Out Of Syllabus Quotes

No, but it was a close call. Brought you something.” “Turtle pee?” Cam laughed and shook his head as he reached into his backpack. “Sorry to let you down, but no.” He pulled out papers stapled together. “It’s a syllabus. I know. Thrilling shit right here.

Religion is not a fractional thing that can be doled out in fixed weekly or daily measures as one among various subjects in the school syllabus. It is the truth of our complete being, the consciousness of our personal relationship with the infinite; it is the true center of gravity of our life. This we can attain during our childhood by daily living in a place where the truth of the spiritual world is not obscured by a crowd of necessities assuming artificial importance; where life is simple, surrounded by fullness of leisure, by ample space and pure air and profound peace of nature; and where men live with a perfect faith in the eternal life before them.

Because you scratched my itch and then you kissed me—both of which freaked me out because neither of which are in the course syllabus for laboratory experiments this semester. And, furthermore—

Life is not contained in a syllabus and everyone should be ready to face "Out Of Syllabus" situations!

When I had all the answers, the questions changed.

We were told [as TAs] to pick a Shakespeare play, a contemporary play, two novels, five stories, and a dozen or so poems and spread them out over the course of the semester, issuing regular tests and paper assignments. I picked works that I knew well, but Lucy saw teaching as a great chance to further her own education. With the exception of the Shakespeare and the poetry, her syllabus consisted of things she had always meant to read.

You're just a boy. You don't have the faintest idea what you're talking about. You've never been out of Boston. So if I asked you about art you could give me the skinny on every art book ever written...Michelangelo? You know a lot about him I bet. Life's work, criticisms, political aspirations. But you couldn't tell me what it smells like in the Sistine Chapel. You've never stood there and looked up at that beautiful ceiling. And if I asked you about women I'm sure you could give me a syllabus of your personal favorites, and maybe you've been laid a few times too. But you couldn't tell me how it feels to wake up next to a woman and be truly happy. If I asked you about war you could refer me to a bevy of fictional and non-fictional material, but you've never been in one. You've never held your best friend's head in your lap and watched him draw his last breath, looking to you for help. And if I asked you about love I'd get a sonnet, but you've never looked at a woman and been truly vulnerable. Known that someone could kill you with a look. That someone could rescue you from grief. That God had put an angel on Earth just for you. And you wouldn't know how it felt to be her angel. To have the love be there for her forever. Through anything, through cancer. You wouldn't know about sleeping sitting up in a hospital room for two months holding her hand and not leaving because the doctors could see in your eyes that the term "visiting hours" didn't apply to you. And you wouldn't know about real loss, because that only occurs when you lose something you love more than yourself, and you've never dared to love anything that much. I look at you and I don't see an intelligent confident man, I don't see a peer, and I don't see my equal. I see a boy.

I always start my class with a coloring assignment using crayons to color three pages from a variety of coloring pages pinned to the wall. Pick 3. Color them densely, trying to get as much of the crayon on the paper as possible. Students find it frustrating because crayons are surprisingly hard to work with, but they usually have some fun doing it. Until...when the finished pages were pinned to the wall, all of the pages were colored just the way I assigned— but all the joy was gone. Something went wrong. What was it? This: I told them to color hard in order to do it right. And go straight to using force— thinking I was showing them a short-cut—— this took away the way of coloring they would have found on their own. By telling them just how to do it, I took the playing-around away, the gradual figuring out that brings something alive to this activity, makes it worth-while, and is transferable to other activities. I realize now the best results came when I gave no instructions except, “spend time on this assignment.” That was 3 years ago. Why did it take me so long to figure this out?

