Recess Teacher Quotes

If you skip one class, everyone knows about it. The teacher will track you down, or one of the guidance counselors will track you down and ask if you're smoking pot. According to the geniuses running this place, the only reason you would skip class is if you're smoking pot, though I actually find my classes more enjoyable when I'm high.

The recess bell has rung. The teacher is just wrapping up her lecture. Only your body is inside the class. Your mind is already in a different zone. Remember that joyful feeling? When the bell of awareness rings, your body and mind remain in the world, but you see them from a distance, from a different zone altogether. You feel very light, relieved from the unnecessary baggage.

She felt like the loser kid the teacher made everyone play with at recess. -Hanna Marin

And the fifth year was the year they discovered the giant boulder at the edge of the playing field, behind which the recess teacher couldn’t see what was happening. It was the year of their first kiss—or kisses, rather—there one and only foray into romance with each other. They tried it once with their lips closed tightly, a small quick peck, and then again, they tried it by touching their tongues together. The sensation was slippery, supple, and foreign. They both immediately agreed that it was gross and swore they would never do it again.

Never before had I felt trapped, so seduced and caught up in a story,' Clara explained, 'the way I did with that book. Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel. This is a world of shadows, Daniel, and magic is a rare asset. That book taught me that by reading, I could live more intensely. It could give me back the sight I had lost. For that reason alone, a book that didn't matter to anyone, changed my life.

So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?

Never before had I felt trapped, so seduced and caught up in a story,' Clara explained, 'the way I did with that book. Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel.

In many schools, teachers have been told, falsely, that there is an “opportunity zone” in which a child’s gender identification is malleable. They have used this zone to try to stamp out boyhood: banning same-sex play groups and birthday parties, forcing children to do gender-atypical activities, suspending boys who run during recess or play cops and robbers. In her book the War Against Boys, the philosopher Christina Hoff Sommers rightly calls this agenda “meddlesome, abusive and quite beyond what educators in a free society are mandated to do(172).

Never before had I felt trapped, seduced, and caught up in a story,' Clara explained, 'the way I did with that book. Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel. Have you ever kissed a girl, Daniel?' My brain seized up; my saliva turned to sawdust. 'Well, you're still very young. But it's that same feeling, that first-time spark that you never forget. This is the world of shadows, Daniel, and magic is a rare asset. That book taught me that by reading, I could live more intensely. It could give me back the sight I had lost. For that reason alone, a book that didn't matter to anyone changed my life.

The ancient teachers of this science," said he, "promised impossibilities and performed nothing. The modern masters promise very little; they know that metals cannot be transmuted and that the elixir of life is a chimera but these philosophers, whose hands seem only made to dabble in dirt, and their eyes to pore over the microscope or crucible, have indeed performed miracles. They penetrate into the recesses of nature and show how she works in her hiding-places. They ascend into the heavens; they have discovered how the blood circulates, and the nature of the air we breathe. They have acquired new and almost unlimited powers; they can command the thunders of heaven, mimic the earthquake, and even mock the invisible world with its own shadows.

For dinner Jade microwaves some Stars-n-Flags. They're addictive. They put sugar in the sauce and sugar in the meat nuggets. I think also caffeine. Someone told me the brown streaks in the Flags are caffeine. We have like five bowls each. After dinner the babies get fussy and Min puts a mush of ice cream and Hershey's syrup in their bottles and we watch The Worst That Could Happen, a half hour computer simulation of tragedies that have never actually occurred but theoretically could. A kid gets hit by a train and flies into a zoo, where he's eaten by wolves. A man cuts his hand off chopping wood and while he's wandering around screaming for help is picked up by a tornado and dropped on a preschool during recess and lands on a pregnant teacher.

