Partial Teacher Quotes

God’s love for us is everlasting. That means that God’s love for us existed before we were born and will exist after we have died. It is an eternal love in which we are embraced. Living a spiritual life calls us to claim that eternal love for ourselves so that we can live our temporal loves – for parents, brothers, sisters, teachers, friends, spouses, and all people who become part of our lives – as reflections or refractions of God’s eternal love. No fathers or mothers can love their children perfectly. No husbands or wives can love each other with unlimited love. There is no human love that is not broken somewhere. When our broken love is the only love we can have, we are easily thrown into despair, but when we can live our broken love as a partial reflection of God’s perfect, unconditional love, we can forgive one another our limitations and enjoy together the love we have to offer.

So the fact that Nietzsche feels that Christ died too early is a general idea only; we really have the need to ask the question: "What would Jesus have taught if he had been a married man, with eight children for instance? How would he have dealt with certain situations in life which only occur when you are in life, when you share it?" Of course he was in his own life but it was a very partial one - he was not really in life as we know it. He would perhaps be a good teacher inasmuch as one is meant to live his particular life, the life of a philosophical tramp who really has the idealistic purpose of teaching a new saving truth, who recognizes no other responsibility. You see, he had no profession and no human connections which were valid to him. He separated himself from his family, was the lord of his disciples, who had to follow him while he had to follow no one, being under no obligations. This is an exceedingly simple situation, tragically simple, which is so rare that one cannot assume that the teaching coming from such a life can be possible or applicable to an entirely different type of life. Jung, C. G.. Nietzsche's Zarathustra: Notes of the Seminar given in 1934-1939. Two Volumes: 1-2, unabridged (Jung Seminars) (p. 779-780)

You suffered at least two seizures, several weeks apart. At one time I doubted you’d recover.” “Strokes?” She sat on the edge of his bed. In sign language, she asked Nick to get her “heart-ear-listen-to-him thing” and he went to the counter to find her stethoscope. “Are you talking to my grandson in sign language?” Father Storey asked. “Nick is a good teacher.” He smiled at that. Then his brow furrowed in thought. “If I had a stroke, how come my speech isn’t slurred?” “That doesn’t always happen. Likewise, partial paralysis.

For example, the value of fertilizer for a farmer is likely to be higher if other inputs (seeds, irrigation, farming practices, etc.) are available. The value of a blackboard in a school will depend on the availability of other school inputs (such as chalk, teachers, classrooms, etc.). In economics terms, the situations described above exhibit positive cross-partial derivatives.[80] In fact, when Richard teaches this maxim to his students, he refers to it as “capitalize on positive cross partial derivatives,” a much more technical formulation intended to be playful and memorable.

partial exception to this pattern was the Catholic Church, which generally did not require black worshippers to sit in separate pews (although its parochial schools were segregated). Some freedmen abandoned Catholicism for black-controlled Protestant denominations, but others were attracted to it precisely because, a Northern teacher reported from Natchez, “they are treated on terms of equality, at least while they are in church.” And Catholicism retained its hold on large numbers of New Orleans free blacks who, at least on Sunday, coexisted harmoniously with the city’s French and Irish white Catholic population.

In a study of 106 undergraduate and graduate nonnative English—speaking students, Schmitt and Zimmerman (2002) found that it was rare for a student to know all four forms or no form of a word. In other words, partial knowledge of at least one form was the norm. Results also showed that learners tended to have a better understanding of the noun and/or verb forms rather than the adjective and/or adverb forms. The authors conclude that teachers cannot assume that learners will absorb the derivative forms of a word family automatically from exposure and suggest explicit instruction in this area of vocabulary.

there are clear reasons that boys might continue to disengage and that necessary adjustments are not made. • Boys and girls in class together may elicit different and even contradictory teacher responses, resulting in muddy, only partially successful lessons. • State- or school-mandated protocols may not allow teachers flexibility to adjust their teaching to more effective practices. • There may be insufficient openness on the part of teachers or whole schools to examine actual student-teacher dynamics. • Teachers may lack the empathy or the openness to consider the variety of student responses and instead proceed according to a prescribed method or an eccentrically established personal approach. • Other conditions bearing on students’ lives—troubled homes or a lack of physical or emotional safety—may make their engagement in scholastic activity impossible.

