Prepared Teacher Quotes

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I've come to believe that there exists in the universe something I call "The Physics of The Quest" — a force of nature governed by laws as real as the laws of gravity or momentum. And the rule of Quest Physics maybe goes like this: "If you are brave enough to leave behind everything familiar and comforting (which can be anything from your house to your bitter old resentments) and set out on a truth-seeking journey (either externally or internally), and if you are truly willing to regard everything that happens to you on that journey as a clue, and if you accept everyone you meet along the way as a teacher, and if you are prepared – most of all – to face (and forgive) some very difficult realities about yourself... then truth will not be withheld from you." Or so I've come to believe.
Elizabeth Gilbert (Eat, Pray, Love)
Early success is a terrible teacher. You're essentially being rewarded for a lack of preparation, so when you find yourself in a situation where you must prepare, you can't do it. You don't know how.
Chris Hadfield (An Astronaut's Guide to Life on Earth)
It is not enough for the teacher to love the child. She must first love and understand the universe. She must prepare herself, and truly work at it.
Maria Montessori
Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.
Kamand Kojouri
Jerry Laws, former smokejumper and now high school district superintendent: “We’re making changes in this district. Teachers teaching, not proselytizing, preparing students for life. No social promotions. Good order in every classroom. They must earn what they seek.
John M. Vermillion (Pack's Posse (Simon Pack Book 8))
In the end, I’ve come to believe in something I call the ‘physics of the quest’, a force in nature governed by the laws of gravity. The rules of quest physics goes something like this: If you’re brave enough to leave behind everything familiar and comforting and set out on a truth seeking journey either internally or externally, and if you are truly willing to regard everything that happens to you on that journey as a clue and if you accept everyone you meet along the way as a teacher and if you are prepared most of all to face and forgive some of the most difficult realities about yourself, then the truth will not be witheld from you
Elizabeth Gilbert (Eat, Pray, Love)
Sometimes kids get a mean teacher or a class they don’t like or an inflexible deadline even though that child was “exhausted the night before.” We should not cushion every blow. This is life. Learning to deal with struggle and to develop responsibility is crucial. A good parent prepares the child for the path, not the path for the child. We can still demonstrate gentle and attached parenting without raising children who melt on a warm day.
Jen Hatmaker (For the Love: Fighting for Grace in a World of Impossible Standards)
Homework, I Love You Homework, I love you. I think that you’re great. It’s wonderful fun when you keep me up late. I think you’re the best when I’m totally stressed, preparing and cramming all night for a test. Homework, I love you. What more can I say? I love to do hundreds of problems each day. You boggle my mind and you make me go blind, but still I’m ecstatic that you were assigned. Homework, I love you. I tell you, it’s true. There’s nothing more fun or exciting to do. You’re never a chore, for it’s you I adore. I wish that our teacher would hand you out more. Homework, I love you. You thrill me inside. I’m filled with emotions. I’m fit to be tied. I cannot complain when you frazzle my brain. Of course, that’s because I’m completely insane.
Kenn Nesbitt
From the sound of pattering raindrops I recaptured the scent of the lilacs at Combray; from the shifting of the sun's rays on the balcony the pigeons in the Champs-Elysées; from the muffling of sounds in the heat of the morning hours, the cool taste of cherries; the longing for Brittany or Venice from the noise of the wind and the return of Easter. Summer was at hand, the days were long, the weather was warm. It was the season when, early in the morning, pupils and teachers repair to the public gardens to prepare for the final examinations under the trees, seeking to extract the sole drop of coolness vouchsafed by a sky less ardent than in the midday heat but already as sterilely pure.
Marcel Proust (The Captive & The Fugitive (In Search of Lost Time, #5-6))
By the time these students enter the workforce, many of the jobs they will apply for ill be in industries that don't even exist yet. That's a hard future to prepare someone for. 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.
Taylor Mali
So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?
Steven James (Placebo (The Jevin Banks Experience, #1))
So I heard on the news that the Tard died and your house burnt down. I bet secretly you're relieved you don't have to live with him anymore in that dump." The whole commotion in the hallway immediately stopped, as if her words had been spoken over the intercom. It became so quiet that you could hear Mina's and Nan's sharp intakes of breath. Mina wasn't prone to violence and was about to think of something mean to say back to Savannah, but she didn't have the chance to, because Nan Taylor, perky, happy-go-lucky Nan Taylor, pulled back her fist and punched Savannah in the face. Savannah wasn't prepared, and fell to the floor. Nan stood over her shocked face and yelled, "No way was he handicapped, or different. He was the most special, coolest and smartest kid ever. And the world is a much sadder place because he's not here. And don't you ever, EVER, insult him again!" Nan shook with anger. The hall was full of students and teachers, and one by one they started to clap.
Chanda Hahn (Fable (An Unfortunate Fairy Tale, #3))
We should reject the view that high culture, as the possession of an elite, is of no use to those who don’t possess it. This is as false as the view that science or higher mathematics are useless to those who don’t understand them. Scientific knowledge exists because a few talented people are prepared to devote their energy to pursuing it. That is what a university is for: and since you cannot pass on difficult knowledge without discriminating between the students who can absorb it and those who cannot, discrimination is a social good. The same is true of high culture. Those able to acquire it will be a minority and the process of cultural transmission will be critically impeded if that teacher must teach Mozart and Lady Gaga side by side to satisfy some egalitarian agenda.
Roger Scruton
Most of us hoped to be able to trust. When we were little we did not yet know the human invention of the lie - not only that of lying with words but that of lying with one's voice, one's gesture, one's eyes, one's facial expression. How should the child be prepared for this specifically human ingenuity: the lie? Most of us are awakened, some more and some less brutally, to the fact that people often do not mean what they say or say the opposite of what they mean. And not only "people," but the very people we trusted most - our parents, teachers, leaders.
Erich Fromm (The Revolution of Hope: Toward a Humanized Technology)
But if you're not prepared to learn from the teachers that life gives you, you'll always be ignorant.
Cory Doctorow (Homeland (Little Brother, #2))
An English teacher at school once said to her, 'Alice, one thing I hope you never find out is that a broken heart hurts physically.' Nothing she has ever experienced has prepared her for the pain of this. Most of the time her heart feels as though it's waterlogged and her ribcage, her arms, her back, her temples, her legs all ache in a dull, persistent way: but at times like this the incredulity and the appalling irreversibility of what has happened cripple her with a pain so bad she often doesn't speak for days.
Maggie O'Farrell (After You'd Gone)
Ask a physics teacher: Why do elementary particles exist? Is it impossible for them not to exist? (Be prepared for the possibility that your physics teacher doesn’t want to have this conversation.)
William Lane Craig (On Guard: Defending Your Faith with Reason and Precision)
Many children go to school ill-prepared to learn because they are not emotionally ready to learn. Children need to reach appropriate emotional levels of maturity before they are able to learn effectively at their age level. Simply sending a child to a better school or changing teachers is not the answer. We must make sure our children are emotionally ready to learn. (See chapter 9 for more on
Gary Chapman (The 5 Love Languages of Children)
Ladies and Gentlemen, I'd planned to speak to you tonight to report on the state of the Union, but the events of earlier today have led me to change those plans. Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss. Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground. But we've never lost an astronaut in flight. We've never had a tragedy like this. And perhaps we've forgotten the courage it took for the crew of the shuttle. But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together. For the families of the seven, we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and we're thinking about you so very much. Your loved ones were daring and brave, and they had that special grace, that special spirit that says, "Give me a challenge, and I'll meet it with joy." They had a hunger to explore the universe and discover its truths. They wished to serve, and they did. They served all of us. We've grown used to wonders in this century. It's hard to dazzle us. But for twenty-five years the United States space program has been doing just that. We've grown used to the idea of space, and, perhaps we forget that we've only just begun. We're still pioneers. They, the members of the Challenger crew, were pioneers. And I want to say something to the schoolchildren of America who were watching the live coverage of the shuttle's take-off. I know it's hard to understand, but sometimes painful things like this happen. It's all part of the process of exploration and discovery. It's all part of taking a chance and expanding man's horizons. The future doesn't belong to the fainthearted; it belongs to the brave. The Challenger crew was pulling us into the future, and we'll continue to follow them. I've always had great faith in and respect for our space program. And what happened today does nothing to diminish it. We don't hide our space program. We don't keep secrets and cover things up. We do it all up front and in public. That's the way freedom is, and we wouldn't change it for a minute. We'll continue our quest in space. There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue. I want to add that I wish I could talk to every man and woman who works for NASA, or who worked on this mission and tell them: "Your dedication and professionalism have moved and impressed us for decades. And we know of your anguish. We share it." There's a coincidence today. On this day three hundred and ninety years ago, the great explorer Sir Francis Drake died aboard ship off the coast of Panama. In his lifetime the great frontiers were the oceans, and a historian later said, "He lived by the sea, died on it, and was buried in it." Well, today, we can say of the Challenger crew: Their dedication was, like Drake's, complete. The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and "slipped the surly bonds of earth" to "touch the face of God." Thank you.
Ronald Reagan
Don't torture yourself over the past. Use it as a teacher. Whatever happened to you in the past, has only prepared you for now.
Robert Tew
...the best in any profession is first a teacher
Gary Marx (Future-Focused Leadership: Preparing Schools, Students, and Communities for Tomorrow's Preparing Schools, Students, and Communities for Tomorrow's Realities Realities)
Mountains are both journey and destination. They summon us to climb their slopes, explore their canyons, and attempt their summits. The summit, despite months of preparation and toil, is never guaranteed though tastes of sweet nectar when reached. If my only goal as a teacher and mountaineer is the summit, I risk cruel failure if I do not reach the highest apex. Instead, if I accept the mountain’s invitation to journey and create meaning in each step, success is manifest in every moment.
T.A. Loeffler
Hardship in our present life is an atonement for sins committed in our previous existence, or the education necessary to prepare for a higher place in the life to come. That is what your teachers have taught you, haven’t they?
John Allyn (47 Ronin)
In the years of its rise the movement little by little brought the community's attitude toward the teacher around from respect and envy to resentment, from trust and fear to suspicion. The development seems to have been inherent; it needed no planning and had none. As the Nazi emphasis on nonintellectual virtues (patriotism, loyalty, duty, purity, labor, simplicity, "blood," "folkishness") seeped through Germany, elevating the self-esteem of the "little man," the academic profession was pushed from the very center to the very periphery of society. Germany was preparing to cut its own head off. By 1933 at least five of my ten friends (and I think six or seven) looked upon "intellectuals" as unreliable and, among those unreliables, upon the academics as the most insidiously situated.
Milton Sanford Mayer (They Thought They Were Free: The Germans, 1933–45)
What I call my philosophy of teaching is in fact a philosophy of learning. It comes out of Plato, modified. Before true learning can occur, I believe, there must be in the student's heart a certain yearning for the truth, a certain fire. The true student burns to know. In the teacher she recognizes, or apprehends, the one who has come closer than herself to the truth. So much does she desire the truth embodied in the teacher that she is prepared to burn her old self up to attain it. For his part, the teacher recognizes and encourages the fire in the student, and responds to it by burning with an intenser light. Thus together the two of them rise to a higher realm. So to speak.
J.M. Coetzee (Summertime)
She turns to glance at me over her shoulder and I see that she has her capable face on, the face she wore on my two emergency-room visits, the face of packing the car for a vacation, the face I saw during Glen’s idiotic affair, the face of Thanksgiving dinner preparations for thirty people and the face of teacher’s conferences. It is the face that got me into college and the face that got Glen out of jail after many an arrest during protests. The face of I’ll take care of it. The face of failure is not an option.
Louise Erdrich (Future Home of the Living God)
If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.
Jonathan Kozol (Fire in the Ashes: Twenty-Five Years Among the Poorest Children in America)
Early success is a terrible teacher. You’re essentially being rewarded for a lack of preparation, so when you find yourself in a situation where you must prepare, you can’t do it. You don’t know h
Chris Hadfield (An Astronaut's Guide to Life on Earth)
Colleges and departments of education have developed in response to the need for preparing the tens of thousands of teachers required to staff our immense public school system. That they have a most important function to discharge is plain for all to see. But instead of seeing that their products are equipped with sound learning in the various arts and sciences, they have ignored this and have concentrated almost exclusively upon methods of education. They have erected pseudo-science called "Education," most of whose courses are made up of commonplaces expressed in pretentious jargon.
Richard Weaver (In Defense of Tradition: Collected Shorter Writings of Richard M. Weaver, 1929–1963)
Many self-help teachers say that our schools only focus on “preparing today’s youths to get good jobs by developing scholastic skills.” They think that’s a bad thing. It’s probably the right thing. Not everyone is suited for entrepreneurship, as statistics seem to suggest. Even future entrepreneurs usually need to begin as employees to get their starting capital and to learn while they work.
Derric Yuh Ndim
K-12 teachers. Many work in classrooms for as many as thirty-five hours a week; on top of that they must assign, read, and comment on homework, prepare and grade exams, and develop next week’s lesson plans.
James W. Loewen (Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong)
She sipped from her bottle. “Okay. Truth or dare.” “Dare.” Okay, she hadn’t expected that. She’d been prepared to ask some lame question that she probably already knew the answer to. Now she had to think of a dare. The driving pulse of music gave her an idea. “Dance with me,” she blurted. He lifted his eyebrows. “That’s your dare?” “Not challenging enough?” He shook his head. “Not nearly.” “You haven’t seen me dance.
Emma Jay (Lessons For Teacher)
What we now call education is not education at all, because nobody talks to you about all these things. Your teachers prepare you to pass examinations, but they do not talk to you about living, which is most important; because very few know how to live. Most of us merely survive, we somehow drag along, and therefore life becomes a dreadful thing. Really to live requires a great deal of love, a great feeling for silence, a great simplicity with an abundance of experience; it requires a mind that is capable of thinking very clearly, that is not bound by prejudice or superstition, by hope or fear. All this is life, and if you are not being educated to live, then education has no meaning.
Jiddu Krishnamurti (Think on These Things)
Like a lot of gym teachers, Coach Babcock loved to torture his students. He felt he had failed as a teacher if his students didn't cry out for mercy. He often bragged that he held the school district's record for causing the most hysterical breakdowns in one afternoon. He used such classic forms of torture as weight training, wrestling, long-distance running, rope climing, wind spirits, chin-ups, and the occasional game of wet dodgeball (the wet ball was superloud when it hit a kid, and it left a huge red welt). But his favorite device of torment was so horrible, so truly evil, that it would drive most children to the brink of madness. It was the square dance. For six weeks of the school year, his students suffered through the Star Promenade, the Slip the Clutch, and the Ferris Wheel. As Babcock saw it, square dancing was the most embarrassing and uncomfortable form of dancing ever created, and a perfect way to prepare his students for the crushing heartbreak of life. Square dancing was a metaphor for like- you got swung around and just when you thought you were free, you got dragged back into the dance. He really thought he was doing the kids a favor.
Michael Buckley (M Is for Mama's Boy (NERDS, #2))
If teachers systematically attend to classroom strategies and behaviors (Domain 1), planning and preparing (Domain 2), reflecting on teaching (Domain 3), and collegiality and professionalism (Domain 4), they will surely enhance their professional status.
Robert J. Marzano (Effective Supervision: Supporting the Art and Science of Teaching)
Jesus was not just a moralist whose teachings had some political implications; he was not primarily a teacher of spirituality whose public ministry unfortunately was seen in a political light; he was not just a sacrificial lamb preparing for his immolation, or a God-Man whose divine status calls us to disregard his humanity. Jesus was, in his divinely mandated (i.e., promised, anointed, messianic) prophethood, priesthood, and kingship, the bearer of a new possibility of human, social, and therefore political relationships.
John Howard Yoder (The Politics of Jesus)
It should be obvious that technologies are capable of replacing teachers and professors in a wide variety of settings. The current buzzword for this is the flipped classroom—students watch lectures and learn the material online at home, then do their homework at school with the help of teachers and teaching assistants. Teachers may no longer need to prepare or deliver lectures, reducing them to what could be called “learning coaches.” The diminished skill set required is sure to transform the profession and create yet more challenges for our already beleaguered teachers.
Jerry Kaplan (Humans Need Not Apply: A Guide to Wealth and Work in the Age of Artificial Intelligence)
The teachers of my life saved my life and sent me out prepared for whatever life I was meant to lead. Like everyone else, I had some bad ones and mediocre ones, but I never had one that I thought was holding me back because of idleness or thoughtlessness. They spent their lives with the likes of me and I felt safe during the time they spent with me. The best of them made me want to be just like them. I wanted young kids to look at me the way I looked at the teachers who loved me. Loving them was not difficult for a boy like me. They lit a path for me, and one that I followed with joy.
