Qualified Teacher Quotes

I remember watching an episode of The West Wing about education in America, which the majority of people rightfully believe is the key to opportunity. In it, the fictional president debates whether he should push school vouchers (giving public money to schoolchildren so that they escape failing public schools) or instead focus exclusively on fixing those same failing schools. That debate is important, of course—for a long time, much of my failing school district qualified for vouchers—but it was striking that in an entire discussion about why poor kids struggled in school, the emphasis rested entirely on public institutions. As a teacher at my old high school told me recently, “They want us to be shepherds to these kids. But no one wants to talk about the fact that many of them are raised by wolves.

Long into my career I harbored a secret sense that thinking and reading and writing, as much as I loved them, did not qualify as "real work.

We teach brilliance bias to children from an early age. A recent US study found that when girls start primary school at the age of five, they are as likely as five-year-old boys to think women could be 'really really smart'. But by the time they turn six, something changes. They start doubting their gender. So much so, in fact, that they start limiting themselves: if a game is presented to them as intended for 'children who are really, really smart', five-year-old girls are as likely to want to play it as boys - but six-year-old girls are suddenly uninterested. Schools are teaching little girls that brilliance doesn't belong to them. No wonder that by the time they're filling out university evaluation forms, students are primed to see their female teachers as less qualified.

I’m a pandemic-era teacher, dammit. That basically qualifies me for a presidential

In short, some of the least qualified students, taught by the least qualified professors in the lowest quality courses supply most American public school teachers.

There was an advertisement in the newspaper for a teaching position in a school with the worst reputation in town, with the sort of class that no qualified teacher with all the parts of her brain correctly screwed together would voluntarily face. It was attention-deficit hyperactivity disorder before attention-deficit hyperactivity disorder had been invented. “There’s no hope for these boys and girls,” the headmaster soberly explained in the interview. “This is not education, this is storage.” Maybe Sonja understood how it felt to be described as such. The vacant position attracted only one applicant, and she got those boys and girls to read Shakespeare.

If there is a single factor that spells out the difference between the cafeteria fringe headed for greatness and those doomed for low self-worth, even more than a caring teacher or a group of friends, it is supportive, accepting parents who not only love their children unconditionally, but also don't make them feel as if their idiosyncrasies qualify as "conditions" in the first place.

Before you say anything censorious about anyone, ask yourself three questions: Is it true? Is it kind? Is it necessary? If the answer to any one of these is even a qualified no, you’d best be quiet.” And she remembered it. Miss

As humans, we have invented lots of useful kinds of lie. As well as lies-to-children ('as much as they can understand') there are lies-to-bosses ('as much as they need to know') lies-to-patients ('they won't worry about what they don't know') and, for all sorts of reasons, lies-to-ourselves. Lies-to-children is simply a prevalent and necessary kind of lie. Universities are very familiar with bright, qualified school-leavers who arrive and then go into shock on finding that biology or physics isn't quite what they've been taught so far. 'Yes, but you needed to understand that,' they are told, 'so that now we can tell you why it isn't exactly true.' Discworld teachers know this, and use it to demonstrate why universities are truly storehouses of knowledge: students arrive from school confident that they know very nearly everything, and they leave years later certain that they know practically nothing. Where did the knowledge go in the meantime? Into the university, of course, where it is carefully dried and stored.

From earliest days I wanted to be someone else. The injunction nosce te ipsum had an ashen taste on my tongue from the first time a teacher enjoined me to repeat it after him. I knew myself, all too well, and did not like what I knew. Again, I must qualify. It was not what I was that I disliked, I mean the singular, essential me—although I grant that even the notion of an essential, singular self is problematic—but the congeries of affects, inclinations, received ideas, class tics, that my birth and upbringing had bestowed on me in place of a personality. In place of, yes. I never had a personality, not in the way that others have, or think they have. I was always a distinct no-one, whose fiercest wish was to be an indistinct someone, I know what I mean.

I’m a pandemic-era teacher, dammit. That basically qualifies me for a presidential run.

TRUE OR FALSE? Employers are prohibited from practicing sex discrimination in hiring and promoting employees.1 ANSWER: False. The U.S. Supreme Court ruled in 1987 that in job areas dominated by men, less qualified women could be hired.2 It did not allow less qualified men to be hired in areas dominated by women (e.g., elementary school teacher, nurse, secretary, cocktail waiting, restaurant host, office receptionist, flight attendant). The law also requires sex discrimination in hiring by requiring quotas, requiring vigorous recruitment of women, and requiring all institutions that receive government aid to do a certain percentage of their business with female-owned (or minority-owned) businesses.

