Praise Teacher Quotes

Now, Kalamas, don’t go by reports, by legends, by traditions, by scripture, by logical conjecture, by inference, by analogies, by agreement through pondering views, by probability, or by the thought, ‘This contemplative is our teacher.’ When you know for yourselves that, ‘These qualities are skillful; these qualities are blameless; these qualities are praised by the wise; these qualities, when adopted & carried out, lead to welfare & to happiness’ — then you should enter & remain in them. [Kalama Sutta, AN 3.65]

The world of literature has everything in it, and it refuses to leave anything out. I have read like a man on fire my whole life because the genius of English teachers touched me with the dazzling beauty of language. Because of them I rode with Don Quixote and danced with Anna Karenina at a ball in St. Petersburg and lassoed a steer in "Lonesome Dove" and had nightmares about slavery in "Beloved" and walked the streets of Dublin in "Ulysses" and made up a hundred stories in the Arabian nights and saw my mother killed by a baseball in "A Prayer for Owen Meany." I've been in ten thousand cities and have introduced myself to a hundred thousand strangers in my exuberant reading career, all because I listened to my fabulous English teachers and soaked up every single thing those magnificent men and women had to give. I cherish and praise them and thank them for finding me when I was a boy and presenting me with the precious gift of the English language.

Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.

Perhaps it is no wonder that the women were first at the Cradle and last at the Cross. They had never known a man like this Man - there never has been such another. A prophet and teacher who never nagged at them, never flattered or coaxed or patronised; who never made arch jokes about them, never treated them either as "The women, God help us!" or "The ladies, God bless them!"; who rebuked without querulousness and praised without condescension; who took their questions and arguments seriously; who never mapped out their sphere for them, never urged them to be feminine or jeered at them for being female; who had no axe to grind and no uneasy male dignity to defend; who took them as he found them and was completely unself-conscious. There is no act, no sermon, no parable in the whole Gospel that borrows its pungency from female perversity; nobody could possibly guess from the words and deeds of Jesus that there was anything "funny" about woman's nature.

Reading list (1972 edition)[edit] 1. Homer – Iliad, Odyssey 2. The Old Testament 3. Aeschylus – Tragedies 4. Sophocles – Tragedies 5. Herodotus – Histories 6. Euripides – Tragedies 7. Thucydides – History of the Peloponnesian War 8. Hippocrates – Medical Writings 9. Aristophanes – Comedies 10. Plato – Dialogues 11. Aristotle – Works 12. Epicurus – Letter to Herodotus; Letter to Menoecus 13. Euclid – Elements 14. Archimedes – Works 15. Apollonius of Perga – Conic Sections 16. Cicero – Works 17. Lucretius – On the Nature of Things 18. Virgil – Works 19. Horace – Works 20. Livy – History of Rome 21. Ovid – Works 22. Plutarch – Parallel Lives; Moralia 23. Tacitus – Histories; Annals; Agricola Germania 24. Nicomachus of Gerasa – Introduction to Arithmetic 25. Epictetus – Discourses; Encheiridion 26. Ptolemy – Almagest 27. Lucian – Works 28. Marcus Aurelius – Meditations 29. Galen – On the Natural Faculties 30. The New Testament 31. Plotinus – The Enneads 32. St. Augustine – On the Teacher; Confessions; City of God; On Christian Doctrine 33. The Song of Roland 34. The Nibelungenlied 35. The Saga of Burnt Njál 36. St. Thomas Aquinas – Summa Theologica 37. Dante Alighieri – The Divine Comedy;The New Life; On Monarchy 38. Geoffrey Chaucer – Troilus and Criseyde; The Canterbury Tales 39. Leonardo da Vinci – Notebooks 40. Niccolò Machiavelli – The Prince; Discourses on the First Ten Books of Livy 41. Desiderius Erasmus – The Praise of Folly 42. Nicolaus Copernicus – On the Revolutions of the Heavenly Spheres 43. Thomas More – Utopia 44. Martin Luther – Table Talk; Three Treatises 45. François Rabelais – Gargantua and Pantagruel 46. John Calvin – Institutes of the Christian Religion 47. Michel de Montaigne – Essays 48. William Gilbert – On the Loadstone and Magnetic Bodies 49. Miguel de Cervantes – Don Quixote 50. Edmund Spenser – Prothalamion; The Faerie Queene 51. Francis Bacon – Essays; Advancement of Learning; Novum Organum, New Atlantis 52. William Shakespeare – Poetry and Plays 53. Galileo Galilei – Starry Messenger; Dialogues Concerning Two New Sciences 54. Johannes Kepler – Epitome of Copernican Astronomy; Concerning the Harmonies of the World 55. William Harvey – On the Motion of the Heart and Blood in Animals; On the Circulation of the Blood; On the Generation of Animals 56. Thomas Hobbes – Leviathan 57. René Descartes – Rules for the Direction of the Mind; Discourse on the Method; Geometry; Meditations on First Philosophy 58. John Milton – Works 59. Molière – Comedies 60. Blaise Pascal – The Provincial Letters; Pensees; Scientific Treatises 61. Christiaan Huygens – Treatise on Light 62. Benedict de Spinoza – Ethics 63. John Locke – Letter Concerning Toleration; Of Civil Government; Essay Concerning Human Understanding;Thoughts Concerning Education 64. Jean Baptiste Racine – Tragedies 65. Isaac Newton – Mathematical Principles of Natural Philosophy; Optics 66. Gottfried Wilhelm Leibniz – Discourse on Metaphysics; New Essays Concerning Human Understanding;Monadology 67. Daniel Defoe – Robinson Crusoe 68. Jonathan Swift – A Tale of a Tub; Journal to Stella; Gulliver's Travels; A Modest Proposal 69. William Congreve – The Way of the World 70. George Berkeley – Principles of Human Knowledge 71. Alexander Pope – Essay on Criticism; Rape of the Lock; Essay on Man 72. Charles de Secondat, baron de Montesquieu – Persian Letters; Spirit of Laws 73. Voltaire – Letters on the English; Candide; Philosophical Dictionary 74. Henry Fielding – Joseph Andrews; Tom Jones 75. Samuel Johnson – The Vanity of Human Wishes; Dictionary; Rasselas; The Lives of the Poets

The person leading you toward spiritual awakening is not the one who praises you or is nice to you. Your spirituality deepens because of those who insult you and give you a hard time. They are your spiritual teachers in disguise. How

I had never been given any affirmation at home, so I was hungry for praise. When I was complimented, even on a whim by a hysterical teacher, my chest grew hot, and for some reason I felt like crying.

After all, people with a herd instinct hold mediocrity in high esteem. They praise it as having great value. They believe they are strong because they are the majority.

1. Do what you say you're gonna do 2. Show up! 3. Give genuine praise whenever you can 4. Never say sorry when you don't mean it 5. Never use sarcasm in email (and use the corny ass emoticons)

Teachers often fail students by complimenting the successful students and ignoring those who do not prove as successful. Teachers need to embrace and praise all children.

And I want to tell her… [that] changing your mind is one of the best ways of finding out whether or not you still have one.

Here sighs and cries and shrieks of lamentation echoed throughout the starless air of Hell; at first these sounds resounding made me weep: tongues confused, a language strained in anguish with cadences of anger, shrill outcries and raucous groans that joined with sounds of hands, raising a whirling storm that turns itself forever through that air of endless black, like grains of sand swirling when a whirlwind blows. And I, in the midst of all this circling horror, began, "Teacher, what are these sounds I hear? What souls are these so overwhelmed by grief?" And he to me: "This wretched state of being is the fate of those sad souls who lived a life but lived it with no blame and with no praise. They are mixed with that repulsive choir of angels neither faithful nor unfaithful to their God, who undecided stood but for themselves. Heaven, to keep its beauty, cast them out, but even Hell itself would not receive them, for fear the damned might glory over them." And I. "Master, what torments do they suffer that force them to lament so bitterly?" He answered: "I will tell you in few words: these wretches have no hope of truly dying, and this blind life they lead is so abject it makes them envy every other fate. The world will not record their having been there; Heaven's mercy and its justice turn from them. Let's not discuss them; look and pass them by...