Pat Conroy (A Lowcountry Heart: Reflections on a Writing Life)
Mephistopheles' contentious, often ambiguous relationship to Faustus is a reference to tantra just as it is to alchemy. It resembles the shifting tactics of a guru who varies his approach to his pupil in order to dissolve his resistances and prepare him for wider states of consciousness. Both Faustus and the tantric aspirant stimulate and indulge their senses under the guidance of their teachers who encourage them to have sexual encounters with women in their dreams. Both work with magical diagrams or yantras, exhibit extraordinary will, "fly" on visionary journeys, acquire powers of teleportation, invisibility, prophecy, and healing, and have ritual intercourse with women whom they visualize as goddesses. The tantrist [sic] is said to become omniscient as a result of his sacred "marriage," and Faustus produces an omniscient child in his union with the visualized Helen, or Sophia.
Ramona Fradon (The Gnostic Faustus)
For me, teaching is driven entirely by love. Leading with love is revolutionary, but it was certainly not something talked about in any of my academic preparation to become a teacher. Yet, without love we feel disconnected and alone, and this causes so much suffering. Love is essential to the classroom. During
Meena Srinivasan (Teach, Breathe, Learn: Mindfulness in and out of the Classroom)
While nearly 80 percent of fifth graders report being engaged at school, that number drops to only 40 percent by the start of high school. And according to Brandon Busteed, executive director of education at Gallup, “Teachers are dead last among all professions Gallup studied in saying their ‘opinions count’ at work and their ‘supervisors create an open and trusting environment.’ 
Tony Wagner (Most Likely to Succeed: Preparing Our Kids for the Innovation Era)
Each time we come to savasana, we practice dying—we surrender the body to the earth and prepare for our destiny in this life. Facing death and embracing mortality is the key to living. We may fear it, resist it, and spend untold hours dreading it, But our mortality is the place where our human nature comes face to face with our divine nature. In a very real sense, death is our greatest teacher and the one true guru.
Darren Main (The River of Wisdom: Reflections on Yoga, Meditation, and Mindful Living)
As long as high schools strive to list the number of Ivy League schools their graduates attend and teachers pile on work without being trained to identify stress-related symptoms, I fear for our children’s health. I am not mollified by the alums of my daughter’s school who return to tell everyone that the rigor of high school prepared them for college, making their first year easier than they’d anticipated. If they make it that far.
Candy Schulman
Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.
Lalah Delia
Much of Chinese society still expected its women to hold themselves in a sedate manner, lower their eyelids in response to men's stares, and restrict their smile to a faint curve of the lips which did not expose their teeth. They were not meant to use hand gestures at all. If they contravened any of these canons of behavior they would be considered 'flirtatious." Under Mao, flirting with./bre/gners was an unspeakable crime. I was furious at the innuendo against me. It had been my Communist parents who had given me a liberal upbringing. They had regarded the restrictions on women as precisely the sort of thing a Communist revolution should put an end to. But now oppression of women joined hands with political repression, and served resentment and petty jealousy. One day, a Pakistani ship arrived. The Pakistani military attache came down from Peking. Long ordered us all to spring-clean the club from top to bottom, and laid on a banquet, for which he asked me to be his interpreter, which made some of the other students extremely envious. A few days later the Pakistanis gave a farewell dinner on their ship, and I was invited. The military attache had been to Sichuan, and they had prepared a special Sichuan dish for me. Long was delighted by the invitation, as was I. But despite a personal appeal from the captain and even a threat from Long to bar future students, my teachers said that no one was allowed on board a foreign ship. "Who would take the responsibility if someone sailed away on the ship?" they asked. I was told to say I was busy that evening. As far as I knew, I was turning down the only chance I would ever have of a trip out to sea, a foreign meal, a proper conversation in English, and an experience of the outside world. Even so, I could not silence the whispers. Ming asked pointedly, "Why do foreigners like her so much?" as though there was something suspicious in that. The report filed on me at the end of the trip said my behavior was 'politically dubious." In this lovely port, with its sunshine, sea breezes, and coconut trees, every occasion that should have been joyous was turned into misery. I had a good friend in the group who tried to cheer me up by putting my distress into perspective. Of course, what I encountered was no more than minor unpleasantness compared with what victims of jealousy suffered in the earlier years of the Cultural Revolution. But the thought that this was what my life at its best would be like depressed me even more. This friend was the son of a colleague of my father's. The other students from cities were also friendly to me. It was easy to distinguish them from the students of peasant backgrounds, who provided most of the student officials.
Jung Chang (Wild Swans: Three Daughters of China)
What if our understanding of ourselves were based not on static labels or stages but on our actions and our ability and our willingness to transform ourselves? What if we embraced the messy, evolving, surprising, out-of-control happening that is life and reckoned with its proximity and relationship to death? What if, instead of being afraid of even talking about death, we saw our lives in some ways as preparation for it? What if we were taught to ponder it and reflect on it and talk about it and enter it and rehearse it and try it on? What if our lives were precious only up to a point? What if we held them loosely and understood that there were no guarantees? So that when you got sick you weren’t a stage but in a process? And cancer, just like having your heart broken, or getting a new job, or going to school, were a teacher? What if, rather than being cast out and defined by some terminal category, you were identified as someone in the middle of a transformation that could deepen your soul, open your heart, and all the while—even if and particularly when you were dying—you would be supported by and be part of a community? And what if each of these things were what we were waiting for, moments of opening, of the deepening and the awakening of everyone around us? What if this were the point of our being here rather than acquiring and competing and consuming
Eve Ensler (In the Body of the World: A Memoir)
Over my entire career in editing, I don't think I've encountered more than half a dozen difficult authors. By "difficult," I mean a writer who simply does not want changes made to his manuscript and is not even prepared to discuss them. We know the stereotypes: The hotshot journalist jealous of every comma. The poet who claims that his misspellings and eccentric punctuation are inspired. Assistant professors writing a first book for tenure are notorious for their inflexibility, and understandably so: their futures are at stake. They take editing personally; red marks on their manuscripts are like little stab wounds. And then there are vain authors who quarrel when we lowercase their job titles, who want their photos plastered all over the piece or their names in larger type. And don't get me started on writers who don't know what they're talking about, writers who are your boss, writers who are former high school English teachers.
Carol Fisher Saller (The Subversive Copy Editor: Advice from Chicago (or, How to Negotiate Good Relationships with Your Writers, Your Colleagues, and Yourself))
Book authors are in high demand for speaking engagements and appearances; they are the new ‘celebrity’ and celebrities gain access. Authors not only make money from royalties or book advances but from their keynotes, presentations and strategically branded product lines. This includes entrepreneurial ideas for you to extend yourself beyond just writing and prepares you to add speaking and consulting to your revenue stream. You have to begin to look outside book sales and towards the speaking market. There are radio, interviews, news, television, small channel television keynotes, lectures, seminars and workshops. These types of events have the possibility to be much more lucrative than just selling books. In essence, the book builds and brands you in the public eye. It gives you credibility and the opportunity to be more than you are. It enables you to now be a voice, a teacher, a leader, an expert - after all, you wrote the book on it!
Kytka Hilmar-Jezek (Book Power: A Platform for Writing, Branding, Positioning & Publishing)
how new that way is will now emerge. But for the moment we need to examine our own answers to the question. Who do we say Jesus is? Would we like to think of him as simply a great human teacher? Would we prefer him as a Superman figure, able to ‘zap’ all the world’s problems into shape? Are we prepared to have the easy answers of our culture challenged by the actual Jesus, by his redefined notion of messiahship, and by the call, coming up in the next section, to follow him in his risky vocation?
N.T. Wright (Mark for Everyone (The New Testament for Everyone))
All this is probably for nothing,' she [her mother] said once we'd hatched the plan. 'Most likely I'll flunk out anyway.' To prepare, she shadowed me during the last months of my senior year of high school, doing all the homework that I was assigned, honing her skills. She replicated my worksheets, wrote the same papers I had to write, read every one of the books. I graded her work, using my teacher's marks as a guide. I judged her a shaky student at best. She went to college and earned straight As
Cheryl Strayed (Wild: From Lost to Found on the Pacific Crest Trail)
Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?
Adam M. Grant (Originals: How Nonconformists Move the World)
In 2 Timothy 4:2–4, Paul the Apostle warned us of the consequences of being ashamed to preach the gospel, saying, “Preach the word; be prepared in season and out of season; correct, rebuke and encourage—with great patience and careful instruction. For the time will come when people will not put up with sound doctrine. Instead, to suit their own desires, they will gather around them a great number of teachers to say what their itching ears want to hear. They will turn their ears away from the truth and turn aside to myths.
Phil Robertson (unPHILtered: The Way I See It)
Good preachers...are effective teachers, good thinkers, with rhetorical skills, a good voice, a good memory, and the ability to recognize when to stop. They are diligent in their preparation, throwing heart and soul into their sermons, and they must be ready to take criticism. They should remember that they must patiently bear such criticism and dissatisfaction with their preaching. But above all, preachers must know that the Word of God has taken them captive and that God has called them to serve Him by proclaiming that Word.
Robert Kolb (Luther and the Stories of God: Biblical Narratives as a Foundation for Christian Living)
Too many of us now allow ourselves to be defined by motherhood and direct every ounce of our energy into our children. This sounds noble on the surface but in fact it's doing no one-- not ourselves, or our children -- any good. Because when we lose ourselves in our mommy selves, we experience this loss as depression. When we disempower ourselves in our mommy selves, we experience this weakness as anxiety. When we desexualize ourselves in our mommy selves, it leads us to feel dead in our skin. All this places an undue burden upon our children. By making them the be-all-and-end-all of our lives, by breaking down the boundaries between ourselves and them so thoroughly, by giving them so much power within the family when they're very small, we risk overwhelming them psychologically and ill-preparing them, socially, for the world of other children and, eventually, other adults. Nursery school and kindergarten teachers are already complaining that our children are so indulged, made so royal at home, that they come to school lacking compassion for others and with real problems functioning socially.
Judith Warner (Perfect Madness: Motherhood in the Age of Anxiety)
Most of us are not prepared to read the Word of God as He deserves. Our training in reading has been typically ordered to anything but reverence. We read in school for tests, developing the art of anticipating the questions of our teachers. We read casually for entertainment and pleasure, as scarce time permits, scanning and skipping around as we freely choose. We read for business, and profit, culling through words for whatever seems of value to us here and now. Words are for us seen as information for our profit, or entertainment or pleasure. Rarely do we have a sense of words as treasure as infinite value, or of food for life of famine, or of clear and clean water in parched, dead-dry desert. Yet the Word of God, in Scripture, is all this and more. His words are a living seed with potentials for full growth that we cannot fully imagine. His words are healing medicine to dying mankind. His words are boundless wealth to the destitute poor, and rejuvenation to those broken by age. His words are all this and more, because they are His words to us, His children whom He loves with a love we can hardly begin to grasp.
R. Thomas Richard (The Ordinary Path to Holiness)
Our schools cannot be improved by the blind worship of data. Data are only as good as the measures used to create the numbers and good as the underlying activities. If the measures are shoddy, then the data will be shoddy. If the data reflect mainly the amount of time invested in test preparation activities, then the data are worthless. If the data are based on dumbed-down state tests, then the data are meaningless. A good accountability system, whether for schools, teachers, or students, must include a variety of measures, not only test scores...our schools should be “data-informed”, “not data driven".
Diane Ravitch
In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith.
Matthew Bowman (The Mormon People: The Making of an American Faith)
Sometimes when we’re being tested by discouragement, it seems God is silent. We pray and we don’t hear anything. We read the Scripture and still come away feeling like God is a million miles away. But remember, this is a test. When you’re in school, teachers never talk during tests. They stand up at the front of the room very quietly just watching all of the students taking the exam. The teachers have been preparing you in the days and weeks prior to the test. Often, they’ve put in extra hours making sure everyone has the opportunity to succeed. On test day, they want to see if you’ve learned the lessons. They know that you have the information you need. They know you’re prepared. You’re ready. Now all you’ve got to do is put into practice what you’ve learned. God works the same way as your teachers here on earth. When He is silent, don’t assume He has left you. He is right there with you during the test. The silence means only that God has prepared you, and now He is watching to see if you have learned. He would not give you the test unless He knew you were ready. God is not mad at you when He is silent. He has not forsaken you. His silence is a sign that He has great confidence in you. He knows you have what it takes. He knows you will come through the test victoriously or He would not have permitted you to be tested.
Joel Osteen (Every Day a Friday: How to Be Happier 7 Days a Week)
Everything we do and say will either underline or undermine our discipleship process. As long as there is one unsaved person on my campus or in my city, then my church is not big enough. One of the underlying principles of our discipleship strategy is that every believer can and should make disciples. When a discipleship process fails, many times the fatal flaw is that the definition of discipleship is either unclear, unbiblical, or not commonly shared by the leadership team. Write down what you love to do most, and then go do it with unbelievers. Whatever you love to do, turn it into an outreach. You have to formulate a system that is appropriate for your cultural setting. Writing your own program for making disciples takes time, prayer, and some trial and error—just as it did with us. Learn and incorporate ideas from other churches around the world, but only after modification to make sure the strategies make sense in our culture and community. Culture is changing so quickly that staying relevant requires our constant attention. If we allow ourselves to be distracted by focusing on the mechanics of our own efforts rather than our culture, we will become irrelevant almost overnight. The easiest and most common way to fail at discipleship is to import a model or copy a method that worked somewhere else without first understanding the values that create a healthy discipleship culture. Principles and process are much more important than material, models, and methods. The church is an organization that exists for its nonmembers. Christianity does not promise a storm-free life. However, if we build our lives on biblical foundations, the storms of life will not destroy us. We cannot have lives that are storm-free, but we can become storm-proof. Just as we have to figure out the most effective way to engage our community for Christ, we also have to figure out the most effective way to establish spiritual foundations in each unique context. There is really only one biblical foundation we can build our lives on, and that is the Lord Jesus Christ. Pastors, teachers, and church staff believe their primary role is to serve as mentors. Their task is to equip every believer for the work of the ministry. It is not to do all the ministry, but to equip all the people to do it. Their top priority is to equip disciples to do ministry and to make disciples. Do you spend more time ministering to people or preparing people to minister? No matter what your church responsibilities are, you can prepare others for the same ministry. Insecurity in leadership is a deadly thing that will destroy any organization. It drives pastors and presidents to defensive positions, protecting their authority or exercising it simply to show who is the boss. Disciple-making is a process that systematically moves people toward Christ and spiritual maturity; it is not a bunch of randomly disconnected church activities. In the context of church leadership, one of the greatest and most important applications of faith is to trust the Holy Spirit to work in and through those you are leading. Without confidence that the Holy Spirit is in control, there is no empowering, no shared leadership, and, as a consequence, no multiplication.
Steve Murrell (WikiChurch: Making Discipleship Engaging, Empowering, and Viral)
The unreal is the illogical. And this age seems to have a capacity for surpassing even the acme of illogicality, of anti-logicality: it is as if the monstrous reality of the war had blotted out the reality of the world. Fantasy has become logical reality, but reality evolves the most a-logical phantasmagoria. An age that is softer and more cowardly than any preceding age suffocates in waves of blood and poison-gas; nations of bank clerks and profiteers hurl themselves upon barbed wire; a well-organized humanitarianism avails to hinder nothing, but calls itself the Red Cross and prepares artificial limbs for the victims; towns starve and coin money out of their own hunger; spectacled school-teachers lead storm-troops; city dwellers live in caves; factory hands and other civilians crawl out on their artificial limbs once more to the making of profits. Amid a blurring of all forms, in a twilight of apathetic uncertainty brooding over a ghostly world, man like a lost child gropes his way by the help of a small frail thread of logic through a dream landscape that he calls reality and that is nothing but a nightmare to him. The melodramatic revulsion which characterizes this age as insane, the melodramatic enthusiasm which calls it great, are both justified by the swollen incomprehensibility and illogicality of the events that apparently make up its reality. Apparently! For insane or great are terms that can never be applied to an age, but only to an individual destiny. Our individual destinies, however, are as normal as they ever were. Our common destiny is the sum of our single lives, and each of these single lives is developing quite normally, in accordance, as it were, with its private logicality. We feel the totality to be insane, but for each single life we can easily discover logical guiding motives. Are we, then, insane because we have not gone mad?
