Professional Teacher Quotes

Can teachers successfully educate children to think for themselves if teachers are not treated as professionals who think for themselves?

A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

Every event has a purpose and every setback its lesson. I have realized that failure, whether of the personal, professional or even spiritual kind, is essential to personal expansion. It brings inner growth and a whole host of psychic rewards. Never regret your past. Rather, embrace it as the teacher that it is.

No teacher has ever failed from ignorance. That is empiric professional knowledge. Teachers fail because they cannot `handle the class.' Real education must ultimately be limited to men how INSIST on knowing, the rest is mere sheep-herding.

I was under the librarians' protection. Civil servants and servants of civility, they had my back. They would be whatever they needed to be that day: information professionals, teachers, police, community organizers, computer technicians, historians, confidantes, clerks, social workers, storytellers, or, in this case, guardians of my peace.

We must never forget our teachers, our lecturers and our mentors. In their individual capacities have contributed to our academic, professional and personal development.

You are not reading this book because a teacher assigned it to you, you are reading it because you have a desire to learn, and wanting to learn is the biggest advantage you can have.

We must never forget our teachers and our lecturers. In their individual capacities have contributed to our academic, professional and personal development.

If you’re not certain of the value of mentorship, think of how many elite athletes or professional sports teams train without a coach. Zero. How many of your favorite films are made without a producer or director? Zero. How many of the best schools in the world function without teachers? Zero. It’s safe to say that every great leader, in any field, first had a great mentor. Finding a mentor who inspires and guides your growth is a life-changing experience. Mentors help us to transcend the limits, or perceived limits, of our abilities. A mentor can be anyone who teaches us and helps us to grow in ways we couldn’t have on our own.

My story—the story of the son of Jainulabdeen, who lived for over a hundred years on Mosque Street in Rameswaram island and died there; the story of a lad who sold newspapers to help his brother; the story of a pupil reared by Sivasubramania Iyer and Iyadurai Solomon; the story of a student taught by teachers like Pandalai; the story of an engineer spotted by MGK Menon and groomed by the legendary Prof. Sarabhai; the story of a scientist tested by failures and setbacks; the story of a leader supported by a large team of brilliant and dedicated professionals. This story will end with me, for I have no belongings in the worldly sense. I have acquired nothing, built nothing, possess nothing—no family, sons, daughters.

What began as downsizing went on to wholesale abandonment. Schools closed, libraries and academies shut their doors, professional grammarians and teachers of rhetoric found themselves out of work. There were more important things to worry about than the fate of books.

The important thing for you to remember is that it does not matter in the least how you got the idea or where it came from. You may never have met a professional hypnotist. You may never have been formally hypnotized. But if you have accepted an idea - from yourself, your teachers, your parents, friends, advertisements, from any other source - and further, if you are firmly convinced that idea is true, it has the same power over you as the hypnotist's words have over the hypnotized subject.

Race scholars use the term white supremacy to describe a sociopolitical economic system of domination based on racial categories that benefits those defined and perceived as white. This system of structural power privileges, centralizes, and elevates white people as a group. If, for example, we look at the racial breakdown of the people who control our institutions, we see telling numbers in 2016–2017: - Ten richest Americans: 100 percent white (seven of whom are among the ten richest in the world) - US Congress: 90 percent white - US governors: 96 percent white - Top military advisers: 100 percent white - President and vice president: 100 percent white - US House Freedom Caucus: 99 percent white - Current US presidential cabinet: 91 percent white - People who decide which TV shows we see: 93 percent white - People who decide which books we read: 90 percent white - People who decide which news is covered: 85 percent white - People who decide which music is produced: 95 percent white - People who directed the one hundred top-grossing films of all time, worldwide: 95 percent white - Teachers: 82 percent white - Full-time college professors: 84 percent white - Owners of men’s professional football teams: 97 percent white These numbers are not describing minor organizations. Nor are these institutions special-interest groups. The groups listed above are the most powerful in the country. These numbers are not a matter of “good people” versus “bad people.” They represent power and control by a racial group that is in the position to disseminate and protect its own self-image, worldview, and interests across the entire society.

6. You are the sum total of everything that has happened to you up until that last slurp of that cup of tea you just put down. How your parents hugged you, that thing your first boyfriend once said about your thighs – these are all bricks that have been laid from the soles of your feet up. Your eccentricities, foibles and fuck-ups are a butterfly effect of things you saw on telly, things teachers said to you and the way people have looked at you since the first moment you opened your eyes. Being a detective for your past – tracing back through all of it to get to the source with the help of a professional – can be incredibly useful and freeing.

Amazingly, most teachers receive little or no professional training in the science of learning. My feeling is that we should urgently change this state of affairs, because we now possess considerable scientific knowledge about the brain’s learning algorithms and the pedagogies that are the most efficient.

In a research-poor context,isolated experience replaces professional knowledge as the dominant influence on how teachers teach.

had been equally obvious. The new aristocracy was made up for the most part of bureaucrats, scientists, technicians, trade-union organisers, publicity experts, sociologists, teachers, journalists and professional politicians. These people, whose origins

Mitchell Maxwell’s Maxims • You have to create your own professional path. There’s no longer a roadmap for an artistic career. • Follow your heart and the money will follow. • Create a benchmark of your own progress. If you never look down while you’re climbing the ladder you won’t know how far you’ve come. • Don’t define success by net worth, define it by character. Success, as it’s measured by society, is a fleeting condition. • Affirm your value. Tell the world “I am an artist,” not “I want to be an artist.” • You must actively live your dream. Wishing and hoping for someday doesn’t make it happen. Get out there and get involved. • When you look into the abyss you find your character. • Young people too often let the fear of failure keep them from trying. You have to get bloody, sweaty and rejected in order to succeed. • Get your face out of Facebook and into somebody’s face. Close your e-mail and pick up the phone. Personal contact still speaks loudest. • No one is entitled to act entitled. Be willing to work hard. • If you’re going to buck the norm you’re going to have to embrace the challenges. • You have to love the journey if you’re going to work in the arts. • Only listen to people who agree with your vision. • A little anxiety is good but don’t let it become fear, fear makes you inert. • Find your own unique voice. Leave your individual imprint on the world, not a copy of someone else. • Draw strength from your mistakes; they can be your best teacher.

The fact is, parents and schools and cultures can and do shape people. The most important influence in my life, outside of my family, was my high school journalism teacher, Hattie M. Steinberg. She pounded the fundamentals of journalism into her students -- not simply how to write a lead or accurately transcribe a quote but, more important, how to comport yourself in a professional way. She was nearing sixty at the time I had her as my teacher and high school newspaper adviser in the late 1960s. She was the polar opposite of "cool," but we hung around her classroom like it was the malt shop and she was Wolfman Jack. None of us could have articulated it then, but it was because we enjoyed being harangued by her, disciplined by her, and taught by her. She was a woman of clarity and principles in an age of uncertainty. I sit up straight just thinking about her!

