pleasure, was pervasive among the girls I met, especially among high schoolers, who were just starting sexual experimentation.

5236 rue St. Urbain The baby girl was a quick learner, having synthesized a full range of traits of both of her parents, the charming and the devious. Of all the toddlers in the neighbourhood, she was the first to learn to read and also the first to tear out the pages. Within months she mastered the grilling of the steaks and soon thereafter presented reasons to not grill the steaks. She was the first to promote a new visceral style of physical comedy as a means of reinvigorate the social potential of satire, and the first to declare the movement over. She appreciated the qualities of movement and speed, but also understood the necessity of slowness and leisure. She quickly learned the importance of ladders. She invented games with numerous chess-boards, matches and glasses of unfinished wine. Her parents, being both responsible and duplicitous people, came up with a plan to protect themselves, their apartment and belongings, while also providing an environment to encourage the open development of their daughter's obvious talents. They scheduled time off work, put on their pajamas and let the routines of the apartment go. They put their most cherished books right at her eye-level and gave her a chrome lighter. They blended the contents of the fridge and poured it into bowls they left on the floor. They took to napping in the living room, waking only to wipe their noses on the picture books and look blankly at the costumed characters on the TV shows. They made a fuss for their daughter's attention and cried when she wandered off; they bit or punched each other when she out of the room, and accused the other when she came in, looking frustrated. They made a mess of their pants when she drank too much, and let her figure out the fire extinguisher when their cigarettes set the blankets smoldering. They made her laugh with cute songs and then put clothes pins on the cat's tail. Eventually things found their rhythm. More than once the three of them found their faces waxened with tears, unable to decide if they had been crying, laughing, or if it had all been a reflex, like drooling. They took turns in the bath. Parents and children--it is odd when you trigger instinctive behaviour in either of them--like survival, like nurture. It's alright to test their capabilities, but they can hurt themselves if they go too far. It can be helpful to imagine them all gorging on their favourite food until their bellies ache. Fall came and the family went to school together.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

If coloured lenses can potentially stop the world seeming fragmented and put an end to nightmare distortions, then the learner with autism who shows signs of visual stress deserves to be screened.

Constructivism views learning as a process in which the learner actively constructs or generates new ideas or concepts based upon current and past knowledge.

The industrial revolution needed people who could predictably produce results in a standardized way, so the education system provided. Not so long ago, if you wanted to learn anything, you had to go find a building with good books and smart people willing to teach what was in those books. If you were allowed, you had better sit down and shut up and take it as it was in order to have a chance at a future. It was a great system at the time and it really brought us a lot, but the world has changed and now we’re stuck with a rigid and inflexible school system that produces more bricks for a wall that’s no longer being built. A giant amount of human potential is being wasted away in classrooms that are only helpful to those who happen to be the sit-down-take-notes kind of learners. Taking tests that test how good we are at taking tests. Preparing for life instead of living it. Sitting down for six to eight hours a day. Being judged on the ability to conform to a system. A disempowering system that teaches us to always strive for some future state or circumstance to validate our being.

Evidence-based learning helped my learners shift the focus from “playing school” to “achieving a standard.” However, when I threw out grades completely and purged classwork of numbers to achieve, my students started to learn for the sake of learning. They began to attempt class work with a new mindset—one of collegiality and growth, not compliance and immobility.

At Vicky Driving School, We pride ourselves on our high standard of driving lessons. By learning with Vicky Driving School, Learners are ensuring the best chance of success and many years of safe driving on the road! Our instructors understand individual needs, so that we have designed the lessons according to our students. We also offer the refresher and practice driving lessons to build confidence and experience on the road. Vicky Driving School qualified, experienced driving instructors offer well-structured yet relatively cheap driving lessons anywhere in Melbourne. Visit our website now and book your driving lessons. Contact No: 452061221 Address: Victoria 3064 Australia

At other charter networks, the changes made to boost college success might look a little different, but they share one commonality: making students more independent learners and thus more likely to survive on a college campus. At Boston’s Brooke Charter Schools, for example, which just launched its first high school and has yet to send any graduates to college, the mindset begins in the earliest grades. During one visit there, I watched fourth-grade teacher Heidi Deck practice “flipped instruction,” in which students, when presented with a new problem, are first asked to solve it on their own, armed only with the tools of lessons learned from previous problems. “We really push kids to be engaged with the struggle,” said Deck. Next, she invites them to collaborate with one another to solve the problem, followed by more individual attempts to do the same. Always, Deck expects the students to figure out the puzzle. This is exactly the opposite of the most common approach to instruction, in which teachers demonstrate and then have students practice what they just watched. That’s dubbed the “I do —we do —you do” approach. With flipped instruction —and the many other teacher innovations here —“kids have to do the logical work of figuring something out rather than repeating what the teacher does,” said Brooke’s chief academic officer, Kimberly Steadman. The goal: Starting with its Class of 2020, the first graduating class Brooke sends off to college, all its students will be independent learners, able to roll with the surprises that confront all college students, especially first-generation college-goers.