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

The middle-class parents talked things through with their children, reasoning with them. They didn’t just issue commands. They expected their children to talk back to them, to negotiate, to question adults in positions of authority. If their children were doing poorly at school, the wealthier parents challenged their teachers. They intervened on behalf of their kids. One child Lareau follows just misses qualifying for a gifted program. Her mother arranges for her to be retested privately, petitions the school, and gets her daughter admitted. The poor parents, by contrast, are intimidated by authority. They react passively and stay in the background.

remember watching an episode of The West Wing about education in America, which the majority of people rightfully believe is the key to opportunity. In it, the fictional president debates whether he should push school vouchers (giving public money to schoolchildren so that they escape failing public schools) or instead focus exclusively on fixing those same failing schools. That debate is important, of course—for a long time, much of my failing school district qualified for vouchers—but it was striking that in an entire discussion about why poor kids struggled in school, the emphasis rested entirely on public institutions. As a teacher at my old high school told me recently, “They want us to be shepherds to these kids. But no one wants to talk about the fact that many of them are raised by wolves.

The aim of both little books, if you're interested," he said, " is supposedly to wake everybody up to the need and benefits of saying the Jesus Prayer incessantly. First under supervision of a qualified teacher - a sort of Christian guru - and then, after the person's mastered it to some extent, he's supposed to go on with it on his own. And the main idea is that it's not suppose to be just for pious bastards and breast-beaters. You can be busy robbing the goddam poor box, but you're to say the prayer while you rob it. Enlightenment's supposed to come with the prayer, not before it." Zooey frowned, but academically." The idea, really, is that sooner or later, completely on its own, the prayer moves from the lips and the head down to a center in the heart and becomes an automatic function in the person, right along with the heartbeat. And then, after a time, once the prayer is automatic in the heart, the person is supposed to enter into the so-called reality of things. The subject doesn't really come up in either of the books, but, in Eastern terms, there are seven subtle centers in the body, called chakras, and the one most closely connected with the heart is called anahata, which is supposed to be sensitive and powerful as hell, and when it's activated, it, in turn, activates another of these centers, between the eyebrows, called ajna - it's the pineal gland, really, or, rather, an aura around the pineal gland - and then, bingo, there's an opening of what mystics call the 'third eye'. It's nothing new, for God's sake. It didn't just start with the little pilgrim's crowd, I mean. In India, for God knows how many centuries, it's been known as japam. Japam is just the repetition of any of the human names of God. Or the names of his incarnations his avatars, if you want to get technical. The idea being that if you call out the name long enough and regularly enough and literally from the heart, sooner or later you'll get an answer. Not exactly an answer. A response.

For example, I can be seen as qualified to lead a major or minor organization in this country with no understanding whatsoever of the perspectives or experiences of people of color, few if any relationships with people of color, and virtually no ability to engage critically with the topic of race. I can get through graduate school without ever discussing racism. I can graduate from law school without ever discussing racism. I can get through a teacher-education program without ever discussing racism.

Their dancing was simple and expert and reminded her of something one of her art teachers told her about bad artists taking something simple and making it seem complicated while good artists took something very complex and made it seem simple. The couple was an illustration of this rule; the dance seemed barely to qualify for the term--in essence they seemed merely to be walking, slowly in lockstep. They would stop occasionally, the woman led into a simple ocho and then resume their slow, meditative procession. They seemed, to Rosalind's untrained eye, to be under a spell.

No Teacher for Present (The Sonnet) Life's purpose is realization of life, Beyond the narrowness of yesterday. Instead of waiting for a fictitious future, Life is whatever you make of it today. The past is always afraid of the future, Don't let their fear ruin your present. The future may be condescending to the past. Don't let such arrogance ruin your humanness. Embrace the wonders that the past has to offer, Learn from their blunders even through their denial. Be mindful of the direction that you are headed, Then leap to work on the present, lock, stock 'n barrel. Neither past nor future is qualified to teach the present. All present must find their way free from all allegiance.