It was an admission of defeat. ... He knew he needed to do a better job of navigating the world, but he didn't know how. He couldn't even talk to his calculus teacher, for goodness' sake. These were things that others, with lesser minds, could master easily. But that's because those others had had help along the way, and Chris Langan never had. It wasn't an excuse. It was a fact. He'd had to make his way alone, and no one--not even rock stars, not professional athletes, not software billionaires, and not even geniuses--ever makes it alone.

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

The study of Scripture I find to be quite like mastering an instrument. No one is so good that they cannot get any better; no one knows so much that they can know no more. A professional can spot an amateur or a lack of practice or experience a mile away. His technicality, his spiritual ear is razor-sharp. He is familiar with the common mistakes, the counter-arguments; and insofar as this, he can clearly distinguish the difference between honest critics of the Faith and mere fools who criticize that which they know nothing.

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.

Learning without implementation is arrogance.

Break from tea

More faults are created than cured by professional teachers.

What is six million?" When you look at the number you see merely a six followed by six zeros. You don't see parents and children. You don't see rabbis, professionals, and workers. You don't see teachers and eager students. You don't see communal and cultural institutions which took hundreds of years to develop. "Six million" is just too anonymous a term to convey what was really lost during the Holocaust.

Every event has a purpose and every setback its lesson. I have realized that failure, whether of personal, professional or even spiritual kind, is essential to personal expansion. It brings inner growth and a whole host of psychic rewards. Never regret your past. Rather, embrace it as the teacher that it is.

When the school is organized to focus on a small number of shared goals, and when professional learning is targeted to those goals and is a collective enterprise, the evidence is overwhelming that teachers can do dramatically better by way of student achievement.

So much of what we hear today about courage is inflated and empty rhetoric that camouflages personal fears about one’s likability, ratings, and ability to maintain a level of comfort and status. We need more people who are willing to demonstrate what it looks like to risk and endure failure, disappointment, and regret—people willing to feel their own hurt instead of working it out on other people, people willing to own their stories, live their values, and keep showing up. I feel so lucky to have spent the past couple of years working with some true badasses, from teachers and parents to CEOs, filmmakers, veterans, human-resource professionals, school counselors, and therapists. We’ll explore what they have in common as we move through the book, but here’s a teaser: They’re curious about the emotional world and they face discomfort straight-on.

Creative Writing Programs, while claiming in all good faith to train professional writers, in reality train more teachers of Creative Writing. The only thing a Master of Fine Arts degree actually qualifies one to do is teach… Fine Arts." - from "Fictional Futures and the Conspicuously Young

For me, this is what wild reading is: readers who incorporate reading into their personal identities to the degree that it weaves into their lives along with everything else that interests them. As teachers and parents, we spend a lot of time gnashing our teeth and complaining that kids don't read. Reading is a big deal to us because we know that reading well unlocks academic, professional, and social opportunities, but for readers themselves, reading is just part of who they are.

... everything based on arguments involving the ''is'' of identidy and the older el (elementalistic) 'logic' and 'psychology', such as the prevailing doctrines, laws, institutions, systems. , cannot possibly be in full accordance with the structure of our nervous system. This, in turn, affects the latter and results in the prevailing private and public un-sanity. Hence, the unrest, unhappines, nervous strain, irritability, lack of wisdom and absence of balance, the instability of our instituitions, the wars and revolutions, the increase of ''mental ills, prostitution, criminality, commercialism as a creed, the inadequate standards of education, the low professional standards of lawyers, priests, politicians, physicians, teachers, parents, and even of scientists - which in the last-named field often lead to dogmatic and antisocial attitudes and lack of creativeness.

the personal can never be divorced from the professional. “We teach who we are” in times of darkness as well as light. In

84 percent of the theoreticians were the sons of professional men, typically engineers, physicians and teachers, although a minority of experimentalists were farmers’ sons.

When people seek the help of a professional, they usually have certain expectations about how a competent one looks and behaves.

This is the situation in the public schools of America: The farther you travel from the classroom the greater your financial and professional rewards.

A Great Teacher is like a fountain; she draws from the still, deep waters of personal growth and professional knowledge to serve others from her abundant overflow.

Failure is life’s greatest teacher, and the only way we truly fail is to learn nothing from the valleys we experience.

The imagination circuit is taught to respond to the most minimal of cues. A book is an arrangement of twenty-six phonetic symbols, ten numerals, and about eight punctuation marks, and people can cast their eyes over these and envision the eruption of Mount Vesuvius or the Battle of Waterloo. But it's no longer necessary for teachers and parents to build these circuits. Now there are professionally produced shows with great actors, very convincing sets, sound, music. Now there's the information highway. We don't need the circuits any more than we need to know how to ride horses. Those of us who had imagination circuits built can look in someone's face and see stories there; to everyone else, a face will just be a face.

To my father, my teacher, my role model and hero. You are the best father ever, and I am proud to be your son. Thank you showing me how to be a successful husband, father and professional.

The new aristocracy was made up for the most part of bureaucrats, scientists, technicians, trade-union organizers, publicity experts, sociologists, teachers, journalists, and professional politicians.

Rather than being add-ons to the curriculum, these activities were manifestations of the professional beliefs of principal and teachers about what had to be central to the curriculum if the needs of children were to be met.

Since emotional regulation is the critical issue in managing the effects of trauma and neglect, it would make an enormous difference if teachers, army sergeants, foster parents, and mental health professionals were thoroughly schooled in emotional-regulation techniques. Right now this still is mainly the domain of preschool and kindergarten teachers, who deal with immature brains and impulsive behavior on a daily basis and who are often very adept at managing them.

Over the years I have had much occasion to ponder this word, the intelligentsia. We are all very fond of including ourselves in it—but you see not all of us belong. In the Soviet Union this word has acquired a completely distorted meaning. They began to classify among the intelligentsia all those who don't work (and are afraid to) with their hands. All the Party, government, military, and trade union bureaucrats have been included. All bookkeepers and accountants—the mechanical slaves of Debit. All office employees. And with even greater ease we include here all teachers (even those who are no more than talking textbooks and have neither independent knowledge nor an independent view of education). All physicians, including those capable only of making doodles on the patients' case histories. And without the slightest hesitation all those who are only in the vicinity of editorial offices, publishing houses, cinema studios, and philharmonic orchestras are included here, not even to mention those who actually get published, make films, or pull a fiddle bow. And yet the truth is that not one of these criteria permits a person to be classified in the intelligentsia. If we do not want to lose this concept, we must not devalue it. The intellectual is not defined by professional pursuit and type of occupation. Nor are good upbringing and good family enough in themselves to produce and intellectual. An intellectual is a person whose interests in and preoccupation with the spiritual side of life are insistent and constant and not forced by external circumstances, even flying in the face of them. An intellectual is a person whose thought is nonimitative.