Anyhow, high school is just…The. Worst.” “Funny that you became a high school teacher, then,” I say, and she laughs again. “Something I should talk to my therapist about. Speaking of which, you could speak to the school counselor if you want. We have a psychiatrist on staff. A life coach too.” “Seriously?” “I know, right? Finding ways to justify the tuition. Anyhow, if not them, feel free to come talk to me anytime. Students like you are the reason I chose to teach.” “Thanks.” “By the way, I look forward to your and Ethan’s ‘Waste Land’ paper. You’re two of my brightest students. I have great expectations.” Dickens is next on the syllabus. A literary pun. No wonder Mrs. Pollack was destroyed in high school. “We intend to reach wuthering heights,” I say, and as I walk by, she reaches her hand up, and I can’t help it—dorks unite! nerd power!—I give her a high five on my way out.

It’s a red letter day, too: the new set of science textbooks has finally arrived. This may not seem much to you but I feel like bringing in champagne to celebrate or asking the Head for a half day’s holiday. In the past, we have shared one dirty, dog-eared textbook between two or even three children and it’s a book which doesn’t even cover the right topics for our syllabus. These new ones are written by the people who set the exam, so they must cover the relevant stuff. The Head of Department arrives carrying the books and hands them out to the kids, handling them with great reverence. ‘These books are brand new,’ he intones solemnly, placing one neatly on my desk. ‘They must be treated with great respect and care so that others may use them in the future.

I don’t know that this mode of teaching is applicable everywhere—I don’t know that we can in all subjects be comrades. But I think many of us who are teachers and professors have forgotten that the syllabus serves the student, and all around us are teachers, administrators, and columnists who seem to believe that material should be hard for the sake of it and that education itself is best when rendered not in wonder but in force. I have never formally issued a “trigger warning” or explicitly carved out a “safe space.” But I know that all readers do not come to a text equally. Some come surviving a rape, and some come caged in their assigned bodies, and some come having spent their entire young lives in classrooms with fellow students who made mascots of them. There seems to be an opportunity here, for comradeship, an invitation to allow for a more conversational literature, to revisit accepted ideas of voice and authority, to recognize that students are humans to be challenged, not animals to be broken and tamed.

To get the best out of the students allow them to pick their own syllabus.

My years in university were exploratory and formative and I discovered the idea of having more than one identity due to a class on English literature taught by a professor named Dr. Gabriele Helms who threw out the “traditional” syllabus and brought forth a contemporary one on immigrant stories.

It is the business of education to wait upon Pentecost. Unhappily, there is something about educational syllabuses, and especially about examination papers, which seems to be rather out of harmony with Pentecostal manifestations. The Energy of Ideas does not seem to descend into the receptive mind with quite that rush of cloven fire which we ought to expect.

We were nobodies, two young lit. students chatting away in a rickety old house in a small town at the edge of the world, a place where nothing of any significance had ever happened and presumably never would, we had barely started out on our lives and knew nothing about anything, but what we read was not nothing, it concerned matters of the utmost significance and was written by the greatest thinkers and writers in Western culture, and that was basically a miracle, all you had to do was fill in a library lending slip and you had access to what Plato, Sappho or Aristophanes had written in the incomprehensibly distant mists of time, or Homer, Sophocles, Ovid, Lucullus, Lucretius or Dante, Vasari, da Vinci, Montaigne, Shakespeare, Cervantes or Kant, Hegel, Kierkegaard, Nietzsche, Heidegger, Lukács, Arendt or those who wrote in the modern day, Foucault, Barthes, Lévi-Strauss, Deleuze, Serres. Not to mention the millions of novels, plays and collections of poetry which were available. All one lending slip and a few days away. We didn’t read any of these to be able to summarise the contents, as we did with the literature on the syllabus, but because they could give us something.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

The first couple of days of school are always throwaway days of handing out books and syllabuses and figuring out where you're sitting and who you're sitting with. Now is when school really begins.