Education is an industry that is driven and financially backed by the realities that dark children and their families just survive. It is Teach for America’s mantra: spend two years in an inner city or rural school with poor and/or dark children and help them survive. Individuals with little to no experience are tasked with working in struggling schools that were designed to fail (e.g., they are underfunded, with high teacher burnout, tests that punish students, and low-quality teachers) and given only two years—if they can make it that long—to “make a difference,” when hundreds more qualified have tried and failed before them. These educational parasites need dark children to be underserved and failing, which supports their feel-good, quick-fix, gimmicky narrative and the financial reason for their existence.

I remember watching an episode of The West Wing about education in America, which the majority of people rightfully believe is the key to opportunity. In it, the fictional president debates whether he should push school vouchers (giving public money to schoolchildren so that they escape failing public schools) or instead focus exclusively on fixing those same failing schools. That debate is important, of course—for a long time, much of my failing school district qualified for vouchers—but it was striking that in an entire discussion about why poor kids struggled in school, the emphasis rested entirely on public institutions. As a teacher at my old high school told me recently, “They want us to be shepherds to these kids. But no one wants to talk about the fact that many of them are raised by wolves.” I don’t know what happened the day after

The evangelists and pastors mentioned in Ephesians 4:11 are then replaced in First Corinthians 12 with miracles and gifts of healings. These gifts of the Spirit are the primary ones that empower and qualify the evangelistic and pastoral offices. (The entry level into the fivefold ministry gifts is also at the level of working of miracles and gifts of healings because all five ministry offices — apostle, prophet, evangelist, pastor, and teacher — should be equipped with these two gifts of the Spirit.) Next is the operation of helps, which handles the physical and material aspects of the ministry. One very important helps calling is what I call the “entrepreneurship of the simplicity of giving.” A person called to fulfill this operation is someone of means who has the capacity in his character and his calling to be used by God to pour thousands, if not millions, into the Kingdom of God for the governments of the Church.

If we want developed societies with women doctors, political leaders, teachers, bus drivers, and computer programmers, we will need qualified people to give loving care to their children. And there is no reason why every society should not enjoy such loving paid child care.

One of my greatest frustrations as a teacher has been my inability to meet simultaneously the needs of all my students. Students differ greatly from one another, not only in their intellectual capabilities: some proceed from the general to the specific; others from the specific to the general; some refuse to pay attention to details before they have acquired an overall view, while others cannot see the forest before having examined each tree. Individual instruction is the ideal answer; however, the necessary number of qualified teachers is just not available. Computers, if properly used, may provide a way out.

It would be easy to conclude, from all of that, that teachers are undedicated and selfish, not willing to work in those places where they are most needed. But what would happen, Futernick wondered, if he changed the context of the request? His new idea, which he hopes to put in place over the next year in Oakland, is for principals to be recruited for difficult schools and then given a year to put together a team of qualified teachers drawn from good schools for their new assignment — a team that would go into the new school together.

A person with less knowledge and more self-confidence (which is primarily a way of thinking and acting) will often run circles around a person with more knowledge and less self-confidence; which means that self-confidence has the upper hand to knowledge when it comes to acting in the world. It has been interesting to see many of my star academic students struggle with teaching in the real world, while others who were less qualified in the academic field but had more self-confidence have gone out and positively affected many more people through their teaching.

Many teachers felt that no matter how creative they were in the classroom, it wouldn’t make a difference anyway. They talked about a devastating erosion in standards, how the students of today bore no resemblance to the students of even ten or fifteen years ago, how their preoccupations were with anything but school. It was hard for teachers not to feel depressed by the lack of rudimentary knowledge, like in the history class in which students were asked to name the president after John F. Kennedy. Several students meekly raised their hands and proffered the name of Harry Truman. None gave the correct answer of Lyndon Johnson, who also happened to have been a native Texan. In 1975, the average SAT score on the combined math and verbal sections at Permian was 963. For the senior class of 1988–89, the average combined SAT score was 85 points lower, 878. During the seventies, it had been normal for Permian to have seven seniors qualify as National Merit semi-finalists. In the 1988–89 school year the number dropped to one, which the superintendent of schools, Hugh Hayes, acknowledged was inexcusable for a school the size of Permian with a student body that was rooted in the middle class. (A year later, with the help of $15,000 in consultant’s fees to identify those who might pass the required test, the number went up to five.)