Normally Felicity liked to spend her recess holding the duty teacher's hand and tattling on kids who were breaking nitpicky safety rules like no climbing fences, no running up the slide, and no using the teeter-totter as a human catapult. - Zombiekins

After dinner the babies get fussy and Min puts a mush of ice cream and Hershey's syrup in their bottles and we watch The Worst That Could Happen, a half-hour of computer simulations of tragedies that have never actually occurred but theoretically could. A kid gets hit by a train and flies into a zoo, where he's eaten by wolves. A man cuts his hand off chopping wood and while wandering around screaming for help is picked up by a tornado and dropped on a preschool during recess and lands on a pregnant teacher. ("Sea Oak")

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

The ancient teachers of this science,” said he, “promised impossibilities, and performed nothing. The modern masters promise very little; they know that metals cannot be transmuted, and that the elixir of life is a chimera. But these philosophers, whose hands seem only made to dabble in dirt, and their eyes to pore over the microscope or crucible, have indeed performed miracles. They penetrate into the recesses of nature, and shew how she works in her hiding places. They ascend into the heavens; they have discovered how the blood circulates, and the nature of the air we breathe. They have acquired new and almost unlimited powers; they can command the thunders of heaven, mimic the earthquake, and even mock the invisible world with its own shadows.

I wanted to keep going, not because I knew what we were doing or where it was going. It was like I had become addicted to it. There was a purity to our messaging that I found intoxicating. We’d been working our way through grade school, trying to remember everything we could about each year, our teachers and classmates, our lunch boxes and backpacks, the books we read, what we did at recess, our favorite toys. It felt like I could touch the sublime by memorizing all of JB’s memories. Wouldn’t that be a beautiful human achievement? To learn everything about a person you would never meet? I wrote: The thing is, writing these messages with you has become the most interesting thing I get to do. JB: Yes, that’s the same problem I’m having. HungryGhost: So why is that a problem again? JB: Aside from the staggering financial impact, I just feel weird. I don’t even know your name.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

In 2008, an Australian company commissioned a study to find out exactly how much people fear public speaking. The survey of more than one thousand people found that 23 percent feared public speaking more than death itself! As Jerry Seinfeld once said, most people attending a funeral would rather be in the casket than delivering the eulogy! I can relate to those people because I feared speaking in front of a class or group of people more than anything else when I was a kid. In fact, I dropped speech in high school because when I signed up for it I thought it was a grammar class for an English credit. When I found out it actually required giving an oral presentation, I didn’t want any part of it! After hearing the overview of the class on the first day, I got out of my seat and walked toward the door; the teacher asked me where I was going. We had a brief meeting in the hall, in which she informed me that nobody ever dropped her class. After a meeting with the principal, I dropped the class, but on the condition that I might be called upon in the near future to use my hunting and fishing skills. I thought the principal was joking--until I was called upon later that year during duck season to pick ducks during recess! I looked at it as a fair trade.

There are many things the Chinese do differently from Westerners. There’s the question of extra credit, for example. One time, Lulu came home and told me about a math test she’d just taken. She said she thought it had gone extremely well, which is why she didn’t feel the need to do the extra-credit problems. I was speechless for a second, uncomprehending. “Why not?” I asked. “Why didn’t you do them?” “I didn’t want to miss recess.” A fundamental tenet of being Chinese is that you always do all of the extra credit all of the time. “Why?” asked Lulu, when I explained this to her. For me this was like asking why I should breathe. “None of my friends do it,” Lulu added. “That’s not true,” I said. “I’m 100% sure that Amy and Junno did the extra credit.” Amy and Junno were the Asian kids in Lulu’s class. And I was right about them; Lulu admitted it. “But Rashad and Ian did the extra credit too, and they’re not Asian,” she added. “Aha! So many of your friends did do the extra credit! And I didn’t say only Asians do extra credit. Anyone with good parents knows you have to do the extra credit. I’m in shock, Lulu. What will the teacher think of you? You went to recess instead of doing extra credit?” I was almost in tears. “Extra credit is not extra. It’s just credit. It’s what separates the good students from the bad students." "Aww - recess is so fun," Lulu offered as her final sally. But after that, Lulu, like Sophia. always did the extra credit. Sometimes the girls got more points on extra credit than on the test itself - an absurdity that would never happen in China. Extra credit is one reason that Asian kids get such notoriously good grades in the United States. Rote drilling is another. Once Sophia came in second on a multiplication speed test, which her fifth grade teacher administered every Friday. She lost to a Korean boy named Yoon-seok. Over the next week, I made Sophia do twenty practice tests (of 100 problems each) every night, with me clocking her with a stopwatch. After that, she came in first every time. Poor Yoon-seok. He went back to Korea with his family, but probably not because of the speed test.

