Prep Teacher Quotes

Bok knows everything about me, including my thing with auras. Truth is, though, he isn't much good as a bodyguard. Bok is a shade heavier than an eating disorder, has a cute button nose and long, silky, straight hair most girls would kill for. We've been friends since prep when he used to sit behind me in class and hit me with his ruler. I put up with it for weeks, and then one day when the teacher stepped out of the room I pushed him off his chair and watched as he fell flat on his skinny, pretty arse.

All schools are prep schools in a way. They prepare you for Industrial Age careers. Your teachers and parents meant well, but our educational system was designed using a twentieth-century factory as a model, with efficiency in mind, not creativity or diversity of thought.

Not that parents are alone in their extreme behavior. That have more than enough company among school boards and high-ranking politicians who think if you "fix the schools, they'll fix the kids." So, in Gadsden, Alabama, school officials eliminated kindergarten nap time in 2003 so the children would have more test-prep time. Two hours away in Atlanta, school officials figured that if you eliminated recess, the kids will study more. And just in case those shifty teachers try to sneak it in, Atlanta started building schools without playgrounds. "We are intent on improving academic performance," said the superintendent. "You don't do that by having kids hanging on the monkey bars." Meanwhile, Georgia's governor wanted the state to give Mozart CDs to newborns because research showed Mozart improved babies' IQs (which later proved to be mythical research). Right behind him is Lincoln, Rhode Island, where they canceled the district spelling bee because only one child would win, leaving all others behind, thus violating the intent of No Child Left Behind--or, as they might say in Lincoln, no child gets ahead.

school. If they were wonderful, school was wonderful. It had always been that way for me. And if the teachers believed in me, that was at least the first step in a long journey of believing in myself. This was especially true during my more vulnerable moments, back when I was labeled “truant” and “discipline problem.” I was always seeing myself through the eyes of adults, my parents, caseworkers, psychiatrists, and teachers. If I saw a failure in their eyes, then I was one. And if I saw someone capable, then I was capable. Professional adults had credibility and were my standard for deciding what was legitimate or not, including myself. Previously, when teachers like Ms. Nedgrin saw me as a victim—despite her good intentions—that’s what I believed about myself, too. Now I had teachers at Prep who held me to a higher standard, and that helped me rise to the occasion. If I kept at it, slowly, I could do this. The deeply personal relationships with my teachers in this intimate school setting made me believe it.

They’d never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents:

It was difficult to sustain the illusion that education was of value for kids who would not live long enough to use it. They’d never take the standardized tests that they were prepping for. In a way, Amelia had said, this had led to a kind of renaissance in pedagogy. Free from the constraints of racking up high test scores or getting into colleges, students could learn for learning’s sake—which was how it ought to be. The tick-tock curriculum had dissolved and been replaced by activities improvised from day to day by teachers and parents: hiking in the mountains, doing art projects about the Cloud Ark, talking with psychologists about death, reading favorite books.

There’s a problem when we’re creating a job you can’t do if you have kids,” Dennis Van Roekel, former president of the National Education Association, told me. “There are a lot of us who spend too much time working. But ultimately, you need time for family, time for community, time for church.” According to a union executive who has negotiated charter school contracts across the country, at many schools teachers are expected to eat lunch with their students, and have no prep period to plan lessons. At others, when a teacher calls in sick, the school will not hire a substitute, but will instead require other teachers to fill in during their prep periods. At one Chicago charter school, teachers complained that they had so little free time during the day that they could not visit the bathroom.