What kind of people would control this world had been equally obvious. The new aristocracy was made up for the most part of bureaucrats, scientists, technicians, trade-union organisers, publicity experts, sociologists, teachers, journalists and professional politicians. These people, whose origins lay in the salaried middle class and the upper grades of the working class, had been shaped and brought together by the barren world of monopoly industry and centralised government.

In general the unliterary do not read poetry. A growing number of those who are in other respects literary do not read poetry. And modern poetry is read by very few who are not themselves poets, professional critics, or teachers of literature.

Every teacher are once a student, Every professional are once an amateur, Every rich are once a poor, Every motorist are once a learner, Every friend are once a stranger, Every ex are once a lover, Every today are once a tomorrow, Every emigrate are once a citizen, Every dead are once alive, Every house are once a land, Every super star are once an upcoming, Every winner are once a dreamer and every start always have an end. Stay humble and Positive, afterall life is vanity- Goals Rider

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.

All of these arenas of American life are facets of the same widely discussed phenomenon: the decline of what is termed “social capital.” As defined by political scientist Robert Putnam in his book Bowling Alone, “… social capital refers to connections among individuals—social networks and the norms of reciprocity and trustworthiness that arise from them. In that sense social capital is closely related to what some have called ‘civic virtue.’” It’s the trust, friendships, group affiliations, helping, and expectation of being helped built up by actively participating in and being a member of all sorts of groups, ranging from book clubs, bowling clubs, bridge clubs, church groups, community organizations, and parent-teacher associations to political organizations, professional societies, rotary clubs, town meetings, unions, veterans associations, and others.

Randall kept his eyes glued to the computer screen as she approached. A stranger might have mistaken him for a dedicated Information Sciences professional getting an early start on some important research, but Ruth knew that he was actually scouring eBay for vintage Hasbro action figures…

EVERY WEDNESDAY, I teach an introductory fiction workshop at Harvard University, and on the first day of class I pass out a bullet-pointed list of things the students should try hard to avoid. Don’t start a story with an alarm clock going off. Don’t end a story with the whole shebang having been a suicide note. Don’t use flashy dialogue tags like intoned or queried or, God forbid, ejaculated. Twelve unbearably gifted students are sitting around the table, and they appreciate having such perimeters established. With each variable the list isolates, their imaginations soar higher. They smile and nod. The mood in the room is congenial, almost festive with learning. I feel like a very effective teacher; I can practically hear my course-evaluation scores hitting the roof. Then, when the students reach the last point on the list, the mood shifts. Some of them squint at the words as if their vision has gone blurry; others ask their neighbors for clarification. The neighbor will shake her head, looking pale and dejected, as if the last point confirms that she should have opted for that aseptic-surgery class where you operate on a fetal pig. The last point is: Don’t Write What You Know. The idea panics them for two reasons. First, like all writers, the students have been encouraged, explicitly or implicitly, for as long as they can remember, to write what they know, so the prospect of abandoning that approach now is disorienting. Second, they know an awful lot. In recent workshops, my students have included Iraq War veterans, professional athletes, a minister, a circus clown, a woman with a pet miniature elephant, and gobs of certified geniuses. They are endlessly interesting people, their lives brimming with uniquely compelling experiences, and too often they believe those experiences are what equip them to be writers. Encouraging them not to write what they know sounds as wrongheaded as a football coach telling a quarterback with a bazooka of a right arm to ride the bench. For them, the advice is confusing and heartbreaking, maybe even insulting. For me, it’s the difference between fiction that matters only to those who know the author and fiction that, well, matters.

Because so much bullying and violence happens in our schools for the simple reason that school administrators refuse to enforce the rules. They refuse to enforce them because that’s what’s in their own professional interest under these politically correct discipline policies. Kids need adults to enforce rules. Behavior doesn’t magically get better when you decide to not punish mischief. What happens is that things get worse for students and teachers but look better on paper for bureaucrats and activists. This leads to a thousand tragedies a day that you’ll never hear about. And it lets troubled kids just slip through the cracks.

As leaders, if we ask teachers to use their own time to do anything, what we’re really telling them is: it’s not important. The focus on compliance and implementation of programs in much of today’s professional development does not inspire teachers to be creative, nor does it foster a culture of innovation. Instead, it forces inspired educators to color outside the lines, and even break the rules, to create relevant opportunities for their students. These outliers form pockets of innovation. Their results surprise us. Their students remember them as “great teachers,” not because of the test scores they received but because their lives were touched.

Diagnoses—labels—also help connect people with resources that may often be useful. My caveats are reserved for those all-too-common situations in which parents, teachers, and medical professionals are quick to label someone as “disordered” (whatever that means) when the real problem is a mismatch between a child and a given environment.

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

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

Who would believe that a teacher who withholds the information students need to pass a course merely permitted them to fail? What if that teacher said, "I didn't cause them to fail; they did it on their own"? Would anyone accept that explanation or would they accuse the teacher of not merely permitting the students to fail, but actually causing them to fail? And what if the teacher argued that he actually planned and rendered the students' failure certain for a good reason—to uphold academic standards and show what a great teacher he is by demonstrating how necessary his information is for students to pass? Would not these admissions only deepen everyone's conviction that the teacher is morally and professionally wrong?