Hermann Broch (The Sleepwalkers)
Sometimes when we’re being tested by discouragement, it seems God is silent. We pray and we don’t hear anything. We read the Scripture and still come away feeling like God is a million miles away. But remember, this is a test. When you’re in school, teachers never talk during tests. They stand up at the front of the room very quietly just watching all of the students taking the exam. The teachers have been preparing you in the days and weeks prior to the test. Often, they’ve put in extra hours making sure everyone has the opportunity to succeed. On test day, they want to see if you’ve learned the lessons. They know that you have the information you need. They know you’re prepared. You’re ready. Now all you’ve got to do is put into practice what you’ve learned. God works the same way as your teachers here on earth. When He is silent, don’t assume He has left you. He is right there with you during the test. The silence means only that God has prepared you, and now He is watching to see if you have learned. He would not give you the test unless He knew you were ready. God is not mad at you when He is silent. He has not forsaken you. His silence is a sign that He has great confidence in you. He knows you have what it takes. He knows you will come through the test victoriously or He would not have permitted you to be tested. The key is to remain upbeat and not be discouraged or bitter. Put into practice what you’ve learned. Stay in faith. Hang on to your happiness. Treat others kindly. Be a blessing. If you do that, you will pass the test and flourish in a new season. God will bring things out of you that you didn’t even know were in you. Understand, if you don’t allow the enemy to discourage you, one of his greatest weapons has been lost. Today is a new day. God is breathing new hope into your heart and new vision into your spirit. He is the Glory and the lifter of our heads. Look up with a fresh vision, and God will do for you what He promised David. He will lift you out of the pit. He will set your feet on a rock. He will put a new song in your heart. You won’t drag through life defeated and depressed. You will soar through life full of joy, full of faith, full of victory.
Joel Osteen (Every Day a Friday: How to Be Happier 7 Days a Week)
The methods of meditation taught by the Buddha in the Pali Canon fall into two broad systems. One is the development of serenity (samatha), which aims at concentration (samādhi); the other is the development of insight (vipassanā), which aims at understanding or wisdom (paññā). In the Buddha’s system of mental training the role of serenity is subordinated to that of insight because the latter is the crucial instrument needed to uproot the ignorance at the bottom of saṁsāric bondage. The attainments possible through serenity meditation were known to Indian contemplatives long before the advent of the Buddha. The Buddha himself mastered the two highest stages under his early teachers but found that, on their own, they only led to higher planes of rebirth, not to genuine enlightenment (MN 26.15–16). However, because the unification of mind induced by the practice of concentration contributes to clear understanding, the Buddha incorporated the techniques of serenity meditation and the resulting levels of absorption into his own system, treating them as a foundation and preparation for insight and as a “pleasant abiding here and now.
Bhikkhu Ñaṇamoli (The Middle Length Discourses of the Buddha: A Translation of the Majjhima Nikaya: New Translation (Teachings of the Buddha))
From the day I entered in to this world and opened My eyes N to The day I passed away from this world and closed My eyes U cared of me ...... U taught me...... U shown d ryt path.... U cried for me.... U missed me... U loved me.... I never forget d moment ... I hold ur hand to start walking on d floor I never forget d moment .. U r afraid of me when I started walking for d first time U taught me how to eat U showed me how to read U taught me how to respect others U cared of me when I felt sick U prayed for god for my happiness U blessed me to achieve all my goals U cherished me when I won medals U fought with others when they spoke wrong abt me U buyed clothes for d spcl moment of mine U prepared fruit salads n made me to eat U roamed along with me U waited for me N U made me believe U r my first sight U r my first luv U r my first teacher U r my first guide U r my first goddesses U r my belief N u r the only one who gives every thing N expects nothing in all aspects of my life Forgive if i can't love u more than u love me Give me some time to make u realize I am loving u...... ♡♡♡♡ MOM ♡◆◆◆◆◆◆◆◆◆◆●●●●●●●◆◆◆◆◆◆◆◆◆♡
When pressed, hunters who claim that they just want “to be out in the wilderness,” will admit that the kill is essential—or at least the hope of a kill. As it turns out, there is no correlation between hunting and hiking, climbing, backpacking, kayaking, or any other outdoor activity. Hunters do not purposefully linger in the woods after a kill, but quickly begin the process of preparing to head home with the corpse. For hunters, the kill is the climax—the most important moment. They are not driving into the woods (or sometimes actually walking) for the sake of beauty, but in the hope of a kill. The kill can be likened to male orgasm. Sex is traditionally thought to be over when the man has an orgasm, and the hunt is never so decisively over as it is after a successful kill. As a teacher, I impatiently listened to a young man matter-of-factly defend the importance of hunting because he found the experience “orgasmic.” From his point of view, all that mattered was how exciting and wonderful the experience was for him. The “side affects” of the man’s preferred action—the experience of the deer (and the woman)—are deemed to be so irrelevant that they are not even mentioned.
Lisa Kemmerer (Speaking Up for Animals: An Anthology of Women's Voices)
whatever temptations he may have felt. Besides, he had a much more normal social life than you might think. I wasn’t going to mention this, but he once told me he had a close woman friend in Montreal, a teacher at McGill University.” “Well, he can’t have seen her very often since coming here.” “What is it you’re saying? There’s some sort of new evidence that he got the girl pregnant?” “No, not really. I don’t know. I don’t want to get into it just yet. I just want to be prepared to show in court that even if he did succumb to the temptation, he didn’t necessarily kill her.” “Didn’t necessarily kill her! I can’t and won’t believe that there’s a shred of truth to these trumped-up charges.” “Neither can I, sweetheart,” Mom told Charlie. Charlie stood up. “Who wants to go for a dip? We aren’t going to have many more warm nights, or days either, for swimming.” “Fall’s coming and that’s a fact,” Dad said. “The swamp maples along the river between here and the Common are already starting to turn red.” “I think fall’s my very favorite season,” Mom said in a musing voice. Charlie laughed. “You say that about every season. ‘Spring’s my favorite, summer’s my favorite, fall’s my very favorite season!
Howard Frank Mosher (A Stranger in the Kingdom)
we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.
Grace Lee Boggs (The Next American Revolution: Sustainable Activism for the Twenty-First Century)
The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
I know that you are preparing to fight." There were screams amongst the students, some of whom clutched each other, looking around in terror for the source of the sound. "Your efforts are futile. You cannot fight me. I do not want to kill you. I have great respect for the teachers of Hogwarts. I do not want to spill magical blood." There was silence in the Hall now, the kind of silence that presses against the eardrums, that seems too huge to be contained by walls. "Give me Harry Potter," said Voldemort's voice, "and they shall not be harmed.Give me Harry Potter and I shall leave the school untouched. Give me Harry Potter and you will be rewarded. "You have until midnight." The silence swallowed them all again. Every head turned, every eye in the place seemed to have found Harry, to hold him forever in the glare of thousands of invisible beams. Then a figure rose from the Slytherin table and he recognized Pansy Parkinson as she raised a shaking arm and screamed, "But he's there! Potter's there. Someone grab him!" Before Harry could speak, there was a massive movement. The Gryffindors in front of him had risen and stood facing, not Harry, but the Slytherins. Then the Hufflepuffs stood, and almost at the same moment, the Ravenclaws, all of them with their backs to Harry, all of them looking toward Pansy instead, and Harry, awestruck and overwhelmed, saw wands emerging everywhere, pulled from beneath cloaks and from under sleeves. "Thank you, Miss Parkinson." said Professor McGonagall in a clipped voice."You will leave the Hall first with Mr. Filch. If the rest of your House could follow.
J.K. Rowling
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.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
History belongs, above all, to the active and powerful man, the man who fights one great battle, who needs the exemplary men, teachers, and comforters and cannot find them among his contemporary companions. Thus, history belongs to Schiller: for our age is so bad, said Goethe, that the poet no longer encounters any useful nature in the human life surrounding him. Looking back to the active men, Polybius calls political history an example of the right preparation for ruling a state and the most outstanding teacher, something which, through the memory of other people's accidents, advises us to bear with resolution the changes in our happiness. Anyone who has learned to recognize the sense of history in this way must get annoyed to see inquisitive travellers or painstaking micrologists climbing all over the pyramids of the great things of the past. There, in the place where he finds the stimulation to breath deeply and to make things better, he does not wish to come across an idler who strolls around, greedy for distraction or stimulation, as among the accumulated art treasures of a gallery. In order not to despair and feel disgust in the midst of weak and hopeless idlers, surrounded by apparently active, but really only agitated and fidgeting companions, the active man looks behind him and interrupts the path to his goal to take a momentary deep breath. His purpose is some happiness or other, perhaps not his own, often that of a people or of humanity collectively. He runs back away from resignation and uses history as a way of fighting resignation. For the most part, no reward beckons him on, other than fame, that is, becoming a candidate for an honoured place in the temple of history, where he himself can be, in his turn, a teacher, consoler, and advisor for those who come later.
Friedrich Nietzsche (Untimely Meditations)
to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.
Kelly Bryson (Don't Be Nice, Be Real)
And one of the things that has most obstructed the path of discipleship in our Christian culture today is this idea that it will be a terribly difficult thing that will certainly ruin your life. A typical and often-told story in Christian circles is of those who have refused to surrender their lives to God for fear he would “send them to Africa as missionaries.” And here is the whole point of the much misunderstood teachings of Luke 14. There Jesus famously says one must “hate” all their family members and their own life also, must take their cross, and must forsake all they own, or they “cannot be my disciple” (Luke 14:26–27, 33). The entire point of this passage is that as long as one thinks anything may really be more valuable than fellowship with Jesus in his kingdom, one cannot learn from him. People who have not gotten the basic facts about their life straight will therefore not do the things that make learning from Jesus possible and will never be able to understand the basic points in the lessons to be learned. It is like a mathematics teacher in high school who might say to a student, “Verily, verily I say unto thee, except thou canst do decimals and fractions, thou canst in no wise do algebra.” It is not that the teacher will not allow you to do algebra because you are a bad person; you just won’t be able to do basic algebra if you are not in command of decimals and fractions. So this counting of the cost is not a moaning and groaning session. “Oh how terrible it is that I have to value all of my ‘wonderful’ things (which are probably making life miserable and hopeless anyway) less than I do living in the kingdom! How terrible that I must be prepared to actually surrender them should that be called for!” The counting of the cost is to bring us to the point of clarity and decisiveness. It is to help us to see. Counting the cost is precisely what the man with the pearl and the hidden treasure did. Out of it came their decisiveness and joy. It is decisiveness and joy that are the outcomes of the counting.
Dallas Willard (The Divine Conspiracy: Rediscovering Our Hidden Life In God)
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.
Bear Grylls (Mud, Sweat and Tears)
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,
Matthew B. Crawford (Shop Class as Soulcraft: An Inquiry Into the Value of Work)
Lesson one: Pack light unless you want to hump the eight around the mountains all day and night. By the time we reached Snowdonia National Park on Friday night it was dark, and with one young teacher as our escort, we all headed up into the mist. And in true Welsh fashion, it soon started to rain. When we reached where we were going to camp, by the edge of a small lake halfway up, it was past midnight and raining hard. We were all tired (from dragging the ridiculously overweight packs), and we put up the tents as quickly as we could. They were the old-style A-frame pegged tents, not known for their robustness in a Welsh winter gale, and sure enough by 3:00 A.M. the inevitable happened. Pop. One of the A-frame pegs supporting the apex of my tent broke, and half the tent sagged down onto us. Hmm, I thought. But both Watty and I were just too tired to get out and repair the first break, and instead we blindly hoped it would somehow just sort itself out. Lesson two: Tents don’t repair themselves, however tired you are, however much you wish they just would. Inevitably, the next peg broke, and before we knew it we were lying in a wet puddle of canvas, drenched to the skin, shivering, and truly miserable. The final key lesson learned that night was that when it comes to camping, a stitch in time saves nine; and time spent preparing a good camp is never wasted. The next day, we reached the top of Snowdon, wet, cold but exhilarated. My best memory was of lighting a pipe that I had borrowed off my grandfather, and smoking it with Watty, in a gale, behind the summit cairn, with the teacher joining in as well. It is part of what I learned from a young age to love about the mountains: They are great levelers. For me to be able to smoke a pipe with a teacher was priceless in my book, and was a firm indicator that mountains, and the bonds you create with people in the wild, are great things to seek in life. (Even better was the fact that the tobacco was homemade by Watty, and soaked in apple juice for aroma. This same apple juice was later brewed into cider by us, and it subsequently sent Chipper, one of the guys in our house, blind for twenty-four hours. Oops.) If people ask me today what I love about climbing mountains, the real answer isn’t adrenaline or personal achievement. Mountains are all about experiencing a shared bond that is hard to find in normal life. I love the fact that mountains make everyone’s clothes and hair go messy; I love the fact that they demand that you give of yourself, that they make you fight and struggle. They also induce people to loosen up, to belly laugh at silly things, and to be able to sit and be content staring at a sunset or a log fire. That sort of camaraderie creates wonderful bonds between people, and where there are bonds I have found that there is almost always strength.
Bear Grylls (Mud, Sweat and Tears)
The US traded its manufacturing sector’s health for its entertainment industry, hoping that Police Academy sequels could take the place of the rustbelt. The US bet wrong. But like a losing gambler who keeps on doubling down, the US doesn’t know when to quit. It keeps meeting with its entertainment giants, asking how US foreign and domestic policy can preserve its business-model. Criminalize 70 million American file-sharers? Check. Turn the world’s copyright laws upside down? Check. Cream the IT industry by criminalizing attempted infringement? Check. It’ll never work. It can never work. There will always be an entertainment industry, but not one based on excluding access to published digital works. Once it’s in the world, it’ll be copied. This is why I give away digital copies of my books and make money on the printed editions: I’m not going to stop people from copying the electronic editions, so I might as well treat them as an enticement to buy the printed objects. But there is an information economy. You don’t even need a computer to participate. My barber, an avowed technophobe who rebuilds antique motorcycles and doesn’t own a PC, benefited from the information economy when I found him by googling for barbershops in my neighborhood. Teachers benefit from the information economy when they share lesson plans with their colleagues around the world by email. Doctors benefit from the information economy when they move their patient files to efficient digital formats. Insurance companies benefit from the information economy through better access to fresh data used in the preparation of actuarial tables. Marinas benefit from the information economy when office-slaves look up the weekend’s weather online and decide to skip out on Friday for a weekend’s sailing. Families of migrant workers benefit from the information economy when their sons and daughters wire cash home from a convenience store Western Union terminal. This stuff generates wealth for those who practice it. It enriches the country and improves our lives. And it can peacefully co-exist with movies, music and microcode, but not if Hollywood gets to call the shots. Where IT managers are expected to police their networks and systems for unauthorized copying – no matter what that does to productivity – they cannot co-exist. Where our operating systems are rendered inoperable by “copy protection,” they cannot co-exist. Where our educational institutions are turned into conscript enforcers for the record industry, they cannot co-exist. The information economy is all around us. The countries that embrace it will emerge as global economic superpowers. The countries that stubbornly hold to the simplistic idea that the information economy is about selling information will end up at the bottom of the pile. What country do you want to live in?