I remember, for example, the time at prep school when I was chosen for the under nines’ rugby team. Well, to be more accurate, I was chosen to be linesman, as I wasn’t good enough for the actual team. Anyway, it was a cold, miserable winter’s day, and there were no spectators out watching, which was uncommon. (Normally, at least a few boys or teachers would come out to watch the school matches.) But on this cold, blustery day the touchlines were deserted, except for one lone figure. It was my dad, standing in the rain, watching me, his son, perform my linesman duties. I felt so happy to see him, but also felt guilty. I mean, I hadn’t even made the team and here he was to watch me run up and down waving a silly flag. Yet it meant the world to me. When the halftime whistle blew it was my big moment. On I ran to the pitch, the plate of oranges in my hands, with Dad applauding from the touchline. Lives are made in such moments. Likewise, I remember Dad playing in the fathers-and-sons cricket match. All the other fathers were taking it very seriously, and then there was Dad in an old African safari hat, coming in to bat and tripping over his wicked--out for a duck. I loved that fun side of Dad, and everyone else seemed to love him for it as well. To be a part of that always made me smile.

The reformers believe that scores will go up if it is easy to fire teachers and if unions are weakened. But is this true? No. The only test scores that can be used comparatively are those of the National Assessment of Educational Progress, because it is a no-stakes test. No one knows who will take it, no one knows what will be on the test, no student takes the full test, and the results are not reported for individuals or for schools. There is no way to prepare for NAEP, so there is no test prep. There are no rewards or punishments attached to it, so there is no reason to cheat, to teach to the test, or to game the system. So, let’s examine the issues at hand using NAEP scores as a measure. The states that consistently have the highest test scores are Massachusetts, New Jersey, and Connecticut. Consistently ranking at the bottom are states in the South and the District of Columbia. The highest-ranking states have strong teachers’ unions and until recently had strong tenure protections for teachers. The lowest-ranking states do not have strong teachers’ unions, and their teachers have few or no job protections. There seems to be no correlation between having a strong union and having low test scores; if anything, it appears that the states with the strongest unions have the highest test scores. The lowest-performing states have one thing in common, and that is high poverty. The District of Columbia has a strong union and high poverty; it also has intense racial isolation in its schools. It has very low test scores. Most of the cities that rank at the very bottom on NAEP have teachers’ unions, and they have two things in common: high poverty and racial isolation.

As we pulled up at the big school gates, I saw tears rolling down my dad’s face. I felt confused as to what part of nature or love thought this was a good idea. My instinct certainly didn’t; but what did I know? I was only eight. So I embarked on this mission called boarding school. And how do you prepare for that one? In truth, I found it really hard; there were some great moments like building dens in the snow in winter, or getting chosen for the tennis team, or earning a naval button, but on the whole it was a survival exercise in learning to cope. Coping with fear was the big one. The fear of being left and the fear of being bullied--both of which were very real. What I learned was that I couldn’t manage either of those things very well on my own. It wasn’t anything to do with the school itself, in fact the headmaster and teachers were almost invariably kind, well-meaning and good people, but that sadly didn’t make surviving it much easier. I was learning very young that if I were to survive this place then I had to find some coping mechanisms. My way was to behave badly, and learn to scrap, as a way to avoid bullies wanting to target me. It was also a way to avoid thinking about home. But not thinking about home is hard when all you want is to be at home. I missed my mum and dad terribly, and on the occasional night where I felt this worst, I remember trying to muffle my tears in my pillow while the rest of the dormitory slept. In fact I was not alone in doing this. Almost everyone cried, but we all learned to hide it, and those who didn’t were the ones who got bullied. As a kid, you can only cry so much before you run out of tears and learn to get tough. I meet lots of folks nowadays who say how great boarding school is as a way of toughening kids up. That feels a bit back-to-front to me. I was much tougher before school. I had learned to love the outdoors and to understand the wild, and how to push myself. When I hit school, suddenly all I felt was fear. Fear forces you to look tough on the outside but makes you weak on the inside. This was the opposite of all I had ever known as a kid growing up. I had been shown by my dad that it was good to be fun, cozy, homely--but then as tough as boots when needed. At prep school I was unlearning this lesson and adopting new ways to survive. And age eight, I didn’t always pick them so well.

During the business start-up process, you will discover that this experience is a cruel teacher. It often gives the test before the lesson.