It’s no one’s fault really,” he continued. “A big city cannot afford to have its attention distracted from the important job of being a big city by such a tiny, unimportant item as your happiness or mine.” This came out of him easily, assuredly, and I was suddenly interested. On closer inspection there was something aesthetic and scholarly about him, something faintly professorial. He knew I was with him, listening, and his grey eyes were kind with offered friendliness. He continued: “Those tall buildings there are more than monuments to the industry, thought and effort which have made this a great city; they also occasionally serve as springboards to eternity for misfits who cannot cope with the city and their own loneliness in it.” He paused and said something about one of the ducks which was quite unintelligible to me. “A great city is a battlefield,” he continued. “You need to be a fighter to live in it, not exist, mark you, live. Anybody can exist, dragging his soul around behind him like a worn-out coat; but living is different. It can be hard, but it can also be fun; there’s so much going on all the time that’s new and exciting.” I could not, nor wished to, ignore his pleasant voice, but I was in no mood for his philosophising. “If you were a negro you’d find that even existing would provide more excitement than you’d care for.” He looked at me and suddenly laughed; a laugh abandoned and gay, a laugh rich and young and indescribably infectious. I laughed with him, although I failed to see anything funny in my remark. “I wondered how long it would be before you broke down and talked to me,” he said, when his amusement had quietened down. “Talking helps, you know; if you can talk with someone you’re not lonely any more, don’t you think?” As simple as that. Soon we were chatting away unreservedly, like old friends, and I had told him everything. “Teaching,” he said presently. “That’s the thing. Why not get a job as a teacher?” “That’s rather unlikely,” I replied. “I have had no training as a teacher.” “Oh, that’s not absolutely necessary. Your degrees would be considered in lieu of training, and I feel sure that with your experience and obvious ability you could do well.” “Look here, Sir, if these people would not let me near ordinary inanimate equipment about which I understand quite a bit, is it reasonable to expect them to entrust the education of their children to me?” “Why not? They need teachers desperately.” “It is said that they also need technicians desperately.” “Ah, but that’s different. I don’t suppose educational authorities can be bothered about the colour of people’s skins, and I do believe that in that respect the London County Council is rather outstanding. Anyway, there would be no need to mention it; let it wait until they see you at the interview.” “I’ve tried that method before. It didn’t work.” “Try it again, you’ve nothing to lose. I know for a fact that there are many vacancies for teachers in the East End of London.” “Why especially the East End of London?” “From all accounts it is rather a tough area, and most teachers prefer to seek jobs elsewhere.” “And you think it would be just right for a negro, I suppose.” The vicious bitterness was creeping back; the suspicion was not so easily forgotten. “Now, just a moment, young man.” He was wonderfully patient with me, much more so than I deserved. “Don’t ever underrate the people of the East End; from those very slums and alleyways are emerging many of the new breed of professional and scientific men and quite a few of our politicians. Be careful lest you be a worse snob than the rest of us. Was this the kind of spirit in which you sought the other jobs?

Our professional competence and pride should rest not alone in our possession of knowledge but as well in our ability to communicate it. Of course we shall carry on our research, and of course we shall applaud the colleague who 'produces,' but we shan't be happy if he offers that as a substitute for inspiring young people with a desire for knowledge, a sense of taste, and a regard for virtue.

People who decide which books we read: 90 percent white • People who decide which news is covered: 85 percent white • People who decide which music is produced: 95 percent white • People who directed the one hundred top-grossing films of all time, worldwide: 95 percent white • Teachers: 82 percent white • Full-time college professors: 84 percent white • Owners of men’s professional football teams: 97 percent white

is turning all life into a unified flow experience. If a person sets out to achieve a difficult enough goal, from which all other goals logically follow, and if he or she invests all energy in developing skills to reach that goal, then actions and feelings will be in harmony, and the separate parts of life will fit together—and each activity will “make sense” in the present, as well as in view of the past and of the future. In such a way, it is possible to give meaning to one’s entire life. But isn’t it incredibly naive to expect life to have a coherent overall meaning? After all, at least since Nietzsche concluded that God was dead, philosophers and social scientists have been busy demonstrating that existence has no purpose, that chance and impersonal forces rule our fate, and that all values are relative and hence arbitrary. It is true that life has no meaning, if by that we mean a supreme goal built into the fabric of nature and human experience, a goal that is valid for every individual. But it does not follow that life cannot be given meaning. Much of what we call culture and civilization consists in efforts people have made, generally against overwhelming odds, to create a sense of purpose for themselves and their descendants. It is one thing to recognize that life is, by itself, meaningless. It is another thing entirely to accept this with resignation. The first fact does not entail the second any more than the fact that we lack wings prevents us from flying. From the point of view of an individual, it does not matter what the ultimate goal is—provided it is compelling enough to order a lifetime’s worth of psychic energy. The challenge might involve the desire to have the best beer-bottle collection in the neighborhood, the resolution to find a cure for cancer, or simply the biological imperative to have children who will survive and prosper. As long as it provides clear objectives, clear rules for action, and a way to concentrate and become involved, any goal can serve to give meaning to a person’s life. In the past few years I have come to be quite well acquainted with several Muslim professionals—electronics engineers, pilots, businessmen, and teachers, mostly from Saudi Arabia and from the other Gulf states. In talking to them, I was struck with how relaxed most of them seemed to be even under strong pressure. “There is nothing to it,” those I asked about it told me, in different words, but with the same message: “We don’t get upset because we believe that our life is in God’s hands, and whatever He decides will be fine with us.” Such implicit faith used to be widespread in our culture as well, but it is not easy to find it now. Many of us have to discover a goal that will give meaning to life on our own, without the help of a traditional faith.

What did we talk about? I don't remember. We talked so hard and sat so still that I got cramps in my knee. We had too many cups of tea and then didn't want to leave the table to go to the bathroom because we didn't want to stop talking. You will think we talked of revolution but we didn't. Nor did we talk of our own souls. Nor of sewing. Nor of babies. Nor of departmental intrigue. It was political if by politics you mean the laboratory talk that characters in bad movies are perpetually trying to convey (unsuccessfully) when they Wrinkle Their Wee Brows and say (valiantly--dutifully--after all, they didn't write it) "But, Doctor, doesn't that violate Finagle's Constant?" I staggered to the bathroom, released floods of tea, and returned to the kitchen to talk. It was professional talk. It left my grey-faced and with such concentration that I began to develop a headache. We talked about Mary Ann Evans' loss of faith, about Emily Brontë's isolation, about Charlotte Brontë's blinding cloud, about the split in Virginia Woolf's head and the split in her economic condition. We talked about Lady Murasaki, who wrote in a form that no respectable man would touch, Hroswit, a little name whose plays "may perhaps amuse myself," Miss Austen, who had no more expression in society than a firescreen or a poker. They did not all write letters, write memoirs, or go on the stage. Sappho--only an ambiguous, somewhat disagreeable name. Corinna? The teacher of Pindar. Olive Schriener, growing up on the veldt, wrote on book, married happily, and ever wrote another. Kate Chopin wrote a scandalous book and never wrote another. (Jean has written nothing.). There was M-ry Sh-ll-y who wrote you know what and Ch-rl-tt- P-rk-ns G-lm-an, who wrote one superb horror study and lots of sludge (was it sludge?) and Ph-ll-s Wh--tl-y who was black and wrote eighteenth century odes (but it was the eighteenth century) and Mrs. -nn R-dcl-ff- S-thw-rth and Mrs. G--rg- Sh-ld-n and (Miss?) G--rg-tt- H-y-r and B-rb-r- C-rtl-nd and the legion of those, who writing, write not, like the dead Miss B--l-y of the poem who was seduced into bad practices (fudging her endings) and hanged herself in her garter. The sun was going down. I was blind and stiff. It's at this point that the computer (which has run amok and eaten Los Angeles) is defeated by some scientifically transcendent version of pulling the plug; the furniture stood around unknowing (though we had just pulled out the plug) and Lady, who got restless when people talked at suck length because she couldn't understand it, stuck her head out from under the couch, looking for things to herd. We had talked for six hours, from one in the afternoon until seven; I had at that moment an impression of our act of creation so strong, so sharp, so extraordinarily vivid, that I could not believe all our talking hadn't led to something more tangible--mightn't you expect at least a little blue pyramid sitting in the middle of the floor?