One day a partially deaf four years old child came home with a note in his pocket from his teacher, “Your Tommy is too stupid to learn, get him out of school.” His mother read the note and answered, “My Tommy is not too stupid to learn, I will teach him myself.” And that Tommy grew up to be the great Thomas Edison. Thomas Edison had only three months of formal schooling.

Many people have felt the effects of favoritism on the part of parents, teachers, employers, or in other contexts. This is one thing we never need to worry about with our heavenly Father. God loves each one of his children equally. He doesn’t dispense either his favor or his discipline on a whim. If we see another believer who seems to be especially favored, perhaps they’ve positioned themselves to receive more of God’s blessings by obeying his guidelines for living. If someone seems to have a closer relationship with God than we do, it’s probably because they’re more committed to the disciplines that foster spiritual growth. In any case, God never shows partiality; we’re all his favorite children.

The fifteen-minute drive from her son’s parent-teacher conference had been full of introspection, soul-searching, and heartache. It was partially, Kendall felt, the same battle other working mothers waged every day. Do I do enough for my child? It was a conflict that she was sure should have been resolved with her mother’s generation. Yet it was a debate that still plunged a hot needle into her skin. No mom could ever really think she’d done enough—especially if she did anything for herself. That included pursuing a meaningful career, of course. Anyone without a special-needs child is always at the ready to tell those who have one what they ought to do.

Sometimes I feel compelled to do something, but I can only guess later why it needed to done, and I question whether I am drawing connections where none really exist. Other times I see an event – in a dream or in a flash of “knowing” – and I feel compelled to work toward changing the outcome (if it’s a negative event) or ensuring it (when the event is positive). At the times I am able to work toward changing or ensuring the predicted event, sometimes this seems to make a difference, and sometimes it doesn’t seem to matter. Finally, and most often, throughout my life I have known mundane information before I should have known it. For example, one of my favourite games in school was to guess what numbers my math teacher would use to demonstrate a concept, or to guess the words on a vocabulary test before the test was given. I noticed I was not correct all the time, but I was correct enough to keep playing the game. Perhaps partially because of the usefulness of this mundane skill, I was an outstanding student, getting straight As and graduating from college with highest honours in neuroscience and a minor in computer science. I was a modest drinker even in college, but I found I could ace tests when I was hungover after a night of indulgence. Sometimes I think I even did better the less I paid attention to the test and the more I felt sick or spacey. It was like my unconscious mind could take over and put the correct information onto the page without interruption from my overly analytical conscious mind. At graduate school in neuroscience, I focused on trying to understand human experience by studying how the brain processes pain and stress. I wanted to know the answer to the question: what’s going on inside people’s heads when we suffer? Later, as I finished my PhD in psychoacoustics, which is all about the psychology of sound, I became fascinated with timing. How do we figure out the order of sounds, even when some sounds take longer to process than others? How can drummers learn to decode time differences of 1/1,000 of a second, when most people just can’t hear those kinds of subtle time differences? At this point, I was using my premonitions as just one of the tools in my day-to-day toolkit, but I wasn’t thinking about them scientifically. At least not consciously. Sure, every so often I’d dream of the slides that would be used by one of my professors the next day in class. Or I’d realize that the data I was recording in my experiments followed the curve of an equation I’d dreamed about a year before. But I thought that was just my quirky way of doing things – it was just my good student’s intuition and it didn’t have anything to do with my research interests or my life’s work. What was my life’s work again?

Adolescence is an inside job. In the 1990s, Suniya S. Luthar, Ph.D., studied adolescents and found that ninth-graders with an internal locus of control - those who felt they had some command over the forces shaping their lives - handled stress better than kids with an external orientation - those who felt others had control over forces shaping their lives...Locus of control is not an all-or-nothing concept. None of us are entirely reliant on one or the other...But more and more often, the teenagers I observe aren't even partially internally motivated. They persistently turn outward toward coaches, teachers, and parents...A startlingly large number of these teens are behaving like younger children. They're stuck performing the chief psychosocial tasks of childhood - being good and doing things right to please adults - instead of taking on the developmental work of separation and independence that is appropriate for their age. When faced with teenage-sized problems, they often have nothing more than the skills of a child.

