Resource Teacher Quotes

You survived by seizing every tiny drop of love you could find anywhere, and milking it, relishing it, for all it was worth. And as you grew up, you sought love, anywhere you could find it, whether it was a teacher or a coach or a friend or a friend's parents. You sought those tiny droplets of love, basking in them when you found them. They sustained you. For all these years, you've lived under the illusion that somehow, you made it because you were tough enough to overpower the abuse, the hatred, the hard knocks of life. But really you made it because love is so powerful that tiny little doses of it are enough to overcome the pain of the worst things life can dish out. Toughness was a faulty coping mechanism you devised to get by. But, in reality, it has been your ability to never give up, to keep seeking love, and your resourcefulness to make that love last long enough to sustain you. That is what has gotten you by.

Teachers should be made aware of visual stress symptoms and the potential difference coloured lights, overlays and lenses could make to a learners perception.

If you are a parent, teacher, camp counselor, or school resource officer and you see children severely change or restrain their arm behavior around their parents or other adults, at a minimum it should arouse your interest and promote further observation. Cessation of arm movement is part of the limbic system’s freeze response. To the abused child, this adaptive behavior can mean survival.

‎Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.

In a world now so obsessed with speed, we teachers must step back and learn to wait.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

When we are talking about cash flow - once again, nature is a great teacher. Cash is simply the base resource with which most activities predicate. In nature, cash is symbolized by water. Rarely is anything in nature ever lacking water. Even in the deserts, the life forms that live and grow there have figured out ‘cash flow’ or ‘water flow’…. They’ve figured out how to manage the flow of water relative to the tasks and objectives which require its use. If a cactus in the desert can figure out how to manage the flow of water relative to the tasks and objectives which require its use… then we can figure out how to manage the flow of cash relative to the tasks and objectives which require its use. If nature can invest wisely, so can we.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

Kids can and will thrive in the right conditions, but it all seems to start with the teachers, and giving those teachers the resources to teach- and not just to test.

Nations such as Finland, Canada, Japan, and South Korea spend time and resources improving the skills of their teachers, not selectively firing them in relation to student test scores.

Standing side by side children with our heads together, we are trying to understand their learning based on what we observe as they use the social, technical, symbolic, and material resources at their disposal.

Improving the skills of HR colleagues. The best learners are also teachers. Investing in building the skills of HR colleagues requires individuals to be clear and disciplined about a topical area, tool, or technology.

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

Code-switching in these spaces is a key skill that not everyone can or will acquire. And the toll of not being adept at this skill plays out not only in how girls are treated by their peers but also in how they are treated by the systems they encounter. A girl who is seen as fitting into the patriarchy’s preset mold of a “good girl,” one who won’t engage in any of that pesky interest in herself, her own goals and concerns, but who is instead seemingly willing to be directed, will often find herself offered more resources by teachers, employers, or other people with power to effect a positive change in her life. A counterpart who is messier, louder, and more invested in being true to herself and where she came from, no matter how much that self departs from accepted ideas of a “good girl,” is unlikely to benefit from the same resources.

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.

Ultimately, classroom teachers are the targets of this anger, as they are the public face of the education system. As a group, teachers work very hard with limited resources. They are called upon to equalize the inequities our society creates, and to offer not just equal educational opportunities, but equal educational outcomes to all children.

Education and Teaching jobs for teachers and school support staff with education forums and free teaching resources. http://www.workinschools.co.uk/defaul...

Let a Stoic open the resources of man, and tell men they are not leaning willows, but can and must detach themselves; that with the exercise of self-trust, new powers shall appear; that a man is the word made flesh, born to shed healing to the nations, that he should be ashamed of our compassion, and that the moment he acts from himself, tossing the laws, the books, idolatries, and customs out of the window, we pity him no more, but thank and revere him, — and that teacher shall restore the life of man to splendor, and make his name dear to all history.