I am criticizing the professionalization of teaching children because these young human beings are not cogs in a machine, And I am trying to identify the root of the problem for all those wonderful adults who went into teaching thinking that they could commit to nurturing the lives of many children only to end up having the system squash their excellent motives. Our current school system replicates factories and requires classroom managers more than teachers. Teachers are appreciably frustrated.

Parallel to the idea of the US Constitution as covenant, politicians, journalists, teachers, and even professional historians chant like a mantra that the United States is a “nation of immigrants.” From its beginning, the United States has welcomed—indeed, often solicited, even bribed—immigrants to repopulate conquered territories “cleansed” of their Indigenous inhabitants. From the mid-nineteenth century, immigrants were recruited to work mines, raze forests, construct canals and railroads, and labor in sweatshops, factories, and commercial farm fields. In the late twentieth century, technical and medical workers were recruited. The requirements for their formal citizenship were simple: adhere to the sacred covenant through taking the Citizenship Oath, pledging loyalty to the flag, and regarding those outside the covenant as enemies or potential enemies of the exceptional country that has adopted them, often after they escaped hunger, war, or repression, which in turn were often caused by US militarism or economic sanctions. Yet no matter how much immigrants might strive to prove themselves to be as hardworking and patriotic as descendants of the original settlers, and despite the rhetoric of E pluribus unum, they are suspect. The old stock against which they are judged inferior includes not only those who fought in the fifteen-year war for independence from Britain but also, and perhaps more important, those who fought and shed (Indian) blood, before and after independence, in order to acquire the land. These are the descendants of English Pilgrims, Scots, Scots-Irish, and Huguenot French—Calvinists all—who took the land bequeathed to them in the sacred covenant that predated the creation of the independent United States. These were the settlers who fought their way over the Appalachians into the fertile Ohio Valley region, and it is they who claimed blood sacrifice for their country. Immigrants, to be accepted, must prove their fidelity to the covenant and what it stands for.

line has length but no breadth.’ TEACHER: They know what they’re doing but they don’t know it’s anti-social. SACHA: ‘A straight line is the shortest distance between two points.’ TEACHER: They know it’s anti-social but they’re fanatics. SACHA: ‘A circle is the path of a point moving equidistant to a given point.’ TEACHER: They’re sick. SACHA: ‘A polygon is a plane area bounded by straight lines.’ TEACHER: And it’s not a prison, it’s a hospital. (Pause.) SACHA: ‘A triangle is the polygon bounded by the fewest possible sides.

Perhaps the cause of this bigotry, ancient and modern, is always quite simple: we resent those who do what we cannot. We are ashamed of our inability as a society to produce enough doctors, teachers or engineers, so we blame the incoming professionals for their capacity to make up for our shortcomings. And if we can find a way to blame them without admitting to those shortcomings in the first place, so much the better. So we focus on someone’s poor English, religious enthusiasm or unusual dress, rather than the issues we are really bothered about.

Twenty years of being in the classroom have taught me that 90% of ‘emotional problems’ in the classroom are manipulation tactics. Why is it that so many students who exhibit emotional problems in other classes are miraculously able to make them disappear in mine? Well, either I have eight advanced psychology degrees I haven’t told you about, or the student knows they have to face a consequence they don’t want. 4. Self-esteem is not built by pow-wows in class about connections and cultural understanding, but by honest, hard work. Education theorists and other ‘professionals’ whose salaries are dependent on a dysfunctional system will tell you a teacher’s job is part psychologist, part parent, blah blah blah. This is opinion, not fact. The truth is, the best teachers spend their time doing their job—teaching. The best thing you can do for your students is to teach them your subject matter—and the best way to do that is with a classroom that is quiet, attentive, focused, and on task. To achieve that you need leverage—consequences that count for those who do not comply with your behavior standards.

You can do everything right. You can cheer yourself on, have all the support you can find in place, and be 100 percent ready to go, and still fail. It happens to writers, artists, entrepreneurs, health professionals, teachers—you name it. But if you can look back during your rumble and see that you didn’t hold back—that you were all in—you will feel very different than someone who didn’t fully show up. You may have to deal with the failure, but you won’t have to wrestle with the same level of shame that we experience when our efforts were halfhearted.

Max cooked up a story about an enderman who wants to be a professional swimmer. The enderman is willing to pay 500 emeralds for a Potion of Water Resistance (so he doesn't burn while in the water). ② After hearing about the enderman, tons of kids at school freaked out. They wanted to brew that potion. Kids kept bugging the Brewing teacher about it. How do I craft one? What's the secret recipe? And so on. (The Brewing teacher got so annoyed, he called in sick today.) ③ Max and I dug up most of the sand around the village. (You need sand to make glass, glass to craft bottles, and bottles to brew potions.) ④ Yesterday, we spent hours crafting bottles.

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

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

She can’t explain or quite understand what it is that is special about dancing with Harry. When he opens his arms to her, he is so sure, the way he holds her, not too hard, not too soft. Like coming home. Where she belongs. The way he moves her. They are a part of the music. Their bodies fit together, move like one person. Perfect. The way a man and a woman must feel, she thinks, when they are in love. He makes her feel beautiful, too, like when he assures her that someday she will be good enough to be a professional dancer. Harry must know, because he is the best dancer, the best teacher, a girl could have, patient and gentle. She is lucky that he believes in her. That is how she feels outside his door.

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

Much like secret police operations in totalitarian states, the child abuse gestapo turns citizens into informers by providing for anonymous reporting, requiring mandatory reporting by doctors and other professionals of even suspected child abuse (whatever that might be), complete immunity from criminal prosecution or civil liability for knowingly false reports, and confidentiality of records and proceedings. “Much as we see in totalitarian regimes,” writes Krason, “The laws . . . have created a system driven to a certain extent by fear . . . Physicians, teachers, day care center workers, and other mandated reporters make reports—often on the slightest pretext—because they figure that it is better to speak up than not speak up for the sake of self-protection.