Is that all?” he blurted out. Crowley and Halt exchanged slightly puzzled glances. Then Crowley pursed his lips thoughtfully. “Um…it seems to be…Listed your trainging, mentioned a few achievements, made sure you know which end of an arrow is the sharp part…decided your new name…I think that’s…” Then it seemed that understanding dawned on him and his eyes opened wide. “Of course! You have to have you Silver…whatsis, don ‘t you?” He took hold of the chain that held his own Silver Oakleaf around his throat and shook it lightly. It was a badge of a Graduate Ranger. Then he began to search through his pockets, frowning. “Had it here! Had it here! Where the devil is it…wait. I heard something fall on the boards as I came in! Must have dropped it. Just check outside the front door, will you, Will?” Too stunned to talk, Will rose and went to the door. As he set his hand on the latch, he looked back at the two Rangers, still seated at the table. Crowley made a small shooing motion with the back of his hand, urging him to go outside. Will was still looking back at them when he opened the door and stepped through on the verandah. “Congratulations!” The massive cry went up from at least forty throats. He swung around in shock to find all his friends gathered in the clearing outside around the table laid for a feast, their faces beaming with smiles. Baron Arald, Sir Rodney, Lady Pauline and Master Chubb were all there. So were Jenny and George, his former wardmates. There were a dozen others in the Ranger uniform – men he had met worked with over the past five years. And wonder of wonders, there were Erak and Svengal , bellowing his name and waving their huge axes overhead in his praise. Close by them stood Horace and Gilan, both brandishing their swords overhead as well. It looked like a dangerous section of the crowd to be in, Will thought. After the first concerted shout, people began cheering and calling his name, laughing and waving to him. Halt and Crowley joined him on the verandah. The Commandant was doubled over with laughter. “Oh, if you could have seen yourself!” he wheezed. “Your face! Your face! It was priceless! ‘Is that all?’” He mimicked Will’s plaintive tones and doubled over again. Will tuned to Halt accusingly. His teacher grinned at him. “Your face was a study,” he said. “Do you so that to all apprentices?” Will asked. Halt nodded vigorously. “Every one. Stops them getting a swelled head at the last minute. You have to swear never to let an apprentice in on the secret.

Perhaps it is no wonder that the women were first at the Cradle and last at the Cross. They had never known a man like this Man—there never has been another. A prophet and teacher who never nagged at them, never flattered or coaxed or patronized; who never made arch jokes about them, never treated them as “The women, God help us!” or “The ladies, God bless them!”; who rebuked without querulousness and praised without condescension; who took their questions and arguments seriously; who never mapped out their sphere for them, never urged them to be feminine or jeered at them for being female; who had no axe to grind and no uneasy male dignity to defend; who took them as he found them and was completely unselfconscious. There is no act, no sermon, no parable in the whole Gospel that borrows its pungency from female perversity; nobody could guess from the words and deeds of Jesus that there was anything “funny” about woman’s nature. Dorothy Day, Catholic social activist and journalist

After it's all over, the early childhood, a chain of birthdays woven with candlelight, piles of presents, voices of relatives singing and praising your promise and future, after the years of schooling, fitting yourself into different size desks, memorizing, reciting, reporting, and performing for jury after jury of teachers, counselors, and administrators, you still feel inadequate, alone, vulnerable, and naked in a world that can be unforgiving and terribly demanding.

Ironically, Adolf Hitler displayed more knowledge of how we treated Native Americans than American high schoolers today who rely on their textbooks. Hitler admired our concentration camps for American Indians in the west and according to John Toland, his biographer, “often praised to his inner circle the efficiency of America’s extermination—by starvation and uneven combat” as the model for his extermination of Jews and Gypsies (Rom people).94

Man’s world is manifold, and his attitudes are manifold. What is manifold is often frightening because it is not neat and simple. Men prefer to forget how many possibilities are open to them. They like to be told that there are two worlds and two ways. This is comforting because it is so tidy. Almost always one way turns out to be common and the other is celebrated as superior. Those who tell of two ways and praise one are recognised as prophets or great teachers. They save men from confusion and hard choices. They offer a single choice that is easy to make because those who do not take the path that is commended to them live a wretched life. To walk on this path may be difficult, but the choice is easy, and to hear the celebration of the path is pleasant. Wisdom offers simple schemes, but truth is not so simple.

In his Comedy, Dante Alighieri names Virgil, with many tokens of respect, as his teacher, and yet as Herr Meinhard remarks, makes such ill use of him: clear proof that even in the days of Dante one praised the ancients without knowing why. This respect for poets one does not understand and yet wishes to equal is the source of the bad writing in our literature.

Sir, you have now given me my 'cadeau;' I am obliged to you: it is the meed teachers most covet-praise of their pupils' progress.

There is no better outcome of one’s education, which the American philosopher William Durant called “a progressive discovery of our ignorance.

Students get the message bout what adults want. When 4th graders in a variety of classroomswere asked what their teachers most wanted them to do, they didn't say, "Ask thoughtful questions" or "Make responsible decisions" or Help others." They said, "Be quiet, don't fool around, and get our work done on time.

Wouldn't it be good if we could let teachers do what they do best - teach. Not judge each child on a series of standardized exams. Let schools embrace, not exclude, those like me with a different way of thinking. Stop praising literacy with one hand and closing libraries with the other. Let librarians be free to do what they do best: encourage a lifelong love of reading in every child, even the ones without a hope of ever getting an A star.

My own luck was being born white and middle-class into a house full of books, with a father who encouraged me to read and write. So for about twenty years I wrote for a particular man, who criticized and praised me and made me feel I was indeed "special." The obverse side of this, of course, was that I tried for a long time to please him, or rather, not to displease him. And then of course there were other men - writers, teachers - the Man, who was not a terror or a dream but a literary master and a master in other ways less easy to acknowledge. And there were all those poems about women, written by men: it seemed to be a given that men wrote poems and women frequently inhabited them. These women were almost always beautiful, but threatened with the loss of beauty, the loss of youth - the fate worse than death. Or, they were beautiful and died young, like Lucy and Lenore. Or, the woman was like Maud Gonne, cruel and disastrously mistaken, and the poem reproached her because she had refused to become a luxury for the poet.

Teachers have their sights set on the real goal: not to produce Ivy League graduates, but to encourage the development of naturally curious, confident, flexible, and happy learners who are ready for whatever the future has in store.

Gratitude is the praise we offer God: for teachers kind, benefactors never to be forgotten, for all who have advantaged me, by writings, sermons, converse, prayers, examples, for all these and all others which I know, which I know not, open, hidden, remembered, and forgotten.

Those who tell of two ways and praise one are recognized as prophets or great teachers. They save men from confusion and hard choices. They offer a single choice that is easy to make because those who do not take the path that is commended to them live a wretched life. To walk far on this path may be difficult, but the choice is easy, and to hear the celebration of this path is pleasant. Wisdom offers simple schemes, but truth is not so simple.

by the meditation teacher Joseph Goldstein: whenever a generous impulse arises in your mind—to give money, check in on a friend, send an email praising someone’s work—act on the impulse right away, rather than putting it off until later. When we fail to act on such urges, it’s rarely out of mean-spiritedness, or because we have second thoughts about whether the prospective recipient deserves it. More often, it’s because of some attitude stemming from our efforts to feel in control of our time. We tell ourselves we’ll turn to it when our urgent work is out of the way, or when we have enough spare time to do it really well; or that we ought first to spend a bit longer researching the best recipients for our charitable donations before making any, et cetera.

Dweck encourages parents and teachers to praise children for their effort, rather than their intelligence, talent, or looks.

People didn’t realize that pastors, preachers, teachers, worship leaders, poured out so much of themselves, they needed the opportunity to be filled back up, too.

Praise and encouragement are different. Praise is accorded to those who achieve or succeed. Encouragement is unconditional because it accepts and supports a person whatever the outcome of her efforts.

Even if you do not recognize his features, dear reader, I am sure you have met him. He is the school bully too charming to get caught; the one who thinks up the cruelest pranks, has others carry out his dirty work, and still maintains a perfect reputation with the teachers. He is the boy who pulls the legs off insects and tortures stray animals, yet laughs with such pure delight he can almost convince you it is harmless fun. He’s the boy who steals money from the temple collection plates, behind the backs of old ladies who praise him for being such a nice young man. He is that person, that type of evil.

It is foolish to wish for beauty.  Sensible people never either desire it for themselves or care about it in others.  If the mind be but well cultivated, and the heart well disposed, no one ever cares for the exterior.  So said the teachers of our childhood; and so say we to the children of the present day.  All very judicious and proper, no doubt; but are such assertions supported by actual experience? We are naturally disposed to love what gives us pleasure, and what more pleasing than a beautiful face—when we know no harm of the possessor at least?  A little girl loves her bird—Why?  Because it lives and feels; because it is helpless and harmless?  A toad, likewise, lives and feels, and is equally helpless and harmless; but though she would not hurt a toad, she cannot love it like the bird, with its graceful form, soft feathers, and bright, speaking eyes.  If a woman is fair and amiable, she is praised for both qualities, but especially the former, by the bulk of mankind: if, on the other hand, she is disagreeable in person and character, her plainness is commonly inveighed against as her greatest crime, because, to common observers, it gives the greatest offence; while, if she is plain and good, provided she is a person of retired manners and secluded life, no one ever knows of her goodness, except her immediate connections.  Others, on the contrary, are disposed to form unfavourable opinions of her mind, and disposition, if it be but to excuse themselves for their instinctive dislike of one so unfavoured by nature; and visa versâ with her whose angel form conceals a vicious heart, or sheds a false, deceitful charm over defects and foibles that would not be tolerated in another. 