Cory Doctorow (Content: Selected Essays on Technology, Creativity, Copyright, and the Future of the Future)
Martha would come over every week and check on Mia and work with her on relaxation and breathing exercises to prepare for the natural labor. Jenny was on board with the natural thing too, so of course she and Mia dragged Tyler and me to the Bradley Birthing Method classes. It was hysterical; we had to get in all kinds of weird poses with the girls while they mimicked being in labor. We would massage their backs while they were perched on all fours, moaning. One of the hardest things I’ve ever done is contain my laughter during those classes. Mia was the freakin’ teacher’s pet because she was taking it so seriously. Right around the third class, they showed us a video of a live birth. I had nightmares for a week after that. Tyler and I agreed that we had to find a way to get out of going to the classes. We hadn’t mutually agreed on a plan, so during the fifth class, Tyler took it upon himself and used his own bodily gifts to get us into a heap of trouble. Tyler is lactose intolerant, and he has to take these little white tablets every time he eats cheese. The morning of the class, he stopped by the studio with a half-eaten pizza. I didn’t even think twice about it until that night in class during our visualization exercises when this god-awful, horrendous odor overtook our senses. At first everyone kept quiet and just looked around for the source. There wasn’t a sound to accompany the lethal attack, so everyone went into investigation mode, staring each other down. Mia began to gag. I heard Jenny cry a little behind us. Finally when I turned toward Tyler, I noticed he had the most triumphant glimmer in his eyes. I completely lost my shit. I was rolling around, laughing hysterically. Mia grabbed the hood of my sweatshirt and pulled me to my feet. “Outside, now!” She was scowling as she dragged me along. When we passed Tyler, she pointed to him angrily. “You too, joker.” Mia and Jenny pressed us up against the brick wall outside and then gave us the death stare, both of them with their arms crossed over their blooming bellies. They whispered something to each other and then turned and walked off, arm in arm. We followed. “Come on, you guys, it was funny.” Jenny stopped dead in her tracks and turned. She jabbed her index finger into my chest and said, “Yes, it is funny. When you’re five! Not when you’re in a room full of pregnant women. Do you know how sensitive our noses are?” I shrugged. “It wasn’t me.” “Oh, I know he’s a child,” she said but wouldn’t even look at Tyler. “And you are too, Will, for encouraging it.” Mia was glaring at me with a disappointed look, and then she shook her head and turned to continue down the street. Jenny caught up and walked away with her. “God, they’re so sensitive,” I whispered to Tyler. “Yeah, I kinda feel bad.” Without turning around, Mia yelled to us, “You guys don’t have to come anymore. Jenny and I can be each other’s partners.” I turned to Tyler and mouthed, “It worked!” I had a huge smile on my face. Tyler and I high-fived. “Why don’t you guys go celebrate? I know that’s what you wanted,” Jenny yelled back as they made a sharp turn down the sidewalk and down the stairs to the subway. “Nothing gets past them,” Tyler said
Renee Carlino (Sweet Little Thing (Sweet Thing, #1.5))
If you are a great warrior, you are supposed to be prepared to humble yourself before the lowest opponent. If you are a great general, you are supposed to be prepared to humble yourself before the lowest soldier. If you are a great politician, you are supposed to be prepared to humble yourself before for the lowest constituent. If you are a great governor, you are supposed to be prepared to humble yourself before for the lowest peasant. If you are a great president, you are supposed to be prepared to humble yourself before the lowest citizen. If you are a great leader, you are supposed to be prepared to humble yourself before for the lowest servant. If you are a great pastor, you are supposed to be prepared to humble yourself before the lowest parishioner. If you are a great prophet, you are supposed to be prepared to humble yourself before the lowest seer. If you are a great pope, you are supposed to be prepared to humble yourself before the lowest priest. If you are a great teacher, you are supposed to be prepared to humble yourself before for the lowest student. If you are a great guru, you are supposed to be prepared to humble yourself before for the lowest disciple. If you are a great architect, you are supposed to be prepared to humble yourself before the lowest mason. If you are a great engineer, you are supposed to be prepared to humble yourself before the lowest mechanic. If you are a great inventor, you are supposed to be prepared to humble yourself before for the lowest scientist. If you are a great doctor, you are supposed to be prepared to humble yourself before for the lowest nurse. If you are a great judge, you are supposed to be prepared to humble yourself before the lowest lawyer. If you are a great artist, you are supposed to be prepared to humble yourself before the lowest apprentice. If you are a great coach, you are supposed to be prepared to humble yourself before for the lowest athlete. If you are a great genius, you are supposed to be prepared to humble yourself before for the lowest talent. If you are a great philanthropist, you are supposed to be prepared to humble yourself before for the lowest beggar. In the school of patience, it is the long suffering who graduate. In the school of generosity, it is the kind who graduate. In the school of activism, it is the devoted who graduate. In the school of honor, it is the noble who graduate. In the school of wisdom, it is the prudent who graduate. In the school of knowledge, it is the curious who graduate. In the school of insight, it is the observant who graduate. In the school of understanding, it is the intelligent who graduate. In the school of success, it is the excellent who graduate. In the school of eminence, it is the influential who graduate. In the school of conquest, it is the fearless who graduate. In the school of enlightenment, it is the humble who graduate. In the school of courage, it is the hopeful who graduate. In the school of fortitude, it is the determined who graduate. In the school of leadership, it is servants who graduate. In the school of talent, it is the skilled who graduate. In the school of genius, it is the brilliant who graduate. In the school of greatness, it is the persevering who graduate. In the school of transcendence, it is the fearless who graduate. In the school of innovation, it is the creative who graduate.
Matshona Dhliwayo
Every year, in every state across the country, politicians and union reps make decisions that detrimentally affect teachers and the profession on a grand scale. They take away our benefits, freeze our pay, and decide they can no longer compensate us for the advanced degrees we have earned. They also continue to find ways to tie our evaluations to test scores, totally oblivious of the fact that we teachers cannot control when or if students show up in our classrooms regularly, if they have had proper rest and a nutritious breakfast, let alone if they are receptive to learning the content we work so hard to prepare and teach. It simply isn’t fair.
M. Shannon Hernandez (Breaking the Silence: My Final Forty Days as a Public School Teacher)
Hence [through No Child Left Behind] the state has been given fire all teachers and principles. So here we have an unusual case in which the students are engaged in the performances, but the high stakes have been displaced onto the teachers who are preparing their charges for the exams.
James M. Lang (Cheating Lessons: Learning from Academic Dishonesty)
But it will be asked, why are they now admonished of their duty, and not rather left to the guidance of the Spirit? Why are they urged with exhortations when they cannot hasten any faster than the Spirit impels them? and why are they chastised, if at any time they go astray, seeing that this is caused by the necessary infirmity of the flesh? "O, man! who art thou that replies against God?" If, in order to prepare us for the grace which enables us to obey exhortation, God sees meet to employ exhortation, what is there in such an arrangement for you to carp and scoff at? Had exhortations and reprimands no other profit with the godly than to convince them of sin, they could not be deemed altogether useless. Now, when, by the Spirit of God acting within, they have the effect of inflaming their desire of good, of arousing them from lethargy, of destroying the pleasure and honeyed sweetness of sin, making it hateful and loathsome, who will presume to cavil at them as superfluous? Should any one wish a clearer reply, let him take the following: - God works in his elect in two ways: inwardly, by his Spirit; outwardly, by his Word. By his Spirit illuminating their minds, and training their hearts to the practice of righteousness, he makes them new creatures, while, by his Word, he stimulates them to long and seek for this renovation. In both, he exerts the might of his hand in proportion to the measure in which he dispenses them. The Word, when addressed to the reprobate, though not effectual for their amendment, has another use. It urges their consciences now, and will render them more inexcusable on the day of judgement. Thus, our Saviour, while declaring that none can come to him but those whom the Father draws, and that the elect come after they have heard and learned of the Father, (John 6: 44, 45), does not lay aside the office of teacher, but carefully invites those who must be taught inwardly by the Spirit before they can make any profit. The reprobate, again, are admonished by Paul, that the doctrine is not in vain; because, while it is in them a savour of death unto death, it is still a sweet savour unto God, (2Co 2: 16)
John Calvin (Institutes of the Christian Religion)
if you're not prepared to learn from the teachers that life gives you, you'll always be ignorant.
Expository preaching will impact your congregation, because it helps you be faithful to the text and be relevant to your context in regular ministry implement a strategy for equipping and energizing your people for long-term faithfulness to God and the ministry overcome your tendency to target a sermon to a particular person or group and be protected from that charge avoid skipping over what does not suit your taste or temperament on any given day carry on a cohesive ministry in the middle of multiple dimensions and demands on you as a pastor enhance the dignity of the pastoral work since you stand under the authority of God’s Word as you preach integrate the conversation of the church around the message of the week communicate the intentions of God for your congregation as seen by its human leaders orient people around a common vision, thus helping you surface the voluntary labor force needed to achieve the vision motivate people to action in implementing the program of the church with God’s sanction garner the credibility needed to lead the church to change model effective ministry to present and future teachers and preachers outline the agenda for corporate spirituality make your congregation biblically literate
Ramesh Richard (Preparing Expository Sermons: A Seven-Step Method for Biblical Preaching)
Right now, it is in the worst shape of all. This happened on your watch. Even so, ‘where sin abounds grace does that much more abound.’ There is still grace available to change this if you repent.” “You are the one who prepares the way for the Lord. You are here to prepare us for Him. How can we make this great change? The fabric of Christianity in our time is very thin. We are as weak and unprepared as you say. What do we need to do?” I begged. “As I said, the next step is the next step on this path. This path will prepare you, and I will help you. I was with John the Baptist to do this in his time. It begins with repentance. You cannot stay long on this path without a strong foundation of repentance. You must be quick to see your sin—quick to see your mistakes and to correct them. You are quick to see your sin and mistakes. This is helpful, but you have not been quick to correct them, and that can be your doom. Repentance is more than feeling sorry for your sin, it is turning from the sin. “Only a foundation of repentance will keep you humble enough to walk in the grace of God. Humility is to be teachable and dependent on the Holy Spirit. This has not been a foundation that many have built upon in your time. You must start with preaching and teaching repentance. You must start praying for the Spirit to come to convict of sin. Your generation hardly even knows what sin is. “I prayed for the judgment of God to come upon my own nation. Then I had to challenge the false teachers and prophets of my time. This is a basic duty of the prophets. Where are your prophets? Where are your apostles? Where are the shepherds who will protect God’s people from the great deception of your time? Why are the wolves allowed to devour God’s people right in front of them and they do nothing?
Rick Joyner (The Path (Fire on the Mountain))
Your past is your experiences and your teacher as well, and your future is your hope, your dream and your fate, while the present is your moment of learning from past and preparation for the future.
Jinnul Jr.
Preach the word; be prepared in season and out of season; correct, rebuke and encourage—with great patience and careful instruction. For the time will come when people will not put up with sound doctrine. Instead, to suit their own desires, they will gather around them a great number of teachers to say what their itching ears want to hear. (2 Tim. 4:2–3 NIV)
Scotty Smith (Everyday Prayers: 365 Days to a Gospel-Centered Faith)
If you don't ask questions in class the only question you should be prepared to ask is, "Would you like fries with that?
Paul Blair
An Orthodox priest, a friend of mine, telephoned me and told me that a Russian officer had come to him to confess. My friend did not know Russian. However, knowing that I speak Russian, he had given him my address. The next day this man came to see me. He longed for God, but he had never seen a Bible. He had no religious education and never attended religious services (churches in Russia then were very scarce). He loved God without the slightest knowledge of Him. I read to him the Sermon on the Mount and the parables of Jesus. After hearing them, he danced around the room in rapturous joy proclaiming, “What a wonderful beauty! How could I live without knowing this Christ!” It was the first time that I saw someone so joyful in Christ. Then I made a mistake. I read to him the passion and crucifixion of Christ, without having prepared him for this. He had not expected it and, when he heard how Christ was beaten, how He was crucified and that in the end He died, he fell into an armchair and began to weep bitterly. He had believed in a Savior and now his Savior was dead! I looked at him and was ashamed. I had called myself a Christian, a pastor, and a teacher of others, but I had never shared the sufferings of Christ as this Russian officer now shared them. Looking at him, it was like seeing Mary Magdalene weeping at the foot of the cross, faithfully weeping when Jesus was a corpse in the tomb. Then I read to him the story of the resurrection and watched his expression change. He had not known that his Savior arose from the tomb. When he heard this wonderful news, he beat his knees and swore—using very dirty, but very “holy” profanity. This was his crude manner of speech. Again he rejoiced, shouting for joy, “He is alive! He is alive!” He danced around the room once more, overwhelmed with happiness! I said to him, “Let us pray!” He did not know how to pray. He did not know our “holy” phrases. He fell on his knees together with me and his words of prayer were: “Oh God, what a fine chap you are! If I were You and You were me, I would never have forgiven You of Your sins. But You are really a very nice chap! I love You with all of my heart.” I think that all the angels in heaven stopped what they were doing to listen to this sublime prayer from a Russian officer. The man had been won for Christ!
Richard Wurmbrand (Tortured for Christ)
Routines that teach children good manners, cleanup responsibilities, consideration for others, and respect for teachers provide good preparation for school and life. Disorganized, out of control class environments may cause feelings of insecurity for preschool children. Gifted children may be especially sensitive to the disorder.
Sylvia B. Rimm (Keys to Parenting the Gifted Child)
Too many of the teenagers I encounter in my practice and across the country are late in developing what it will take to function as an adult and create adult relationships: agency, independence, intimacy, fortitude, and self-reliance. Often it's because their community (not just parents but also peers, teachers, and extended family) is focused exclusively on the high-school paper chase and fails to encourage these qualities. I try desperately to convince these teens and their parents that delaying the emotional work of adolescence is dangerous. "We're discovering that the brain during adolescence is very malleable, very plastic," Steinberg says. "It has a heightened capacity to change in response to experience. That cuts both ways: On the one hand it means that the brain is especially susceptible to toxic experiences that can harm it, but it also means that the brain is susceptible to positive influences that can promote growth. That's an opportunity we're squandering.
Madeline Levine (Ready or Not: Preparing Our Kids to Thrive in an Uncertain and Rapidly Changing World)
Adolescence is an inside job. In the 1990s, Suniya S. Luthar, Ph.D., studied adolescents and found that ninth-graders with an internal locus of control - those who felt they had some command over the forces shaping their lives - handled stress better than kids with an external orientation - those who felt others had control over forces shaping their lives...Locus of control is not an all-or-nothing concept. None of us are entirely reliant on one or the other...But more and more often, the teenagers I observe aren't even partially internally motivated. They persistently turn outward toward coaches, teachers, and parents...A startlingly large number of these teens are behaving like younger children. They're stuck performing the chief psychosocial tasks of childhood - being good and doing things right to please adults - instead of taking on the developmental work of separation and independence that is appropriate for their age. When faced with teenage-sized problems, they often have nothing more than the skills of a child.
Madeline Levine (Ready or Not: Preparing Our Kids to Thrive in an Uncertain and Rapidly Changing World)
The philosopher no longer reflects on the good and true, using his intellect to understand them; he has become one with them. The reality he had contemplated is no longer outside him. He and it are one. This henosis, however, cannot be commanded or willed, although the philosopher works daily preparing the ground for it. He must be patient and allow it to happen. It is not exactly a kind of grace, as Plotinus does not believe that the One does anything; it does not bestow this union. But it is always present, always available, just as the stars are always present; it is only the proximity of the sun that obscures them. The philosopher must make himself a worthy vessel for the presence of the One by emptying himself of coarse matters. Or, to change the metaphor, he must quiet the racket within himself so that the sacred silence can be heard. It is solitary work, with no aim other than itself. Unlike Plato, Plotinus did not dream of philosopher kings, but of teachers who, like the One itself, radiate their knowledge and wisdom so that those who are drawn to the philosophical life and are capable of it may be guided in their quest.
Gary Lachman (The Secret Teachers of the Western World)
Dark, was banned by the Irish state censor for obscenity. The story was set, as so much of McGahern's later fiction would be, in isolated rural Ireland and dealt with the bleak consequences of parental and clerical child abuse. On the instructions of the Archbishop of Dublin, McGahern was sacked from his job as a primary school teacher. He later left the country. Despite these apparent setbacks, McGahern's literary friends reassured him that all this was a wonderful opportunity in terms of publicity and sales. Remember Joyce and Beckett being forced overseas? This was Irish literary history repeating itself, and preparations were soon being made to mount a campaign against the anachronistic and widely derided censorship laws with McGahern as the figurehead. Sign up for the Bookmarks email Read more McGahern agreed that the situation was indeed absurd, and says that even as an adolescent reader he had nothing but contempt for the censorship board.
John McGahern
Throughout history, the role of education has been to prepare children for adulthood. Today our world is changing so rapidly that it’s difficult to know what it will be like even a decade from now. While we cannot predict the features of the world our children will inherit, we do know that the pace of change will most likely continue to accelerate (Thomas & Brown, 2011).
Patricia A. Jennings (Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education))
In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So
Michael Sokolove (Drama High: The Incredible True Story of a Brilliant Teacher, a Struggling Town, and the Magic of Theater)
The Niroga Institute also offers a professional development program to prepare teachers and others to teach the TLS curriculum.
Patricia A. Jennings (Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education))
Our society does a wonderful job of telling people what to think; whether by parents, teachers, or even the media. But, a productive society needs to prepare its people to think for themselves, and their first consideration being the thorough examination of what they are being told to think.
Anthony P. Mauro, Sr.
In recent years, there’s been a lot of talk about the reasons behind the low performance of many students of color, English learners, and poor students. Rather than examine school policies and teacher practices, some attribute it to a “culture of poverty” or different community values toward education. The reality is that they struggle not because of their race, language, or poverty. They struggle because we don’t offer them sufficient opportunities in the classroom to develop the cognitive skills and habits of mind that would prepare them to take on more advanced academic tasks (Boykin & Noguera, 2011; Jackson, 2011). That’s the achievement gap in action. The reasons they are not offered more opportunities for rigor are rooted in the education system’s legacy of “separate and unequal” (Kozol, 2006; Oakes, 2005).