It wouldn’t be long before I’d learn another lesson that was a real turning point. I saw a dog scrounging around in the school parking lot, a dirty and scrawny mutt that had evidently been on his own for a while. Some of the kids and I shared a bit of food with the dog at recess. By the time classes were starting again we had befriended the poor thing. I suddenly felt an unusual responsibility toward the stray. I didn’t feel it was enough just to give it something to eat and say that I’d helped it, and then move on. I needed to make sure that dog was in a safe place. “We’ve got to do something to help,” I said to my teacher. “The school’s already called animal control,” my teacher explained. She assured me that if the owners were looking for the stray, they would have the best chance of finding it through animal control. I was stubborn. “But after a period of time, if the dog isn’t claimed, they’ll put it to sleep, right?” My teacher nodded reluctantly. “I suppose.” “So that’s not good enough.” My teacher sighed, giving me an I-haven’t-got-time-for-this look. “There aren’t really any other options, Terri.” And that was that. What happened to the stray dog, I’ll never know. But with the fierce determination of a child to right injustice, I resolved that when I grew up, I would no longer turn a blind eye and walk past a problem. I would stop and fix it. I remember that episode very clearly as a defining moment in my life. Neither the stray dog nor the ducklings were huge events, just minor incidents in the life of a young girl growing up in the Pacific Northwest. But they formed two vital threads in the fabric of who I am today: When you help an animal, do your absolute best to make sure you don’t harm it at the same time, and Never walk past a problem with an animal--fix it. These were the lessons I remembered when I encountered a sick, emaciated cougar in a plastic pet cage.

When I was in high school, my math teacher Mr. Packwood used to say, “If you’re stuck on a problem, don’t sit there and think about it; just start working on it. Even if you don’t know what you’re doing, the simple act of working on it will eventually cause the right ideas to show up in your head.” During that early self-employment period, when I struggled every day, completely clueless about what to do and terrified of the results (or lack thereof), Mr. Packwood’s advice started beckoning me from the recesses of my mind. I heard it like a mantra: Don’t just sit there. Do something. The answers will follow. In

One of the tragic ironies of modern life is that so many people feel isolated from each other by the very feelings they have in common: including a fear of failure and a sense of not being enough. Brené Brown shines a bright light into these dark recesses of human emotion and reveals how these feelings can gnaw at fulfillment in education, at work, and in the home. She shows too how they can be transformed to help us live more wholehearted lives of courage, engagement, and purpose. Brené Brown writes as she speaks, with wisdom, wit, candor, and a deep sense of humanity. If you’re a student, teacher, parent, employer, employee, or just alive and wanting to live more fully, you should read this book. I double dare you.” —Sir Ken Robinson, New York Times bestselling author

