Little Learners Quotes

Develop into a lifelong self-learner through voracious reading; cultivate curiosity and strive to become a little wiser every day.

Oftentimes the thing that makes the difference between a good student and a poor one, a good learner or a bored human being, is just a little curiosity. If you have it, cultivate it, feed it. Never let it go. If you do not have it - get it. Wonder, watch, ask questions, be alive. It's just that simple

I’ve always been a slow learner in some areas of my life.mostly the areas known as myself. Or maybe I should say ‘selves.’because the fact is, I’ve never, even as a child, felt I’m only one self, only one person. I’ve always felt I’m quite a few more than one. For example, there’s my jokey self, there’s my morose and fed-up self,there’s my lewd and disgusting self. There’s my clever-clogs self, and my fading-violet-who-cant-make-up-her-mind-about-anything self. There’s my untidy-clothes-everywhere-all-over-my-room self, and my manically tidy self when I want my room to be minimalist and Zen to the nth degree. There’s my confidant, arrogant self and my polite and reasonable and good listener self. There’s my self-righteous self and my wickedly bad self, my flaky self and my bsentimental self. There are selfs I like and selfs I don’t like.there’s my little-girl selfnwhonlikes to play silly games and there’s my old-woman self when I’m quite sure I’m eighty and edging towards geriatric. The self I show in action at any moment depends on where I am, who I’m with, the circumstances of the situation and the mood I’m in.

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.

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.

She can be taught.' 'She's a quick learner,' I retort. 'That remains to be seen.' He backs up two steps, putting a little space between us before crooking his fingers at me again. 'You're made your damn point,' I snap loud enough that I hear Imogen gasp. 'Trust me, I've barely gotten started.

one thing I've learner," she said, "you have to talk about these things while they're fresh. Or you'll never talk about them. I'm going to teach you how to talk about them, because it's going to get harder and harder the longer you wait, and it's going to fester inside you, and you're always going to think you're to blame. You'll be wrong, of course, but you'll always think it.

What about you, Jude?” a few people had asked him, early in the term, and he knew enough by then—he was a fast learner—to simply shrug and say, with a smile, “It’s too boring to get into.” He was astonished but relieved by how easily they accepted that, and grateful too for their self-absorption. None of them really wanted to listen to someone else’s story anyway; they only wanted to tell their own.

That’s not what it’s all about. In fact, it seems we tend to misun- derstand the very meaning of the word education. Education comes from the Latin word educare, which literally means “led out,” in the sense of being drawn forth. I find that little tidbit really interesting, because we don’t generally think of educa- tion in that sense—of drawing forth something from the learner. Instead, it’s far more common to see education treated as some- thing that’s done to the learner—as something that’s poured in, not drawn out. This model is especially popular in corporate train- ing, with a technique that’s known as sheep dip training.

. . . I should prepare and smooth the path of learning till she could glide along it without the least exertion to herself: which I could not, for nothing can be taught to any purpose without some little exertion on the part of the learner.

On some intuitive level, I knew that learning had to be more than the mastery of facts. I've experienced it as an adult. I become consumed with a subject like quilting or preparing yogurt cultures, and that topic takes over my life - fabric scraps scattered on the floor, little jars of white sludge cuddled by blankets on my kitchen countertops. When I learned to play guitar in my thirties, no one had to schedule my practices. My guitar lived on a stand in the living room and I tormented our ears multiple times a day until my fingers bled. Passion for learning has that fiery, consuming, can't-stop quality.

Great thinkers don’t harbor doubts because they’re impostors. They maintain doubts because they know we’re all partially blind and they’re committed to improving their sight. They don’t boast about how much they know; they marvel at how little they understand. They’re aware that each answer raises new questions, and the quest for knowledge is never finished. A mark of lifelong learners is recognizing that they can learn something from everyone they meet. Arrogance leaves us blind to our weaknesses. Humility is a reflective lens: it helps us see them clearly. Confident humility is a corrective lens: it enables us to overcome those weaknesses.

How did that proverb go, the one that Nanny singsonged to her years ago, in the nursery? Born in the morning, Woe without warning; Afternoon child Woeful and wild; Born in the evening, Woe ends in grieving. Night baby borning Same as the morning. But she remembered this as a joke, fondly. Woe is the natural end of life, yet we go on having babies. No, said Nanny, an echo in Melena's mind(and editorializing as usual): No, no, you pretty little pampered hussy. We don't go one having babies, that's quite apparent. We only have babies when we're young enough not to know how grim life turns out. Once we really get the full measure of it - we're slow learners, we women - we dry up in disgust and sensibly halt production. But men don't dry up, Melena objected; they can father to the death. Ah, we're slow learners, Nanny countered. But they can't learn at all.

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.