I wanted to tell her how that praise had made me feel, how starved I’d felt for any kind of attention, that I’d begun to think of my teacher Mrs. Terrance like she was my friend, like she was my mother, like she would take me home with her one day to her big house that would be warm and smell of fresh bread, and there would be gold stars all over the floors and ceilings, and she would look down at me as we walked through the door and tell me that this was my home too, that I would get to stay with her forever because she loved me too. But I couldn’t. I couldn’t say that to my mother. Even then, I knew the power words had. To heal. To hurt. So I held my mother while she cried, and eventually the tears subsided, and she began to hiccup softly, and this made me giggle, and she almost looked like she was going to smile at me, and I forgot about the house filled with gold stars because one smile from my mother was worth a billion gold stars and a billion Mrs. Terrances and a billion houses that smelled like fresh bread.

Epictetus’s own teacher, the Stoic Musonius Rufus, used to tell his students, “If you have leisure to praise me, I am speaking to no purpose.” Hence, the philosopher’s school, said Epictetus, is a doctor’s clinic: you should not go there expecting pleasure but rather pain.

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

One recurrent factor that complicated the emotions of these very bright individuals was the ongoing discrepancy between what was expected of them by their parents, grandparents, and teachers and even themselves and their frequent failure to achieve the expected success. Most of these patients had struggled since early childhood with continuing conflict between their picture of themselves as exceptionally bright and talented and their view of themselves as disappointing failures, unable to “deliver the goods” expected of them. Some had been very successful in their childhood, earning high grades and strong praise during the elementary school years, then gradually lost status and self-esteem due to increasing evidence of their difficulty in coping with the escalating demands of middle school, high school, and postsecondary schooling.

By third grade, I was writing Timmy McBrown: Boy Detective stories on narrow-lined paper and secretly handing them around the classroom. In fourth grade, I typed out my first science fiction story on old Underwood upright. In fifth grade, I wrote and circulated an elaborate sequel to The Wizard of Oz. Occasionally these stories were intercepted by the teacher and I was scolded for wasting time. Thank God for that response! Writing, I'm convinced, should be a subversive activity -- frowned on by the authorities -- and not one cooed over and praised beyond common sense by some teacher.

Hitler admired our concentration camps for American Indians in the west and according to John Toland, his biographer, “often praised to his inner circle the efficiency of America’s extermination—by starvation and uneven combat” as the model for his extermination of Jews and Gypsies (Rom people).

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

Why do women find it honorable to dismiss ourselves? Why do we decide that denying our longing is the responsible thing to do? Why do we believe that what will thrill and fulfill us will hurt our people? Why do we mistrust ourselves so completely? Here’s why: Because our culture was built upon and benefits from the control of women. The way power justifies controlling a group is by conditioning the masses to believe that the group cannot be trusted. So the campaign to convince us to mistrust women begins early and comes from everywhere. When we are little girls, our families, teachers, and peers insist that our loud voices, bold opinions, and strong feelings are “too much” and unladylike, so we learn to not trust our personalities. Childhood stories promise us that girls who dare to leave the path or explore get attacked by big bad wolves and pricked by deadly spindles, so we learn to not trust our curiosity. The beauty industry convinces us that our thighs, frizz, skin, fingernails, lips, eyelashes, leg hair, and wrinkles are repulsive and must be covered and manipulated, so we learn to not trust the bodies we live in. Diet culture promises us that controlling our appetite is the key to our worthiness, so we learn to not trust our own hunger. Politicians insist that our judgment about our bodies and futures cannot be trusted, so our own reproductive systems must be controlled by lawmakers we don’t know in places we’ve never been. The legal system proves to us again and again that even our own memories and experiences will not be trusted. If twenty women come forward and say, “He did it,” and he says, “No, I didn’t,” they will believe him while discounting and maligning us every damn time. And religion, sweet Jesus. The lesson of Adam and Eve—the first formative story I was told about God and a woman—was this: When a woman wants more, she defies God, betrays her partner, curses her family, and destroys the world. We weren’t born distrusting and fearing ourselves. That was part of our taming. We were taught to believe that who we are in our natural state is bad and dangerous. They convinced us to be afraid of ourselves. So we do not honor our own bodies, curiosity, hunger, judgment, experience, or ambition. Instead, we lock away our true selves. Women who are best at this disappearing act earn the highest praise: She is so selfless.

Ostwald was a great protagonist and an inspiring teacher. He had the gift of saying the right thing in the right way. When we consider the development of chemistry as a whole, Ostwald's name like Abou ben Adhem's leads all the rest ... Ostwald was absolutely the right man in the right place. He was loved and followed by more people than any chemist of our time.

It is foolish to wish for beauty. Sensible people never either desire it for themselves or care about it in others. If the mind be but well cultivated, and the heart well disposed, no one ever cares for the exterior. So said the teachers of our childhood; and so say we to the children of the present day. All very judicious and proper, no doubt; but are such assertions supported by actual experience? We are naturally disposed to love what gives us pleasure, and what more pleasing than a beautiful face--when we know no harm of the possessor at least? A little girl loves her bird--Why? Because it lives and feels; because it is helpless and harmless? A toad, likewise, lives and feels, and is equally helpless and harmless; but though she would not hurt a toad, she cannot love it like the bird, with its graceful form, soft feathers, and bright, speaking eyes. If a woman is fair and amiable, she is praised for both qualities, but especially the former, by the bulk of mankind: if, on the other hand, she is disagreeable in person and character, her plainness is commonly inveighed against as her greatest crime, because, to common observers, it gives the greatest offence; while, if she is plain and good, provided she is a person of retired manners and secluded life, no one ever knows of her goodness, except her immediate connections. Others, on the contrary, are disposed to form unfavourable opinions of her mind, and disposition, if it be but to excuse themselves for their instinctive dislike of one so unfavoured by nature; and visa versa with her whose angel form conceals a vicious heart, or sheds a false, deceitful charm over defects and foibles that would not be tolerated in another. They that have beauty, let them be thankful for it, and make a good use of it, like any other talent; they that have it not, let them console themselves, and do the best they can without it: certainly, though liable to be over-estimated, it is a gift of God, and not to be despised.

With the poet it was exactly the same as with the hero, and all strong, handsome, high-spirited, non-commonplace figures and enterprises: in the past they were magnificent, every school book was filled with their praises; in the present, in real life, people hated them, and presumably teachers were especially selected and trained to prevent as far as possible the rise of magnificent, free human beings and the accomplishment of great and splendid deeds.

I am interested in your opinion about the myth of the tortured artist, and its usefulness for a society badly in need of healthy models of creativity. Most of the writers I know are struggling to make important art, but they are also struggling, equally hard, to live healthly, connected, value-creating daily lives. Do you think we are moving past praising the glamour of the nonfunctioning creative genius? I hope that we are. I find the idea of unsupported genius deeply distasteful: it disrespects mothers, and fathers, and teachers, and lovers, and all the accidents and opportunities and coincidences that conspire, along the way, to help create and launch an artistic sensibility. We need a new model: one that doesn’t depend on outmoded gender norms, destructive values, and the profoundly ugly idea that to be indebted is to be demeaned. Kindness is a core value for any artist, but most especially for a fiction writer: a self-centered person can’t see the world from another person’s point of view.

A simple way to start is to sit down with your child, or, if you’re an adult, sit down with your spouse or some other adult (it’s best to do this with another person, as the interaction makes for more creative, spontaneous, playful, and thorough answers), and respond to the following questions. Have the person asking the questions write down your answers, because this is an important document to save: What three or four things are you best at doing? What three or four things do you like doing the most? What three or four activities or achievements have brought you the most praise in your life? What are your three or four most cherished goals? What three or four things would you most like to get better at? What do others praise you for but you take for granted? What, if anything, is easy for you but hard for others? What do you spend a lot of time doing that you are really bad at? What could your teacher or supervisor do so that your time could be spent more productively? If you weren’t afraid of getting in trouble, what would you tell your teacher or supervisor that he or she doesn’t understand about you?

Sometimes, when I turn the water on to wash my face in the morning and warm water comes out just like magic, I silently praise those who made it possible: the plumbers. When I’m in that mode I’m often overwhelmed by the number of opportunities I have to feel grateful to civil servants, nurses, teachers, lawyers, police officers, firefighters, electricians, accountants, and receptionists. These are the people building societies. These are the invisible people working in a web of related services that make up society’s institutions. These are the people we should celebrate when things are going well.