By contrast, the merely good students had totaled eight thousand hours, and the future music teachers had totaled just over four thousand hours. Ericsson and his colleagues then compared amateur pianists with professional pianists. The same pattern emerged. The amateurs never practiced more than about three hours a week over the course of their childhood, and by the age of twenty they had totaled two thousand hours of practice. The professionals, on the other hand, steadily increased their practice time every year, until by the age of twenty they, like the violinists, had reached ten thousand hours. The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals,” musicians who floated effortlessly to the top while practicing a fraction of the time their peers did. Nor could they find any “grinds,” people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks. Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That’s it. And what’s more, the people at the very top don’t work just harder or even much harder than everyone else. They work much, much harder. The idea that excellence at performing a complex task requires a critical minimum level of practice surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.

Less effective male professors routinely receive higher student evaluations than more effective female teachers. Students believe that male professors hand marking back more quickly – even when that is impossible because it’s an online course delivered by a single lecturer, but where half the students are led to believe that the professor is male and half female. Female professors are penalised if they aren’t deemed sufficiently warm and accessible. But if they are warm and accessible they can be penalised for not appearing authoritative or professional. On the other hand, appearing authoritative and knowledgeable as a woman can result in student disapproval, because this violates gendered expectations.38 Meanwhile men are rewarded if they are accessible at a level that is simply expected in women and therefore only noticed if it’s absent.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

What the young writer needs to develop, to achieve his goal of becoming a great artist, is not a set of aesthetic laws but artistic mastery. He cannot hope to develop mastery all at once; it involves too much. But if he pursues his goal in the proper way, he can approach it much more rapidly than he would if he went at it hit-or-miss, and the more successful he is at each stage along the way, the swifter his progress is likely to be. Invariably when the beginning writer hands in a short story to his writing teacher, the story has many things about it that mark it as amateur. But almost as invariably, when the beginning writer deals with some particular, small problem, such as description of a setting, description of a character, or brief dialogue that has some definite purpose, the quality of the work approaches the professional. Having written some small thing very well, he begins to learn confidence.

The important parts of my story, I was realizing, lay less in the surface value of my accomplishments and more in what undergirded them—the many small ways I’d been buttressed over the years, and the people who’d helped build my confidence over time. I remembered them all, every person who’d ever waved me forward, doing his or her best to inoculate me against the slights and indignities I was certain to encounter in the places I was headed—all those environments built primarily for and by people who were neither black nor female. I thought of my great-aunt Robbie and her exacting piano standards, how she’d taught me to lift my chin and play my heart out on a baby grand even if all I’d ever known was an upright with broken keys. I thought of my father, who showed me how to box and throw a football, same as Craig. There were Mr. Martinez and Mr. Bennett, my teachers at Bryn Mawr, who never dismissed my opinions. There was my mom, my staunchest support, whose vigilance had saved me from languishing in a dreary second-grade classroom. At Princeton, I’d had Czerny Brasuell, who encouraged me and fed my intellect in new ways. And as a young professional, I’d had, among others, Susan Sher and Valerie Jarrett—still good friends and colleagues many years later—who showed me what it looked like to be a working mother and consistently opened doors for me, certain I had something to offer. These were people who mostly didn’t know one another and would never have occasion to meet, many of whom I’d fallen out of touch with myself. But for me, they formed a meaningful constellation. These were my boosters, my believers, my own personal gospel choir, singing, Yes, kid, you got this! all the way through. I’d never forgotten it. I’d tried, even as a junior lawyer, to pay it forward, encouraging curiosity when I saw it, drawing younger people into important conversations.

We live in a world where we have to sacrifice our comfort for the sake of others. Where we have to go an extra mile to meet others' needs. Where we have to dig deep in our resources to please others. I have gone out of my comfort zone for some people. Some people have gone out of their comfort zone for me. And I'm grateful. It's life. It's a common thing. There is no right or wrong to this behaviour. We do it because either we want to or that we must. By the way, our self-sacrificing service can be unhealthy to us. Some people burn themselves down trying to keep others warm. Some break their backs trying to carry the whole world. Some break their bones trying to bend backwards for their loved ones. All these sacrifices are, sometimes, not appreciated. Usually we don't thank the people who go out of their comfort zone to make us feel comfortable. Again, although it's not okay, it's a common thing. It's another side of life. To be fair, we must get in touch with our humanity and show gratitude for these sacrifices. We owe it to so many people. And sometimes we don't even realise it. Thanks be to God for forgiving our sins — which we repeat. Thanks to our world leaders and the activists for the work that they do to make our economic life better. Thanks to our teachers, lecturers, mentors, and role models for shaping our lives. Thanks to our parents for their continual sacrifices. Thanks to our friends for their solid support. Thanks to our children, nephews, and nieces. They allow us to practise discipline and leadership on them. Thanks to the doctors and nurses who save our lives daily. Thanks to safety professionals and legal representatives. They protect us and our possessions. Thanks to our church leaders, spiritual gurus and guides, and meditation partners. They shape our spiritual lives. Thanks to musicians, actors, writers, poets, and sportspeople for their entertainment. Thanks to everyone who contributes in a positive way to our society. Whether recognised or not. Thank you. Thank you. Thank you!

When one of my early teachers, for instance, recognized that many ritually abused clients were still being abused while in treatment, she insisted that they could not be treated on an outpatient basis, but should be hospitalized and kept from their families. She was targeted with a series of court cases involving false accusations that she had allegedly abused clients in hospital. The experience was devastating to her. And she was not alone. Many others faced persistent attempts to discredit their professional expertise, or legal assaults that robbed them of time, energy, and even the courage to continue to treat clients, write, or teach. Therapy professionals in both direct services and policy making, members of the criminal and civil justice systems, and the general public were systematically indoctrinated via the media. Many now share the view that people who disclose ritual abuse or mind control content suffer from "false memories” induced by "over-zealous therapists," and that dissociative disorders are iatrogenic (or else they do not exist at all).

We can open a window on a world where all is sound, our creative powers are formidable, and unseen threads connect us all. Leadership is a relationship that brings this possibility to others and to the world, from any chair, in any role. This kind of leader is not necessarily the strongest member of the pack—the one best suited to fend off the enemy and gather in resources—as our old definitions of leadership sometimes had it. The “leader of possibility” invigorates the lines of affiliation and compassion from person to person in the face of the tyranny of fear. Any one of us can exercise this kind of leadership, whether we stand in the position of CEO or employee, citizen or elected official, teacher or student, friend or lover. This new leader carries the distinction that it is the framework of fear and scarcity, not scarcity itself, that promotes divisions between people. He asserts that we can create the conditions for the emergence of anything that is missing. We are living in the land of our dreams. This leader calls upon our passion rather than our fear. She is the relentless architect of the possibility that human beings can be.