In the world of togas, sandals, the Parthenon, temples, and little white homes perched on hillsides overlooking the sea, discipleship permeated Greek life-from aristocrats to peasants, from philosophers to tradesmen. In the first century, the apostle Paul stood on Mars Hill and said, "Men of Athens! I see that in every way you are very religious.... I even found an altar with this inscription: TO AN UNKNOWN GOD. Now what you worship as something unknown I am going to proclaim to you" (Acts 17:22-23). Paul's speech demonstrates that the Greek philosophers were confused about God. But they were also astute in passing on their confusion as they lived out discipleship and even created some of its language and technique. The Greek masters' use of mathetes, or disciple: As explored in chapter 1, mathetes is translated "disciple." We can find the concept of disciple-a person following a master-among the great masters of Greece. Plato, Socrates, and Herodotus all used disciple to mean "learner" or "one who is a diligent student." These and other Greek philosophers generally understood that the disciple's life involved apprenticeship, a relationship of submission, and a life of demanding

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?

I woke to find the sun streaming through the bedroom window. Looking up with one eye opened and the other still closed, I saw that Luca was awake, lying on one side and looking down on me. “Good morning. Do you want to talk Adriana?” “No, I just want to fuck. Oh, good morning by the way.” “For a prospective sub you are becoming a little demanding.” “Sorry, am I not supposed to want sex?” “There’s absolutely nothing wrong with you wanting sex, in fact it is a condition of you being here in bed with me. It’s just that a good little sub waits to be asked.” “Sorry. Then of course I will withdraw that demand and lie here to await your pleasure.” “Good, a fast learner, that’s what I like.

Again you must learn the point which comes next. Every circle, of those which are by the act of man drawn or even turned on a lathe, is full of that which is opposite to the fifth thing. For everywhere it has contact with the straight. But the circle itself, we say, has nothing in either smaller or greater, of that which is its opposite. We say also that the name is not a thing of permanence for any of them, and that nothing prevents the things now called round from being called straight, and the straight things round; for those who make changes and call things by opposite names, nothing will be less permanent (than a name). Again with regard to the definition, if it is made up of names and verbal forms, the same remark holds that there is no sufficiently durable permanence in it. And there is no end to the instances of the ambiguity from which each of the four suffers; but the greatest of them is that which we mentioned a little earlier, that, whereas there are two things, that which has real being, and that which is only a quality, when the soul is seeking to know, not the quality, but the essence, each of the four, presenting to the soul by word and in act that which it is not seeking (i.e., the quality), a thing open to refutation by the senses, being merely the thing presented to the soul in each particular case whether by statement or the act of showing, fills, one may say, every man with puzzlement and perplexity. [...] But in subjects where we try to compel a man to give a clear answer about the fifth, any one of those who are capable of overthrowing an antagonist gets the better of us, and makes the man, who gives an exposition in speech or writing or in replies to questions, appear to most of his hearers to know nothing of the things on which he is attempting to write or speak; for they are sometimes not aware that it is not the mind of the writer or speaker which is proved to be at fault, but the defective nature of each of the four instruments. The process however of dealing with all of these, as the mind moves up and down to each in turn, does after much effort give birth in a well-constituted mind to knowledge of that which is well constituted. [...] Therefore, if men are not by nature kinship allied to justice and all other things that are honourable, though they may be good at learning and remembering other knowledge of various kinds-or if they have the kinship but are slow learners and have no memory-none of all these will ever learn to the full the truth about virtue and vice. For both must be learnt together; and together also must be learnt, by complete and long continued study, as I said at the beginning, the true and the false about all that has real being. After much effort, as names, definitions, sights, and other data of sense, are brought into contact and friction one with another, in the course of scrutiny and kindly testing by men who proceed by question and answer without ill will, with a sudden flash there shines forth understanding about every problem, and an intelligence whose efforts reach the furthest limits of human powers. Therefore every man of worth, when dealing with matters of worth, will be far from exposing them to ill feeling and misunderstanding among men by committing them to writing. In one word, then, it may be known from this that, if one sees written treatises composed by anyone, either the laws of a lawgiver, or in any other form whatever, these are not for that man the things of most worth, if he is a man of worth, but that his treasures are laid up in the fairest spot that he possesses. But if these things were worked at by him as things of real worth, and committed to writing, then surely, not gods, but men "have themselves bereft him of his wits".

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.

It makes little sense to focus on the end point—graduation and graduation rates—if you can’t get the beginning right.

When students become valued clients instead of learners, they gain a great deal of self-esteem, but precious little knowledge; worse, they do not develop the habits of critical thinking that would allow them to continue to learn and to evaluate the kinds of complex issues on which they will have to deliberate and vote as citizens.

But she remembered this as a joke, fondly. Woe is the natural end of life, yet we go on having babies. No, said Nanny, an echo in Melena's mind (and editorializing as usual): No, no, you pretty little pampered hussy. We don't go on having babies, that's quite apparent. We only have babies when we're young enough not to know how grim life turns out. Once we really get the full measure of it we're slow learners, we women-we dry up in disgust and sensibly halt production. But men don't dry up, Melena objected; they can father to the death. Ah, we're slow learners, Nanny countered. But they can't learn at all.