If you take the character of any man, it really is but the aggregate of tendencies, the sum total of the bent of his mind; you will find that misery and happiness are equal factors in the formation of that character. Good and evil have an equal share in moulding character, and in some instances misery is a greater teacher than happiness. In studying the great characters the world has produced, I dare say, in the vast majority of cases, it would be found that it was misery that taught more than happiness, it was poverty that taught more than wealth, it was blows that brought out their inner fire more than praise.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

I was at first unwilling to show my teacher my own work, but after I summoned the courage he was generous in his praise and astute in his criticism. Thus I learned a number of the professional artist's tricks: clever matters of line and shadow. He also spoke freely of the new styles of painting, the abandonment of high wigs and whalebone for flowing costumes, and that most excellent word, Truth. "Portraiture should not be confused with flattery," he said. "What is more ridiculous than a stout duchess tricked out in hoops, masquerading as a goddess? Use your excellent eye to record what you see, Mrs. Croxon. Painting is eighty parts looking to twenty parts moving one's brush.

thanks to their support, and the eldest was praised for being the responsible first-born son who brought honor to the family through his own success and provided for his family. Oh Misook and her sister realized only then that their turn would not come; their loving family would not be giving them the chance and support to make something of themselves. The two sisters belatedly enrolled in the company-affiliated school. They worked days and studied nights to earn their middle-school diploma. Oh Misook studied for her high-school certificate on her own and received her diploma the same year her younger brother became a high-school teacher. When Kim Jiyoung was in elementary school, her mother was reading a one-line comment her homeroom teacher had made on her journal assignment and said, “I wanted to be a teacher, too.” Jiyoung burst into laughter. She found the idea outrageous because she’d thought until then that mothers could only be mothers. “It’s true. In elementary, I got the best grades out of all five of us. I was better than your eldest uncle.” “So why didn’t you become a teacher?” “I had to work to send my brothers to school. That’s how it was with everyone. All women lived like that back then.” “Why don’t you become a teacher now?” “Now I have to work to send you kids to school. That’s how it is with everyone. All mothers live like this these days.

Teachers seeking to 'teach the controversy' over Darwinian evolution in today's climate will likely be met with false warnings that it is unconstitutional to say anything negative about Darwinian evolution. Students who attempt to raise questions about Darwinism, or who try to elicit from the teacher an honest answer about the status of intelligent design theory will trigger administrators' concerns about whether they stand in Constitutional jeopardy. A chilling effect on open inquiry is being felt in several states already, including Ohio. South Carolina, and Pennsylvania. [District Court] Judge Jones's message is clear: give Darwin only praise, or else face the wrath of the judiciary.

One of the greatest tragedies of our culture is that millions of young people spend many hours, days, weeks and years listening to lectures, reading books and writing papers with a constantly increasing resistance. This has become such a widespread phenomenon that teachers on all levels, from grade school to graduate school, are complimented and praised when they can get the attention of their students and motivate them to do their work. Practically every student perceives his education as a long endless row of obligations to be fulfilled. If there is any culture that has succeeded in killing the natural spontaneous curiosity of people and dulling the human desire to know, it is our technocratic society.

Mother, you sent me to piano lessons And praised my arabesques and trills Although each teacher found my touch Oddly wooden in spite of scales And the hours of practicing, my ear Tone-deaf and yes, unteachable. I learned, I learned, I learned elsewhere, From muses unhired by you, dear mother, I woke one day to see you, mother, Floating above me in bluest air On a green balloon bright with a million Flowers and bluebirds that never were Never, never, found anywhere. But the little planet bobbed away Like a soap-bubble as you called: Come here! And I faced my traveling companions. Day now, night now, at head, side, feet, They stand their vigil in gowns of stone, Faces blank as the day I was born, Their shadows long in the setting sun That never brightens or goes down. And this is the kingdom you bore me to, Mother, mother. But no frown of mine Will betray the company I keep.

Perhaps it is no wonder that the women were first at the Cradle and last at the Cross. They had never known a man like this Man—there never has been another. A prophet and teacher who never nagged at them, never flattered or coaxed or patronized; who never made arch jokes about them, never treated them as “The women, God help us!” or “The ladies, God bless them!”; who rebuked without querulousness and praised without condescension; who took their questions and arguments seriously; who never mapped out their sphere for them, never urged them to be feminine or jeered at them for being female; who had no axe to grind and no uneasy male dignity to defend; who took them as he found them and was completely unselfconscious. There is no act, no sermon, no parable in the whole Gospel that borrows its pungency from female perversity; nobody could guess from the words and deeds of Jesus that there was anything “funny” about woman’s nature. Dorothy Sayers, Are Women Human

In the land of Uz, there lived a man, righteous and God-fearing, and he had great wealth, so many camels, so many sheep and asses, and his children feasted, and he loved them very much and prayed for them. 'It may be that my sons have sinned in their feasting.' Now the devil came before the Lord together with the sons of God, and said to the Lord that he had gone up and down the earth and under the earth. 'And hast thou considered my servant Job?' God asked of him. And God boasted to the devil, pointing to his great and holy servant. And the devil laughed at God's words. 'Give him over to me and Thou wilt see that Thy servant will murmur against Thee and curse Thy name.' And God gave up the just man He loved so, to the devil. And the devil smote his children and his cattle and scattered his wealth, all of a sudden like a thunderbolt from heaven. And Job rent his mantel and fell down upon the ground and cried aloud, 'Naked came I out of my mother's womb, and naked shall I return into the earth; the Lord gave and the Lord has taken away. Blessed be the name of the Lord for ever and ever.' Fathers and teachers, forgive my tears now, for all my childhood rises up again before me, and I breathe now as I breathed then, with the breast of a little child of eight, and I feel as I did then, awe and wonder and gladness. The camels at that time caught my imagination, and Satan, who talked like that with God, and God who gave His servant up to destruction, and His servant crying out: 'Blessed be Thy name although Thou dost punish me,' and then the soft and sweet singing in the church: 'Let my prayer rise up before Thee,' and again incense from the priest's censer and the kneeling and the prayer. Ever since then - only yesterday I took it up - I've never been able to read that sacred tale without tears. And how much that is great, mysterious and unfathomable there is in it! Afterwards I heard the words of mockery and blame, proud words, 'How could God give up the most loved of His saints for the diversion of the devil, take from him his children, smite him with sore boils so that he cleansed the corruption from his sores with a pot-sherd - and for no object except to board to the devil! 'See what My saint can suffer for My Sake.' ' But the greatness of it lies just in the fact that it is a mystery - that the passing earthly show and the eternal verity are brought together in it. In the face of the earthly truth, the eternal truth is accomplished. The Creator, just as on the first days of creation He ended each day with praise: 'That is good that I have created,' looks upon Job and again praises His creation. And Job, praising the Lord, serves not only Him but all His creation for generations and generations, and for ever and ever, since for that he was ordained. Good heavens, what a book it is, and what lessons there are in it! What a book the Bible is, what a miracle, what strength is given with it to man! It is like a mold cast of the world and man and human nature, everything is there, and a law for everything for all the ages. And what mysteries are solved and revealed! God raises Job again, gives him wealth again. Many years pass by, and he has other children and loves them. But how could he love those new ones when those first children are no more, when he has lost them? Remembering them, how could he be fully happy with those new ones, however dear the new ones might be? But he could, he could. It's the great mystery of human life that old grief passes gradually into quiet, tender joy. The mild serenity of age takes the place of the riotous blood of youth. I bless the rising such each day, and, as before, my heart sings to meet it, but now I love even more its setting, its long slanting rays and the soft, tender, gentle memories that come with them, the dear images from the whole of my long, happy life - and over all the Divine Truth, softening, reconciling, forgiving!

More or less the same can be said for Art Therapy, which is organized infantilism. Our class was run by a delirious young woman with a fixed, indefatigable smile, who was plainly trained at a school offering courses in Teaching Art to the Mentally Ill; not even a teacher of very young retarded children could have been compelled to bestow, without deliberate instruction, such orchestrated chuckles and coos. Unwinding long rolls of slippery mural paper, she would tell us to take our crayons and make drawings illustrative of themes that we ourselves had chosen. For example: My House. In humiliated rage I obeyed, drawing a square, with a door and four cross-eyed windows, a chimney on top issuing forth a curlicue of smoke. She showered me with praise, and as the weeks advanced and my health improved so did my sense of comedy. I began to dabble happily in colored modeling clay, sculpting at first a horrid little green skull with bared teeth, which our teacher pronounced a splendid replica of my depression. I then proceeded through intermediate stages of recuperation to a rosy and cherubic head with a “Have-a- Nice-Day” smile. Coinciding as it did with the time of my release, this creation truly overjoyed my instructress (whom I’d become fond of in spite of myself), since, as she told me, it was emblematic of my recovery and therefore but one more example of the triumph over disease by Art Therapy.