Zaretta Lynn Hammond (Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students)
pinecone in her hands move as if it had become her own living heart. Deeply shaken, she looked up for the first time and found an unmistakable Presence in the center of the labyrinth, waiting for her. For just the briefest moment she could see Him quite clearly. His heart was open, a place of refuge for all who suffer. It had been broken open by the suffering in the world in the same way hers had been. Suddenly she understood why others had come to her for refuge since her childhood. The suffering she was able to feel had made her trustworthy. She stumbled the last few steps into the center of the labyrinth, knelt down, and for the first time since she was a child, she wept. In a talk about compassion, a former teacher of mine once said that practice prepares the mind, but suffering prepares the heart. Perhaps the final step in the healing of all wounds is the discovery of the capacity for compassion, an intuitive knowing that no one is singled out in their suffering, that all living beings are vulnerable to loss, attachment, and limitation. It is only in the presence of compassion that we can show our wounds without diminishing our wholeness. The Dalai Lama has said that “compassion occurs only between equals.” For those who have compassion, woundedness is not a place of judgment but a place of genuine meeting.
Rachel Naomi Remen (My Grandfather's Blessings: Stories of Strength, Refuge, and Belonging)
She walked on in this way for several more minutes and at last came to a place in the labyrinth close to the circumference of the circle where the path unexpectedly turns sharply to the right. As you turn, you discover that you have reached the end of the path and a few more steps will take you to the center of the circle. Turning to the right, Glory suddenly felt the pinecone in her hands move as if it had become her own living heart. Deeply shaken, she looked up for the first time and found an unmistakable Presence in the center of the labyrinth, waiting for her. For just the briefest moment she could see Him quite clearly. His heart was open, a place of refuge for all who suffer. It had been broken open by the suffering in the world in the same way hers had been. Suddenly she understood why others had come to her for refuge since her childhood. The suffering she was able to feel had made her trustworthy. She stumbled the last few steps into the center of the labyrinth, knelt down, and for the first time since she was a child, she wept. In a talk about compassion, a former teacher of mine once said that practice prepares the mind, but suffering prepares the heart. Perhaps the final step in the healing of all wounds is the discovery of the capacity for compassion, an intuitive knowing that no one is singled out in their suffering, that all living beings are vulnerable to loss, attachment, and limitation. It is only in the presence of compassion that we can show our wounds without diminishing our wholeness. The Dalai Lama has said that “compassion occurs only between equals.” For those who have compassion, woundedness is not a place of judgment but a place of genuine meeting.
Rachel Naomi Remen (My Grandfather's Blessings: Stories of Strength, Refuge, and Belonging)
adequate? Is there any dilemma for which Jesus does not have wisdom? Is it possible to experience any challenge for which Jesus is not equipped? If you have Jesus—the living-right-now Jesus—then you have all you need. What concerns you right now? What frightens you? Hand it over to Jesus, who is closer to you and more available to you than any mere human being can ever be. Sit quietly, and let the reality of his presence settle on you. Take time to be aware. Be present to the Presence. Christ in me, let me live with such keen attentiveness to your indwelling life that you are the focal point that defines how I see every circumstance. On the first day of Pentecost He returned, not this time to be with them externally—clothed with that sinless humanity that God had prepared for Him, being conceived of the Spirit in the womb of Mary—but now to be in them imparting to them His own divine nature, clothing Himself with their humanity. . . . He spoke with their lips. He worked with their hands. This was the miracle of new birth and this remains the very heart of the gospel. —MAJOR W. IAN THOMAS (1914–2007), English writer and theology teacher
Cheri Fuller (The One Year Praying the Promises of God)
1. If postmodern thought has tried to gag God, unsuccessfully, by its radical hermeneutics and its innovative epistemology, the church is in danger of gagging God in quite another way. The church in Laodicea, toward the end of the first century, thought of itself as farsighted, respectable, basically well off. From the perspective of the exalted Christ, however, it was blind, naked, bankrupt. The nearby town of Colossae enjoyed water that was fresh and cold, and therefore useful; the nearby town of Hierapolis enjoyed hotsprings where people went to take the cure: its water, too, was useful. But Laodicea’s foul water was channeled in through stone pipes, and it was proverbial for its nauseating taste. The church had become much like the water it drank: neither hot and useful, nor cold and useful, but merely nauseating. Jesus is prepared to spue this church out of his mouth (Rev. 3:16). This church makes the exalted Jesus gag. I cannot escape the dreadful feeling that modern evangelicalism in the West more successfully effects the gagging of God, in this sense, than all the postmodernists together, in the other sense. 2. This calls for repentance. The things from which we must turn are not so much individual sins—greed, pride, sexual promiscuity, or the like, as ugly and as evil as they are—as fundamental heart attitudes that squeeze God and his Word and his glory to the periphery, while we get on with religion and self-fulfillment. 3. At issue is not only what we must turn from, but also what we must turn to: We will not be able to recover the vision and understanding of God’s grandeur until we recover an understanding of ourselves as creatures who have been made to know such grandeur. This must begin with the recovery of the idea that as beings made in God’s image, we are fundamentally moral beings, not consumers, that the satisfaction of our psychological needs pales in significance when compared with the enduring value of doing what is right. Religious consumers want to have a spirituality for the same reason that they want to drive a stylish and expensive auto. Costly obedience is as foreign to them in matters spiritual as self-denial is in matters material. In a culture filled with such people, restoring weight to God is going to involve much more than simply getting some doctrine straight; it’s going to entail a complete reconstruction of the modern self-absorbed pastiche personality.94 4. It follows that teachers and preachers in seminaries and churches must be people “for whom the great issue is the knowledge of God,”95 whatever their area of specialization might be. Preachers and teachers who do not see this point and passionately hold to it are worse than useless: they are dangerous, because they are diverting.
D.A. Carson (The Gagging of God: Christianity Confronts Pluralism)
A bishop has to be able to preach, teach and hand on the Catholic faith in its integrity. He has to see to it that the seven sacraments are available to the faithful. And he has to see to it that the faithful are pastored by well-prepared priests, deacons and others so that they are loved in Christ’s name as they gather into parishes. Those are the three things he must do: the bishop governs, the bishop teaches, the bishop sanctifies.... It comes essentially, however, to three tasks — he governs, he teaches, he sanctifies. He’s shepherd, prophet, teacher, priest, because that is what Jesus is: shepherd, teacher and priest.
Francis George
He told me to imagine I had a test in school and I studied for an entire week, night and day. My friend spent the entire week playing video games and having fun at the beach. I ended up getting an A, and my friend got an F. So what if the teacher said, ‘it’s not fair that Bren got an A and his friend got an F. So we’re going to give you both C’s. Still passing, right? So it’s no big deal. Still plenty of cushion away from an F. The A earners shouldn’t be greedy.’ “My father let me think about this and then asked me what I’d do the next time a test came around. How would I prepare for it? It occurred to me that if I knew I really couldn’t earn an A, what was the point of killing myself? I told my father, and he agreed. In fact, he told me that soon the entire class would be getting Cs, and then Ds. And eventually Fs. Socialism at work.
Douglas E. Richards (Quantum Lens)
There are many great recipes for kids to related health; it will be creative ways to prepare healthy and delicious food. Kids will be loved their teachers to cook the healthiest recipes.
Conservative elites first turned to populism as a political strategy thanks to Richard Nixon. His festering resentment of the Establishment’s clubby exclusivity prepared him emotionally to reach out to the “silent majority,” with whom he shared that hostility. Nixon excoriated “our leadership class, the ministers, the college professors, and other teachers… the business leadership class… they have all really let down and become soft.” He looked forward to a new party of independent conservatism resting on a defense of traditional cultural and social norms governing race and religion and the family. It would include elements of blue-collar America estranged from their customary home in the Democratic Party. Proceeding in fits and starts, this strategic experiment proved its viability during the Reagan era, just when the businessman as populist hero was first flexing his spiritual muscles. Claiming common ground with the folkways of the “good ole boy” working class fell within the comfort zone of a rising milieu of movers and shakers and their political enablers. It was a “politics of recognition”—a rediscovery of the “forgotten man”—or what might be termed identity politics from above. Soon enough, Bill Clinton perfected the art of the faux Bubba. By that time we were living in the age of the Bubba wannabe—Ross Perot as the “simple country billionaire.” The most improbable members of the “new tycoonery” by then had mastered the art of pandering to populist sentiment. Citibank’s chairman Walter Wriston, who did yeoman work to eviscerate public oversight of the financial sector, proclaimed, “Markets are voting machines; they function by taking referenda” and gave “power to the people.” His bank plastered New York City with clever broadsides linking finance to every material craving, while simultaneously implying that such seductions were unworthy of the people and that the bank knew it. Its $1 billion “Live Richly” ad campaign included folksy homilies: what was then the world’s largest bank invited us to “open a craving account” and pointed out that “money can’t buy you happiness. But it can buy you marshmallows, which are kinda the same thing.” Cuter still and brimming with down-home family values, Citibank’s ads also reminded everybody, “He who dies with the most toys is still dead,” and that “the best table in the city is still the one with your family around it.” Yale preppie George W. Bush, in real life a man with distinctly subpar instincts for the life of the daredevil businessman, was “eating pork rinds and playing horseshoes.” His friends, maverick capitalists all, drove Range Rovers and pickup trucks, donning bib overalls as a kind of political camouflage.
Steve Fraser (The Age of Acquiescence: The Life and Death of American Resistance to Organized Wealth and Power)
With regard to the linguistic constraint on classroom speaking, the teacher’s role in preparing learners for speaking activities (rather than simply plunging them into them) and of supporting them during speaking activities is obviously extremely important. Allowing learners to script and rehearse their own dialogues in pairs or small groups before publicly performing them is one way of reducing some of the anxiety associated with speaking the L2 in public. Another is providing the words and phrases they might need in advance, and having these available on the board during the activity. You can always erase these progressively as the learners become more proficient at using them.
Scott Thornbury (Big Questions in ELT)
Be prepared for your own resistance.
Julianne Wurm (Working in the Reggio Way: A Beginner's Guide for American Teachers)
Speaking of feelings, there’s so much intense teasing between you and your brothers, Jep. Do feelings ever get hurt? Jep: I love my brothers and would do anything for them. I know they feel the same about me. Alan has always been there for me with a nonjudgmental attitude, a listening ear, and wise advice. Jase is such a good teacher about wildlife, and he’s the best speaker in our family. He studies, prepares, and he’s always able to look at the funny side of life. I really respect his knowledge. I’ve always thought Willie is the coolest guy in the world. I’ve loved and looked up to him from the first moment I can remember. I’d tag along with him more than anybody else, and he took the time to teach me basketball and baseball. I copied him in just about everything, and I know sometimes it got on his nerves. I was so much younger than my brothers that I really didn’t start stuff, but I sure didn’t mind going to tell on them. They’d get spanked, and I wouldn’t.
Jep Robertson (The Good, the Bad, and the Grace of God: What Honesty and Pain Taught Us About Faith, Family, and Forgiveness)
Face the facts. Your life is too perfect. You probably lie awake at night, fantasizing about spicin’ up all that lily whiteness you live in.” But damn it, I get a whiff of vanilla from her perfume or lotion. It reminds me of cookies. I love cookies, so this is not good at all. “Gettin’ near the fire, chica, doesn’t necessarily mean you’ll get burned.” “You touch her and you’ll regret it, Fuentes,” Colin’s voice rings out. He resembles a burro, with his big white teeth and ears sticking out from his buzz cut. “Get the hell away from her.” “Colin,” Brittany says. “It’s okay. I can handle this.” Burro Face brought reinforcements: three other pasty white dudes, standing behind him for backup. I size up Burro Face and his friends to see if I can take them all on, and decide I could give all four a run for their money. “When you’re strong enough to play in the big leagues, jock boy, then I’ll listen to the mierda flyin’ out of your mouth,” I say. Other students are gathering around us, leaving room for a fight that is sure to be fast, furious, and bloody. Little do they know Burro Face is a runner. This time he’s got backup, though, so maybe he’ll stay to duke it out. I’m always prepared for a fight, been in more of ‘em than I can count on my fingers and toes. I’ve got the scars to prove it. “Colin, he’s not worth it,” Brittany says. Thanks, mamacita. Right back at ya. “You threatening me, Fuentes?” Colin barks, ignoring his girlfriend. “No, asshole,” I say, staring him down. “Little dicks like you make threats.” Brittany parks her body in front of Colin and puts her hand on his chest. “Don’t listen to him,” she says. “I’m not afraid of you. My dad’s a lawyer,” Colin brags, then puts his arm around Brittany. “She’s mine. Don’t ever forget that.” “Then keep a leash on her,” I advise. “Or she might be tempted to find a new owner.” My friend Paco comes up beside me. “Andas bien, Alex?” “Yeah, Paco,” I tell him, then watch as two teachers walk down the hall escorted by a guy in a police uniform. This is what Adams wants, perfectly planned to get my ass kicked out of school. I’m not falling into his trap only to end up on Aguirre’s hit list. “Si, everything’s bien.” I turn to Brittany. “Catch ya later, mamacita. I’m looking forward to researching our chemistry.” Before I leave and save myself from suspension on top of my detention, Brittany sticks that perky nose of hers in the air as if I’m the scum of the earth.
Simone Elkeles (Perfect Chemistry (Perfect Chemistry, #1))
Many children go to school ill-prepared to learn because they are not emotionally ready to learn. Children need to reach appropriate emotional levels of maturity before they are able to learn effectively at their age level. Simply sending a child to a better school or changing teachers is not the answer. We must make sure our children are emotionally ready to learn. (See
Gary Chapman (The 5 Love Languages of Children)
In Emile the child was to be kept from books-except one, Robinson Crusoe, which Rousseau called "the happiest treatise of natural education." "Children begin by being helped, end by being served," he warned. They become masters, using their tears as prayers. The teacher must guide without seeming to, must never use corporal punishment, but must provide situations in which the child can learn for himself. The teacher, too, must know the stages of a child's development and introduce subjects only when the child is emotionally prepared. At the age of twelve the pupil must learn a useful trade. "Emile must work like a peasant and think like a philosopher in order not to be as lazy as a savage." Not until the age of eighteen should Emile turn to moral science and religion, and then he can choose his religion. For "at an age when all is mystery there can be no mysteries properly speaking." The child must have compassion, "love those who have it, but fly from the pious believers." But also shun the philosophers ("angry wolves"), who are "ardent missionaries of atheism and very imperious dogmatics who will not endure without fury that one might think differently from them.
Daniel J. Boorstin (The Seekers: The Story of Man's Continuing Quest to Understand His World)
If a school of critics were found prepared to pay divine honours to a certain person while doubting whether he was divine, men who took off their hats in his churches while denying that he was present on his altars, who hinted that he was only a religious teacher and then hinted again that he must be served as if he were the only teacher of religion; who are always ready to treat him as a fallible individual in relation to his rivals, and then to invoke him as an infallible authority against his followers, who dismiss every text they choose to think dogmatic and then gush over every text they choose to think amiable, who heckle him with Higher Criticism about three-quarters of what he said and then grovel before a mawkish and unmanly ideal made by misunderstanding the little which is left--if there were a school of critics in THIS relation to a historical character, we might very well admit that they were not getting to grips with it, but surrounding it with "a halo of false sentiment." That
G.K. Chesterton (The Blatchford Controversies and Other Essays on Religion)
Another facet of this movement says that teachers should not correct children's mistakes, lest this hurt their self-esteem. This is misguided: children learn by having their mistakes corrected, and their self-esteem is hurt when they later find out that they've been doing something wrong for years and aren't prepared. "We are in danger of producing individuals who are expert at knowing how they feel rather than educated individuals who know how to think," writes education professor Maureen Stout.
Jean M. Twenge
The difference between her and I, as mothers, is that I don’t have a sense of pride with my son. He is a small king. Still, he is as unfortunate as me, but at least he hasn’t had to be home alone or starve. I have fostered love with compliments and carrying him, even when he grew to be half my size. I prepared meals and spoon-fed him. Children are teachers.
Terese Marie Mailhot (Heart Berries: A Memoir)
A certain grand-looking obscurity is often pleasing to some hearers and readers, who suppose that it shows vast learning, or great originality, or immense profundity. To treat subjects in this fashion is no new thing. Quintilian says it was not new in his day, for that he found mention in Livy of a teacher who used to direct his pupils to darken the idea. He adds a witticism of some one whose hearers complained that they did not understand, and who replied, “So much the better; I did not even understand it myself,” and elsewhere speaks of men who think themselves talented because it requires talent to understand them.