A strange creature stands in front of her. About three feet tall with large pointy ears and yellow eyes, it looks up at her with shrewdness. It wears a wool cap and has a long white beard that passes its pudgy belly. The beard is filled with braids, beads, and a pocket watch. She gasps, “Is that an elf?” The creature draws itself up to its full height. “An elf! You call me an elf? I am no elf, little girl! I am no faery slave! I am a goblin! Finiki the Goblin!” It turns to the copper-haired man with a scowl. “Did you hear that, Tristan? An elf! Your girl called me an elf!” Tristan runs a hand through his hair. “Leave her be, Finiki. Why don’t you go and check on Foresto – “ “The ogre?” Brie asks. He hesitates before looking down at her with slightly widened eyes, seeming surprised she knew who he was speaking of. “The ogre,” he finally confirms, then adds, “You’re a fast learner.” Trying to be subtle as to not turn his short temper onto her, she tilts her head towards the stout creature that stands in front of them. “You people have a goblin. An ogre isn’t that far-fetched.

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.

We understand that there are specific requirements all pet owners have. If you're looking to train the 'naughtiness' out of your dog, have them better behaved when visitors come over or teach them to use the bathroom a little better, we have dog training classes for you. We provide group training for owners who'd like to see how others act toward their pets and to get some ideas of their own. At-home classes are available if you'd like to specialise your training for your home in particular.

And I accepted the job without consulting Shelley. Yeah, I’m a slow learner! Fast-forward to today. It’s been an incredible ride. It took the better part of five years to feel like we were stabilized. It took seven years for Shelley to say she actually respected me. It took eight years for her to say that if we had to go through it all over again, she would still choose me. It took nine years for her to say that my sexual addiction was one of the best things that ever happened to her. My jaw hit the floor when she said that. Today, as I write this, it’s a little over ten years since the mocha hit the fan. We have seen God’s amazing redemption play out, and our marriage is special. We’re still trying to figure out intimacy, still working through painful memories of the past, still leaning into conflict. And trust, well, trust has been and is still being restored. It’s an ongoing thing, which is exactly what prompted my penning this book. This book is in so many ways a “don’t do what I did” manuscript. It is the culmination of a decade of trial and error. My hope is that it will give you the courage you need to lean into the trials and make fewer errors than I did.

Anyway, I figured there was no better way to make Mason a hero than having him save the mayor’s wife. That’s why I paid someone to attack her while she was running. Mason was supposed to stumble on them and make it look like he saved her. Throw him off her, and she’d tell the frightened story of how he’d rescued her. We practiced the throw hundreds of times just like we’d practiced for all his psychological tests. He learned it almost as fast as he’d learned how to not react to physical pain. Mason’s always been such a fast learner, especially if you take away his food, and he’ll do just about anything for kisses—real ones or chocolate. I can’t believe this is happening after I was so careful. I took my time finding the right guy for the job. Nothing about it was rushed or hurried. I responded to lots of different handyman ads on Craigslist and screened each one thoroughly before letting anyone near my house. Even fewer got selected for the job, and then I watched them for weeks, testing them out on little tasks first to see if they could be trusted. I was so cautious and careful, but I knew something had gone horribly wrong from the moment Simon instead of the guy I hired from Craigslist stepped out from behind the trees. It’s only gotten worse since.

More recently, autism has been seen by some as a neurological difference and not necessarily a disorder at all. According to the Autistic Self Advocacy Network (ASAN 2022, About Autism section): Autism is a developmental disability [which is a natural part of human diversity] that affects how we experience the world around us. Autistic people are an important part of the world. Autism is a normal part of life, and makes us who we are… Autistic people are born autistic and we will be autistic our whole lives… There is no one way to be autistic. Some autistic people can speak, and some autistic people need to communicate in other ways. Some autistic people also have intellectual disabilities and some autistic people don’t. Some autistic people need a lot of help in their day-to-day lives, and some autistic people only need a little help. All of these people are autistic, because there is no right or wrong way to be autistic. All of us experience autism differently, but we all contribute to the world in meaningful ways. We all deserve understanding and acceptance.

To sum up: Practice challenging things first when you have the most energy. Review current skills at the end of the practice session when you have little energy left.