The story of The Rape of the Lock, sylphs and all, could have been told, though not so effectively, in prose. The Odyssey and the Comedy have something to say that could have been said well, though not equally well, without verse. Most of the qualities Aristotle demands of a tragedy could occur in a prose play. Poetry and prose, however different in language, overlapped, almost coincided, in content. But modern poetry, if it ‘says’ anything at all, if it aspires to ‘mean’ as well as to ‘be’, says what prose could not say in any fashion. To read the old poetry involved learning a slightly different language; to read the new involves the unmaking of your mind, the abandonment of all the logical and narrative connections which you use in reading prose or in conversation. You must achieve a trance-like condition in which images, associations, and sounds operate without these. Thus the common ground between poetry and any other use of words is reduced almost to zero. In that way poetry is now more quintessentially poetical than ever before; ‘purer’ in the negative sense. It not only does (like all good poetry) what prose can’t do: it deliberately refrains from doing anything that prose can do. Unfortunately, but inevitably, this process is accompanied by a steady diminution in the number of its readers. Some have blamed the poets for this, and some the people. I am not sure that there need be any question of blame. The more any instrument is refined and perfected for some particular function, the fewer those who have the skill, or the occasion, to handle it must of course become. Many use ordinary knives and few use surgeons’ scalpels. The scalpel is better for operations, but it is no good for anything else. Poetry confines itself more and more to what only poetry can do; but this turns out to be something which not many people want done. Nor, of course, could they receive it if they did. Modern poetry is too difficult for them. It is idle to complain; poetry so pure as this must be difficult. But neither must the poets complain if they are unread. When the art of reading poetry requires talents hardly less exalted than the art of writing it, readers cannot be much more numerous than poets. The explication of poetry is already well entrenched as a scholastic and academic exercise. The intention to keep it there, to make proficiency in it the indispensable qualification for white-collared jobs, and thus to secure for poets and their explicators a large and permanent (because a conscript) audience, is avowed. It may possibly succeed. Without coming home any more than it now does to the ‘business and bosoms’ of most men, poetry may, in this fashion, reign for a millennium; providing material for the explication which teachers will praise as an incomparable discipline and pupils will accept as a necessary moyen de parvenir. But this is speculation.

became a blurry swirl of shapes and colors narrowing into a luminous spot of white light at the end of a black anoxic tunnel and dissolving into a rapid series of bright sharp images that I recognized at once from my childhood: long forgotten memories of important moments flashing by faster than anything I’d ever experienced, twenty to thirty frames a second, each one of them original, like perfect photographic slides from the archives of my young life, every scene compressed into a complete story with sights and sounds and smells and feelings from the time. Each image was euphoric, rapturous. The smiling face of my beautiful young mother / a gentle touch from her hand on my face / absorbing her love / playing in the sand at the seashore with my father / waves washing up on the beach / feeling the strength and security of his presence / soothing, kind-hearted praise from a teacher at school / faces and voices of adoring aunts and uncles / steam trains coming in at the local railroad station / hearing myself say “choo-choo” / the excitement of shared discovery with my brother on Christmas morning / running free through a familiar forest with a happy dog / hitting a baseball hard and hearing encouraging cries from my parents behind me in the bleachers / shooting baskets in a backyard court with a buddy from high school / a tender kiss from the soft warm lips of a lovely teenage girl / the encouraging thrust of her stomach and thighs against mine.

The modem European is characterized by two apparently opposite traits: individualism and the demand for equal rights; that I have at last come to understand. The individual is an extremely vulnerable piece of vanity: conscious of how easily it suffers. This vanity demands that every other shall count as its equal, that it should be only inter pares. In this way a social race is characterized in which talents and powers do not diverge very much. The pride that desires solitude and few admirers is quite beyond comprehension; a really "great" success is possible ony through the masses, indeed one hardly grasps the fact any more that a success with the masses is always really a petty success: because pulchrum est paucorum hominum (Beauty belongs to the few) All moralities know nothing of an "order of rank" among men; teachers of law nothing of a communal conscience. The principle of the individual rejects very great human beings and demands, among men approximately equal, the subtlest eye and the speediest recognition of a talent. And because everyone has some kind of talent in such late and civilized cultures - and therefore can expect to receive back his share of honor - there is more flattering of modest merits today than ever before: it gives the age a veneer of boundless fairness. Its unfairness consists in a boundless rage, not against tyrants and public flatterers even in the arts, but against noble men, who despise the praise of the many. The demand for equal rights (i.e. to be allowed to sit in judgment on everything and everyone) is anti-aristocratic. Equally strange to the age is the vanished individual, the absorption in a great type, the desire not to be a personality - which constituted the distinction and ambition of many lofty men in earlier days (the greatest poets among them); or "to be a city" as in Greece, Jesuitism, Prussian officer corps and bureaucracy, or to be a pupil and continuator of great masters - for which non-social conditions and a lack of petty vanity are needed.

The educational goal of self-esteem seems to habituate young people to work that lacks objective standards and revolves instead around group dynamics. When self-esteem is artificially generated, it becomes more easily manipulable, a product of social technique rather than a secure possession of one’s own based on accomplishments. Psychologists find a positive correlation between repeated praise and “shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.” 36 The more children are praised, the more they have a stake in maintaining the resulting image they have of themselves; children who are praised for being smart choose the easier alternative when given a new task. 37 They become risk-averse and dependent on others. The credential loving of college students is a natural response to such an education, and prepares them well for the absence of objective standards in the job markets they will enter; the validity of your self-assessment is known to you by the fact it has been dispensed by gatekeeping institutions. Prestigious fellowships, internships, and degrees become the standard of self-esteem. This is hardly an education for independence, intellectual adventurousness, or strong character. “If you don’t vent the drain pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit.” In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent. The master has no need for a psychology of persuasion that will make the apprentice compliant to whatever purposes the master might dream up; those purposes are given and determinate. He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master’s actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience. Teamwork doesn’t have this progressive character. It depends on group dynamics, which are inherently unstable and subject to manipulation. On a crew,

I ask them to write brief descriptions of two recent moments in the classroom: a moment when things went so well that you knew you were born to be a teacher and a moment when things went so poorly that you wished you had never been born! Then we get into small groups to learn more about our own natures through the two cases. First, I ask people to help each other identify the gifts that they possess that made the good moment possible. It is an affirming experience to see our gifts at work in a real-life situation-and it often takes the eyes of others to help us see. Our strongest gifts are usually those we are barely aware of possessing. They are a part of our God-given nature, with us from the moment we drew first breath, and we are no more conscious of having them than we are of breathing. Then we turn to the second case. Having been bathed with praise in the first case, people now expect to be subjected to analysis, critique, and a variety of fixes: "If I had been in your shoes, I would have ... ," or, "Next time you are in a situation like that, why don't you ... ?" But I ask them to avoid that approach. I ask them instead to help each other see how limitations and liabilities are the flip side of our gifts, how a particular weakness is the inevitable trade-off for a particular strength. We will become better teachers not by trying to fill the potholes in our souls but by knowing them so well that we can avoid falling into them. My gift as a teacher is the ability to "dance" with my students, to teach and learn with them through dialogue and interaction. When my students are willing to dance with nee, the result can be a thing of beauty. When they refuse to dance, when my gift is denied, things start to become messy: I get hurt and angry, I resent the students-whom I blame for my plight-and I start treating them defensively, in ways that make the dance even less likely to happen. But when I understand this liability as a trade-off for my strengths, something new and liberating arises within me. I no longer want to have my liability "fixed"-by learning how to dance solo, for example, when no one wants to dance with me-for to do that would be to compromise or even destroy my gift. Instead I want to learn how to respond more gracefully to students who refuse to dance, not projecting my limitation on them but embracing it as part of myself. I will never be a good teacher for students who insist on remaining wallflowers throughout their careers-that is simply one of my many limits. But perhaps I can develop enough self-understanding to keep inviting the wallflowers onto the floor, holding open the possibility that some of them might hear the music, accept the invitation, and join me in the dance of teaching and learning.

​Whether children develop a fixed or growth mindset depends in part on the type of praise they receive from parents and teachers.

It was a contradiction that Bikram negotiated with two twin sayings: "Ninety-nine percent correct, one hundred percent wrong," and its complement, "Try one perfect the right way, get one hundred percent of the benefits." This 99 percent wrong/1 percent right mentality created the classic Bikram dynamic. During class, internally, there is a perfectionism, a demand for almost hostile conformity that works like metallurgy on the human form. Outside the hot room, externally, or from the teacher’s perspective, the yoga is compassionate, open, and tolerant. every improvement is praised because every improvement is hard won. The strict disciplinarian and the loving healer.

We’ve got art class coming up, Violet.” “Really?” I glance up at the sun, still high in the sky; art class doesn’t start till five-thirty, and it can’t even be near five yet. “I’m going in to change,” Kendra says, pulling her sarong around her, tying it at her slender waist. Slipping her feet into her flip-flops, she pads back to the house, watched by the three of us girls; none of us say a word until she’s well out of earshot. Then Paige turns back to me and Kelly and says: “Riiiiight. Because it takes nearly an hour to get ready for art class.” “It does if you have a crush the size of Big Ben on the art teacher,” Kelly zings back. “She isn’t even any good at art!” Paige giggles. “I mean, not like Violet!” “Violet’s brilliant,” Kelly says, very pleased to have found an opportunity to both praise me, her friend and ally, and get in a dig at Kendra, her rival for Brainiest Girl in Villa Barbiano. “Her paintings are gorgeous.” “Oh yeah?” Evan says to me. He’s very good at tuning out girl talk and focusing only on the important information--a skill doubtless acquired from a lifetime of living with Paige. “What do you paint?” “Still lifes, at the moment,” I say, feeling self-conscious. “But I’d really like to do portraits. We need a life model, though, and Kelly won’t do it and Paige can’t stay still for long enough.” “I fidget,” Paige says cheerfully.