Some take pains to be biblical, but many [Christian financial teachers, writers, investment counselors, and seminar leaders] simply parrot their secular colleagues. Other than beginning and ending with prayer, mentioning Christ, and sprinkling in some Bible verses, there's no fundamental difference. They reinforce people's materialist attitudes and lifestyles. They suggest a variety of profitable plans in which people can spend or stockpile the bulk of their resources. In short, to borrow a term from Jesus, some Christian financial experts are helping people to be the most successful 'rich fools' they can be.

The hardest part about letting God fight your battle is that He sometimes waits until the eleventh hour so you will have no doubt of where the power is coming from. Stormie Omartian Just Enough Light for the

A similar attitude causes some people to spurn the use of commentaries and similar resources in their Bible study, as if their own uninformed first impression is just as good as careful study using reference tools. It is becoming more and more common all the time to hear people say, 'I don't read commentaries and books about the Bible. I limit my study to the Bible itself.' That may sound very pious, but is it? Isn't it actually presumptuous? Are the written legacies of godly men of no value to us? Can someone who ignores study aids understand the Bible just as well as someone who is familiar with the scholarship of other godly teachers and pastors?

Therefore the good person is the teacher of the bad person The bad person is the resource of the good person Those who do not value their teachers And do not love their resources Although intelligent, they are greatly confused5 This is called the essential wonder

birch – hope butterflies – change, transformation, inner growth cypress – mourning daisies – innocence, purity dragonflies – ancestors fireflies – life, sexuality hummingbirds – hope and beauty, the sun in disguise, infinity in the flight of their wings phoenix – rebirth poppies – remembrance raven – in some cultures death, in some cultures a bringer of light associated with Creation rose (red) – romantic love rose (yellow) – friendship sage – powerful cleansing sweetgrass – a grandmother medicine sycamore – hidden treasure

A perfect child is often pictured as the one who quietly obeys his parents, doesn’t fight with his brothers or sisters, does his chores without complaining, saves his money, does homework without being reminded—and who gets good grades, is athletic, and is popular. Does this mean that a child who doesn’t fit this description is imperfect? Frankly, we worry about the child who fits this fantasy description. This is usually the child who does not feel secure enough to test power boundaries and find out who she is apart from her parents and teachers, who is afraid to make mistakes or risk disapproval.

the strongest predictor of students’ success is related to their social circumstances. The social, intellectual, and fiscal resources, or “capital,” students bring with them into schools, whether charter or traditional, are much more important than the structure of the school or even the quality of the teachers

If you’re asking the schools to be the answer, you’re also asking a lot. If you take a kid from a bad background and expect the overburdened teachers to turn him around in seven hours a day, it might or might not happen. What about the other seventeen hours in a day? People often ask us if, through our research and experience, we can now predict which children are likely to become dangerous in later life. Roy Hazelwood’s answer is, “Sure. But so can any good elementary school teacher.” And if we can get them treatment early enough and intensively enough, it might make a difference. A significant role-model adult during the formative years can make a world of difference. Bill Tafoya, the special agent who served as our “futurist” at Quantico, advocated a minimum of a ten-year commitment of money and resources on the magnitude of what we sent into the Persian Gulf. He calls for a wide-scale reinstatement of Project Head Start, one of the most effective long-term, anticrime programs in history. He doesn’t think more police are the answer, but he would bring in “an army of social workers” to provide assistance for battered women, homeless families with children, to find good foster homes. And he would back it all up with tax incentive programs. I’m not sure this is the total answer, but it would certainly be an important start. Because the sad fact is, the shrinks can battle all they want, and my people and I can use psychology and behavioral science to help catch the criminals, but by the time we get to use our stuff, the severe damage has already been done.