He’s busy prepping for Halloween.” He blinked, then sniffed arrogantly. “He’s the art teacher at my School,” Bubba explained in the self-important way only kids could. Like he was telling me his daddy was the goddamn president.

Gabby is another teacher at the Gilmore Academy, the school I teach at. She has also been my best friend since our own days at prep school. She's a gorgeous woman – tall, blonde, thin. She looks like she could be doing spreads in Victoria's Secret catalogs or something. But more than that, she's intelligent. Fierce. And often, very outspoken.

Like the stonemasons we encountered in Wenger’s story in chapter 5, we Christian teachers sometimes have to be reminded, amid the workaday pressures of class prep and grading, that we are building cathedrals. One of the most important practices we can undertake as Christian educators is to cultivate time and space to renarrate to one another just what we’re doing together.

Teachers refused to punish me, which is another way of saying that they refused to look after me.

A classroom library containing both fiction and non-fiction books should be located centrally, and include newspapers, magazines, telephone books, restaurant menus, etc. Teachers should also integrate literacy across the curriculum by reading and assigning texts that support their learning units in subjects such as mathematics, sciences, and social studies.

with Mark, it will be me.” Jack could have pushed back, but nothing in Tucker’s voice even hinted that the matter was up for debate. “Then we’ll need two days for prep.” “That’s fine.” The extra day was to talk him out of it, not to prep. But Jack let it be for now. “All right, then. See you Wednesday morning.” CHAPTER 15 At 10:00 a.m. Friday morning, Mark Towson was seated at the end of a long rectangular table in Peabody Hall. His father was at his side. They were in one of the oldest buildings on campus, a restored redbrick gem in the heart of the university’s historic district. Peabody was originally Teacher’s College, and it was still home to the College of Education when Mark’s great grandparents had met at the University of Florida. It was now the Office of the Dean of Students, including Student Conduct & Conflict Resolution—the site of Mark’s disciplinary hearing. “Just try to relax,” his father said. They were alone in a room that was much smaller than Mark had expected. Lying awake all night, he’d envisioned something on the order

Once Akash set me up with invisibility and taught me some basic killing skills, I deleted StealthViper999—who, I had to admit, was neither stealthy nor viper-like—and created a new avatar, who I called InvisibleDeath. For obvious reasons. At this point, it was Friday afternoon, and most weekends, Reese spends every waking minute (when he’s not at a soccer game) on MetaWorld. So I was all amped up to get my revenge ASAP. But that particular Friday, Reese got a 57 on his math test. Even by my brother’s incredibly low standards, it was such a bad grade that Ms. Santiago made him take the test home to get it signed by a parent. REESE I don’t know what the big deal was. A 57’s still “Very Good.” CLAUDIA I should explain about the Culvert Prep grading system. A few years ago, a bunch of parents complained that letter grades were hurting their kids’ self-esteem. So now, instead of A, B, C, D, and F, our grading scale is “Amazing,” “Spectacular,” “Excellent,” “Very Good,” and “Okay.” Which is totally stupid. Because nothing changed except the names, so if you get a “Very Good” on your report card, your parents have to come in for a special conference with your teacher. And if you get more than one “Okay,” they basically tell you to start looking for another school. Also, I know which parents did the complaining—and I don’t want to be catty or name names, but I can tell you the one thing their kids ABSOLUTELY DO NOT NEED is more self-esteem. Anyway, when Reese brought home his 57 that Friday, Mom and Dad reacted in their usual way, which

I believe in sleep, The great creator of dreams and nightmares, I believe in doing his only son The muscle of the eye And born of the bed to lie on When suffered during night preps, Backed by the class monitor And stopped by the teachers on duty He descended on the desk, On the third hour he rose again, In accordance with the boredom scripture He ascended into the books And is seated on the right hand of he who is still doing To judge the wake and sleep I believe in my beddings,not The communication on the reading winter, The awakening bell at four am, In the mortal closure of the eyes Amen

Gabby is another teacher at the Gilmore Academy, the school I teach at. She has also been my best friend since our own days at prep school. She's a gorgeous woman –tall, blonde, thin. She looks like she could be doing spreads in Victoria's Secret catalogs or something. But more than that, she's intelligent. Fierce. And often, very outspoken.