Parenting: The Roller Coaster Ride of Joy, Chaos, and Sticky Fingers

When you design you imagine, refine, and communicate something that currently doesn’t exist. The creation process is often unpredictable, messy, confusing, and ambiguous up until the last moment. To become a UX Designer you must learn to embrace the beauty of ambiguity. To come up with something new the process of creation has to be unclear, at least for a little while. You must learn to trust that your process, methods, experience, and judgement will eventually help you find your way out of the woods.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

Study 22: Learner language and proficiency level George Yule and Doris Macdonald (1990) investigated whether the role that different proficiency-level learners play in a two-way communication task led to differences in their interactive behaviour. They set up a task that required two learners to communicate information about the location of different buildings on a map and the route to get there. One learner, referred to as the ‘sender’, had a map with a delivery route on it, and this speaker’s job was to describe the delivery route to the ‘receiver’ so that he or she could draw the delivery route on a similar map. The task was made more challenging by the fact that there were minor differences between the two maps. To determine whether there would be any difference in the interactions according to the relative proficiency of the 40 adult participants, different types of learners were paired together. One group had high-proficiency learners in the ‘sender’ role and low-proficiency learners in the ‘receiver’ role; the other group had low-proficiency ‘senders’ paired with high-proficiency ‘receivers’. When low-proficiency learners were senders, interactions were considerably longer and more varied than when high-proficiency learners were the senders. The explanation for this was that high-proficiency senders tended to act as if the lower-level receiver had little contribution to make in the completion of the task. As a result, the lower-level receivers were almost forced to play a passive role and said very little. When lower-level learners were the senders however, much more negotiation for meaning and a greater variety of interactions between the two speakers took place. Based on these findings, Yule and Macdonald suggest that teachers should sometimes place more advanced students in less dominant roles in paired activities with lower-level learners.

The deeper problem, however, is that most learners start out knowing too little, and no amount of knob-twiddling will get them to the finish line.

Some theorists have argued that second language learners, like children learning their first language, can learn a great deal of vocabulary with little intentional effort. Stephen Krashen (1989) has asserted that the best source of vocabulary growth is reading for pleasure. There is no doubt that reading is an important potential source of vocabulary development for second language learners as it is for first language learners. However, there are some problems with the notion that vocabulary growth through reading requires little effort. As noted above, it is difficult to infer the meaning of a new word from reading unless one already knows 95 per cent or more of the other words, and learners usually need to have many meaningful encounters with a word before they recognize it in new contexts or produce it in their own speaking and writing. As we saw in Chapter 1, Dee Gardner’s (2004) research demonstrates that certain types of words are rare in narratives. Thus, students who read mainly fiction may have little chance of learning words that are essential for their academic pursuits. Conversely, reading mainly science texts will not provide many opportunities to learn the vocabulary of social interaction.

learners’ beliefs about the kind of instruction that is best can influence their satisfaction and success. The grammar translation approach is useful for the study of grammar and vocabulary and can be valuable for understanding important cultural texts. The audiolingual approach with its emphasis on speaking and listening was used successfully with highly motivated adult learners in intensive training programmes for government personnel in the United States. However, there is little classroom research to support such approaches for students in ordinary school programmes that must serve the needs of students who bring different levels of motivation and aptitude to the classroom.

Dick Allwright (1988) reports on a student in a class who said little or nothing during the course of a semester, but who scored highest in the end-of-course speaking test, leading Allwright to conclude that, for some learners, at least, language acquisition is ‘a spectator sport’.

in lexicography, as in other arts, naked science is too delicate for the purposes of life. The value of a work must be estimated by its use; it is not enough that a dictionary delights the critick, unless, at the same time, it instructs the learner; as it is to little purpose that an engine amuses the philosopher by the subtilty of its mechanism, if it requires so much knowledge in its application as to be of no advantage to the common workman.

Jack?” Preacher asked. Jack looked up. “Aw, did you do it again? Did you wash the bar sink with that disinfectant and then touch your eyes? Christ, you are the slowest learner I know. Come on, come on over here and we’ll rinse ’em. Flush ’em out.” “They’re rinsed,” Jack said quietly. “It’ll be fine.” “You gotta watch that, man! You’re gonna go blind, for God’s sake.” “I got it. I need a rack of glasses,” Jack said, sniffing. “I just put a rack out there not five minutes ago,” Preacher said. Jack ground his teeth. Inside he felt as if he’d just been born. But he said, “Gimme a rack of goddamn glasses, all right?” “Sure,” Preacher said. “If you drink a little of that disinfectant, might kill the bug up your ass.

A highly structured, prescriptive model of sheltering and scaffolding is not necessary for effectively educating English learners. In fact, mandating any approach that allows for little deviation is likely to be counterproductive. Just as explicit instruction encourages passive learning, tightly scripted lessons encourage passive teaching.

sheltered classes are for intermediate [language learners], not beginners.” The reason should be obvious: “It is extremely difficult to teach subject matter to those who have acquired none or little of the language. Beginners should be in regular ESL, where they are assured of comprehensible input.”63 Unrealistic language demands create, in effect, a sink-or-swim situation, in which academic learning is minimal.