Over the years I have read many, many books about the future, my ‘we’re all doomed’ books, as Connie liked to call them. ‘All the books you read are either about how grim the past was or how gruesome the future will be. It might not be that way, Douglas. Things might turn out all right.’ But these were well-researched, plausible studies, their conclusions highly persuasive, and I could become quite voluble on the subject. Take, for instance, the fate of the middle-class, into which Albie and I were born and to which Connie now belongs, albeit with some protest. In book after book I read that the middle-class are doomed. Globalisation and technology have already cut a swathe through previously secure professions, and 3D printing technology will soon wipe out the last of the manufacturing industries. The internet won’t replace those jobs, and what place for the middle-classes if twelve people can run a giant corporation? I’m no communist firebrand, but even the most rabid free-marketeer would concede that market-forces capitalism, instead of spreading wealth and security throughout the population, has grotesquely magnified the gulf between rich and poor, forcing a global workforce into dangerous, unregulated, insecure low-paid labour while rewarding only a tiny elite of businessmen and technocrats. So-called ‘secure’ professions seem less and less so; first it was the miners and the ship- and steel-workers, soon it will be the bank clerks, the librarians, the teachers, the shop-owners, the supermarket check-out staff. The scientists might survive if it’s the right type of science, but where do all the taxi-drivers in the world go when the taxis drive themselves? How do they feed their children or heat their homes and what happens when frustration turns to anger? Throw in terrorism, the seemingly insoluble problem of religious fundamentalism, the rise of the extreme right-wing, under-employed youth and the under-pensioned elderly, fragile and corrupt banking systems, the inadequacy of the health and care systems to cope with vast numbers of the sick and old, the environmental repercussions of unprecedented factory-farming, the battle for finite resources of food, water, gas and oil, the changing course of the Gulf Stream, destruction of the biosphere and the statistical probability of a global pandemic, and there really is no reason why anyone should sleep soundly ever again. By the time Albie is my age I will be long gone, or, best-case scenario, barricaded into my living module with enough rations to see out my days. But outside, I imagine vast, unregulated factories where workers count themselves lucky to toil through eighteen-hour days for less than a living wage before pulling on their gas masks to fight their way through the unemployed masses who are bartering with the mutated chickens and old tin-cans that they use for currency, those lucky workers returning to tiny, overcrowded shacks in a vast megalopolis where a tree is never seen, the air is thick with police drones, where car-bomb explosions, typhoons and freak hailstorms are so commonplace as to barely be remarked upon. Meanwhile, in literally gilded towers miles above the carcinogenic smog, the privileged 1 per cent of businessmen, celebrities and entrepreneurs look down through bullet-proof windows, accept cocktails in strange glasses from the robot waiters hovering nearby and laugh their tinkling laughs and somewhere, down there in that hellish, stewing mess of violence, poverty and desperation, is my son, Albie Petersen, a wandering minstrel with his guitar and his keen interest in photography, still refusing to wear a decent coat.

Assessment centers on demonstrated competencies, not memorized content. Standardized tests are used thoughtfully to identify and assist students lagging in “learning how to learn” skills. Students teach and learn from each other. They learn to make the most of online resources and machine intelligence and draw on adults for guidance.

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.

Shouldn’t we also ask ourselves what the consequences are of scrambling to provide the “most”” of everything to our children in a world of fast-dwindling resources? What does the mad and often brutally competitive scramble for resources – for more pay for teachers, for more equipment, for more money for schools – teach our children about us? More crucially, what message does this mad scramble send to those children who, through no fault of their own, lose out in the competition? And what would be the cost to the social fabric if our children’s convictions were based on their experience? (Perhaps we are already paying the cost of the development of such convictions, however poorly articulated, in the forms of violence, chemical dependency, teenage pregnancy, and a host of other social ills affecting today’s young people?)

One would not have thought that children in America would ever have to choose between a teacher or a playground or sufficient toilet paper. Like grain in a time of famine, the immense resources which the nation does in fact possess go not to the child in the greatest need but to the child of the highest bidder—the child of parents who, more frequently than not, have also enjoyed the same abundance when they were schoolchildren.