Either Ault was a lot harder than my junior high had been, or I was getting dumber- I suspected both. If I wasn't literally getting dumber, I knew at least that I'd lost the glow that surrounds you when the teachers think you're one of the smart, responsible ones, that glow that shines brighter every time you raise your hand in class to say the perfect thing, or you run out of room in a blue book during an exam and have to ask for a second one.

This regular commute from the GRE prep course to the weight room eventually jarred me into clarity: The teacher was not making us stronger. She was giving us form and technique so we’d know precisely how to carry the weight of the test. It revealed the bait and switch at the heart of standardized tests—the exact thing that made them unfair: She was teaching test-taking form for standardized exams that purportedly measured intellectual strength. My classmates and I would get higher scores—two hundred points, as promised—than poorer students, who might be equivalent in intellectual strength but did not have the resources or, in some cases, even the awareness to acquire better form through high-priced prep courses. Because of the way the human mind works—the so-called “attribution effect,” which drives us to take personal credit for any success—those of us who prepped for the test would score higher and then walk into better opportunities thinking it was all about us: that we were better and smarter than the rest and we even had inarguable, quantifiable proof. Look at our scores! Admissions counselors and professors would assume we were better qualified and admit us to their graduate schools (while also boosting their institutional rankings). And because we’re talking about featureless, objective numbers, no one would ever think that racism could have played a role.

Sicky Frog looked miserable. “Why is she so scared of Hecate?” I asked. Sicky Frog had no answers. “Good talk,” I said. “Hope you feel better soon.” Second idea: I stopped by my history teacher’s classroom. Dr. Sharma had her prep period when I had English. Since we were watching a movie that day in English, I figured I could miss a few minutes. Dr. Sharma was pretty cool—and not just because she’d said Very good, Mr. Jackson the day before. She knew a lot about ancient cultures. She’d been bugging me to pick a topic for my paper on a forgotten historical figure. I’d been avoiding it, since I’d met so many forgotten historical figures and killed them all. Now, though, maybe I could ask Dr. Sharma what she knew about Hecuba, queen of Troy. She might be able to tell me something that would help me find the hellhound. If it saved me from breaking my brain against a mountain of history books, all the better. I strolled up to her open doorway and froze when I looked inside. The man who was eating a late breakfast at Dr. Sharma’s desk was definitely not Dr. Sharma. His dark hair and beard were flecked with gray. He wore a rumpled tweed jacket, tie, and dress shirt, with a flannel blanket over his lap. His old-fashioned wheelchair had hand-pushed steel wheels and well-worn black leather armrests. He held a half-eaten bagel in one hand and a steaming cup of tea in other. I registered all these details with perfect clarity, but somehow, I still did not recognize him. The best way I can describe the feeling is like bungee jumping. One second, you’re at the top of a cliff. The next,

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your teachers and professors were paid to read your work. They generally read all of it. In the real world, though, including academia, people aren’t getting paid to read your work, even when they’re getting paid to read some work. Your research is competing with Game of Thrones, drinking craft beer, playing tennis, taking a nap, prepping classes, chatting with co-workers, revising the reader’s own research, and reading all the other research out there.

He looked at her in awe and wonder as something rushed up through his core, something buried deep under years of denial. The little prep school in Manchester where they’d taken him out of class one day and he’d been observed by a woman with a clipboard and some weird toys and his parents had been called in and he’d sat in the office outside with the lady who worked at the front desk and he’d eaten an apple and they’d come out and they’d looked worried and they’d taken him out for tea and the atmosphere had been wrong and strange and then his mum had said, Your teacher thinks maybe you have a special brain.