He was not a bad baby, not at all, but he didn’t seem nearly as clever as Lily Anne. His little blue eyes didn’t have the same intelligent gleam in them, and it seemed to me that, from a purely objective point of view, his motor skills were not as advanced as hers had been at the same age. Maybe there was nothing to the Montessori thing after all. Or maybe he was just a slow learner—and there was really nothing actually wrong with that. After all, perfection is far from universal, and there could be only one Lily Anne. Nicholas was still my nephew, and allowances must be made for children less gifted. So

Using authentic texts that are too difficult for most language learners, is a little like learning to play the piano. Learners start with easy pieces. Teachers do not ask their pupils to move straight on to music by

need to cultivate persistent, purposeful, focused effort to be lifelong learners. On the one hand, a student can rely too heavily on talent and natural abilities, resulting in little effort because he or she is already “good.” On the other hand, some students refuse to try because they feel their situation is hopeless.

Great thinkers don’t harbor doubts because they’re impostors. They maintain doubts because they know we’re all partially blind and they’re committed to improving their sight. They don’t boast about how much they know; they marvel at how little they understand. They’re aware that each answer raises new questions, and the quest for knowledge is never finished. A mark of lifelong learners is recognizing that they can learn something from everyone they meet.

Dear Jesus, I pray you will show me the importance of humbling myself like a little child. Instead of instructor today, help me put on the hat of “learner.” Use my children, Lord, to teach me more about you. Use their words to point me to your Word. Use their freedom to infuse freedom into my heart.

To prosper, colleges need to become more like cathedrals. They need to build beautiful places, real and virtual, that learners return to throughout their lives. They need to create authentic human communities and form relationships with people based on the never-ending project of learning. They need to do it in ways that are affordable and meaningful for large numbers of people. The idea of “applying to” and “graduating from” colleges won’t make as much sense in the future. People will join colleges and other learning organizations for as long or as little time as they need.

A typical samurai calls a literary savant a book-smelling sot. Another compares learning to an ill-smelling vegetable that must be boiled and boiled before it is fit for use. A man who has read a little smells a little pedantic, and a man who has read much smells yet more so; both are alike unpleasant. The writer meant thereby that knowledge becomes really such only when it is assimilated in the mind of the learner and shows in his character. An intellectual specialist was considered a machine. Intellect itself was considered subordinate to ethical emotion. Man and the universe were conceived to be alike spiritual and ethical.

One of the greatest challenges educators and parents face is getting students engaged in their own learning. Particularly in middle school and high school, a large segment of students is doing as little as possible to get by. Even some top students take what Ned calls a “station-to-station” attitude, refusing to do anything that doesn’t contribute to a grade.2 We’re not raising curious learners who are motivated to develop their own minds. We’re raising kids who are overly focused on metrics and outcomes. The best thing you can do to facilitate engagement in the classroom may be to give your kid autonomy outside of it.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

When they called me in for an interview, I knew I had a chance, because I did well with first impressions, particularly when sober. It was everything following the first impression that troubled me. I could give you what you wanted. I just couldn’t keep giving it to you. Sitting across from me in a large conference room, an extremely put-together, reserved woman with long, curly brown hair asked, “What experience do you have with administrative work?” She wants honesty. “Well, I spent a summer as an intern at an office supplies business, but I don’t have a ton of experience.” I smiled and made a little face, as if to say, Can I really say that? As if I were a bit coy. “I graduated from UC Davis about a year ago, but stayed home with my baby,” I continued, “but I am a quick learner. I am very thorough.” My mother had told me once while I was sweeping out our motor home that I was “very thorough.” I stuck with it. “What do you think your greatest asset is?” She offered a quick smile between jotting notes. I noticed she was left-handed and that her blouse perfectly matched her cardigan. Humility. Tie it in with the honesty, Janelle. “I am willing to do whatever it takes to get the job done. If the firm needs me to scrub toilets, I’ll do it. I’m here to work and I don’t have too much ego wrapped up in that.” She smiled again, and I felt bolstered. You’re doing great, Janelle. “We are extremely focused on collaboration. What is your greatest weakness?” Captain Morgan. Nope. Don’t say that. “Oh, well, I think it must be that I can be a bit of a perfectionist. I don’t want to let things go if they aren’t perfect, or close, you know? So sometimes I get frustrated with people who don’t have the same focus as I do.” I failed to mention that I thought most people around me were fucking idiots who should lose their jobs. That if I thought things, they were true, even if I had no evidence for them, and that, frankly, I was not exactly shining in my own life, and threatened to leave my husband on the daily. And, speaking of daily, I drank at that exact interval, and used to chase my brother around the house with a large kitchen knife. I kept all that to myself and crossed my legs.

Christians hear a lot, but I fear they learn little. In the parable of the sower,1 there were four types of soil but only one good soil, and in the same way, there are many hearers but few learners.

Such an intellectualist model of the human person—one that reduces us to mere intellect—assumes that learning (and hence discipleship) is primarily a matter of depositing ideas and beliefs into mind-containers. Critical education theorist bell hooks, echoing Paulo Freire, calls this a “banking” model of education: we treat human learners as if they are safe-deposit boxes for knowledge and ideas, mere intellectual receptacles for beliefs. We then think of action as a kind of “withdrawal” from this bank of knowledge, as if our action and behavior were always the outcome of conscious, deliberate, rational reflection that ends with a choice—as if our behavior were basically the conclusion to a little syllogism in our head whereby we think our way through the world.