11 — I have explained where Wagner belongs—not in the history of music. What does he signify nevertheless in that history? The emergence of the actor in music: a capital event that invites thought, perhaps also fear. In a formula: "Wagner and Liszt."— Never yet has the integrity of musicians, their "authenticity," been put to the test so dangerously. One can grasp it with one's very hands: great success, success with the masses no longer sides with those who are authentic,—one has to be an actor to achieve that!— Victor Hugo and Richard Wagner—they both prove one and the same thing: that in declining civilizations, wherever the mob is allowed to decide, genuineness becomes superfluous, prejudicial, unfavorable. The actor, alone, can still kindle great enthusiasm.— And thus it is his golden age which is now dawning—his and that of all those who are in any way related to him. With drums and fifes, Wagner marches at the head of all artists in declamation, in display and virtuosity. He began by convincing the conductors of orchestras, the scene-shifters and stage-singers, not to forget the orchestra:—he "redeemed" them from monotony .... The movement that Wagner created has spread even to the land of knowledge: whole sciences pertaining to music are rising slowly, out of centuries of scholasticism. As an example of what I mean, let me point more particularly to Riemann's [Hugo Riemann (1849-1919): music theoretician] services to rhythmic; he was the first who called attention to the leading idea in punctuation—even for music (unfortunately he did so with a bad word; he called it "phrasing"). All these people, and I say it with gratitude, are the best, the most respectable among Wagner's admirers—they have a perfect right to honor Wagner. The same instinct unites them with one another; in him they recognize their highest type, and since he has inflamed them with his own ardor they feel themselves transformed into power, even into great power. In this quarter, if anywhere, Wagner's influence has really been beneficial. Never before has there been so much thinking, willing, and industry in this sphere. Wagner endowed all these artists with a new conscience: what they now exact and obtain from themselves, they had never extracted before Wagner's time—before then they had been too modest. Another spirit prevails on the stage since Wagner rules there: the most difficult things are expected, blame is severe, praise very scarce—the good and the excellent have become the rule. Taste is no longer necessary, nor even is a good voice. Wagner is sung only with ruined voices: this has a more "dramatic" effect. Even talent is out of the question. Expressiveness at all costs, which is what the Wagnerian ideal—the ideal of décadence—demands, is hardly compatible with talent. All that is required for this is virtue—that is to say, training, automatism, "self-denial." Neither taste, voices, nor gifts: Wagner's stage requires one thing only—Teutons! ... Definition of the Teuton: obedience and long legs ... It is full of profound significance that the arrival of Wagner coincides in time with the arrival of the "Reich": both actualities prove the very same thing: obedience and long legs.— Never has obedience been better, never has commanding. Wagnerian conductors in particular are worthy of an age that posterity will call one day, with awed respect, the classical age of war. Wagner understood how to command; in this, too, he was the great teacher. He commanded as the inexorable will to himself, as lifelong self-discipline: Wagner who furnishes perhaps the greatest example of self-violation in the history of art (—even Alfieri, who in other respects is his next-of-kin, is outdone by him. The note of a Torinese). 12 The insight that our actors are more deserving of admiration than ever does not imply that they are any less dangerous ... But who could still doubt what I want,—what are the three demands for which my my love of art has compelled me?

Despite her hesitation about addressing issues related to women, Dorothy L. Sayers eventually felt compelled to speak out. That’s because she noticed some characteristics of Christ’s interactions with women that drive us, too: Perhaps it is no wonder that the women were first at the Cradle and last at the Cross. They had never known a man like this Man—there never has been such another. A prophet and teacher who never nagged at them, never flattered or coaxed or patronised; who never made arch jokes about them, never treated them either as “The women, God help us!” or “The ladies, God bless them!”; who rebuked without querulousness and praised without condescension; who took their questions and arguments seriously; who never mapped out their sphere for them, never urged them to be feminine or jeered at them for being female; who had no axe to grind and no uneasy male dignity to defend; who took them as he found them and was completely unself-conscious. There is no act, no sermon, no parable in the whole Gospel that borrows its pungency from female perversity; nobody could possibly guess from the words and deeds of Jesus that there was anything “funny” about woman’s nature.3 It is this Jesus whom we hope to help readers see more clearly, love more dearly, and follow more nearly until his kingdom comes and his will is done on earth as it is in heaven.

and into the western parts of Asia Minor, where his successful activities attracted the attention of the Byzantine Emperor, Constantine Pogonatus. This Emperor issued a decree (684) against the congregations of believers and against Constantine in particular, sending one of his officers, named Simeon, to put it into effect. In order to give special significance to the execution of Constantine, Simeon supplied a number of his personal friends with stones and ordered them to stone the teacher whom they had so long revered and loved. Risking their own lives by their refusal, they dropped the stones, but there was a young man present named Justus, who had been brought up by Constantine as his adopted son and treated with especial kindness; he flung a stone at his benefactor and killed him, thus earning high praise and reward from the authorities, who compared him to David slaying Goliath. Simeon was profoundly moved by all that he saw and heard at Kibossa, and, conversing with the Christians there, was convinced of the truth of their doctrines and the Tightness of their practice.

Teachers are often rightly praised for all they do for our children. But there are others out there who are working to make the youth of today a happy and productive generation of tomorrow. And I'm proud to say I'm one of these "others" providing a positive environment for many wonderful children who are full of promise.

Chapter 29 Alma desires to cry repentance with angelic zeal—The Lord grants teachers for all nations—Alma glories in the Lord’s work and in the success of Ammon and his brethren. About 76 B.C. 1 O that I were an angel, and could have the wish of mine heart, that I might go forth and speak with the trump of God, with a voice to shake the earth, and cry repentance unto every people! 2 Yea, I would declare unto every soul, as with the voice of thunder, repentance and the plan of redemption, that they should repent and come unto our God, that there might not be more sorrow upon all the face of the earth. 3 But behold, I am a man, and do sin in my wish; for I ought to be content with the things which the Lord hath allotted unto me. 4 I ought not to harrow up in my desires the firm decree of a just God, for I know that he granteth unto men according to their desire, whether it be unto death or unto life; yea, I know that he allotteth unto men, yea, decreeth unto them decrees which are unalterable, according to their wills, whether they be unto salvation or unto destruction. 5 Yea, and I know that good and evil have come before all men; he that knoweth not good from evil is blameless; but he that knoweth good and evil, to him it is given according to his desires, whether he desireth good or evil, life or death, joy or remorse of conscience. 6 Now, seeing that I know these things, why should I desire more than to perform the work to which I have been called? 7 Why should I desire that I were an angel, that I could speak unto all the ends of the earth? 8 For behold, the Lord doth grant unto all nations, of their own nation and tongue, to teach his word, yea, in wisdom, all that he seeth fit that they should have; therefore we see that the Lord doth counsel in wisdom, according to that which is just and true. 9 I know that which the Lord hath commanded me, and I glory in it. I do not glory of myself, but I glory in that which the Lord hath commanded me; yea, and this is my glory, that perhaps I may be an instrument in the hands of God to bring some soul to repentance; and this is my joy. 10 And behold, when I see many of my brethren truly penitent, and coming to the Lord their God, then is my soul filled with joy; then do I remember what the Lord has done for me, yea, even that he hath heard my prayer; yea, then do I remember his merciful arm which he extended towards me. 11 Yea, and I also remember the captivity of my fathers; for I surely do know that the Lord did deliver them out of bondage, and by this did establish his church; yea, the Lord God, the God of Abraham, the God of Isaac, and the God of Jacob, did deliver them out of bondage. 12 Yea, I have always remembered the captivity of my fathers; and that same God who delivered them out of the hands of the Egyptians did deliver them out of bondage. 13 Yea, and that same God did establish his church among them; yea, and that same God hath called me by a holy calling, to preach the word unto this people, and hath given me much success, in the which my joy is full. 14 But I do not joy in my own success alone, but my joy is more full because of the success of my brethren, who have been up to the land of Nephi. 15 Behold, they have labored exceedingly, and have brought forth much fruit; and how great shall be their reward! 16 Now, when I think of the success of these my brethren my soul is carried away, even to the separation of it from the body, as it were, so great is my joy. 17 And now may God grant unto these, my brethren, that they may sit down in the kingdom of God; yea, and also all those who are the fruit of their labors that they may go no more out, but that they may praise him forever. And may God grant that it may be done according to my words, even as I have spoken. Amen.