Adults tend to forget – or perhaps never appreciated in the first place if lifelong non-readers themselves – what a vital part of the process rereading is for children. As adults, rereading seems like backtracking at best, self-indulgence at worst. Free time is such a scarce resource that we feel we should be using it only on new things. But for children, rereading is absolutely necessary. The act of reading is itself still new. A lot of energy is still going into (not so) simple decoding of words and the assimilation of meaning. Only then do you get to enjoy the plot – to begin to get lost in the story. And only after you are familiar with the plot are you free to enjoy, mull over, break down and digest all the rest. The beauty of a book is that it remains the same for as long as you need it. It’s like being able to ask a teacher or parent to repeat again and again some piece of information or point of fact you haven’t understood with the absolute security of knowing that he/she will do so infinitely. You can’t wear out a book’s patience. And for a child there is so much information in a book, so much work to be done within and without. You can identify with the main or peripheral character (or parts of them all). You can enjoy the vicarious satisfaction of their adventures and rewards. You also have a role to play as interested onlooker, able to observe and evaluate participants’ reactions to events and to each other with a greater detachment, and consequent clarity sometimes, than they can. You are learning about people, about relationships, about the variety of responses available to them and in many more situations and circumstances (and at a much faster clip) than one single real life permits. Each book is a world entire. You’re going to have to take more than one pass at it.

These things are endless. When you try fixing your mind on the places you contact with your eyes and ears, you’ll find that everything between Heaven and Earth can become the seed of some resourcefulness. There is nothing under Heaven that cannot be said to be your teacher. Everything is important to you, so search it out. When there is absolutely nothing important enough for you to search out, there will be nothing left for you to receive from mankind.

Don't strive to be clever, strive to be sensible. Don't strive to be mighty, strive to be amiable. Don't strive to be eminent, strive to be helpful. Don't strive to be successful, strive to be useful. Don't strive to be rich, strive to be valuable. Don't strive to be great, strive to be humble. Don't strive to teach, strive to be knowledgable. Don't strive to preach, strive to be insightful. Don't strive to compete, strive to be impactful. Don't strive to command, strive to be resourceful. Don't strive to dominate, strive to be skillful. Don't strive to conquer, strive to be masterful. If you strive to be a preacher, strive to be spiritual. If you strive to be teacher, strive to be approachable. If you strive to be a leader, strive to be teachable. If you strive to be a warrior, strive to be thoughtful. If you strive to be a commander, strive to be gentle. If you strive to be a conqueror, strive to be merciful.

Teachers like Jimenez in the United States make something like 21 percent less than workers with similar education levels in other fields, and yet for all that they sacrifice—for all that they love their work—they are still often blamed when students fail to transcend the circumstances in which they live. Teachers tend to stick it out, staying on the job even as budget cuts mean class sizes grow and resources shrink—and even as they buy toilet paper and food for their students out of their own paychecks.

As Brian Campbell, another Middletown teacher, told me, “When you have a large base of Section 8 parents and kids supported by fewer middle-class taxpayers, it’s an upside-down triangle. There’re fewer emotional and financial resources when the only people in a neighborhood are low-income. You just can’t lump them together, because then you have a bigger pool of hopelessness.” On the other hand, he said, “put the lower-income kids with those who have a different lifestyle model, and the lower-income kids start to rise up.

Fifty years after Brown, we should have learned that there is no magic in white classmates. The magic lies at the intersection of educational opportunity and attitude—the coming together of teachers who know how to teach and children who are ready to learn. No one thing—not the ballot, not changes in school governance, not desegregation—will produce that happy confluence. We have to demand that the schools get ready for our children. But we also have to make sure, using every resource at our disposal, that our children are ready for school.