And you told Mr. Marsh at that time that a refinance was impossible, did you not?”      “I did.”      Every teacher of cross-examination points out that you never ask a question that you do not know the answer to, and you never ask the question “why” because that gives the witness the opportunity to answer in a narrative, but Brent wanted the jury to hear the answer to the next question in Bernstein’s own words, so he took the calculated risk.      “Why was it impossible?”      “Because Mr. Marsh was delinquent in his loan payments.”      “But Mr. Bernstein, didn’t you tell Mr. Marsh about six months earlier that, in order to qualify for a loan modification, he had to be delinquent in his loan payments?”      “That’s for a modification, not a refinance, and that was Tentane’s policy…”      “Object

Education is an industry that is driven and financially backed by the realities that dark children and their families just survive. It is Teach for America’s mantra: spend two years in an inner city or rural school with poor and/or dark children and help them survive. Individuals with little to no experience are tasked with working in struggling schools that were designed to fail (e.g., they are underfunded, with high teacher burnout, tests that punish students, and low-quality teachers) and given only two years—if they can make it that long—to “make a difference,” when hundreds more qualified have tried and failed before them.

As whites cease to be the mainstream, their interests become less important. In 2008, the College Board, the New York-based non profit that administers Advanced Placement (AP) tests, announced it was dropping AP courses and exams in Italian, Latin literature, and French literature. Blacks and Hispanics are not interested in those subjects, and they were the groups the College Board wanted to reach. In Berkeley, California, the governance council for the school district came up with a novel plan for bridging the racial achievement gap: eliminate all science labs, fire the five teachers who run them, and spend the money on “underperforming” students. The council explained that science labs were used mainly by white students, so they were a natural target for cuts. Many schools have slashed enriched programs for gifted students because so few blacks and Hispanics qualify for them. Evanston Township High School in Illinois prides itself on diversity and academic excellence but, like so many others, is dismayed that the two do not always go together. In 2010 it eliminated its elite freshman honors courses in English because hardly any blacks or Hispanics met the admission criteria. The honors biology course was scheduled for elimination the next year.

Much (if not all) of my spiritual growth was cultivated and punctuated by my encounters with a succession of incredible teachers. A qualified mentor is essential as we find our way from suffering to freedom, from spiritual darkness to the transcendent light of Divinity.

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

When two Negro teachers applied to a school, to ‘take the less competent.’ ” It was a nakedly creative way to cripple black prospects for achievement. It put black children under the instruction of the least qualified teachers. It passed over the brightest, most accomplished applicants—in fact, punished excellence—while elevating the mediocre in a purposeful distortion of meritocracy. All of this created dissension in the lowest caste over the patent unfairness and worked to crush the ambitions of those with the most talent.

We are the online Quran academy which is providing the facility for Muslims to learn Quran at their home. We are the leading Quran Academy in Pakistan which are providing this service for almost 5 years. We have Qualified male and female teachers who are teaching the students in a very beautiful way. We as an online Quran academy, our mission is to spread the message of Allah and his Prophet Muhammad S.A.W to Muslims all over the world. So, that they can know about the meaning of their life.

Paris became the center for twelfth-century philosophy because of the decision to allow any qualified master to set up a school there, on payment of a fee to the cathedral authorities.4 By the 1130s, as John of Salisbury’s account of his education there shows (Metalogicon II.10), the student could choose among a great variety of masters – rather than being constrained to a single one, however illustrious – and the work of each teacher was stimulated by contact and competition with the others. Outstanding thinkers of the 1130s and 40s, such as Peter Abaelard, Alberic of Paris, and Gilbert of Poitiers explicitly or implicitly adapt and criticize the others’ logical and metaphysical ideas.

Ibn Sina was born in a tiny settlement called Afshanah, outside the village of Kharmaythan, and soon after his birth his family moved to the nearby city of Bukhara. While he was still a small boy his father, a tax collector, arranged for him to study with a teacher of Qu’ran and a teacher of literature, and by the time he was ten he had memorized the entire Qu’ran and absorbed much of Muslim culture. His father met a learned vegetable peddler named Mahmud the Mathematician, who taught the child Indian calculation and algebra. Before the gifted youth grew his first facial hairs he had qualified in law and delved into Euclid and geometry, and his teachers begged his father to allow him to devote his life to scholarship. He began the study of medicine at eleven and by the time he was sixteen he was lecturing to older physicians and spending much of his time in the practice of law. All his life he would be both jurist and philosopher, but he noted that although these learned pursuits were given deference and respect by the Persian world in which he lived, nothing mattered more to an individual than his well-being and whether he would live or die. At an early age, fate made Ibn Sina the servant of a series of rulers who used his genius to guard their health, and though he wrote dozens of volumes on law and philosophy—enough to win him the affectionate sobriquet of Second Teacher (First Teacher being Mohammed)—it was as the Prince of Physicians that he gained the fame and adulation that followed him wherever he traveled. In Ispahan, where he had gone at