The grown-ups stand around watching. Grown-ups know what to do. The grown-ups stand around watching. Is that Simon lying on the pavement? He has got blondie hair like Simon’s. The grown-ups stand around watching. A boy has been run over, another kid says. Is that Simon lying on the pavement? He was walking in front of me. The grown-ups stand around watching. Mrs Bailey puts a blanket over him – but I can still see his blondie hair. She looks at me but before she can turn quickly to the other grown-ups, I can see she’s scared. ‘Send Mark away.’ What have I done wrong? The grown-ups know what to do. They send me away. I run ahead alone. Trying to find Simon. I might not recognise him. Pulling kids by their shoulders – no that’s not him. I speed up when I hear the ambulance siren. ‘Simon’s been run over,’ Pete Williams said. I run away, trying hard not to believe him. How can Pete Williams tell who is lying there, anyhow I saw him looking for his brother too. Surely I would have recognised my own brother. My teacher says, ‘Simon will be in his classroom’. But he isn’t, so she smiles and cuddles me, warm and soft. ‘It’s alright, Mark, they call ambulances for sprained ankles these days.’ When he came into the classroom everyone stopped and looked. He didn’t have to tell me. I said ‘Simon’s dead,’ and he nodded, unable to speak. Mark Purvis

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

I remember a story by a flight instructor I knew well. He told me about the best student he ever had, and a powerful lesson he learned about what it meant to teach her. The student excelled in ground school. She aced the simulations, aced her courses. In the skies, she showed natural skill, improvising even in rapidly changing weather conditions. One day in the air, the instructor saw her doing something naïve. He was having a bad day and he yelled at her. He pushed her hands away from the airplane’s equivalent of a steering wheel. He pointed angrily at an instrument. Dumbfounded, the student tried to correct herself, but in the stress of the moment, she made more errors, said she couldn’t think, and then buried her head in her hands and started to cry. The teacher took control of the aircraft and landed it. For a long time, the student would not get back into the same cockpit. The incident hurt not only the teacher’s professional relationship with the student but the student’s ability to learn. It also crushed the instructor. If he had been able to predict how the student would react to his threatening behavior, he never would have acted that way. Relationships matter when attempting to teach human beings—whether you’re a parent, teacher, boss, or peer. Here we are talking about the highly intellectual venture of flying an aircraft. But its success is fully dependent upon feelings.

up with work I found meaningful. As a young person, I’d explored exactly nothing. Barack’s maturity, I realized, came in part from the years he’d logged as a community organizer and even, prior to that, a decidedly unfulfilling year he’d spent as a researcher at a Manhattan business consulting firm immediately after college. He’d tried out some things, gotten to know all sorts of people, and learned his own priorities along the way. I, meanwhile, had been so afraid of floundering, so eager for respectability and a way to pay the bills, that I’d marched myself unthinkingly into the law. In the span of a year, I’d gained Barack and lost Suzanne, and the power of those two things together had left me spinning. Suzanne’s sudden death had awakened me to the idea that I wanted more joy and meaning in my life. I couldn’t continue to live with my own complacency. I both credited and blamed Barack for the confusion. “If there were not a man in my life constantly questioning me about what drives me and what pains me,” I wrote in my journal, “would I be doing it on my own?” I mused about what I might do, what skills I might possibly have. Could I be a teacher? A college administrator? Could I run some sort of after-school program, a professionalized version of what I’d done for Czerny at Princeton? I was interested in possibly working for a foundation or a nonprofit. I was interested in helping underprivileged kids. I wondered if I could find a job that engaged my mind and still left me enough time to do volunteer work, or appreciate art, or have children. I wanted a life, basically. I wanted to feel whole. I made a list of issues that interested me: education, teen pregnancy, black self-esteem. A more virtuous

Cognitive-Behavioral Therapy There are almost no pure cognitive or behavioral therapists. Instead, most therapists use a combination of both techniques. This is known as cognitive-behavioral therapy. It is generally recognized as the best therapy for social anxiety. In cognitive-behavioral therapy, a therapist helps you identity maladaptive thinking patterns and replace them with new ways of thinking. He or she also teaches you relaxation techniques and new behaviors that make you feel more comfortable in social situations. Cognitive-behavioral therapy uses many of the same techniques that we explored in the previous chapter. Although you might make great strides on your own, sometimes it is easier and faster to have someone guide you. Often it is difficult for people to explore hidden beliefs about themselves. A professional therapist is experienced in working with people who are trying to change. Often a therapist will see connections in your situation that you cannot. Carlos was terrified of speaking in class. Whenever the teacher called on him, his heart raced, he blushed, and his stomach felt upset. His therapist first had him focus on his thoughts during class. As an experiment, she had him purposely answer a question incorrectly during biology class. To his surprise, the teacher didn’t make a big deal out of it, and the other students didn’t laugh. As a result, Carlos realized that his imagined consequences for making errors were greatly exaggerated. He also realized that he held himself to a higher standard than other people, including the teacher, did. Next, his therapist showed him various relaxation techniques to lessen the physical symptoms of anxiety. Soon, he felt more comfortable and even volunteered to lead a discussion group.

Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.

When a middle school teacher in San Antonio, Texas, named Rick Riordan began thinking about the troublesome kids in his class, he was struck by a topsy-turvy idea. Maybe the wild ones weren’t hyperactive; maybe they were misplaced heroes. After all, in another era the same behavior that is now throttled with Ritalin and disciplinary rap sheets would have been the mark of greatness, the early blooming of a true champion. Riordan played with the idea, imagining the what-ifs. What if strong, assertive children were redirected rather than discouraged? What if there were a place for them, an outdoor training camp that felt like a playground, where they could cut loose with all those natural instincts to run, wrestle, climb, swim, and explore? You’d call it Camp Half-Blood, Riordan decided, because that’s what we really are—half animal and half higher-being, halfway between each and unsure how to keep them in balance. Riordan began writing, creating a troubled kid from a broken home named Percy Jackson who arrives at a camp in the woods and is transformed when the Olympian he has inside is revealed, honed, and guided. Riordan’s fantasy of a hero school actually does exist—in bits and pieces, scattered across the globe. The skills have been fragmented, but with a little hunting, you can find them all. In a public park in Brooklyn, a former ballerina darts into the bushes and returns with a shopping bag full of the same superfoods the ancient Greeks once relied on. In Brazil, a onetime beach huckster is reviving the lost art of natural movement. And in a lonely Arizona dust bowl called Oracle, a quiet genius disappeared into the desert after teaching a few great athletes—and, oddly, Johnny Cash and the Red Hot Chili Peppers—the ancient secret of using body fat as fuel. But the best learning lab of all was a cave on a mountain behind enemy lines—where, during World War II, a band of Greek shepherds and young British amateurs plotted to take on 100,000 German soldiers. They weren’t naturally strong, or professionally trained, or known for their courage. They were wanted men, marked for immediate execution. But on a starvation diet, they thrived. Hunted and hounded, they got stronger. They became such natural born heroes, they decided to follow the lead of the greatest hero of all, Odysseus, and