I’ve never really understood the importance of class participation. If I have the knowledge and I can prove that I have it in a test or in some homework, then why do I have to show it off in front of the whole classroom to get the grade? Or worse, if I don’t know the answer, why do I have to humiliate myself in front of the entire classroom just for some points? I just don’t get it. All I can say is that I definitely didn’t want that top spot hard enough to participate daily in every class. Although I gotta say that sometimes I was tempted to force myself to participate just so I could get the teachers off my back. “You have to learn to come out of your shell,” “Don’t be shy, we don’t bite,” “You’re never going to make it in the real world if you don’t talk.” They always used the same old, tired phrases. I knew some of them had good intentions, and maybe they were right, maybe I needed to speak up and participate more, but why did they think it was a good idea to motivate me like that? I’m sure there are other ways to promote class participation without being so aggressive or rude. Public humiliation was not going to magically transform me into someone outgoing like my brother, my parents had already tried that for years with no results. It is the teachers’ job to create a safe space for students to grow and develop, not a safe space for mocking and bullying. By singling me out as the “quiet one,” the teachers basically put a target on my back and gave my classmates permission to mock me for the same reason. And they took that permission by heart. All through middle school, many kids enjoyed bullying me for being quiet—and for other things, like preferring to read during recess instead of playing sports and for my short stature, but mostly it was for being quiet, which is something that I’ve never fully understood. Why did being quiet make me stand out? Shouldn’t it have been the other way around? I used to try to not pay attention to the bullies, but when so many people—including some of the teachers—tell you that there’s something wrong with you, you can’t help but start to wonder if they’re right.

In most school activities, structure is valued over serendipity. Understanding is often “designed” by an adult committee prior to even meeting the students. Play is something you do at recess, not in class where students need to “settle down” and “be serious.” Schedules and bells tell students where to be and what they are to learn. Textbooks set the pace of learning, and teachers tend to follow the pattern of chapter assignments and tests. Too often, kids are hooked on teachers and teachers have a faith-based relationship with the textbook.

Carrington was busy spreading a thick layer of glue on the last of three strips of wood that would be joined and fastened to the top edge of the skiff as a gunnel. I had to smile at the sight of Gage crouched beside her, murmuring instructions, holding back one of the braids that threatened to drag through the glue. “. . . and then at recess,” the girl said, squeezing a huge bottle of wood glue with both hands, “Caleb wouldn’t let anyone else play with the basketball, so Katie and I went and told the teacher—” “Good for you,” Gage said. “Here, put more glue on the edge. Better to use too much than not enough.” “Like this?” “Perfect.” “And then,” Carrington continued, “the teacher said it was someone else’s turn to play with the ball, and she made Caleb write an essay about sharing and cooperation.” “Did that fix him?” Jack asked. “No,” came Carrington’s disgusted reply. “He’s still the terriblest boy you could ever meet.” “They all are, honey,” Jack said. “I told him you were going to take me fishing,” Carrington went on indignantly, “and you know what he said?” “That girls aren’t good at fishing?” Jack guessed. “How did you know?” she asked in amazement. “Because I was a terrible boy once, and that’s probably what I would have said. But I’d have been dead wrong. Girls are great at fishing.” “Are you sure about that, Uncle Jack?” “Of course I— wait a minute.” Together Jack and Gage lifted the assembled wood strips and fit them to the edge of the boat. “Sweetheart,” Gage murmured to Carrington, “bring that bucket of clamps over here.” Carefully he placed clamps along the gunnel, pausing to adjust the wood strips when necessary. “What were you saying, Uncle Jack?” Carrington pressed, handing him some paper towels to wipe up dripping glue. “I was about to ask you: Who is the fishing expert in this family?” “You.” “That’s right. And who’s the expert on women?” “Uncle Joe,” she said, giggling. “Joe?” he asked in feigned outrage. “Humor him, Carrington,” Gage said. “Otherwise we’ll be here all day.” “You’re the expert on women,” Carrington told Jack promptly. “That’s right. And I’m here to tell you, some of the best anglers in the world are women.” “How come?” “They’re more patient, and they don’t give up easy. They tend to fish an area more thoroughly. And women can always find the spot with the hidden boulders or underwater weeds where fish are hiding. Men, we just look right past those spots, but women always find ’em.” As Jack spoke, Carrington caught sight of me in the doorway, and she threw me a grin. “Are you gonna take Miss Ella fishing?” she asked Jack, who had picked up a Japanese saw and was cutting off the protruding end of the gunnel at an angle. “If she wants to,” he said. “Is she gonna catch you, Uncle Jack?” Carrington asked slyly. “She already did, darlin’.