When trying to be recognized by others, almost all people treat satisfying other people’s expectations as the means to that end. And that is in accordance with the stream of thought of reward-and-punishment education that says one will be praised if one takes appropriate action. If, for example, the main point of your job turns out to be satisfying other people’s expectations, then that job is going to be very hard on you. Because you’ll always be worried about other people looking at you and fear their judgment, and you are repressing your “I-ness.” It might come as a surprise to you, but almost none of my clients who come for counseling are selfish people. Rather, they are suffering trying to meet the expectations of other people, the expectations of their parents and teachers. So, in a good way, they can’t behave in a self-centered fashion.

The Erasure Hero didn't know what to think. As a teacher he should punish him for his recklessness. As a hero, he should praise Izuku for the invaluable information he obtained, and the quirk. As a father he should be telling his son off for taking risks? Not sounding the alarm? Kissing strange and dangerous men? In the end, he went for a bizarre combination of the three.

Long before our father and mother, our brothers and sisters, our teachers, our church, or anyone else touched us in a loving or a wounding way—long before we were rejected by some person or praised by somebody else—that voice was there. “I have loved you with an everlasting love” (Jer. 31:3). That love was there before we were born and will be there after we die. A life of fifty, sixty, seventy, or a hundred years is just a little moment in which we have been given time to say, “Yes, I love you too.

Ministers as a body are I think the best men living on the earth. I could fill a dozen evenings with praises of the pulpit saints whom I have known. In purity of motive ministers as a class surpass the lawyers, in breadth of sympathy the physicians, in fidelity to principle the editors, in self-sacrifice the merchants, in moral courage the soldiers, in loftiness of ideals the teachers, in purity of life the highest classes in our best society. This is not said boastfully but gratefully as a fact not to be disputed. But ministers to be as good as other classes of men must be better than they. No other set of men make such assumptions or bind themselves to such high ideals.

In the realm of school and activity-based accomplishments and achievements, it’s more loving and resilience-building to offer praise that is specific to the task accomplished. For example: (1) For a little kid—I like how you used all kinds of colors in that picture; (2) For an elementary schooler—I noticed how you pointed your toes throughout your whole ballet performance, just like your teacher asked; (3) For a middle schooler—You did a good job maneuvering the glue gun to make your school project. That can be so tricky; (4) For a high schooler—Your essay on Cyrano de Bergerac made such detailed references to Cyrano’s emotional turmoil. You really managed to get inside his head. Specific praise like this builds confidence because it shows we’ve paused for a moment to pay attention to what the kid has actually done.

All the girls, other than me, wanted the same things: to own a pair of stockings so their legs would not look bare and childish in their humiliating ankle socks; to have the best notebooks to record song lyrics, those sickeningly sweet words of dreams and loves and hearts; to be praised by the teachers, but more importantly, to be admired and envied by one another; to catch the attention of the right boys.

I started learning English from Abuelo Jorge's old grammar textbooks. I found them in Abuelo Celia's closet. They date back to 1919, the first year he started working for the American Electric Broom Company. At school, only a few students were allowed to learn English, by special permission. The rest of us had to learn Russian. I liked the curves of the Cyrillic letters, their unexpected sounds. I liked the way my name looked: Иван. I took Russian for nearly two years at school. My teacher, Sergey Mikoyan, praised me highly. He said I had an ear for languages, that if I studied hard I could be a translator for world leaders. It was true I could repeat anything he said, even tongue twisters like kolokololiteyshchiki perekolotili vikarabkavshihsya vihuholey "the church bell casters slaughtered the desmans that had scrambled out." He told me I had a gift, like playing the violin, or mastering chess.

In order for a capitalist system to thrive, our false beliefs in productivity and labor must remain. We have internalized its teachings and become zombie-like in Spirit and exhausted in body. So we push ourselves and each other under the guise of being hyperproductive and efficient. From a very young age we begin the slow process of disconnecting from our bodies’ need to rest and are praised when we work ourselves to exhaustion. We tell our children to “stop being lazy” when they aren’t participating in work culture with the same intensity as us. We lose empathy for ourselves first and push excessively. We become managers, teachers, and leaders who fall prey to the allure of a capitalist system and treat those we have the honor of working with as human machines. We become rigid and impatient when our checklist isn’t completed to perfection. We become less human and less secure. We believe we are only meant to survive and not thrive. We see care as unnecessary and unimportant. We believe we don’t really have to rest. We falsely believe hard work guarantees success in a capitalist system.

even have entire education systems that reinforce the notion that the mind is who we are, and it should therefore be praised and developed as a personal achievement and point of pride. Yet, almost all of our thoughts are actually only reflections of past experiences and beliefs that have been modeled to us by those most impactful in our lives—parents, teachers, religions, friends, advertising, or society. In an effort to survive best, the mind seeks to quickly become in sync with the perspectives and themes of consciousness of the family and community. Thus we take on similar beliefs, thoughts, emotional behavior, and brain neuron development as those closest to us.

Not only do soul teachers fail to fall in with our hustles, they may actually talk about the fact that we’re hustling. Instead of praising our designer clothes or clever wordplay, they may mention that we seem to be trying to impress them. When we cover our existential despair with flippancy, they may skip the polite laughter and ask why we’re acting happy when we seem so sad. Yes, I know! Shocking! This violates what psychiatrist Alice Miller calls the cardinal rule of all cultures: DON’T EVER MENTION THE RULES. In other words, never articulate that there’s an unspoken code everyone in the room has been trained to follow.

If you remember only one thing from this book, it should be the following research study. Xinyin Chen and Kenneth Rubin of the University of Waterloo in Ontario, Canada, and Yuerong Sun of Shanghai Teachers University compared 480 schoolchildren in Shanghai to 296 in Canada to see what traits made children most popular. In China “shy” and “sensitive” children were among those most chosen by others to be friends or playmates. (In Mandarin, the word for shy or quiet means good or well-behaved; sensitive can be translated as “having understanding,” a term of praise.) In Canada, shy and sensitive children were among the least chosen. Chances are, this is the kind of attitude you faced growing up. Think about the impact on you of not being the ideal for your culture. It has to affect you—not only how others have treated you but how you have come to treat yourself.

Dieters need to know they’re losing weight, even if gradually. We can help learners to weigh their English,  that is to realise their sense of achievement, or competence, in various ways. For example, we can set challenging but manageable tasks, give them tests, record them speak and have them listen a month later and notice the improvement and of course encourage and praise. The same principles apply when learners practise away from class. One reason we need to spend some time in class discussing what the learners do outside class is to create the opportunity for feedback (from the teacher and from fellow students), to say ‘Well done’, ‘Keep it up’ or ‘Go on, give it a go’. In addition, we can provide expert knowledge about which activities are right for them in terms of level and appropriacy.

And at this moment, we can experience something that spiritual teachers have told us for millennia: the joy in knowing that things are going to get better.

Temperaments shapes the way we experience the world. Our most important endeavour as teachers must be guiding student's education and helping them cope with challenges, taking risks, learning from failures and inspiring their growth. We need to motivate them to fulfill their potential, to push themselves out of their comfort zones and develop new skills by praising their focus, perseverance and improvement.

They were divided into four categories that are described below along with examples of the motivational behaviours included within each. 1     Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity 2     Participation structure: group work/pair work 3     Activity design: individual competition, team competition, intellectual challenge, tangible task product 4     Encouraging positive retrospective self-evaluation and activity design: effective praise, elicitation of self/peer correction session, class applause. In each lesson, the learners’ motivation was measured in terms of their level of engagement. The proportion of students who paid attention, who actively participated, and who eagerly volunteered during activities was calculated. A three-level scale was used to measure engagement in each observed lesson: very low (a few students), low (one third to two thirds of the students) and high (more than two thirds of the students). Learners also completed a questionnaire about their motivation levels specifically related to their EFL class. The researchers found significant positive correlations between the teachers’ motivational practices, the learners’ engagement behaviours, and the learners’ self-reports on the questionnaire. The researchers acknowledge that correlation results do not indicate cause–effect relationships. Nevertheless, the findings are important because this is the first study to provide ‘any empirical evidence concerning the concrete, classroom-specific impact of language teachers’ motivational strategies’ (Guilloteaux and Dörnyei 2008: 72).

It felt almost like a dream from long ago. I remembered another Ji-li, one who was always praised by her teachers and respected by her classmates. A Ji-li who always pushed herself to do better, achieve more.

In my way of thinking, and what life teach me in the past 70 add years so far, and of course, also learning from different sources and from very WISE Masters and Teachers of the past and present times, I found out that Praising God is ALWAYS GOOD... (no matter what Name we Use) praising anyone else as he or she is God, is foolish, egoistical, ignorant and stupid" ___nickc

So, one day in Athens in 534 b.c., he went to witness one of Thespis’s performances. What he saw disturbed him so much, that he confronted Thespis afterwards. He demanded to know why Thespis was not ashamed to tell so many lies before so many people. Thespis replied that such lying was harmless so long as it was done in play. Solon angrily struck his staff to the ground and exclaimed, “yes, but if we allow ourselves to praise and honor make-believe like this, the next thing will be to find it creeping into our serious business.” 1

The pleasure of praise and reward must energize, the pain of blame and punishment. must teach, else teacher and society have misused these social tools.