There is a fascinating passage in Nietzche’s Twilight of the Idols that is one of the great passages in philosophical literature, and you don’t have to agree with anything else Nietzsche says, but this is a real gem: Writing about education in Germany in the 1880s, which very much describes our educational situation today, he says: “I shall straightaway set down the three tasks for the sake of which one requires educators. One has to learn to see, one has to learn to think, one has to learn to speak and write: the end in all three is a noble culture. Learning to see – habituating the eye to repose, to patience, to letting things come to it; learning to defer judgment, to investigate and comprehend the individual case in all its aspects. This is the first preliminary schooling in spirituality; not to react immediately to a stimulus, but to have the restraining, stock-taking instincts in one’s control. Learning to see, as I understand it, is almost what is called in unphilosophical language ‘strong will-power’: the essence of it is precisely not to ‘will,’ the ability to defer decision. All unspirituality, all vulgarity, is due to the incapacity to resist a stimulus – one has to react, one obeys every impulse.” He later says, with great psychological insight, “almost everything which we crudely name ‘vice’ is merely this physiological incapacity not to react.” He further states: “A practical application of having learned to see: one will have become slow, mistrustful, resistant as a learner in general. Jeff Nyquist

A ministerial report published in May 2016 found ‘widespread practices of improper and unfair influence affecting the outcomes of the appointment of educators’, and that the ‘current process for selecting candidates for appointment in the education sector is riddled with inconsistencies’. It concluded that ‘where authority is weak, inefficient and dilatory, teacher unions [the South African Democratic Teachers’ Union, SADTU] move into the available spaces and determine policies, priorities and appointments, achieving undue influence over matters which primarily should be the responsibility of the Department [of Basic Education]’.155 The report followed widespread coverage of corruption and abuse of learners, including teachers paying union officials to appoint them to senior positions, and demands for sex in return for jobs. A January 2017 article in The Economist (‘South Africa has one of the world’s worst education systems’) found that: ‘A shocking 27% of pupils who have attended school for six years cannot read, compared with 4% in Tanzania and 19% in Zimbabwe. After five years of school about half cannot work out that 24 divided by three is eight. Only 37% of children starting school go on to pass the matriculation exam; just 4% earn a degree.’156

The county had reduced high-school transportation, eliminated all middle school sports, and was seeking $77 million more from the state for the year’s English Language Learners instruction.

item 5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.” As

The school’s staff had become convinced that “in order to produce 21st century learners, we could not use 18th century methods.

Children with dyslexia are capable learners who manifest some abilities well ahead of their peers, but their brains simply are not constructed for early reading. They need an enriched learning environment to fuel their inherent curiosity and thirst for knowledge. If they cannot find intellectual stimulation at school, parents should work to provide it at home. Reading

To begin, look over the chapters by glancing at the content on the pages. Set aside about 30 minutes every four to five hours or three times a day and look at the bold words, pictures, and highlighted sentences. Nursing exams generally test on multiple chapters so it is important you start this process as soon as you can. Ideally, begin immediately after you have taken your last exam so you can get a head start on new material. This step helps you recognize the words and familiarizes you with the content. After several times of looking at a word read the definition. As you read the definition notice how you are able to focus on what the word means. Doing this simple step can eliminate reading without understanding. We must see a word several times before our brain flags it as important. That is why after the third or fourth time you look over information you finally say to yourself, “Okay, I have heard and seen this several times and I must know more about it!” Once you have reached that point you will find yourself directing all of your attention to the word’s definition. And that motivation is because you have seen it so many times. There is still a problem though, because in nursing school there are thousands upon thousands of words. By just reading you rely on vision to get you through and retain all of this knowledge. Although this is possible, and has probably worked in the past, this is not an ideal way to study for nursing classes. After you look at the words and read the definitions a few times, go back and underline each word and definition. This helps you engage the body by adding movement. Then say the words and definitions out loud. Doing so engages the three senses of sight, touch, and sound. You are also using all three learning styles, which are visual, auditory, and kinesthetic. No matter what type of learner you are predominately, if you constantly use all three styles it helps to lock the information into your brain. I have also noticed that these steps train you to have a photographic memory. This is especially important when there is a long chart you need to memorize. For example, in pediatric nursing you need to know a very extensive growth and development chart, and if you do not have kids yet it can be extremely foreign. At first, incorporating this new study method may be challenging. But once you start using it and see your exam results rise, you will never turn back. After

The one that we’re involved with is that kids are natural learners. That’s the paradigm we know is true, and modern brain research reinforces that at every step. But the one that schools operate under almost everywhere is that kids are naturally lazy and need to be forced to learn. What happens over the course of seven or eight years is that this becomes self-fulfilling. If you force kids to learn things they’re not interested in for seven or eight years, after a while you tend to extinguish that natural ability to learn.