If the school represents the free competition of all producers as the most effectual means for promoting the prosperity of the human race, it is quite right from the point of view which it assumes. On the hypothesis of a universal union, every restriction on the honest exchange of goods between various countries seems unreasonable and injurious. But so long as other nations subordinate the interests of the human race as a whole to their national interests, it is folly to speak of free competition among the individuals of various nations! The arguments of the school in favour of free competition are thus only applicable to the exchange between those who belong to one and the same nation. Every great nation, therefore, must endeavour to form an aggregate within itself, which will enter into commercial intercourse with other similar ageregates so far only as that intercourse is suitable to the interests of its own special community. These interests of the community are, however, infinitely different from the private interests of all the separate individuals of the nation, if each individual is to be regarded as existing for himself alone and not in the character of a member of the national community, if we regard (as Smith and Say do) individuals as mere producers and consumers, not citizens of states or members of nations; for as such, mere individuals do not concern themselves for the prosperity of future generations — they deem it foolish to make certain and present sacrifices in order to endeavour to obtain a benefit which is as yet uncertain and lying in the vast field of the future (if even it possess any value at all); they care but little for the continuance of the nation — they would expose the ships of their merchants to become the prey of every bold pirate — they trouble themselves but little about the power, the honour, or the glory of the nation, at the most they can persuade themselves io make some material sacrifices for the education of their children, and to give them the opportunity of learning a trade, provided always that after the lapse of a few years the learners are placed in a position to earn to earn their own bread.

Knowledge is something we can all increase, but only slowly. People who haven’t stayed mentally active have little hope of catching up to lifelong learners.

As a twenty-first century human, you need to know how to navigate social relationships, get along with technology, stay informed about politics, obey laws, balance your finances, make smart career decisions, choose a healthy diet, and about a million other little skills that help you thrive in today’s world.

When we were children, our mothers taught us to call that looking-at-the-school bus experience yellow, and being compliant little learners, we did as we were told. We were pleased when it later turned out that everyone else in the kindergarten claimed to experience yellow when they looked at a bus too. But these shared labels may mask the fact that our actual experiences of yellow are quite different, which is why many people do not discover that they are color-blind until late in life when an ophthalmologist notices that they do not make the distinctions that others seem to make. So while it seems rather unlikely that human beings have radically different experiences when they look at a school bus, when they hear a baby cry, or when they smell a former skunk, it is possible, and if you want to believe it, then you have every right and no one who values her time should try to reason with you.

Great thinkers don’t harbor doubts because they’re impostors. They maintain doubts because they know we’re all partially blind and they’re committed to improving their sight. They don’t boast about how much they know; they marvel at how little they understand. They’re aware that each answer raises new questions, and the quest for knowledge is never finished. A mark of lifelong learners is recognizing that they can learn something from everyone they meet. Arrogance leaves us blind to our weaknesses. Humility is a reflective lens: it helps us see them clearly. Confident humility is a corrective

And yet the result has not been a greater respect for knowledge, but the growth of an irrational conviction among Americans that everyone is as smart as everyone else. This is the opposite of education, which should aim to make people, no matter how smart or accomplished they are, learners for the rest of their lives. Rather, we now live in a society where the acquisition of even a little learning is the endpoint, rather than the beginning, of education. And this is a dangerous thing.

To ask a question is to invest in attentiveness, to declare a stake in the answer and that is one of the many gifts of chess; you cease to be a passive recipient of information and become an active learner, an intrinsically rewarding experience. Playing chess is about posing questions to the opponent, and answering the questions they pose you. The little questions are always nested inside bigger ones. As you get better at the game you zoom into the most important questions quickly and you can sense that they are the most important questions because they speak to the conceptual ambiguity that holds your attention. Your overall question is, how can I check mate the opponents king? But the recurring questions that help you answer that include; What am I trying to achieve here? What happens if I go there? What do I do now? How will he respond to that? What does that knight want? The anti-philosopher Frederick Nietzsche saw more deeply into questions than most. We only hear those questions for which we are in a position to find answers.

Worries genius or happy simpleton? The moment you get caught with the reading bug and learning, you get addicted to it, and you have to know that your mind is going to process stuff and the debate starts happening [in the head] and it’s forever— it never stops. You lose a little bit of happiness when you get too interested in wanting to get certain questions answered in life because it’s never going to end. If you choose to subscribe to wanting to be a lifelong learner you must be ready to lose some happiness and freedom that you once had when you didn’t know everything.