John Albert Broadus (On the Preparation and Delivery of Sermons)
Small Groups LOLMD (Journey) Groups Knowledge transfer Life transformation Leader prepares Everyone prepares Low commitment, low cost High commitment, high cost Members sign up Leader selects members Teach, Pray, Care, Share Truth, Equipping, Accountability, Mission, Supplication Size: 8 – 25 Size: 4 – 10 Produces community Produces mature and equipped followers of Christ Non-Christians and Christians Christians Mixed-gender group Men with men Women with women Leader is a teacher Leader is a disciple, coach, mentor Missional hope Missional experience Fellowship Leader development
Anonymous (Insourcing: Bringing Discipleship Back to the Local Church)
You have produced a riveting tale of your circuitous route to the NY Philharmonic, a history of who's who in the mid-20th century music world, a blueprint for audition preparation, and a clear treatise of (Marcel) Tabuteau's teachings. THIS BOOK IS A MASTERPIECE!" Louis Nicholson Bradley, oboist/teacher, Vancouver. BC
Joseph L. Robinson
To roast the chicken, first I peeled the onions. I juiced a lemon and placed the rind inside the bird's cavity. I melted butter and rubbed it lovingly into the skin, my Hebrew school teacher's voice be damned. I prepared the thyme, de-stemming the leaves. I snapped the carrots, rondelled the celery, cubed the potatoes, and chopped the parsnips. I splashed wine into the roasting pan, added crushed garlic cloves before trussing the chicken's leg together with cooking twine. I sprinkled pepper and pinched the salt.
Melissa Ford (Life From Scratch)
We ought to prepare the sermon as if all depended on us, and then we are to trust the Spirit of God, knowing that all depends on Him.
Charles Haddon Spurgeon (The Greatest Fight (Updated, Annotated): Spurgeon's Urgent Message for Pastors, Teachers, and Evangelists)
and beyond. Some of this evolution toward more secular, bureaucratic schooling followed necessarily from the Supreme Court decisions prohibiting school prayer and religious instruction in the 1960s. Regardless of whether you believe children should have prayer or study religion in school, the removal of those activities had the unintended consequence of removing existential questions about how the individual fits into the bigger, cosmic picture; about our life’s purpose. The moral hollowing of schooling is also attributable to the erosion of secondary education’s previously secure place and purpose in preparing kids for steady jobs right after graduation. Education historian Paula Fass traces the drift toward the “warehousing” of our young to schools’ loss of their tangible, culminating purpose—to prepare the emerging generation for conclusive entry into adult productivity. Instead, “going to high school became a stop-over during the teen years, with very little to offer beyond academic selection for those who would go on to college . . .” When a diploma was no longer a predictable ticket to a full-time, middle-class job and a set of expectations about adulthood, high schools began to fray. Peer culture metastasized to fill the vacuum of purpose. Instead of learning how to behave from their teachers, who no longer really saw their jobs as moral instruction and instilling wisdom acquired through age and experience, kids were learning how to behave from other kids, with predictable results. Fifth, the protest era of the 1960s saw an atypical amount of conflict about what America means, about whether our experiment in self-governance was really all that special. Some of the struggles—chiefly civil rights—were essential to America’s finally living up to the Declaration of Independence’s vision of universal,
Ben Sasse (The Vanishing American Adult: Our Coming-of-Age Crisis—and How to Rebuild a Culture of Self-Reliance)
5 learning and creative things that kids can do in TAS Art Classes NYC Summer art classes give a young mind a new creative perspective. Art classes are usually organized in small batches where individual attention is given to all learners to understand their interests, innovations and offer a personalized experience. It is a crucial phase in a child’s life where they learn different skills, socialize and groom their overall personalities. TAS Art classes NYC offers art, painting, drawing, cartoon making and sculpting courses in New York to enhance the creative skills of the kids, Importance of art classes NYC Art courses is a good recreation to make new friends with similar interests. Extra co-curricular activities give the scope to go out for physical activities rather than wasting time watching television or playing video games. The culture is very different from the school learning environment and offers a safe and fun way towards extracurricular development. The student builds confidence and prepares themselves to face life challenges. Explore your child’s hobbies at Art Classes NYC There are many creative things students can do at TAS Art classes NYC like: 1. Art and craft Art and craft allow learner’s hand on materials like paper, popsicles, wool, cardboard, clay etc. which helps to upgrade their creative skills and visualization. Students have fun in fall art classes as their imagination runs wild to produce interesting designs, homemade cards, and paintings. 2. Sculptures Sculpting is an interesting drawing class for beginners. Different materials like POP and polymer clay is used to sculpt carve and create beautiful shapes. Sculpting classes are as fun as they are messy and is very good exercise to shape the creative thoughts of young minds. 3. Oil painting Oil painting classes involve several DIY kits for students of different age groups. They can have fun with different colors like acrylic, oil paints, watercolors etc. while learning how to paint in their oil painting lessons. It is more about having fun and also learning about the different masterpieces from famous artists. 4. Cartoons Cartoon making is very interesting as your imagination comes to life. A student might visualize a true friend in some imagination cartoon, and by drawing it helps the parents and teachers to better understand the mindset and understanding of the student. Cartoons can be colorful, funky and fun to play with. 5. Drawing A student can start very young age to sit and sketch. With proper drawing courses, the student can achieve skills of talented painter and will be able to exhibit his work locally. Art & Crafts classes NYC offers a lot of scopes to participate, learn, develop and grow. Art classes for teens give them a platform to present their skills and make them more refined and sharp with proper training. Art classes for adults are more therapeutical but definitely, it also involves great learning and experience. Benefits of Art Classes NYC Art Workshops promote various social, moral, creative and academic skills for students. If you want your child to do well in life both personally and professionally, drawing lessons can be a great way to learn, create something new and have fun at the same time. Our Art classes help to reduce stress and enhance competence. Students learn patience, self-discipline, goal setting, and decision making and working in a team. Definitely, the classes act as a protective measure against unhealthy lifestyle and activities and help to develop creative thinking skills, expand the social circle, meet new people, and keep one’s mind healthy and happy.
Theory of Art & Sciences
We’ve created a safe, nonjudgemental environment that will leave your child ill-prepared for real-life.
Robert Mankoff (The New Yorker Book of Teacher Cartoons)
We understood that Genesis wasn't the first story but, rather, that the creation of Genesis was. I'd go into the classroom prepared to discuss whatever book or poem or passage was on that day's agenda, and sometimes, against all odds, those discussions were spirited and engaging, and they told me everything I needed to know about my future as a teacher: I had none. It was books I was drawn to--the smell of them, the feel of them, the way they invaded and captured me--not talking about books. I enrolled in library school and got a part-time job as a used-book store, taking orders over the phone.
Sue Halpern (Summer Hours at the Robbers Library)
What a child experiences between the ages of seven and ten will determine his actions as a teenager and an adult.” I thought this was crucial information for future elementary school teachers, and I found that it was not addressed in their education courses. “Killer in the Classroom” was the title of a presentation that I prepared for the future elementary school teachers. The title got their attention, and the prisoners’ stories kept them riveted for the full hour. While none of these prisoners placed blame on their teachers for turning them into criminals, all of them had advice for how a teacher could spot a troubled child in her classroom and how to reach out to him. They also pointed out some of the ways in which even well-intentioned actions could backfire. Jon related his experiences as a boy who, because his father’s job required frequent transfers, was often the new kid in school. He admitted to engaging in some juvenile mischief, but nothing requiring the harsh treatment he received. One teacher, having heard of his reputation as a troublemaker, singled him out at the start of the school year—literally, singled him out. She made him spend the semester behind a partition in the back of the room, separated from the rest of the students. Over time, that led to his rejection of the teacher, of his schoolwork, of school. That led to the streets, to drugs, to violence. Jon connected the dots by concluding, “Stick me behind a partition, and I grow up and kill someone.” My end-of-semester surveys always showed this presentation to be the most impactful moment of the semester. It was a lesson that I knew my students would remember when they started working with little Larrys, Dustins, and Patricks. And I
Laura Bates (Shakespeare Saved My Life: Ten Years in Solitary with the Bard)
For many years we had escuelas normales, which were meant to prepare teachers to go to the countryside, to teach in these schools. In the beginning there were thirty or more escuelas normales, but these days there are only thirteen.
Paul Theroux (On the Plain of Snakes: A Mexican Journey)
Teacher respect, motivation, self-improvement, deep subject knowledge, preparation, and transferring information are qualities all teachers should possess at any level and in any environment.
Swen Nater (You Haven't Taught Until They Have Learned: John Wooden's Teaching Principles and Practices)
Benefits Of Taking Nios Admission With J.P Institute Of Education Proper guidance will be provided here to students so that they can do study and pass their examinations. All failed and drop out students are provided a second opportunity under National Institute of Open Schooling to save important years of their life and get world class education imparted by National Institute of Open Schooling. We make sure to take care of the students who are lost and seek guidance for their studies. After this step, the student will be guided by Open School for their further studies, giving academic guidance that will help the child regain their lost confidence and pass their secondary/ senior secondary examination under our expert guidance. • Daily classes • Two shifts Classes • Classes taken by profession and experience Teachers • Help in TMA Preparation • Help in practical file preparation • Guidance to choose the subjects and stream • Free Career Counseling Who Can Join J.P INSTITUTE OF EDUCATION 1. Who want to take regular Classes of NIOS 10th and 12th 2. Who have admission in 10th class 3. Who have admission in 12th Class 4. Who want to take tuition Classes for any subject of NIOS 10th or 12th class Who can Join NIOS ? 1. Students who dropped the study can take the admission in NIOS 2. 6th ,7th 8th 9th fail can take admission in 10th class 3. 11th and 12th fail can take admission in 12th class 4. Who has gape in the study can take Admission 5. There in no maximum Age Criteria 6. 10th pass students also can take admission in from different subjects in 12th class 7. 11th pass or failed students also can take admission in from different subjects in 12th class How to take Admission Open School 1. Visit our Institute #D-212, Mahesh Complex Band Road, Near SHIV Mandir, Aya Nagar (Arjangarh Metro station exit gate no-1), New Delhi-110047 2. Submit your NIOS Enrollment Copy 3. Submit your Aadhaar Card Copy 4. Submit 2 Photos 5. Deposited your Fee Rs 1500 Per Months Only for One Shift How to take Admission National Institute of Open Schooling • Visit Official Website and fill form • Or Contact us on : 9716451127, 9560957631 • Or Visit our office #D-212, Mahesh Complex Band Road, Near SHIV Mandir, Aya Nagar (Arjangarh Metro station exit gate no-1), New Delhi-110047
jp institute
Dave does extra-mural work for the University, and collects about him many youths who have a part-time interest in truth. Dave’s pupils adore him, but there is a permanent fight on between him and them. They aspire like sunflowers. They are all natural metaphysicians, or so Dave says in a tone of disgust. This seems to me a wonderful thing to be, but it inspires in Dave a passion of opposition. To Dave’s pupils the world is a mystery; a mystery to which it should be reasonably possible to discover a key. The key would be something of the sort that could be contained in a book of some eight hundred pages. To find the key would not necessarily be a simple matter, but Dave’s pupils feel sure that the dedication of between four and ten hours a week, excluding University vacations, should suffice to find it. They do not conceive that the matter should be either more simple or more complex than that. They are prepared within certain limits to alter their views. Many of them arrive as theosophists and depart as Critical Realists or Bradeians. It is remarkable how Dave’s criticism seems os often to be purely catalytic in its action. He blazes upon them with the destructive fury of the sun, but instead of shrivelling up their metaphysical pretensions, achieves merely their metamorphosis from one rich stage into another. This curious fact makes me think that perhaps after all Dave is, in spite of himself, a good teacher. Occasionally he succeeds in converting some peculiarly receptive youth to his own brand of linguistics analysis; after which as often as not the youth loses interest in philosophy altogether. To watch Dave at work on these young men is like watching someone prune a rose bush. It is all the strongest and most luxuriant shoots which have to come off. Then later perhaps there will be blossoms; but not philosophical ones, Dave trusts. His great aim is to dissuade the young from philosophy. He always warns me off it with particular earnestness.
Iris Murdoch (Under the Net)
But school shouldn't be preparation for life. For young people, it is life. Young people in America will spend well over a full decade of their lives in school, by law. Their daily life in school is their social and professional world. It isn't just preparation for it. They demand to matter in that world, every day. These children are saying, 'We are here now, to be seen.' For the people they already are, already full human beings, exactly as human as their teachers. No more, and no less. They have things to learn as citizens, and as scholars, and as family members, and they will grow and change and develop and learn. But they are already full human beings, and none of these lessons will make them more so. They already feel, and love, and hurt. They already desire to be entertained, and engaged, and embraced. They already insist on being taken seriously, and cared for deeply. They will not be ignored, and they will not be invisible. Reflecting on the school lives of these children, recognizing the refrains in their warnings, I am reminded again of the epigraph that opens this book, from Labi Siffre's song 'Something Inside So Strong,' sung each morning by children in freedom schools across the country: 'The more you refuse to hear my voice, the louder I will sing.
Carla Shalaby (Troublemakers: Lessons in Freedom from Young Children at School)
We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it.
Susan Cain
The only duty of some roads is to prepare you for the tough and complex roads you will encounter in the future and we call those roads teacher-roads!
Mehmet Murat ildan
Some of us are still afflicted with those childhood experiences and tragedies. We’re carrying inferiority complexes, low self-esteem, the inability to trust; we’re lacking emotional intelligence, have quick tempers, and other personality flaws that morph into character flaws. And this is all because of an act or actions of others who were supposed to govern us in our childhood—many of us come from parents who were not emotionally or psychologically prepared to be parents before they conceived us. Or perhaps grandparents or teachers, who could no more nurture us than they were healed of their own afflictions, yet they somehow caused ours.
Love Belvin (Love in the Red Zone (Connecticut Kings, #1))
improve your reflective thinking and writing skills with this feedback. Budget numerous additional hours for the following purposes: Research colleges; prepare for the SAT or ACT with Writing and SAT Subject Tests (“SAT IIs”), if these are not yet done by junior year; work with teachers, your school counselor, and any other non-school recommenders; attend college-related events; prepare for interviews; and take care of whatever else may be necessary to ensure you are submitting high-quality applications on time—on top of your busy schoolwork and extracurricular activities. Try not to take rejections personally. Acceptances or rejections—in regards to college admissions and life as a whole—should
Jason L. Ma (Young Leaders 3.0: Stories, Insights, and Tips for Next-Generation Achievers)
7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.
Some of the professors were great scholars, but dry as bone. I had no personal contact with any of them, except for the woman teacher, who led our seminar and was my thesis adviser. Since I had no exams, the contact with the teachers was non-existent. All were lecture classes, with great numbers of students - candidates for masters and ph.d. degrees. The seminar group had some cohesion, as we were all preparing for the same final exam and also presented topics for class discussion. Of the dozen participants in the seminar, about half were Jewish. After the Second World War, all those returned from the service were entitled to free education, under a new G.I. bill of rights. The soldiers of yesterday became the students of most colleges and universities, including the Ivy League schools. That law opened widely the doors of academic institutions to students of all social and religious backgrounds.
Pearl Fichman (Before Memories Fade)
Perfection doesn’t exist, and I’ve found that what makes children happy doesn’t always prepare them to be courageous, engaged adults. The same is true for schools. I haven’t encountered a single problem that isn’t attributed to some combination of parental, teacher, administrative, and/or student disengagement and the clash of competing stakeholders vying to define one purpose.
Brené Brown (Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead)
The Four Global Options Now that you grasp the BIG picture, which includes your life values, your career values, your T-Bar, and current market conditions, it’s time to consider the four global options. I call these global options because, in reality, these are the only four job or career options you have. Option #1: Same job–same industry. Choosing Option #1 means you enjoy both and, most likely, need only conduct a job transition campaign to seek out a new company or organization. For example, a fifth grade teacher who is teaching in a public school may seek the same job (teacher) in the same industry (public school system); this teacher only needs to look at a new school in the same school district or to apply for a teacher’s position in a new school district. Option #2: New job–same industry. Option #2 means you enjoy the industry but need to identify a new job within that industry. Using the fifth grade teacher as an example again, she might seek a new job as an assistant principal or librarian. Or maybe she wants to earn more money than she would make as a teacher, so she becomes a sales professional and sells textbooks to educational institutions. The job transition campaign will take place within education, but she will identify and pursue a new, more inspiring, and more rewarding job within that industry. Option #3: Same job–new industry. If you select Option #3, it means you enjoy your job or vocation, but you need to identify a new industry or environment to perform that job in. The fifth grade teacher might get a job teaching for a private school (new industry or venue) or a private learning center, or she might even start her own tutoring business. In this case, the job transition campaign will focus on teaching but in a new, more appealing industry or venue. Option #4: New job–new industry. This option means you are ready for a wholesale change. Oftentimes this option is the option of choice if there’s a career or job you’ve always dreamt about. Or possibly you have a nice severance package or the financial means to return to school and prepare for an entirely new career. Possibly the fifth grade teacher always had a passion for antiques. In this case, she might pursue a job as a manager or even an owner of an antique store. Perhaps she’ll make the decision to stay home and be a full-time mom. The job transition campaign will focus on an entirely new job or activity in an entirely new industry or venue.