However, little evidence exists to suggest that doctoral programs support the development of doctoral students as teachers, let alone as interculturally aware teachers. Teaching development is not integrated in program requirements. We are not aware of doctoral-level qualifying exams that evaluate one’s capacity to teach in addition to theory, content, and research capabilities. Even when teaching assistantships are available for funding and accruing experience, they rarely occur in the context of a programmatic approach to using that assistantship/practice to develop graduate students as educators, to generate reflection toward future and ongoing development.

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

Everyone has the right to adopt a life that is illumined by scripture. When a sincere soul surrenders to a genuine teacher, that teacher then purifies them of their past, making them qualified to worship God and enter eternity. Yet when

In hiring black teachers for segregated schools during Jim Crow, a leading southern official, Hoke Smith, made a deliberate decision: “When two Negro teachers applied to a school, to ‘take the less competent.’ ” It was a nakedly creative way to cripple black prospects for achievement. It put black children under the instruction of the least qualified teachers. It passed over the brightest, most accomplished applicants—in fact, punished excellence—while elevating the mediocre in a purposeful distortion of meritocracy. All of this created dissension in the lowest caste over the patent unfairness and worked to crush the ambitions of those with the most talent. In these and other ways, the caste system trained the people in the lowest caste that the only way to survive was to play the comforting role of servile incompetent. The caste system all but ensured black failure by preempting success.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

When two Negro teachers applied to a school, to ‘take the less competent.’ ” It was a nakedly creative way to cripple black prospects for achievement. It put black children under the instruction of the least qualified teachers. It passed over the brightest, most accomplished applicants—in fact, punished excellence—while elevating the mediocre in a purposeful distortion of meritocracy.

Meditation can generate several different kinds of altered states like strong emotional swings. Some of these states may be fun, but they are not the aim of exploring the whole universe of phenomena — seeing, listening, feeling, eating, touching, and thought — and of seeking our liberation amid the storm rather than demanding that the phenomenon match our desires. Practices of contemplation are powerful. When you work alone, and feel you're not free, please protect yourself. This dangerous feeling could include extreme fear, stress, uncertainty or even signs of the physical. Stay to speak with an instructor, a psychologist or a professional who can educate you about the procedure if something like this happens. Without wonder meditation is not a panacea. In fact when asked the spiritual leader Jiddu Krishnamurti, "What good is all this contemplation doing?" It's no use at all," he responded. "Meditation isn't guaranteed to make you wealthy, gorgeous or famous. That's a mystery. You do want to achieve your goal, but you need to let go of the target-oriented, overachieving, task-centered way of doing and remain in the state of being that helps to incorporate your mind and body in your meditation. It is the paradox of the Zen instruction “Try not to try.” What to Do in an Emergency A professional teacher's guide is often required. A group called the Spiritual Emergence Network advises people suffering from a spiritual emergency and lets qualified psychologists and physicians discern between a psychological emergency and a mental breakdown. Another way to tell the difference is that the person who sees visions in a spiritual disaster realizes they are delusions, whereas in a psychotic breakdown the person believes the dreams are real. If you have feelings that are extremely unpleasant and no trainer is present, immediately stop the practice and concentrate on simple earthy stuff to get yourself focused. Dig into the yard, go out walking or jogging, get a workout, take a bath or a shower and eat heavy stuff. Slow down your spiritual awakening when you feel threatened by it.

My mom, who was likely not “qualified” to conduct our educations (in terms of public schooling standards), understood the value in these lessons. Her bravery in pursuing our homeschooling path cannot be overstated…Some ponytailed, white, Buddhist social studies teacher could have never made me love Japanese people as much as I loved Bachon, her daughter and my brother.…The positive influence of almost daily contact with the elderly, learning their secrets and traditions brought from their countries of origins, has meant the world to me. I learned from all of this that it sin’t difficult to love one another when we are exposed to the genuineness of individual persons. And isn’t it wonderful to consider that we all walk this earth as foreigners— and on this journey, we learn how to love the foreign as God loves us.