I remember once my kid got in trouble for saying to his teacher, “What time is fucking recess?” and I remember thinking, “Now where would he fucking pick up something like that?

The Hermetic Teachers impart their instruction regarding this subject by bidding their students examine the report of their consciousness regarding their Self. The students are bidden to turn their attention inward upon the Self dwelling within each. Each student is led to see that his consciousness gives him first a report of the existence of his Self — the report is "I Am." This at first seems to be the final words from the consciousness, but a little further examination discloses the fact that this "I Am" may be separated or split into two distinct parts, or aspects, which while working in unison and in conjunction, yet, nevertheless, may be separated in consciousness. While at first there seems to be only an "I" existing, a more careful and closer examination reveals the fact that there exists an "I" and a "Me." These mental twins differ in their characteristics and nature, and an examination of their nature and the phenomena arising from the same will throw much light upon many of the problems of mental influence. Let us begin with a consideration of the "Me," which is usually mistaken for the "I" by the student, until he presses the inquiry a little further back into the recesses of consciousness. A man thinks of his Self (in its aspect of "Me") as being composed of certain feelings, tastes, likes, dislikes, habits, peculiar ties, characteristics, etc., all of which go to make up his personality, or the "Self" known to himself and others. He knows that these emotions and feelings change; are born and die away; are subject to the Principle of Rhythm, and the Principle of Polarity, which take him from one extreme of feeling to another. He also thinks of the "Me" as being certain knowledge gathered together in his mind, and thus forming a part of himself. This is the "Me" of a man. But we have proceeded too hastily. The "Me" of many men may be said to consist largely of their consciousness of the body and their physical appetites, etc. Their consciousness being largely bound up with their bodily nature, they practically "live there." Some men even go so far as to regard their personal apparel as a part of their "Me," and actually seem to consider it a part of themselves. A writer has humorously said that "men consist of three parts — soul, body and clothes." These "clothes conscious" people would lose their personality if divested of their clothing by savages upon the occasion of a shipwreck. But even many who are not so closely bound up with the idea of personal raiment stick closely to the consciousness of their bodies being their "Me." They cannot conceive of a Self independent of the body. Their mind seems to them to be practically "a something belonging to" their body — which in many cases it is indeed. But as man rises in the scale of consciousness he is able to disentangle his "Me" from his idea of body, and is able to think of his body as "belonging to" the mental part of him. But even then he is very apt to identify the "Me" entirely with the mental states, feelings, etc., which he feels to exist within him. He is very apt to consider these internal states as identical with himself, instead of their being simply "things" produced by some part of his mentality, and existing within him — of him, and in him, but still not "himself." He sees that he may change these internal states of feelings by an effort of will, and that he may produce a feeling or state of an exactly opposite nature, in the same way, and yet the same "Me" exists. And so after a while he is able to set aside these various mental states, emotions, feelings, habits, qualities, characteristics, and other personal mental belongings — he is able to set them aside in the "not-me" collection of curiosities and encumbrances, as well as valuable possessions. This requires much mental concentration and power of mental analysis on the part of the student.