In an autobiographical essay published in 1946, Albert Einstein reflected on his days as a student of physics some fifty years earlier. He recalled his teachers with affection but, referring to exams, said, “This coercion had such a deterring effect that after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.

Because of a profound, deep-seated doubt in their own competence, which begins in early childhood, girls become convinced that they must have protection if they are going to survive. This belief is bred into women by misguided social expectations (...) Girls are trained very differently than boys. The training leads to their becoming adults who stay stuck in jobs beneath their capabilities. It leads them to feel intimidated by the men they marry, and to defer to them in the hope of being protected. It even leads (...) to the crippling of women's intellectual abilities. Long praised by teachers for being diligent and dutiful in school, we who rely on dutifulness to get us by in the professional world son find ourselves being treated as if we were not quite grown up. (...) Not to be taken seriously. And (...) easily exploitable. (...) The way girls are socialized continues to predetermine an agonizing conflict over the psychological independence that's necessary if women are ever to spring free and take their place in the sun.

An essay course started at the Academy, I wrote about Tolkien’s Lord of the Rings, one of the books I was really passionate about, alongside Bram Stoker’s Dracula, and even though they didn’t fall into the category of literature the teachers favoured and taught, I still received some praise from Fosse, he said my language was tight and precise, my arguments solid and interesting and that I obviously had a talent for non-fiction. The praise was two-edged: did it mean that my future lay in literature about literature and not in literature itself?

I was very demanding, but the role of a head coach is that of a demanding teacher. Those of you who are reading this book can probably all look back on a tough teacher you had, and if you’re lucky you think of him or her with affection. Demands must be coupled with true caring for the students. A demanding teacher is quick to praise action that deserves praise, but will criticize the act, not the person. The coach’s job is to be part servant in helping the player reach his goals. Certainly, coaching was not a matter of manipulating people to do what would help us. I never did like the term handle people, which to me meant conning people. The life insurance salesman who genuinely believes someone needs life insurance is different from the one who tries to manipulate or con them into buying something they do not need. I believed a demanding teacher should treat each player as an important part of the team, which, of course, he is. The least skilled player received the same attention from me as the best player. When their careers drew to a close, I always had what I called an “exit meeting” with each young man, to discuss what his goals had been and what they were for the future. To me, the players got the wins, and I got the losses. Caring for one another and building relationships should be the most important goal, no matter what vocation you are in.

You did good, Bunny. You could kick Nikita’s ass, hands tied behind your back, blindfolded.” I laugh, feeling a warm glowing coating my insides. “I highly doubt it, but thanks for the confidence.” I always get this feeling when he praises me. There’s a real teacher-pupil thing going on here. Towle, Samantha (2012-05-22). Original Sin (The Alexandra Jones Series #2) (Kindle Locations 1754-1757). . Kindle Edition.

Most of the crowd spread their garments on the road, and others cut branches from the trees and spread them on the road. And the crowds that went before him and that followed him shouted, “Hosanna to the Son of David!…” —Matthew 21:8–9 (RSV) PALM SUNDAY: REMAINING FAITHFUL It’s graduation day at the University of Pittsburgh. It’s thrilling, watching the young men and women I’ve taught go forth and do all of the world’s work, but there’s a nagging disquiet. Like many weighty truths, their education is accompanied by an equally weighty lie. I’ve told my students they’re unique and capable of wonderful things (true); I didn’t warn them of the attendant difficulties that lay ahead. I’ve long stopped betting on their futures. Who am I to tell them about the odds of a successful life, the weird dance of hard work and good luck, the slings and arrows of outrageous fortune? Luckily, today is filled with smiles, flowing robes, hugs, funny hats. In ancient times such celebrations would be marked by palm fronds, like Jesus’ entrance into Jerusalem. And then is no different from now, where celebration can suddenly turn to trepidation, where young lives quickly discover that speaking the truth may lead to trouble, betrayal, or worse. But today they’ll throw their hats into the air with faith in the future. And when asked, I’ll pose with them for photos. Years from now they’ll wonder about the teacher with the gray hair and wan, anxious smile, who looks as if he might be praying. Lord, we often praise You one day, then betray You the next. Let us overcome our fickle nature and be faithful companions to You and our brothers and sisters. —Mark Collins Digging Deeper: Mt 21:1–11

Young children who constantly hear “person” praise (“you’re so smart to do this well”) as opposed to “task” praise (“you did that well”) are more likely to believe that intelligence is fixed rather than expandable with hard work.

If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight. If children live with ridicule, they learn to be shy. If children live with shame, they learn to feel guilty. If children live with tolerance, they learn to be patient. If children live with encouragement, they learn confidence. If children live with praise, they learn to appreciate. If children live with fairness, they learn justice.

If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight. If children live with ridicule, they learn to be shy. If children live with shame, they learn to feel guilty. If children live with tolerance, they learn to be patient. If children live with encouragement, they learn confidence. If children live with praise, they learn to appreciate. If children live with fairness, they learn justice. If children live with security, they learn to have faith. If children live with approval, they learn to like themselves. If children live with acceptance and friendship, they learn to find love in the world

Fear of the Lord The fear of the LORD is the beginning of wisdom; all who follow his precepts have good understanding. To him belongs eternal praise. —PSALM 111:10     The motto of the wisdom teachers is that the fear of the LORD (showing holy respect and reverence for God and shunning evil) is the starting point and essence of wisdom. When you have a fear of the LORD, you express that respect by submission to His will. • “Behold, the fear of the Lord, that is wisdom; and to depart from evil is understanding.”—Job 28:28 NASB • “The fear of the LORD is the beginning of wisdom, and the knowledge of the Holy One is understanding.”—Proverbs 9:10 NASB • “The fear of the LORD is the instruction for wisdom, and before honor comes humility.”—Proverbs 15:33 NASB • “The conclusion, when all has been heard, is: fear God and keep His commandments, because this applies to every person.” —Ecclesiastes 12:13 NASB Wisdom is not acquired by a mechanical formula, but through a right relationship with God. It seems that following God’s principles and commandments should be the obvious conclusion of our thankfulness for all He has done for us. In today’s church world, many people have lost the concept of fearing God. The soft side of Christianity has preached only the “love of God.” We haven’t balanced the scale by teaching the other side, His justice and judgment—fear, anger, wrath, obedience, and punishment. Just because some pastors don’t teach it from their pulpits doesn’t make it less a reality. As with involvement with drugs, alcohol, lust, and envy, we must respect the consequences of our actions, or we will be destroyed by them. Our safeguard to resist these life destroyers is to have a proper respect for God. Then we will be obedient to His precepts and stay away from the fire of temptation. God lights the way for our paths, but we must be willing to follow His lighted path.

 How such Souls have no will at all. Chapter 9.1 Love. If anyone were to ask such free souls, untroubled and at peace, if they would want to be in Purgatory, they would answer No: if they would want here in this life to be assured of their salvation, they would answer No: if they would want to be in Paradise, they would answer No. Why would they wish for such things? They have no will at all; and if they wished for anything, they would separate themselves from Love; for he who has their will2 knows what is good for them, without their knowing or being assured of it. Such Souls live by knowing and loving and praising; 3 that is the settled practice of such Souls, without any impulse of their own, for Knowledge and Love and Praise dwell within them. Such Souls cannot assess whether they are good or bad, and they have no knowledge of themselves, and would be unable to judge whether they are converted or perverted. Love. Or, to speak more briefly, let us take one Soul to represent them all, says Love. This Soul neither longs for nor despises4 poverty or tribulation, Mass or sermon, fasting or prayer; and gives to Nature all that it requires, with no qualm of conscience; but this Nature is so well ordered through having been transformed in the union with Love, to whom this Soul’s will is joined, that it never asks anything which is forbidden. Such a Soul is not concerned about what it lacks, except at the needful time; and none but the innocent can be without this concern. Reason. For God’s sake, what does this mean? Love. I tell you in reply, Reason, says Love, as I have told you before, and yet again I tell you that every teacher of natural wisdom, every teacher of book-learning, everyone who persists in loving his obedience to the Virtues does not and will not understand this as it should be understood. Be sure of this, Reason, says Love, for only those understand it who should seek after Perfect Love. But if by chance one found such Souls, they would tell the truth if they wanted to; yet I do not think that anyone could understand them, except only him who seeks after Perfect Love5 and Charity. Sometimes, says Love, this gift is given in the twinkling of an eye; and let him who is given it hold fast to it, for it is the most perfect gift which God gives to a creature. This Soul is learning in the school of Divine Knowledge, 6 and is seated in the valley of Humility, and upon the plain of Truth, and is at rest upon the mountain of Love.