Students appear as a quantity of the classroom; the teacher qualifies as a quality, and the difference between that itself mirrors the context of it.

7. The closer we are to Self-realization, or enlightenment, the more ordinary we become. Only seekers striving for liberation as if it were a trophy glamorize the yogic process and themselves. They want to be extraordinary, whereas liberated beings are perfectly ordinary. They are as happy washing dishes as they are sitting quietly in meditation or teaching their disciples. For this reason, Yoga has from the beginning celebrated not only the path of the world-renouncing ascetic (samnyāsin) but also that of the world-engaging householder (grihastha) who uses the opportunities of daily life to practice the virtues of a yogic lifestyle. 8. In all Yoga practice, there is an element of pleasant “surprise” or favorableness. In the theistic schools of Yoga, this is explained as the grace (prasāda) of the Divine Being; in nontheistic schools, such as Jaina Yoga or certain schools of Buddhist Yoga, help is said to flow from liberated beings (called arhats, buddhas, bodhisattvas, tīrthankaras, or mahā-siddhas). Also, gurus are channels of benevolent energies, or blessings, intended to ripen their disciples. The process by which a guru blesses a disciple is called “transmission” (samcāra). In some schools, it is known as shakti-pāta, meaning “descent of the power.” The power in question is the Energy of Consciousness itself. 9. All Yoga is initiatory. That is, initiation (dīkshā) by a qualified teacher (guru) is essential for ultimate success in Yoga. It is possible to benefit from a good many yogic practices even without initiation. Thus, most exercises of Hatha-Yoga—from postures to breath control to meditation—can be successfully practiced on one’s own, providing the correct format has been learned. But for the higher stages of Yoga, empowerment through initiation is definitely necessary. The habit patterns of the mind are too ingrained for us to make deep-level changes without the benign intervention of a Yoga master. All yogic practices can usefully be viewed as preparation for this moment. 10. Yoga is a gradual process of replacing our unconscious patterns of thought and behavior with new, more benign patterns that are expressive of the higher powers and virtues of enlightenment. It takes time to accomplish this far-reaching work of self-transformation, and therefore practitioners of Yoga must first and foremost practice patience. Enlightenment, or liberation, is not realized in a matter of days, weeks, or months. We must be willing to commit to an entire lifetime of yogic practice. There must be a basic impulse to grow, regardless of whether or not we will achieve liberation in this lifetime. It is one of Yoga’s fundamental tenets that no effort is ever wasted; even the slightest attempt at transforming ourselves makes a difference. It is our patient cumulative effort that flowers into enlightenment sooner or later.

1 am green. A lotus flower in full-bloom residing in the lushness of the heart. Reaching, embracing, nourishing all in need. Fragile as the morning dew, as expansive as the depth offragrant forests. Ultimate unconditional acceptance, like the Mother Earth's love for her children. I am blue. Calm and cool, a reflection in a mirrored pond. Diamond stars married to the nighttime sky. The ocean waves curling back to their source. Kind, compassionate words serving as our guide, teacher, and mentor. Father Sky carries truth in the celestial music of his voice. I am purple. The richness of velvet and the elegance of silk. Diamonds of intuition embedded in the space of all-knowingness. Imagination running through the vastness of the dreamscape, playing in afield of swaying lavender, swirling in the energy of dimensions. Insight radiates softly into the mind's eye. I am white. Living within us like the innocence of a child. Sitting quietly, still with peace and patience, ready to serve. Every sparkling, dazzling particle on our planet shining forth universal light. The phenomenal beauty of pure Spirit. I am many colors. NOTE TO READERS This book is intended as an informational guide and is not meant to treat, diagnose, or prescribe. For any medical condition, physical conditions, or symptoms, always consult with a qualified physician or appropriate health care professional. Neither the author nor the publisher accepts any responsibility for your health or how you choose to use the information contained in this book. Names and identifying details have

Romanists teach that the Church, as an external, visible society, consisting of those who profess the Christian religion, united in communion of the same sacraments and subjection to lawful pastors, and especially to the Pope of Rome, is divinely appointed to be the infallible teacher of men in all things pertaining to faith and practice. It is qualified for this office by the plenary revelation of the truth in the written and unwritten word of God, and by the supernatural guidance of the Holy Spirit vouchsafed to the bishops as official successors of the Apostles, or, to the Pope as the successor of Peter in his supremacy over the whole Church, and as vicar of Christ on earth. There is something simple and grand in this theory. It is wonderfully adapted to the tastes and wants of men. It relieves them of personal responsibility. Everything is decided for them.