When I told my parents that I was going to sea, they didn’t ask any questions and seemed to take it all for granted. It was hard for me to believe that I had graduated from High School the week before and was now a crewmember on a Dutch ship. Everything had happened extremely fast. On the very same day that I was hired, without even having a passport, I was on this foreign flagship bound for Le Havre and Rotterdam. This was my first job aboard ship and now I found myself heading down the Hudson River, past the Statue of Liberty. There wasn’t much time for sightseeing since the dinner chimes had been rung and the few passengers we had were coming into the dining room. No one had explained my duties but I watched the other stewards and followed suit. I must have been a fast learner since amazingly enough all went well, and before I knew it the dining room was empty and it was cleanup time. I’m certain that having worked in my uncle’s restaurants helped but I’m glad I survived without any major mishaps. I knew that tomorrow would go even smoother, now that I understood the routine. For me, it was my first seagoing adventure! Being the youngest and newest crewmember on the ship earned me a bunk four tiers up against the bulkhead, next to the chain locker. You couldn’t get any farther forward, which made me feel that I would be the first to get to where the ship was going. I didn’t take into account that it would also be the first part of the ship that would slam into the sea or anything else that got in the way, but such was the life of a novice seaman.

Experience is a sacred education.

virtually all students would benefit from the kinds of meaning-making, problem-solving, logical-thinking and transfer-of-learning curriculum and instruction usually reserved for advanced learners.

Establishing a student-centered learning culture means creating the conditions and ethos that best support every learner’s ability to master a high-challenge, standards-based curriculum. Through a variety of means—including developing high teacher expectations for each student, creating a safe and orderly learning environment, providing academic press along with meaningful academic and social supports, affording supportive peer norms, and fostering helpful and respectful relationships—teachers and principals can re-boot their school’s culture in ways that advance the likelihood of every child’s academic success.

Research finds that children who experience chronic adversity fare better or recover more successfully when they have a positive, stable emotional relationship with a competent adult, are good learners and problem solvers, are likeable, and have areas of competence and perceived efficacy valued by self or society.

We do not believe that most educators or schools or communities are hostile to the needs of gifted learners. Rather, most people are simply indifferent.

our learners are disproportionately likely to come from independent or suburban schools serving affluent students. Perhaps we aren’t offering the right courses or marketing in the right way to recruit learners serving the most vulnerable learners, or perhaps educators in well-resourced schools simply have more time and professional development support to take our courses. Social inequality is a tenacious feature of educational systems.

I have a friend from my graduate school days at The Ohio State University whom we nicknamed Aladdin. Aladdin and I took a number of Arabic classes together. Every now and then, we would play pick-up basketball at the university gym. Aladdin couldn’t shoot, but he was one of the quickest, most intense defenders I have ever seen. One day, he went high up for a layup at 100 mph, bumped a defender, and fell square on his head. Aladdin lay there motionless for a few minutes before gingerly getting up. He had apparently suffered a concussion. We drove him to the ER, before he decided in the reception that he felt okay enough to go home. I’ll never forget, while we were leaving the gym and during the car ride, Aladdin kept asking people to speak Arabic to him. I probably heard the phrase “Speak Arabic to me, Binyamin! [my Arabic name]” at least two dozen times. Aladdin, in his dizzied and confused state, waiting to be seen for a potentially serious injury, was afraid that he had forgotten Arabic. The next day Aladdin texted everyone saying he felt fine. In hindsight, this story is a comical illustration of every language learner’s worst fear: losing the skills they worked so hard to acquire. As it turns out, Aladdin didn’t forget Arabic and currently lives in Dubai.

In business, as in school, people from principles-first cultures generally want to understand the why behind their boss’s request before they move to action. Meanwhile, applications-first learners tend to focus less on the why and more on the how.

NIOS OPEN SCHOOLING ADMISSION BENEFITS FOR 10TH & 12TH CLASS IN GURGAON, BASAI, PATAUDI, BHIWADI NIOS (National Institute of Open Schooling) Open School Education offers numerous benefits that contribute to a flexible and inclusive learning environment. Here are 20 key advantages of NIOS Open School Education: Flexibility: NIOS provides a flexible education system that allows learners to study at their own pace and convenience, accommodating individual needs and circumstances. Alternative Learning: It offers an alternative path to education for those who couldn’t complete formal schooling or wish to pursue education alongside other commitments. Accreditation: NIOS is a recognized board of education in India, ensuring that its certificates and diplomas hold equal value as those obtained from other traditional boards. Recognition of Prior Learning: NIOS acknowledges the knowledge and skills gained through life experiences, allowing learners to obtain credits for their existing expertise. Inclusive Education: NIOS embraces inclusivity by providing educational opportunities to differently-abled individuals, dropouts, and those in remote areas, enabling them to access quality education. ADMISSION OPEN FROM 1st ARPIL 2023-24 For more information for admission & and guidance please contact us on +91 9716451127, 9560957631