Worried genius or happy simpleton? The moment you get caught with the reading bug and learning, you get addicted to it, and you have to know that your mind is going to process stuff and the debate starts happening [in the head] and it’s forever— it never stops. You lose a little bit of happiness when you get too interested in wanting to get certain questions answered in life because it’s never going to end. If you choose to subscribe to wanting to be a lifelong learner you must be ready to lose some happiness and freedom that you once had when you didn’t know everything.

No, said Nanny, an echo in Melena’s mind (and editorializing as usual): No, no, you pretty little pampered hussy. We don’t go on having babies, that’s quite apparent. We only have babies when we’re young enough not to know how grim life turns out. Once we really get the full measure of it—we’re slow learners, we women—we dry up in disgust and sensibly halt production. But men don’t dry up, Melena objected; they can father to the death. Ah, we’re slow learners, Nanny countered. But they can’t learn at all.

Parenting: The Roller Coaster Ride of Joy, Chaos, and Sticky Fingers.

Develop into a lifelong self-learner through voracious reading; cultivate curiosity and strive to become a little wiser every day. More important than the will to win is the will to prepare. Develop fluency in mental models from the major academic disciplines. If you want to get smart, the question you have to keep asking is “Why, why, why?” Intellectual humility Acknowledging what you don’t know is the dawning of wisdom. Stay within a well-defined circle of competence. Identify and reconcile disconfirming evidence. Resist the craving for false precision, false certainties, etc. Above all, never fool yourself, and remember that you are the easiest person to fool. Analytic rigor Use of the scientific method and effective checklists minimizes errors and omissions. Determine value apart from price, progress apart from activity, wealth apart from size. It is better to remember the obvious than to grasp the esoteric. Be a business analyst, not a market, macroeconomic, or security analyst. Consider the totality of risk and effect; look always at potential second-order and higher-level impacts. Think forward and backward: Invert, always invert.

She can be taught.” “She’s a quick learner,” I retort. “That remains to be seen.” He backs up two steps, putting a little space between us before crooking his fingers at me again. “You’ve made your damn point,” I snap loud enough that I hear Imogen gasp. “Trust me, I’ve barely gotten started.

But she remembered this as a joke, fondly. Woe is the natural end of life, yet we go on having babies. No, said Nanny, an echo in Melena’s mind (and editorializing as usual): No, no, you pretty little pampered hussy. We don’t go on having babies, that’s quite apparent. We only have babies when we’re young enough not to know how grim life turns out. Once we really get the full measure of it—we’re slow learners, we women—we dry up in disgust and sensibly halt production. But men don’t dry up, Melena objected; they can father to the death. Ah, we’re slow learners, Nanny countered. But they can’t learn at all.

Woe is the natural end of life, yet we go on having babies.No, said Nanny, an echo in Melena's mind (and editorializing as usual): No, no, you pretty little pampered hussy. We don't go on having babies, that's quite apparent. We only have babies when we're young enough not to know how grim life turns out. Once we really get the full measure of it--we're slow learners, we women--we dry up in disgust and sensibly halt production.But men don't dry up, Melena objected; they can father to the death.Ah, we're slow learners, Nanny countered. But they can't learn at all.

Buy Verified Cash App Accounts 24 Hours Reply/Contact Email: smusashope@gmail.com WhatsApp: +1 (423) 483-9224 Telegram: @Smusashope Skype: Smusashope Buy Verified Cash App Accounts Are you interested in fast and secure Buy Verified Cash App Account? Welcome to the website, your number-one source for all your health-related needs. We deliver clean, fresh, active Cash App accounts for you to use without headaches or constant troubles. Whether you need a verified account for personal or business use, we supply authentic and secure accounts. We offer buyers verified Cash App accounts without issues or complications. Whether you want it for getting a job, personal reasons, or business, we are here to offer you a quality and guaranteed account. So, buy Verified Cash App Accounts. So, when you Buy Verified Cash App Account here, we offer an account that was verified through Cash App’s verification process. This means that you can begin operating the account right away with no time limit or restriction. Anyone with a verified account can transact, send/receive money, pay bills, and use Cash App without hindrance and with complete security So, buy Verified Cash App Accounts. What is a buy Cash App Accounts? This service helps you receive checked buy Cash App Accounts without any danger to your personal data. A common question most people have is, “What is a buy Cash App Account?” They want personalized, genuine, buy verified Cash App accounts to meet their daily or business needs. You are looking for a system to handle your finances with little or no stress. Our service follows a straightforward set of instructions that are easy to follow for learners in class 9 or 10. This is why we wanted to create an account-buying service with no hidden fees and tricks for everyone. So, buy Verified Cash App Accounts. Our specialists have taken all the necessary measures to make acquiring buy Cash App accounts as safe and easy as possible. Each step is easy to follow, making it easy for you. For instance, if you need to search for what a buy Cash App Account is, you will find the answer that suits your needs. Here, you understand that with us, you will get quality paper and a company that will support you during the process. Sign up today and learn how simple money management should be for you. So, buy Verified Cash App Accounts.