If you need a concept explained or defined, an AI assistant can provide that explanation—and do it in as detailed or simple a manner as you’d like. On episode 99 of the Partial Credit Podcast, Jesse Lubinsky shared that he asked for a definition of “faith” in terms a child would understand. That helped me realize that it can give definitions, descriptions, and explanations (which we expected) and level them up or down in complexity.

He just reaches out, places his hands on either of my shoulders, and starts massaging. “What are you doing?” I say. “It’s been a long night,” he says. “You’ve seemed so tense lately, Eve, and I feel bad. I feel like it’s my fault.” “It’s not your fault,” I say, and it’s only partially a lie. Nate kneads his fingers deeper into my flesh. “Does this help at all?” I want to tell him that I have no interest in a massage right now, but actually, it does feel quite nice. I hadn’t realized how much tension was in my shoulders until he started rubbing them. I forgot how good Nate is at massages. “Lie down,” he instructs me.

First, the subjects we teach are as large and complex as life so our knowledge of them is always flawed and partial. No matter how we devote ourselves to reading and research, teaching requires a command of content that always eludes our grasp. Second, the students we teach are larger than life and even more complex. To see them clearly and see them whole and respond to them wisely in the moment requires a fusion of Freud and Solomon that few of us achieve.

It is also the case that some outer teachings, things the teacher says, only get unlocked years later. You may hear a teaching, and not really understand it, or only partially understand it. You may even think you did understand it, when in fact, you were missing the point. It goes up on a storage shelf in your mind for years, and then one day, an experience comes along. If you are open to it, that teaching can come to life as the experience connects with it. The outer and inner teacher work together this way to deliver some of the most important lessons.

Through the nonprofit Zinn Education Project (ZEP)—a collaborative effort with Rethinking Schools and Teaching for Change—Zinn’s book and dozens of spin-off books, documentaries, role-playing activities, and lessons about Reconstruction, the 1921 Tulsa race riot, taking down “racist” statues, the “FBI’s War on the Black Freedom Movement,” the “Civil Rights Movement” (synonymous with the Black Panthers), the Black Panther Ten Point Program, “environmental racism,” and other events that provide evidence of a corrupt U.S. regime are distributed in schools across the country. According to a September 2018 ZEP website post, “Close to 84,000 teachers have signed up to access” ZEP’s history lessons and “at least 25 more sign up every day.” Alison Kysia, a writer for ZEP who specializes in “A People’s History of Muslims in the United States” and who taught at Northern Virginia Community College, used Zinn’s book in her classes and defended it for its “consciousness-raising power.”64 ZEP sends organizers to give workshops to librarians and teachers on such topics as the labor movement, the environment and climate change, “Islamophobia,” and “General Approaches to Teaching People’s History” (with full or partial costs borne by the schools!). In 2017, workshops were given in six states, Washington, D.C., and Vancouver, Canada.

Then the Pharisees went and plotted together how they might trap Him in what He said. 16And they *sent their disciples to Him, along with the Herodians, saying, “Teacher, we know that You are truthful and teach the way of God in truth, and defer to no one; for You are not partial to any. 17Tell us then, what do You think? Is it lawful to give a poll-tax to Caesar, or not?” 18But Jesus perceived their malice, and said, “Why are you testing Me, you hypocrites? 19Show Me the coin used for the poll-tax.” And they brought Him a denarius. 20And He *said to them, “Whose likeness and inscription is this?” 21They *said to Him, “Caesar’s.” Then He *said to them, “Then render to Caesar the things that are Caesar’s; and to God the things that are God’s.” 22And hearing this, they were amazed, and leaving Him, they went away.

LUKEWARM PEOPLE probably drink and swear less than average, but besides that, they really aren’t very different from your typical unbeliever. They equate their partially sanitized lives with holiness, but they couldn’t be more wrong. “Woe to you, teachers of the law and Pharisees, you hypocrites! You clean the outside of the cup and dish, but inside they are full of greed and self-indulgence. Blind Pharisee! First clean the inside of the cup and dish, and then the outside also will be clean. Woe to you, teachers of the law and Pharisees, you hypocrites! You are like whitewashed tombs, which look beautiful on the outside but on the inside are full of dead men’s bones and everything unclean. In the same way, on the outside you appear to people as righteous but on the inside you are full of hypocrisy and wickedness” (Matt. 23:25–28). This