It was during the 1970s that statisticians decided it would be a good idea to measure banks’ “productivity” in terms of their risk-taking behavior. The more risk, the bigger their slice of the GDP.14 Hardly any wonder, then, that banks have continually upped their lending, egged on by politicians who have been convinced that the financial sector’s slice is every bit as valuable as the whole manufacturing industry. “If banking had been subtracted from the GDP, rather than added to it,” the Financial Times recently reported, “it is plausible to speculate that the financial crisis would never have happened.”15 The CEO who recklessly hawks mortgages and derivatives to lap up millions in bonuses currently contributes more to the GDP than a school packed with teachers or a factory full of car mechanics. We live in a world where the going rule seems to be that the more vital your occupation (cleaning, nursing, teaching), the lower you rate in the GDP. As the Nobel laureate James Tobin said back in 1984, “We are throwing more and more of our resources, including the cream of our youth, into financial activities remote from the production of goods and services, into activities that generate high private rewards disproportionate to their social productivity.”16

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!

In one county in Mississippi, 350 black children had only three teachers among them. The low priority the government placed on schools for African American children was reflected not only in the paucity of resources but in the truncated school year as well. The academic term for black children in Dawson County, Georgia, was six weeks. In Mississippi, because children were essential for picking cotton and would not be released until the last harvest was in, African Americans’ schools routinely opened as late as mid-November.26 Beyond sick and tired of the anemic and inadequate public education designed for blacks, African Americans were willing to go north to find good schools for their children.27

For example, we’d recognize that Section 8 vouchers ought to be administered in a way that doesn’t segregate the poor into little enclaves. As Brian Campbell, another Middletown teacher, told me, “When you have a large base of Section 8 parents and kids supported by fewer middle-class taxpayers, it’s an upside-down triangle. There’re fewer emotional and financial resources when the only people in a neighborhood are low-income. You just can’t lump them together, because then you have a bigger pool of hopelessness.” On the other hand, he said, “put the lower-income kids with those who have a different lifestyle model, and the lower-income kids start to rise up.” Yet when Middletown recently tried to limit the number of Section 8 vouchers offered within certain neighborhoods, the federal government balked. Better, I suppose, to keep those kids cut off from the middle class.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

In marked contrast to the wars we can always afford you will frequently hear the same people talk about not having the money for any number of things that affect the lives of poor people, such as adequate fire safety, decent pay for nurses and teachers and winter fuel for the elderly: this is classism. The state makes choices about the interests in which collective resources will be spent. Poor people have no real voice in British politics, but we do have an unelected second chamber of ‘lords’ influencing policy. None of this is conducive to having a truly democratic society and we may not be able to substantially change it, but it is important that we at least understand what’s going on. Class affects everything - culture, confidence and worldview - and the class system is so entrenched in Britain that even a person’s accent carries with it implications about their social background.

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

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.

In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed.

If our young men miscarry in their first enterprises, they lose all heart. If the young merchant fails, men say he is ruined. If the finest genius studies at one of our colleges, and is not installed in an office within one year afterwards in the cities or suburbs of Boston or New York, it seems to his friends and to himself that he is right in being disheartened, and in complaining the rest of his life. A sturdy lad from New Hampshire or Vermont, who in turn tries all the professions, who  teams it, farms it, peddles, keeps a school, preaches, edits  a newspaper, goes to Congress, buys a township, and so forth, in successive years, and always, like a cat, falls on his feet, is worth a hundred of these city dolls. He walks abreast with his days, and feels no shame in not ‘studying a profession,’ for he does not postpone his life, but lives already. He has not one chance, but a hundred chances. Let a Stoic open the resources of man, and tell men they are not leaning willows, but can and must detach themselves; that with the exercise of self-trust, new powers shall appear; that a man is the word made flesh, born to shed healing to the nations, that he should  be ashamed of our compassion, and that the moment he acts from himself, tossing the laws, the books, idolatries, and customs out of the window, we pity him no more, but thank and revere him, — and that teacher shall restore the life of man to splendor, and make his name dear to all history.