What it does serve to remind us is that learning formal English grammar from a nineteenth-century textbook, without a qualified teacher, was a truly daunting task, as anyone who picks up a copy of Kirkham’s will readily see.

I love playing a board game called What Shall I Be? The Exciting Game of Career Girls, in which you draw cards qualifying or disqualifying you for six possible outcomes: model, actress, nurse, teacher, stewardess, and ballerina. (“You are overweight” is the worst card to draw, because it alone eliminates two-thirds of the options.)

After she qualified, she got a job at a local school and her new teacher’s salary meant we could move to a bigger house. That work ethic and exceptional drive to get what she desired stuck with me. I absorbed that tenaciousness, that determination. Mum passed all of those qualities down to her daughters and led by example. But I also struggled with how work took so much of her time. I missed her.

Why do they practice such quietistic and futile Zen just as you do? It is, after all, because they failed to meet any qualified teachers in the beginning and came to indulge themselves in the practice of various inauthentic kinds of Zen. They know nothing about kufu to achieve immovability in movement. They should indeed be called self-indulgent, unenlightened, stubborn, and dense stink bags and pseudo-Zen men.

Many of the issues you have with your some of your students are not a reflection of how qualified you are as a teacher but more about how qualified you are as a leader and manager. Many students hide their pain behind school work. Many Students are too confused to pay attention to what you are teaching. And they are not confused about what you are teaching cos they aren't even listening to you. Their mind is far away. Far away from all of the things you try to make them see. Like someone in a trance. So your problem is not you and your qualifications. The problem is you and your professionalism on the job. A professional teacher knows when students are having real time issues that didn't start from school. He knows when they came to school with them. And when they left it all at home. He knows that even when school is the problem, the problem is usually bigger than school. He knows that until the student gets his acts together, not much progress would happen. In school and in other places. Plus he knows that whatever he does to help the student must be sustainable. Or the student would go right one day And wrong the next. Then may be wrong, wrong, wrong for a while again before going right again. Worse, right may never happen. The will of the child is more important than the school of the child. Even though the choice of school can shape the will. The art of teaching is way beyond the writings on the board and the notes in the bags. It is more about working on the mind and the shaping of destinies.

Many of the early Upanishads are in dialogue form, which gives us a sense of participating in the disclosure of the Upanishadic secrets. We encounter such charismatic wisdom teachers as Yājnavalkya, King Ajātashatru, and Uddālaka, who were once surely inaccessible to all but the most serious seekers after wisdom. It is quite amazing that today we can obtain inexpensive paperbacks that reveal what was once the most concealed esoteric teaching and the price of which was certainly much higher than a few dollars: it called for obedience and submission to a teacher, often for many long, trying years, before anything at all was disclosed to the student. Perhaps because we think we can come by this wisdom so easily and cheaply, we generally do not really value it. For instance, how many of us have actually changed our lives significantly after delving into these esoteric scriptures? The transmission of the Upanishadic teachings was not merely a matter of passing on theories. Rather it involved the transmission of the spiritual force or presence of the teacher, who had at least glimpsed the Self, if not fully realized it. Hence the qualified aspirant was expected to be like an empty vessel into which the guru’s grace and wisdom could be poured. The Upanishadic sages showed little concern about justifying any of their teachings philosophically, precisely because their verity could be demonstrated to the initiate through direct transmission. Only as other metaphysical traditions—both Hindu and non-Hindu—started to rival Advaita Vedānta, did the Vedānta teachers have to become more sophisticated philosophers and defenders of their faith.