Jay A. Block (101 Best Ways to Land a Job in Troubled Times)
At the same time states across the country were rushing to adopt the Common Core, they were also adopting a new tool for evaluating teachers: the Danielson Framework. Like the Common Core, the framework is so laden with technocratic language that one might imagine its sole purpose is to confuse its readers. And as with the Common Core, if a teacher does not meet its demands, she may be out of a job. Taking its name from the education consultant Charlotte Danielson, the framework divides the teaching process into four “domains”: “planning and preparation,” “classroom environment,” “instruction,” and “professional responsibilities.” Each of these domains is then broken into four or five subcategories ranging from “using questioning and discussion techniques” to “showing professionalism.” Subcategories are then separated into a series of components. For example, the components of the subcategory “participating in the professional community” are: “relationships with colleagues,” “involvement in a culture of professional inquiry,” “service to the school,” and “participation in school and district projects.” Danielson describes “proficient” (tolerable) instruction in the “communicating with families” subcategory of the “professional responsibilities” domain as follows: “The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner.
Someone in the crowd said to Him, “Teacher, tell my brother to divide the family inheritance with me.” 14But He said to him, “Man, who appointed Me a judge or arbitrator over you?” 15Then He said to them, “Beware, and be on your guard against every form of greed; for not even when one has an abundance does his life consist of his possessions.” 16And He told them a parable, saying, “The land of a rich man was very productive. 17And he began reasoning to himself, saying, ‘What shall I do, since I have no place to store my crops?’ 18Then he said, ‘This is what I will do: I will tear down my barns and build larger ones, and there I will store all my grain and my goods. 19And I will say to my soul, “Soul, you have many goods laid up for many years to come; take your ease, eat, drink and be merry.” ’ 20But God said to him, ‘You fool! This very night your soul is required of you; and now who will own what you have prepared?’ 21So is the man who stores up treasure for himself, and is not rich toward God.
Anonymous (New American Standard Bible - NASB 1995 (Without Translators' Notes))
For the tradition of the elders themselves, which they pretended to observe from the law, was contrary to the law given by Moses. Wherefore also Esaias declares: “Thy dealers mix the wine with water,” showing that the elders were in the habit of mingling a watered tradition with the simple command of God; that is, they set up a spurious law, and one contrary to the [true] law; as also the Lord made plain, when He said to them, “Why do ye transgress the commandment of God, for the sake of your tradition?” For not only by actual transgression did they set the law of God at nought, mingling the wine with water; but they also set up their own law in opposition to it, which is termed, even to the present day, the pharisaical. In this [law] they suppress certain things, add others, and interpret others, again, as they think proper, which their teachers use, each one in particular; and desiring to uphold these traditions, they were unwilling to be subject to the law of God, which prepares them for the coming of Christ. But they did even blame the Lord for healing on the Sabbath-days, which, as I have already observed, the law did not prohibit. For
The Church Fathers (The Complete Ante-Nicene & Nicene and Post-Nicene Church Fathers Collection)
The vocation to the priesthood, according to your memoirs, ‘naturally matured within me without any grand conversion experiences’. If there was nothing grand, were there little spiritual experiences, at least? I would say it was my entering ever more deeply into the liturgy. Genuinely to recognize liturgy as the central point and seeking to understand it, together with the whole historical tapestry standing behind it. We had a teacher of religion who was writing a book about the Roman station churches.11 In a sense he used the religious instruction to prepare his book. Through him we learned the historical roots really well, very concretely. That was something that gave me real joy. With this I was then altogether preoccupied with religious questions. It is the world in which I feel most at home.
Benedict XVI (Last Testament: In His Own Words)
The mountain climber takes pride in planting his flag at the top because it took a lot to get there. If he took a helicopter it wouldn’t feel the same. In facilitating success parents are paradoxically guaranteeing that a kid can’t achieve it on his own.1 —David McCullough Jr., teacher, Wellesley High School, author of You Are Not Special: and Other Encouragements Compared
Julie Lythcott-Haims (How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success)
Educator Jennifer Fox, author of Your Child’s Strengths: A Guide for Parents and Teachers, would agree. In her book she explains that you can help kids get to the heart of understanding a matter by asking them the question “Why?” five times.11 I call it the continual questioning approach. TIPS
Julie Lythcott-Haims (How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success)
As Denise Pope outlined in “Doing School,” kids today have tremendous pressure to simply get the work done—to “do school”—rather than to learn. They learn to do tasks, to produce every element the teacher wants to see in a five-paragraph essay, or to memorize every term in bio and every formula in math. They think their next task is to get into certain schools in order to be a success in life, and this mind-set often then extends to career and professional pursuits. I
Julie Lythcott-Haims (How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success)
Jessica Lahey, teacher, writer for The Atlantic and New York Times, and author of The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed,18 has observed the phenomenon of overparenting in her classroom and written extensively about it.
Julie Lythcott-Haims (How to Raise an Adult: Break Free of the Overparenting Trap and Prepare Your Kid for Success)
Modern art is a waste of time. When the zombies show up, you can't worry about art. Art is for people who aren't worried about zombies. Besides zombies and icebergs, there are other things that Soap has been thinking about. Tsunamis, earthquakes, Nazi dentists, killer bees, army ants, black plague, old people, divorce lawyers, sorority girls, Jimmy Carter, giant quids, rabid foxes, strange dogs, new anchors, child actors, fascists, narcissists, psychologists, ax murderers, unrequited love, footnotes, zeppelins, the Holy Ghost, Catholic priests, John Lennon, chemistry teachers, redheaded men with British accents, librarians, spiders, nature books with photographs of spiders in them, darkness, teachers, swimming pools, smart girls, pretty girls, rich girls, angry girls, tall girls, nice girls, girls with superpowers, giant lizards, blind dates who turn out to have narcolepsy, angry monkeys, feminine hygiene commercials, sitcoms about aliens, things under the bed, contact lenses, ninjas, performances artists, mummies, spontaneous combustion, Soap has been afraid of all of these things at one time or another, Ever since he went to prison, he's realized that he doesn't have to be afraid. All he has to do is come up with a plan. Be prepared. It's just like the Boy Scouts, except you have to be even more prepared. You have to prepare for everything that the Boy Scouts didn't prepare you for, which is pretty much everything.
Kelly Link (Magic for Beginners)
Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210
Inez De Florio (Effective Teaching and Successful Learning: Bridging the Gap between Research and Practice)
Training meets preparation meets success.
Celia Aaron (Hot for Teacher Anthology: 19 Stories Filled with Lust and Love)
Big results require big ambitions. Aim high. Behave honorably. Prepare to be alone at times, and to endure failure. Persist! The world needs all you can give. To strive, to seek, to find, and not to yield. —ALFRED LORD TENNYSON
Bob Proctor (The ABCs of Success: The Essential Principles from America's Greatest Prosperity Teacher)
Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.
Roger Scruton (How to Be a Conservative)
Some teachers think they are preparing their students for life by teaching them that the choices they have are limited. Thus the real lesson they teach is compromise: Learn to live with what you don't really like because you will have plenty of that.
Robert Fritz (The Path of Least Resistance: Learning to Become the Creative Force in Your Own Life)
According to a 2011 report prepared by the Center for American Progress and the Education Trust, “Students who have three or four strong teachers in a row will soar academically regardless of their racial or economic background while those who have a sequence of weak teachers will fall further behind. . . .” Many argue back, “But that’s a measure of in-school factors. Compared to the factors outside the school, teachers don’t play as large a role.” I would ask, “What is our job as educators?” I would argue that we, as educators, cannot be focused on the external factors. There are social service agencies and programs that exist to help families deal with problems beyond the schoolhouse. Educators should, while acknowledging those circumstances, focus relentlessly on what can happen when we have the children in the classroom.
Michelle Rhee (Radical: Fighting to Put Students First)
We are preparing a generation of robots. Kids are learning exclusively through rote. We have children who are given no conceptual framework. They do not learn to think, because their teachers are straitjacketed by tests that measure only isolated skills. As a result, they can be given no electives, nothing wonderful or fanciful or beautiful, nothing that touches the spirit or the soul.
Jonathan Kozol (Savage Inequalities: Children in America's Schools)
Tribute: Nelson Mandela Tonight, I salute not the sun. Tonight, I salute not the stars. Tonight, I laud a hero. Tonight, I extol a legend. Tonight, I hail Nelson Mandela. "He came from the sky," some say. "He came from the stars," others claim. "He came from Heaven," many declare. "He came from God," all affirm. Madiba, you are my teacher. Madiba, you are my elder. You are my father. You are my hero. I won't break even if they imprison me. I won't shake even if they threaten me. I won't weep even if they kill me. I won't yield even if they assassinate me. You are our symbol of courage. You are our emblem of hope. You are our model of faith You are our paragon of love. You are our champion. You are our hero. You are our legend. We fight for you. We suffer for you. We are even prepared to die for you. You opened our eyes. You opened our ears. You opened our minds. You opened our hearts. How sharp your mind was. How strong your heart was. How pure your soul was. You were a fox, you were a lion, but you were also a dove. Long live Madiba, Africa remembers you! Long live Madiba, Africa honors you! Long live Madiba, Africa celebrates you! Long live Madiba, the world loves you!!!
Matshona Dhliwayo
A mother is a school. Educate her, and you empower a great nation. Mother is a school, when you prepare it, you have prepared a full nation to be of good breed. Mother is a garden, if watered well it flourishes in the best way. Mother is the teacher of all teachers whose accomplishments busied people throughout the horizons. الأُمُّ مدرَسةٌ إِذا أَعددتَها أَعددتَ شَعباً طَيِّبَ الأَعراقِ الأمّ روضٌ إن تعهّده الحيا بالريّ أورق أيماً إيراق الأمّ أستاذ الأساتذة الألى شغلت مآثرهم مدى الآفاق أنا لا أقول دعوا النّساء سوافراً بين الرّجال يجلن في الأسواق يدرجن حيث أرَدن لا من وازع يحذرن رقبته ولا من واقي يفعلن أفعال الرّجال لواهياً عن واجبات نواعس الأحداق تتشكّل الأزمان في أدوارها دولاً وهنّ على الجمود بواقي
Hafez Ibrahim
The first thing to be learned by all who would become workers together with God is the lesson of self-distrust; then they are prepared to have imparted to them the character of Christ. This is not to be gained through education in the most scientific schools. It is the fruit of wisdom that is obtained from the divine Teacher alone.
Ellen G. White (The Desire of Ages (Conflict of the Ages Series))
East Side High became well known some years ago when its former principal, a colorful and controversial figure named Joe Clark, was given special praise by U.S. Education Secretary William Bennett. Bennett called the school “a mecca of education” and paid tribute to Joe Clark for throwing out 300 students who were thought to be involved with violence or drugs. “He was a perfect hero,” says a school official who has dinner with me the next evening, “for an age in which the ethos was to cut down on the carrots and increase the sticks. The day that Bennett made his visit, Clark came out and walked the hallways with a bullhorn and a bat. If you didn’t know he was a principal, you would have thought he was the warden of a jail. Bennett created Joe Clark as a hero for white people. He was on the cover of Time magazine. Parents and kids were held in thrall after the president endorsed him. “In certain respects, this set a pattern for the national agenda. Find black principals who don’t identify with civil rights concerns but are prepared to whip black children into line. Throw out the kids who cause you trouble. It’s an easy way to raise the average scores. Where do you put these kids once they’re expelled? You build more prisons. Two thirds of the kids that Clark threw out are in Passaic County Jail. “This is a very popular approach in the United States today. Don’t provide the kids with a new building. Don’t provide them with more teachers or more books or more computers. Don’t even breathe a whisper of desegregation. Keep them in confinement so they can’t subvert the education of the suburbs. Don’t permit them ‘frills’ like art or poetry or theater. Carry a bat and tell them they’re no good if they can’t pass the state exam. Then, when they are ruined, throw them into prison. Will it surprise you to be told that Paterson destroyed a library because it needed space to build a jail?
Jonathan Kozol (Savage Inequalities: Children in America's Schools)
The disciple must ‘vanish’ so that he may become the seeker who is prepared to see the Light!
Dada J. P. Vaswani
Michelle Phan grew up in California with her Vietnamese parents. The classic American immigrant story of the impoverished but hardworking parents who toil to create a better life for the next generation was marred, in Phan’s case, by her father’s gambling addiction. The Phan clan moved from city to city, state to state, downsizing and recapitalizing and dodging creditors and downsizing some more. Eventually, Phan found herself sleeping on a hard floor, age 16, living with her mother, who earned rent money as a nail salon worker and bought groceries with food stamps. Throughout primary and secondary school, Phan escaped from her problems through art. She loved to watch PBS, where painter Bob Ross calmly drew happy little trees. “He made everything so positive,” Phan recalls. “If you wanted to learn how to paint, and you wanted to also calm down and have a therapeutic session at home, you watched Bob Ross.” She started drawing and painting herself, often using the notes pages in the back of the telephone book as her canvas. And, imitating Ross, she started making tutorials for her friends and posting them on her blog. Drawing, making Halloween costumes, applying cosmetics—the topic didn’t matter. For three years, she blogged her problems away, fancying herself an amateur teacher of her peers and gaining a modest teenage following. This and odd jobs were her life, until a kind uncle gave her mother a few thousand dollars to buy furniture, which was used instead to send Phan to Ringling College of Art and Design. Prepared to study hard and survive on a shoestring, Phan, on her first day at Ringling, encountered a street team which was handing out free MacBook laptops, complete with front-facing webcams, from an anonymous donor. Phan later told me, with moist eyes, “If I had not gotten that laptop, I wouldn’t be here today.
Shane Snow (Smartcuts: How Hackers, Innovators, and Icons Accelerate Success)
Above the blackboard, I’ve glued big letters to spell out: TAKE PART IN YOUR OWN EDUCATION. And on the wall are listed my class rules: 1. BE here, on time and prepared 2. BE kind 3. BELIEVE
Tony Danza (I'd Like to Apologize to Every Teacher I Ever Had: My Year as a Rookie Teacher at Northeast High)
This may be at once the curse and the blessing of the modern age, that the ready availability of printed books—and now, electronic versions easily downloadable from virtually anywhere on earth—has enabled teachings to be preserved and passed down, passed around, and disseminated to anyone with even a glimmer of interest. It's a curse, because this ready availability cheapens the teaching by making it that much easier to obtain without all the psychological preparation of periods of intense study, fasting, purification, and other conditioning techniques. The effect of this is noticeable on social media and websites in which serious studies of various forms of esoteric tradition are airily dismissed by casual readers who have difficulty understanding their specialized terminology due to a lack of years of preparatory instruction or even a basic classical education, but still feel competent enough to pass judgment. Yet books are what we have in lieu of the secret society, the midnight initiations, the training by an experienced guru. Books also have preserved essential information from being lost due to persecution by enemies or opponents, or to execution or death by natural causes of lineage holders in sacred traditions (the Chinese invasion of Tibet comes to mind, and the decimation of various sects in Iraq and Afghanistan by the Taliban, the Islamic State, and others beginning with the oppression of the Kurds under Saddam Hussein). A deeper question than we can address adequately in this place is what happens to a tradition if its human teachers are all dead, unable to pass on the oral instruction or the psycho-spiritual techniques of initiation?
Peter Levenda (The Tantric Alchemist: Thomas Vaughan and the Indian Tantric Tradition)
school people must not fall into the trap of thinking that early preparation for an unjust world requires early exposure to injustice
Oakes Jeannie
Although he does not speak for all beginning secondary English teachers, we feel Matthew’s thoughts and experiences speak to the disconnect between understanding the concept of culturally responsive teaching and becoming a culturally responsive teacher. Like many beginning English teachers, he understands the concept of cultural responsiveness; he struggles, however, with how to move from the theory studied during preparation to the practice required for the classroom. There is no easy answer to this disconnect.