How do I know if a Cash App account is really verified? 24 Hours Reply/Contact Email: smusashope@gmail.com WhatsApp: +1 (423) 483-9224 Telegram: @Smusashope Skype: Smusashope Buy Verified Cash App Accounts Are you interested in fast and secure Buy Verified Cash App Account? Welcome to the website, your number-one source for all your health-related needs. We deliver clean, fresh, active Cash App accounts for you to use without headaches or constant troubles. Whether you need a verified account for personal or business use, we supply authentic and secure accounts. We offer buyers verified Cash App accounts without issues or complications. Whether you want it for getting a job, personal reasons, or business, we are here to offer you a quality and guaranteed account. So, buy Verified Cash App Accounts. So, when you Buy Verified Cash App Account here, we offer an account that was verified through Cash App’s verification process. This means that you can begin operating the account right away with no time limit or restriction. Anyone with a verified account can transact, send/receive money, pay bills, and use Cash App without hindrance and with complete security So, buy Verified Cash App Accounts. What is a buy Cash App Accounts? This service helps you receive checked buy Cash App Accounts without any danger to your personal data. A common question most people have is, “What is a buy Cash App Account?” They want personalized, genuine, buy verified Cash App accounts to meet their daily or business needs. You are looking for a system to handle your finances with little or no stress. Our service follows a straightforward set of instructions that are easy to follow for learners in class 9 or 10. This is why we wanted to create an account-buying service with no hidden fees and tricks for everyone. So, buy Verified Cash App Accounts. Our specialists have taken all the necessary measures to make acquiring buy Cash App accounts as safe and easy as possible. Each step is easy to follow, making it easy for you. For instance, if you need to search for what a buy Cash App Account is, you will find the answer that suits your needs. Here, you understand that with us, you will get quality paper and a company that will support you during the process. Sign up today and learn how simple money management should be for you. So, buy Verified Cash App Accounts. Buy Verified Cash App Accounts

Faster than ever, payment methods are the most important tools for an organization to be competent and are essential when competing. Buy a verified cash app account is one of the best strategies you can adopt if you are serious about growing your business online. It saves your time, frees you from warrant fees, builds trust, and allows you to handle big business. We sell Buy Verified Cash App Accounts, which are completely safe and 100% accurate at unbelievably low prices. If you want a secure and stable Buy Verified Cash App Account, you can order one here at smusashope.com. It’s possible to state that our service is completely safe and you’ll never lose your money with us. Our Service Is WorldWide Best Services, US, UK, CA, Aus & All Country Services We Provide 100% Trusted Guaranteed & safe. 24 Hours Reply/Contact Email: smusashope@gmail.com WhatsApp: +1 (423) 483-9224 Telegram: @Smusashope Skype: Smusashope What is a buy Cash App Accounts? This service helps you receive checked buy Cash App Accounts without any danger to your personal data. A common question most people have is, “What is a buy Cash App Account?” They want personalized, genuine, buy verified Cash App accounts to meet their daily or business needs. You are looking for a system to handle your finances with little or no stress. Our service follows a straightforward set of instructions that are easy to follow for learners in class 9 or 10. This is why we wanted to create an account-buying service with no hidden fees and tricks for everyone. So, buy Verified Cash App Accounts. Our specialists have taken all the necessary measures to make acquiring buy Cash App accounts as safe and easy as possible. Each step is easy to follow, making it easy for you. For instance, if you need to search for what a buy Cash App Account is, you will find the answer that suits your needs. Here, you understand that with us, you will get quality paper and a company that will support you during the process. Sign up today and learn how simple money management should be for you. So, buy Verified Cash App Accounts. Buy Verified Cash App Accounts Why should you buy Cash App accounts from us? When you buy our Cash App accounts from us, you get an account already passed through the verification process Cash App. This also means that the account can be utilized immediately right from when the individual acquires one. Users can send and receive money, pay bills, and use all Buy Verified Cash App Account-related services quickly and securely through the verified accounts. So, buy Verified Cash App Accounts. Instant Activation: When you opt for Buy Verified Cash App Account, you will be able to access your account immediately without having to wait. So, Buy Verified Cash App Accounts. 100% Secure: Our verified Cash App accounts do not involve any risk to the users and are completely free. There shouldn’t be any doubt that your account has been fully verified if it is with Cash App accounts. So, buy Verified Cash App Accounts. Easy to Use: Managing finances is quite easy for those who use a verified Cash App account. Instant money transfer, bill payments, and more are simply achievable. So, buy Verified Cash App Accounts. 24/7 Customer Support: As I started typing, we are here to help you at any time with helpful information. If you have any complications or require our help, the support is available 24/7. Buy Verified Cash App Account means only opting for a reliable and accessible way of keeping your finances in order. Do not be a passive user of Cash App and wait to be verified – try it now and get the results of buy Verified Cash App Account. So, buy Verified Cash App Accounts.