Is it not manifest that the employing so many of our preachers in these agencies and professorships is one of the great causes why we have such a scarcity of preachers to fill the regular work? Moreover, these presidents, professors, agents, and editors get a greater amount of pay, and get it more certainly, too, than a traveling preacher, who has to breast every storm, and often falls very far short of his disciplinary allowance. Here is a great temptation to those who are qualified to fill those high offices to seek them, and give up the regular work of preaching and trying to save souls. And is it not manifest to every candid observer that very few of those young men who believe they were called of God to preach the Gospel, and are persuaded to go to a college or a Biblical institute, the better to qualify them for the great work of the ministry, ever go into the regular traveling ministry? The reason as plainly this: having quieted their consciences with the flattering unction of obtaining a sanctified education, while they have neglected the duty of regularly preaching Jesus to dying sinners, their moral sensibilities are blunted, and they see an opening prospect of getting better pay as teachers in high schools or other institutions of learning, and from the prospect of gain they are easily persuaded that they can meet their moral obligations in disseminating sanctified learning. Thus, as sure as a leaden ball tends to the earth in obedience to the laws of gravity, just so sure our present modus operandi tends to a congregational ministry, And if this course is pursued a little longer, the Methodist Church will bid a long, long farewell to her beloved itinerancy, to which we, under God, owe almost every thing that is intrinsically valuable in Methodism.

Education in Italy is paid for by the state. All children must attend school between the ages of six and 14. Most go to local state schools, although there are some private schools where parents pay for their children’s education. Children leave primary school at the age of 11, taking an exam before entering middle school. At 14, it is possible to leave school altogether, but most pupils take another exam to qualify for further education. According to their skills and interests they might choose to continue with academic studies at a liceo (grammar school), or they may prefer technical studies, taking an arts course at an academy, or training to become a teacher. Pupils in further education can take an exam which, if they pass, entitles them to a place at a university. There are some government grants for university students, although most of them pay about 200,000 lire ($160) each year in fees. In recent years, the Italian government has made a great effort to improve standards of education and to make sure that everyone learns to read and write. However, the northern, more industrial part of the country still has better equipped schools than the less populated south.

Menno Simon, who lived through these times (1492-1559) and was well qualified to speak, being one of the principal teachers among those who practiced the baptism of believers, wrote: “No one can truly charge me with agreeing with the Münster teaching; on the contrary, for seventeen years, until the present day, I have opposed and striven against it, privately and publicly, by voice and pen. Those who, like the Münster people, refuse the cross of Christ, despise the Lord’s Word, and practice earthly lusts under the pretence of right doing, we never will acknowledge as our brethren and sisters.” “Do our accusers mean to say that because we are outwardly baptized with the same kind of baptism as they, that therefore we must be reckoned as being of the same body and fellowship; then we answer: If outward baptism can do so much, then they themselves may consider what sort of fellowship theirs is, since it is clear and evident that adulterers and murderers and such like have received the same baptism as they!

The office of the ministry is a divine institution, which does not lie open in common to all, but is confined to those only whom God has qualified for it and called to it: even reason itself directs us to put a difference between the teachers and the taught (for, if all were teachers, there would be none to be taught), and the scriptures sufficiently declare that it is the will of God we should do so.

That isn’t the problem,” Abraham replied. “There’s certain words in there that are against her beliefs.” He cited the word adore. There was also a problem with the phrase — roughly translated — “If he doesn’t come back, kill me, sky, eat me, dirt, take me, Jesus.” “She can’t do it. José, you gotta understand.” Hernández removed adore and replaced “take me, Jesus” with the line, “I want to die.” That led to hours of deep discussion with Abraham about God, Jesus, and religion. “Hey, compadre, bring me the Bible,” he shouted out. With the Good Book in hand, Abraham began to talk theology. “He was trying to convince me there was no Holy Spirit, that Jesus is just a teacher,” said Hernández, himself a born-again Christian. “He said, ‘Before you get out of here, I’m gonna convert you.’ He was trying to explain his beliefs and what he thinks about life after death, who he thinks Jesus was. It was really deep. A lot of people see him as a hard business guy, but I know how strong his beliefs are — so strong he tried to convince me.” Hernández left Corpus believing the same things he had when he arrived. But he also realized that both Abraham and Selena shared a deep spirituality he’d rarely seen before. Neither was a member of the Jehovah’s Witnesses. As long as Selena pranced around the stage in clothes that were provocative and revealing, she couldn’t be accepted into the faith. Bustiers and bare midriffs did not qualify as the sort of modest dress required of women of the church. But that didn’t stop them from believing God’s kingdom was an actual government ruling in heaven that would soon return to earth to bring