Lisa Scherff (Culturally Relevant Pedagogy)
By contrast, a schoolteacher in North Carolina recounted the story of a sick black woman preparing for death. She gave the teacher her will, plans for a funeral and a grave, and insurance policies, requesting that she look after them. When the teacher asked her if she wanted to see her husband, who had deserted her, she replied, “No, and if you ever hear from him, tell him I don’t leave him even a good wish.” She then displayed an envelope, containing what she called her most prized possession, and handed it to the teacher for safekeeping. “When I am gone, no one will care about this envelope. Will you promise to keep it, so I will know I am not all gone so soon?” The envelope contained college credits she had accumulated after attending night school while working all day. 2
Leon F. Litwack (Trouble in Mind: Black Southerners in the Age of Jim Crow (Vintage))
Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!
Daniel Barber (From English Teacher to Learner Coach)
Carlos Vignolo, a masterful professor at the University of Chile, told me that he provocatively suggests that students take classes from the worst teachers in their school because this will prepare them for life, where they won’t have talented educators leading the way.
Tina Seelig (What I Wish I Knew When I Was 20)
The situation would be very much the same if we should place a teacher who, according to our conception of the term, is scientifically prepared, in one of the public schools where the children are repressed in the spontaneous expression of their personality till they are almost like dead beings. In such a school the children, like butterflies mounted on pins, are fastened each to his place, the desk, spreading the useless wings of barren and meaningless knowledge which they have acquired.
Maria Montessori (The Montessori Method (Illustrated))
All parents can do is to provide the conditions in which an individual makes up their own mind about the future of their language existence. The gardener can prepare the ground, sow the seeds and provide an optimal environment for language growth. The parent cannot force the growth, change the colour of the language flower or have control over its final blossoming.
Colin Baker (A Parents' and Teachers' Guide to Bilingualism)
deliberately prepared and honed from the contrast of your life experience), for there is much that we want to convey to our physical friends. We want you to understand the magnificence of your Being, and we want you to understand who-you-really-are and why you have come forth into this physical dimension. It is always an interesting experience to explain to our physical friends those things that are of a Non-Physical nature, because everything that we offer to you must then be translated through the lens of your physical world. In other words, Esther receives our thoughts, like radio signals, at an unconscious level of her Being, and then translates them into physical words and concepts. It is a perfect blending of the physical and Non-Physical that is occurring here. As we are able to help you understand the existence of the Non-Physical realm from which we are speaking, we will thereby assist you in understanding more clearly who-you-are. For you are, indeed, an extension of that which we are. There are many of us here, and we are gathered together because of our current matching intentions and desires. In your physical environment, we are called Abraham, and we are known as Teachers, meaning those who are currently broader in understanding, who may lead others to that broader understanding. We know that words do not teach, that only life experience teaches, but the combination of life experience coupled with words that define and explain can enhance the experience of learning—and it is in that spirit that we offer these words. There are Universal Laws that affect everything in the Universe—everything that is Non-Physical and everything that is physical. These Laws are absolute, they are Eternal, and they are omnipresent (or everywhere). When you have a conscious awareness of these Laws, and a working understanding of them, your life experience is tremendously enhanced. In fact, only when you have a conscious working knowledge of these Laws are you able to be the Deliberate Creator of your own life experience. You Have an Inner Being While you certainly are the physical Being that you see here in your physical setting, you are much more than that which you see with your physical eyes. You are actually an extension of NonPhysical Source Energy. In other words, that broader, older, wiser Non-Physical you is now also focused into the physical Being that you know as you. We refer to the Non-Physical part of you as your Inner Being. Physical Beings often think of themselves as either dead or alive, and in that line of thinking they sometimes acknowledge that they existed in the Non-Physical realm before coming forth into their physical body, and that, following their physical death, they will return to that Non-Physical realm. But few people actually understand that the Non-Physical part of them remains currently, powerfully, and predominantly focused in the Non-Physical realm while a part of that perspective flows into this physical perspective and their now physical body. An understanding of both of these perspectives and their relationship to each other is essential for a true understanding of whoyou-are and of how to understand what you have intended as you came forth into this physical body. Some call that Non-Physical part the “Higher Self” or “Soul.” It matters not what you call it, but it is of great value for you to acknowledge that your Inner Being exists, for only when you consciously understand the relationship between you and your Inner Being do you have true guidance. We
Esther Hicks (The Law of Attraction: The Basics of the Teachings of Abraham)
I encourage you to consider, just for this moment, your teaching as crafting a sand mandala. You go through your year, a year that took many years and months to prepare for. You create something beautiful and intricate and exquisite to admire. Then, you sweep it away. You drop it into the river of teaching time as a blessing for your future teaching self, for other teachers, and more importantly, all the children who have not yet been taught.
M. Colleen Cruz (The Unstoppable Writing Teacher: Real Strategies for the Real Classroom)
On the one hand, and in contrast to ordinary goods, when elites buy extravagant education, they directly diminish the educations that everyone else has. When the rich buy expensive chocolate, this does not make the middle class’s cheap chocolate taste worse. But when the rich make exceptional investments in schooling, this does reduce the value of ordinary, middle-class training and degrees. The parents who buy test preparation for their children reduce everyone else’s chance of getting into Hunter High, and the intensive education that Hunter High provides to its students reduces everyone else’s chances of getting into Harvard. Every meritocratic success necessarily breeds a flip side of failure. On the other hand, educational competition within the elite removes an important brake on consumption that restrains demand for ordinary goods in the face of rising incomes. The rich become sated on chocolate, but they do not become sated on schooling. Instead, they invest more, and more, and more in educating their children, in an effort to outdo one another. The maximum is set only by physical and psychological constraints on the children’s capacity to absorb training—in the crassest limit, the fact that schools and the parents who pay for them can hire only one teacher to engage their students at a time and that children, for their part, can study only so many hours in a day. Meritocratic education inexorably engenders a wasteful and destructive educational arms race, which ultimately benefits no one, not even the victors.
Daniel Markovits (The Meritocracy Trap: How America's Foundational Myth Feeds Inequality, Dismantles the Middle Class, and Devours the Elite)
Grades offer little in the way of objectivity, as two-thirds of teachers acknowledge their grading reflects progress, effort, and participation in class. Grades offer little consistency, as grading rigor varies from teacher to teacher and from school to school. And grades offer little in the way of specificity; most parents and some students don’t know the reasoning behind a letter grade.
Diane Tavenner (Prepared: What Kids Need for a Fulfilled Life)
The U.S. government has long been a proponent of easing what it calls “barriers” to certification (Paige, 2002), and as a result, states and universities have created alternative preparation programs designed to expedite
Alyssa Hadley Dunn (Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools (Multicultural Education))
their previous education in India had prepared them for an entirely different cultural context than the one in which they were now teaching. Other features of culture may have mattered more in India, like religion or socioeconomic status, though the teachers did not acknowledge this themselves, but race was not one of those salient features. Additionally, their agencies and communities in the United States did not provide appropriate, contextualized, and continuous education for them. Thus, the spectacle of constructing bridges was, in reality, the building of barriers. FOUR Barriers
Alyssa Hadley Dunn (Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools (Multicultural Education))
The teachers, however, argued that Ms. Jain did not fulfill these promises. Upon arrival, they were picked up at the airport, but they were asked to contribute to the price of gasoline. They were also given meals for the first 3 days, prepared by a previous cohort of international teachers, but they were asked to contribute to the cost of food, as well.
Alyssa Hadley Dunn (Teachers Without Borders? The Hidden Consequences of International Teachers in U.S. Schools (Multicultural Education))
It is in the heart that the mystery of spiritual conception takes place. This is not the physical heart but what the Sufis call the heart of hearts. The heart of hearts is the heart of the Self which is on the right side of the physical body. In the moment of spiritual conception a special energy is infused into this heart which makes it spin in a particular way. I once had a vision in which my heart was cut open with a knife, taken out and breathed upon—the dust was blown off—and then spun. My teacher did not interpret this inner happening but said that I would come to understand it. Years later I heard her say to someone else that once the heart has been spun in this way it remains spinning for the rest of that person’s incarnation. The divine energy of the Self vibrates at a higher frequency to our ordinary human self. Through the spinning of the heart, the higher consciousness of the Self is able to be integrated into the lower vehicles, into the denser dimensions of the human being. All the wayfarer’s spiritual work has been a preparation for this moment, and from now on the work will be to give birth to this seed of consciousness, to attune one’s waking consciousness to the higher vibrations of the Self that are now spinning within the heart. This is the gradual process of awakening to the consciousness of the heart, opening the eye of the heart through which the Beloved is able to experience His creation. Sufis are known as “a brotherhood of migrants who ‘keep watch’ on the world and for the world,” because through the open eye of His lovers’ hearts the Beloved keeps watch on the world. Through His lovers’ hearts humanity is kept attuned to the Beloved. Just as a single heart is spun when the individual is ready to contain the higher energy of the Self, so does this same process happen with a group. When the group has a central core bonded together in love then its collective heart, its central core of light, is spun. In order to help this process, groups of souls that have been bonded together in past lifetimes are forming specific groups. They hold the spiritual core of the group that allows many others to be included in this dynamic unfolding. The spinning hearts of the lovers of God are forming the map made of points of light which I referred to in the previous chapter. At this time His lovers are being positioned around the planet. Some have already been positioned. Some are moving to physical locations while others are having their hearts awakened to this hidden purpose. Slowly this map is being unfolded, and in certain important places lovers are forming clusters of points of light. Certain spiritual groups have been formed or are being formed to contain these clusters as dynamic centers of light. When this map of light around the world is fully unfolded it will be able to contain and transform the energy structure of the planet. It has the potential to be the bond that will enable the world soul, the anima mundi, to be impregnated with a higher consciousness. The hearts of His lovers form part of the hidden heart of the world. As this map is unfolding so their spinning hearts can open the heart of the world. At this moment in cosmic time the planet is being aligned with its inner source, allowing the world to be infused with a certain cosmic energy that can dramatically speed up the evolution of this planet. If the heart of the world opens, it can receive this frequency of cosmic energy and directly implant it into the hearts of people. This would alter human life more than we could imagine. It is to help in this opening of the heart that many old souls have incarnated at this particular time and are working together. (p. 36 - 38)
Llewellyn Vaughan-Lee (The Bond with the Beloved: The Inner Relationship of the Lover and the Beloved)
The purpose of the Sufi Movement is to work towards unity. Its main object is to bring humanity, divided as it is into so many different sections, closer together in the deeper understanding of life. It is a preparation for a world service, chiefly in three ways. One way is the philosophical understanding of life; another is bringing about brotherhood among races, nations, and creeds; and the third way is the meeting of the world’s greatest need, which is the religion of the day. Its work is to bring to the world that natural religion which has always been the religion of humanity: to respect one another’s belief, scripture, and teacher. The Sufi Message is the echo of the same divine message which has always come and will always come to enlighten humanity. It is not a new religion; it is the same message which is being given to humanity. It is the continuation of the same ancient religion which has always existed and will always exist, a religion which belongs to all teachers and all the scriptures. It is the continuation of all the great religions which have come at various times; and it is a unification of them all, which was the desire of all the prophets.
Hazrat Inayat Khan (The Heart of Sufism)
January 17th REBOOT THE REAL WORK “I am your teacher and you are learning in my school. My aim is to bring you to completion, unhindered, free from compulsive behavior, unrestrained, without shame, free, flourishing, and happy, looking to God in things great and small—your aim is to learn and diligently practice all these things. Why then don’t you complete the work, if you have the right aim and I have both the right aim and right preparation? What is missing? . . . The work is quite feasible, and is the only thing in our power. . . . Let go of the past. We must only begin. Believe me and you will see.” —EPICTETUS, DISCOURSES, 2.19.29–34
Ryan Holiday (The Daily Stoic: 366 Meditations on Wisdom, Perseverance, and the Art of Living)
We had really stretched to buy our house in a neighborhood with “good schools.” As I started to ask around and dig a little deeper, I learned that to get into the preschool I drove past every day I was going to have to camp out overnight and hope to secure a coveted spot. And the moms in the neighborhood told me if I wanted to make sure my child got the good teachers in elementary school I would need to start volunteering now for the fundraising committee so I would have influence with the principal. There were tips and tricks about getting into the right playgroups and music classes. Everything was whispered and shared secret club–style because there were only so many spots and everyone was vying for them.
Diane Tavenner (Prepared: What Kids Need for a Fulfilled Life)
In the years of its rise the movement little by little brought the community’s attitude toward the teacher around from respect and envy to resentment, from trust and fear to suspicion. The development seems to have been inherent; it needed no planning and had none. As the Nazi emphasis on nonintellectual virtues (patriotism, loyalty, duty, purity, labor, simplicity, “blood,” “folk-ishness”) seeped through Germany, elevating the self-esteem of the “little man,” the academic profession was pushed from the very center to the very periphery of society. Germany was preparing to cut its own head off. By 1933 at least five of my ten friends (and I think six or seven) looked upon “intellectuals” as unreliable and, among these unreliables, upon the academics as the most insidiously situated.
Milton Sanford Mayer (They Thought They Were Free: The Germans, 1933–45)
A British State of Education report found that four-fifths of teachers are worried about children not being prepared for starting primary school (which in the UK happens at age five) due to poor social skills and delayed speech, which many of the teachers attribute to parents’ excessive use of smartphones and tablets. “There is limited parent/child interaction,” one teacher writes, according to the Guardian. “Four-year-olds know how to swipe a phone but haven’t a clue about conversations.” According to the survey, as many as a third of the students who are enrolled in primary school are not ready for the classroom.
Linda Åkeson McGurk (There's No Such Thing as Bad Weather: A Scandinavian Mom's Secrets for Raising Healthy, Resilient, and Confident Kids (from Friluftsliv to Hygge))
Unfortunately, in most classrooms teachers penalize students for mistakes they make during the learning process, for assignments that prepare them for the test. Students lose points for errors (and for answers they don’t complete) on homework, classwork, and on any task that the teacher designs to help students learn content. Those scores are entered into the gradebook and included in the overall calculation of a student’s grade. With this grading approach, student mistakes are penalized during the very stage of learning when students should be making mistakes. If mistakes on any work—homework assignments, tests, quizzes, in-class worksheets, discussions—are always penalized with a score that is incorporated into a grade no matter whether those mistakes occur at the beginning, middle, or end of learning, then the message is that mistakes aren’t ever acceptable, much less desired, and they certainly aren’t ever valuable. Students will be discouraged, not encouraged, to take risks and be vulnerable.
Joe Feldman (Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms)
Months beforehand I started focusing my Manhattanite efficiency on getting registered in Italy, Andrea leading me by the hand through the wilderness of Old World red tape. The first step was “getting my documents together,” an Italian ritual repeated before every encounter with officialdom. Sticking to a list kindly provided by the Italian Consulate, I collected my birth certificate, passport, high school diploma, college diploma, college transcript, medical school diploma, medical school transcript, certificates of internship and residency, National Board Examination certificates, American Board of Internal Medicine test results, and specialization diploma. Then I got them transfigured into Italian by the one person in New York authorized by the Italian Consulate to crown his translation with an imprimatur. We judiciously gave him a set of our own translations as crib notes, tailored by my husband to match the Rome medical school curriculum. I wrote a cover letter from Andrea’s dictation. It had to be in my own hand, on a folded sheet of double-sized pale yellow ruled Italian paper embossed with a State seal, and had to be addressed “To the Magnificent Rector of the University of Rome.” You have to live in Italy a while to appreciate the theatrical elegance of making every fiddler a Maestro and every teacher a Professoressa; even the most corrupt member of the Italian parliament is by definition Honorable, and every client of a parking lot is by default, for lack of any higher title, a Doctor (“Back up, Dotto’, turn the wheel hard to the left, Dotto’”). There came the proud day in June when I got to deposit the stack of documents in front of a smiling consular official in red nail polish and Armani. After expressing puzzlement that an American doctor would want to move to her country (“You medical people have it so good here”), she Xeroxed my certificates, transcripts, and diplomas, made squiggles on the back to certify the Xeroxes were “authentic copies,” gave me back the originals, and assured me that she’d get things processed zip zip in Italy so that by the time I left for Rome three months later I’d have my Italian license and be ready to get a job. Don’t call me, I’ll call you. When we were about to fly in September and I still hadn’t heard from her, I went to check. Found the Xeroxes piled up on Signora X’s desk right where I’d left them, and the Signora gone for a month’s vacation. Slightly put out, I snatched up the stack to hand-carry over (re-inventing a common expatriate method for avoiding challenges to the efficiency of the Italian mails), prepared to do battle with the system on its own territory.
Susan Levenstein (Dottoressa: An American Doctor in Rome)