The Misbâh has chapters on “knowledge” (- ilm, ch. 62), “certain knowledge” ( yaqîn, ch. 88), “wisdom” (hikmah, ch. 99), and “ignorance” ( jahl, ch. 77). The chapters are spread over the whole, work seemingly without any clear motivation justifying their insertion in the particular places in which they are found. “Jafar” starts, of course, with the praise of knowledge as he does with the blame of ignorance whose progress is darkness42 and whose recession is light. He is concerned with clarifying the particular aspect of knowledge that is referred to in such common traditions as the search for knowledge being a duty, the search for knowledge to be extended even as far as China,43 and the knowledge about one’s soul being the knowledge of the Lord.44 In the first case, the knowledge intended is the knowledge of the fear of God and of certainty (- ilm at-taqwâ wa-l-yaqîn); in the sec- ond, the knowledge about (ma- rifah) the soul/self which includes the knowledge about the Lord; and in the third (where this last knowledge is particularly speci- ed), the knowledge that requires acting in accordance with it and which is “sincere devotion” (ikhlâs). The theme of the necessity of acting with sincere devotion is then elaborated by means of statements castigating useless knowledge and stressing the fact that just a small amount of knowledge supports a large amount of life-long work. An inscription found and deciphered by Jesus and a revelation received by David likewise indicate the need for action. “Knowledge” is the only way leading to God. The true “knower” is identi- ed by his prayers, his piety, and his actions, and not by his appearance, his pre- tensions, and his words. True knowledge has always been sought in the past by those possessing intelligence, devotion (nusk), modesty (bashful- ness, hayâ), and the fear of God (khashyah); today it is sought by men not possessing any of these qualities. Statements concerning the qualities required of teachers and students conclude “Jafar's chapter on knowledge. Knowledge, for “Jafar,” is the result of introspection, a response within the individual to the divine. But it is also the result of a process of teaching and studying, and it must - find expression in relevant human activity. The whole would seem to be a mixture of moderate Shîah views of revealed and inspired knowledge and the “orthodox” concern with the methodology of the transmission of traditions and their practi- cal legal signi- cance.

Ah. You are not crazy to be heartbroken over the polar bears; the rest of us are crazy not to be. Tish couldn’t go to recess because she was paying attention to what her teacher said. As soon as she heard the polar bear news, she let herself feel the horror and know the wrongness and imagine the inevitable outcome. Tish is sensitive, and that is her superpower. The opposite of sensitive is not brave. It’s not brave to refuse to pay attention, to refuse to notice, to refuse to feel and know and imagine. The opposite of sensitive is insensitive, and that’s no badge of honor. Tish senses. Even as the world tries to speed by her, she is slowly taking it in. Wait, stop. That thing you said about the polar bears…it made me feel something and wonder something. Can we stay there for a moment? I have feelings. I have questions. I’m not ready to run outside to recess yet. In most cultures, folks like Tish are identified early, set apart as shamans, medicine people, poets, and clergy. They are considered eccentric but critical to the survival of the group because they are able to hear things others don’t hear and see things others don’t see and feel things others don’t feel. The culture depends on the sensitivity of a few, because nothing can be healed if it’s not sensed first. But our society is so hell-bent on expansion, power, and efficiency at all costs that the folks like Tish—like me—are inconvenient. We slow the world down. We’re on the bow of the Titanic, pointing, crying out, “Iceberg! Iceberg!” while everyone else is below deck, yelling back, “We just want to keep dancing!” It is easier to call us broken and dismiss us than to consider that we are responding appropriately to a broken world. My little girl is not broken. She is a prophet. I want to be wise enough to stop with her, ask her what she feels, and listen to what she knows.

A child who is self-regulated can wait a few minutes if dinner is late, concentrate on homework even if they want to go outside and play, or tolerate car rides. They can sit until the recess bell rings or hold on to a question for a time rather than blurting it out while the teacher is talking. A self-regulated child can use words to navigate a conflict with a peer on the playground rather than simply pushing or hitting to get their way. Self-regulation allows children to adjust to life’s challenges by using their own internal resources rather than needing an adult to navigate or mediate difficulties for them or with them.

do it over again if their handwriting isn’t perfect.” Mrs. Jewls tried very hard to ignore the voice. She didn’t like giving busy work. Instead she tried to teach the children three new things every day. She believed that if they learned three new things every day, they would eventually learn everything there is to know. There are some classes where the teachers give so much busy work that the children never learn anything. “What do you care if the children learn anything?” asked the mean and rotten voice. “It’s not your job to teach them. It’s your job to punish them. Keep them in at recess. Hit them with your yardstick!” The bell rang and all the kids scurried to their desks. “We are going to learn three new things today,” Mrs. Jewls announced.