If I had taken the initiative to seek out information about the LGBT rights movement, I would have found that it was a Black trans woman, Marsha P. Johnson, a Latinx trans woman, Sylvia Rivera, and a butch lesbian, Stormé DeLarverie, who were the catalysts of the 1969 Stonewall Riots in New York City, which led to the first ever Pride march, which birthed the Gay Rights Movement, which became the LGBT movement. But I didn’t, largely because I assumed that, much like the majority of the history that we are taught in the British academic syllabus, it was cisgender, white, gay men that initiated that movement.

The CGPA system in the honours and master's levels seems erroneous, contradictory and discriminatory. If a CSE student writes his answers correctly, he gets full marks. If all the answers are correct, he even gets A+. On the other hand, a literature student never gets A+ even if all his answers are correct and to the points! This is nothing but irony that the teachers inspire the students of Mathematics, Business Administration to try harder to get A+ but the teachers of English and Bangla literature never inspire the students to study seriously to achieve A+! So, the students kind of know that the dream of getting A+ is never achievable. Sometimes, some teachers say that there is no 'perfect' answer in literature; that is why the students do not get A+. This idea is also flawed because it leads to another question- how much better answer should be considered as the best or perfect answer in literature? If there is no such thing as the best or perfect answer in literature, then why is it written in the syllabus that 4.00 means A+ for all the subjects including literature. In a word, the syllabus says that A+ in literature is achievable but the students never get it or I should say that the teachers never give A+ to the students! If a student gets 2 marks out of 2 by writing the answer- 1 + 1= 2, similarly a literature student deserves 5 marks out of 5 if he writes an answer without making any grammatical, spelling or such other mistakes. So, in my opinion, the solution is - if the CGPA system is same for all the departments, then there should be no discrimination in the marking system either. If it is not possible, there should be a new, separate or different CGPA system for the English and Bangla Language and Literature departments. Unfortunately, the same CGPA system is used differently in the different departments. Hence, it must be changed!

NIOS Open School Admission Stream-1: Failed in 9th Or 11th Pass Directly 10th Or 12th NIOS Admission Stream-1 for those students who got failed in 9th or 11th can take direct admission in 10th or 12th through NIOS Board Open School. We at J.P INSTITUTE help students to get direct admission in 10th or 12th NIOS Board and without wasting previous year student can appear for 10th or 12th board exams. Get Direct NIOS Admission ( फेल विद्यार्थी सम्पर्क करें ) We provide regular classes and right guidance to students so that they can easily pass out their secondary or senior secondary exams. We have a team of expert professionals who helps you with Practical Exam Sessions, Practice of Previous year question papers, regular test series and Entire syllabus preparation through notes. NIOS Open School Admission Stream-2: 10th Or 12th Failed Students Pass 10th or 12th in Same Year NIOS Admission Stream-2 for those students who got failed in 10th or 12th can pass in 10th or 12th in the same year without wasting year through NIOS Board Open School. We provide complete support for getting direct admission starting of online form submission, Exam Preparations, Guidance and appearing of exams everything becomes the responsibility of J.P INSTITUTE.

personal email address, too. I knew that was not the official school email he had on his revised syllabus. I studied the email for a moment and wondered what the “J” stood for in “ajstone.” The last four numbers looked like they could possibly be his birthday. That meant he was an Independence Day baby. How cute. Bringing myself out of my mental tangent, I focused back on the topic of his email. I was planning on meeting up with Maddy

In a note on one of his copies of Songs for the Philologists my father wrote: ‘, B, Bee and (because of the runic name of ) Birch all symbolize mediaeval and philological studies (including Icelandic); while A, and Āc (oak = ) denote ‘modern literature’. This more pleasing heraldry (and friendly rivalry and raillery) grew out of the grim assertion in the Syllabus that studies should be “divided into two Schemes, Scheme A and Scheme B”. A was mainly modern and B mainly mediaeval and philological. Songs, festivities and other gaieties were however mainly confined to .

A teacher who had welcomed the arrival of Socialism with open arms, perhaps, only to find his syllabus restricted and his students staring at him as a relic to be eased out and forgotten. After