Kathy’s teachers view her as a good student who always does her homework but rarely participates in class. Her close friends see her as a loyal and trustworthy person who is a lot of fun once you get to know her. The other students in school think she is shy and very quiet. None of them realize how much Kathy struggles with everyday life. When teachers call on her in class, her heart races, her face gets red and hot, and she forgets what she wants to say. Kathy believes that people think she is stupid and inadequate. She imagines that classmates and teachers talk behind her back about the silly things she says. She makes excuses not to go to social events because she is terrified she will do something awkward. Staying home while her friends are out having a good time also upsets her. “Why can’t I just act like other people?” she often thinks. Although Kathy feels isolated, she has a very common problem--social anxiety. Literally millions of people are so affected by self-consciousness that they have difficulties in social situations. For some, the anxiety occurs during very specific events, such as giving a speech or eating in public. For others, like Kathy, social anxiety is part of everyday life. Unfortunately, social anxiety is not an easily diagnosed condition. Instead, it is often viewed as the far edge of a continuum of behaviors and feelings that occur during social situations. Although you may not have as much difficulty as Kathy, shyness may still be causing you distress, affecting your relationships, or making you act in ways with which you are not happy. If this is the case, you will benefit from the advice and techniques provided in this book. The good news is that it is possible to change your thinking and behavior. However, there are no easy solutions. It takes strong motivation and time to overcome social anxiety. It might even be necessary to see a professional therapist or take medication. Eventually, becoming free of your anxiety will make the hard work well worth the effort. This book will help you understand social anxiety and the impact it can have on your life, now and in the future. You will find out how the disorder is diagnosed, you will receive information on professional guidance, and you will learn ways to cope with and manage the symptoms. Becoming an extroverted person is probably unlikely, but you can become more confident in social situations and increase your self-esteem.

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

Collaborative professionalism is about how teachers and other educators transform teaching and learning together to work with all students to develop fulfilling lives of meaning, purpose, and success.

he moved beyond the stately confines of the Rashtrapati Bhawan and travelled the length and breadth of the country, meeting students, politicians, teachers, bureaucrats, professionals from all fields, talking to them, answering their queries patiently and filling every gathering with inspiration and pride. He talked of his humble beginnings, of working with the best minds of the country in his years at ISRO and DRDO, and laid out specific programmes to bring about prosperity and connectivity to every corner of the country.

means seeing how changes such as these fit into the big picture, too. Are all staff members and, indeed, students engaged in developing the vision and mission of the school? Do leaders constantly explain how specific changes or team tasks fit into this larger vision? Can teachers and students articulate that connection as well? When asked what kind of school they are involved with, will you get the same sort of answer from teachers, students, bus drivers, janitors, parents, and administrative assistants, as well as the principal?

The more confident teachers are in their own authority, the more able they will be to let go of it a little so others can have autonomy and authority as well. In

Do recall how you behaved as a child: Maybe your child is just like you once were. (The apple doesn’t fall far from the tree!) Ask yourself what you would have liked to make your childhood easier and more pleasurable. More trips to the playground, free time, or cuddling? Fewer demands? Lower expectations? Try saying, “When I was a kid and life got rough, I liked to climb trees. How about you?” Do respect your child’s needs, even if they seem unusual: “You sure do like a tight tuck-in! There, now you’re as snug as a bug in a rug.” Or, “I’ll stand in front of you while we’re on the escalator. I won’t let you fall.” Do respect your child’s fears, even if they seem senseless: “I see that your ball bounced near those big kids. I’ll go with you. Let’s hold hands.” Your reassurances will help her trust others. Do say “I love you”: Assure your child that you accept and value who she is. You cannot say “I love you” too often! Do follow your instincts: Your instincts will tell you that everyone needs to touch and be touchable, to move and be movable. If your child’s responses seem atypical, ask questions, get information, and follow up with appropriate action. Do listen when others express concerns: When teachers or caregivers suggest that your child’s behavior is unusual, you may react with denial or anger. But remember that they see your child away from home, among many other children. Their perspective is worth considering. Do educate yourself about typical child development: Read. Take parent education classes. Learn about invariable stages of human development, as well as variable temperaments and learning styles. It’s comforting to know that a wide variety of behaviors falls within the normal range. Then, you’ll find it easier to differentiate between typical and atypical behavior. Sometimes a cigar is just a cigar, and a six-year-old is just a six-year-old! Do seek professional help: SPD is a problem that a child can’t overcome alone. Parents and teachers can’t “cure” a child, just as a child can’t cure himself. Early intervention is crucial. Do keep your cool: When your child drives you crazy, collect your thoughts before responding, especially if you are angry, upset, or unpleasantly surprised. A child who is out of control needs the calm reassurance of someone who is in control. She needs a grown-up. Do take care of yourself: When you’re having a hard day, take a break! Hire a babysitter and go for a walk, read a book, take a bath, dine out, make love. Nobody can be expected to give another person undivided attention, and still cope.

Being a working mother back then was to be a double-agent; you lied for a living. A male colleague who announced he was off to his son's rugby match was a hero; a women who did exactly the same was Lacking in Commitment... In the end, what made me quit EMF was the thought that my kids were suffering from the punishingly long - unnecessarily long, stupidly, inhumanely long - hours I spent away from them. They needed me, yes, but it turned out I needed them too. And our family was running on empty and the only person who could fill that emptiness was me. ... Winter. It must have been because all the commuting fathers, who had come straight from the station, were hurrying in with their thick dark coats and their briefcases. Each man stopped to ask me where they might find their child's classroom, They knew the name if their kid - he, credit where it's due! - but generally, that was the limit of their knowledge. They didn't know who the child's teacher was, sometimes didn't know what year group they were in. They had no clue where the little coats and bags were hung up, or what was in those bags. And I stood there in that cold, dark playground thinking, how could this ever possibly be fair? How could a woman compete when men were allowed to be so oblivious? One parent not knowing who the teacher was, not knowing what went in the lunchbox, not knowing which child in the class had the nut allergy, not knowing where the PE bag was, or which stinky little socks needed washing. OK, one parent could be oblivious. But not two. One parent has to carry the puzzle of family life in their head, and mostly, let's face it, it's still the mum. Professionally, back then I was competing with men whose minds were clear of all the stuff that small children bring.

To be good at anything, whether professionally or personally, takes a willingness, even eagerness, to say no.

As a professional, the teacher is "objective" when presenting the school curriculum: she doesn't "take sides," or "get political." However, the ideology of the status quo is built into the curriculum. The professional's objectivity, then, boils down to not challenging this built-in ideology.