We all know that teachers are doctors and dentists (for all those lost teeth), coaches and travel agents (for all those field trips), directors and handwriting analysts (for all the papers without names), and counselors and lawyers ("I'll cross-examine you in a second to find out what happened at recess").

Until then, reading was just a duty, a sort of fine one had to pay teachers and tutors without quite knowing why. I had never known the pleasure of reading, of exploring the recesses of the soul, of letting myself be carried away by imagination, beauty, and the mystery of fiction and language. For me all those things were born with that novel.

You’d think I’d be excited to get into shape, but I wasn’t. I don’t like to exercise, but not because it’s painful or tiring. I’ve climbed mountains in Peru and ridden my bike across America. I’m willing. The reason I don’t like exercise is because somewhere, in the deep recesses of my brain I’ve become convinced no amount of work is enough. I never leave a workout satisfied or proud of myself. And for that matter, I never quit a writing session thinking I’ve worked hard enough either. Or a teaching gig or a business meeting or anything else. I’m so bad about this I used to mow my lawn then crawl around on the grass with a pair of scissors, cutting uneven blades of grass. No kidding. I might have a problem. There are really only two things a person can do when they’re that much of a perfectionist. They can either live in the torture and push themselves to excel, or they can quit. I tend to go back and forth between the torture of working too hard and the sloth of quitting. The reason I bring this up has nothing to do with exercise or writing. I bring it up because it’s a symptom of a bigger problem, a problem that is going to affect mine and Betsy’s relationship. The problem is this: those of us who are never satisfied with our accomplishments secretly believe nobody will love us unless we’re perfect. In the outer ring Bill was talking about, the ring that covers shame, we write the word perfect and attempt to use perfection to cover our shame. I had a friend once who used to mumble curse words every time she drove by her high school algebra teacher’s house because, years before, the teacher had given her a B-.

As the latest science and psychology entered behavioral management, the approach shifted. Now, if a student acts out or isn’t following directions, Hillary says, “I first provide them with a choice, asking, ‘Can you reset?’” A reset is a momentary pause, an opportunity for the child to think about their behavior or mistake and correct it. Teachers explain and practice resets throughout the year. If the child resets, the teacher quickly moves on. As Hillary summarizes, “Everybody makes mistakes and mistakes are okay. A reset is a chance to think through your emotions and come back online. Children aren’t used to or equipped to navigate the barrage of emotions they feel. Give them space to deal with them.” And if the behavior continues? “I give them two options. For example, you can start your assignment at your desk or at my table. Or, you can reset now or we can practice resetting at recess together. They feel like they have control as they’re picking a choice, but I’m steering their behaviors toward what is acceptable. They can’t just say ‘No.

if I were a gay teacher at my elementary school in the eighties, I might have experienced that time as extremely polarizing. There were things that couldn’t be said back then, too. It’s just they were different things than slurs. In those days you couldn’t say things like “actually, I’m gay’” or else you’d be carrying the ball. You’d become “the queer,” and if you wanted to know what that meant for you, you only had to watch the boys playing at recess, or listen to both sides laughing at the press secretary of the president of the United States about tens of thousands of dead gay men. Criticism would be the least of it. Criticism still is the least of it, even in these times that have more protections for and awareness about gay people . . . protections and awareness that are what make us more polarized, as many very fine people will remind us.

Scripture has infinite depth, and the more revelation that the teacher has received, the greater insight the teacher can convey. The greater freedom a teacher walks in, the greater authority that teacher carries to set others free. The more access the teacher gives God to his or her heart, the more the teacher can access the deep recesses of the heart of others. When

The weirdness never stops! Help! With the Recess Enrichment Program, A.J. and the gang have to take classes even during recess! The new teacher, Mrs. Lizzy, teaches how to make balloon animals, how to compost worms, and lots of other weird useless skills that nobody would ever want to know in a million hundred years!