Type II trauma also often occurs within a closed context - such as a family, a religious group, a workplace, a chain of command, or a battle group - usually perpetrated by someone related or known to the victim. As such, it often involves fundamental betrayal of the relationship between the victim and the perpetrator and within the community (Freyd, 1994). It may also involve the betrayal of a particular role and the responsibility associated with the relationship (i.e., parent-child, family member-child, therapist-client, teacher-student, clergy-child/adult congregant, supervisor-employee, military officer-enlisted man or woman). Relational dynamics of this sort have the effect of further complicating the victim's survival adaptations, especially when a superficially caring, loving or seductive relationship is cultivated with the victim (e.g., by an adult mentor such as a priest, coach, or teacher; by an adult who offers a child special favors for compliance; by a superior who acts as a protector or who can offer special favors and career advancement). In a process labelled "selection and grooming", potential abusers seek out as potential victims those who appear insecure, are needy and without resources, and are isolated from others or are obviously neglected by caregivers or those who are in crisis or distress for which they are seeking assistance. This status is then used against the victim to seduce, coerce, and exploit. Such a scenario can lead to trauma bonding between victim and perpetrator (i.e., the development of an attachment bond based on the traumatic relationship and the physical and social contact), creating additional distress and confusion for the victim who takes on the responsibility and guilt for what transpired, often with the encouragement or insinuation of the perpetrator(s) to do so.

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance. I had a fifth-grade teacher, Mr. Conway, who fought monsters in me. He showed kindness and recognized some talent in me at just the period when violence was consuming my family. He gave me some alternative designs for self-image, not just the one children logically deduce from mistreatment (“If this is how I am treated, then this is the treatment I am worthy of”). It might literally be a matter of a few hours with a person whose kindness reconnects the child to an earlier experience of self, a self that was loved and valued and encouraged.

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.

She didn’t have the resources to compete with the kids who practiced for hours each day, the ones who’d been playing since they were five, with professional teachers, with parents to prod them and pay for their lessons.

One area of particular concern for professionals is the identification of ADHD in individuals from culturally and linguistically diverse backgrounds. Some are fearful that ethnic and cultural factors may lead to the overdiagnosis of ADHD in some groups, especially African American boys. Because this disorder is frequently identified by means of behavior rating scales, which rely on the subjective opinions of the evaluators, the issue of bias may arise. This concern is especially troublesome when the rater’s background differs from that of the student. Differences have been found in how teachers evaluate for ADHD in European American versus African American youngsters. African American boys, for example, were thought to exhibit the most severe symptoms of ADHD, and European American girls were seen as manifesting the least severe symptoms (Weyandt, 2007). Interestingly, Hispanic children are less likely than white and African American children to be diagnosed with ADHD (National Resource Center on ADHD, 2019a). The intriguing question then is “Are these authentic group differences (which likely reflect normative behaviors) or an indicator of possible rater bias?” Unfortunately, this issue currently remains unresolved.

But with the propaganda machine churning on, the police, and the governments that direct them, are able to get buy-in from the very people they are meant to police. The community hears the gunshots, sees the addicts wandering hopelessly and the dope boys pondering their next move, grows fearful that a shouting match will turn ugly quickly, and they have been taught by teachers, counselors, television, movies, and the police themselves that the cops can solve this problem. So they call. There is no alternative. No one will even pay for them to have trash cans. How can a community deprived of the basics expect to receive the resources they need to no longer depend on police? They have, purposefully, been given nothing else.

What’s Slipping Under Your Radar? Word Count: 1096 Summary: Ben, a high-level leader in a multi-national firm, recently confessed that he felt like a bad father. That weekend he had messed up his Saturday daddy duties. When he took his son to soccer practice, Ben stayed for a while to support him. In the process, though, he forgot to take his daughter to her piano lesson. By the time they got to the piano teacher’s house, the next student was already playing. This extremely successful businessman felt like a failure. Keywords: Dr. Karen Otazo, Global Executive Coaching, Leadership Article Body: Ben, a high-level leader in a multi-national firm, recently confessed that he felt like a bad father. That weekend he had messed up his Saturday daddy duties. When he took his son to soccer practice, Ben stayed for a while to support him. In the process, though, he forgot to take his daughter to her piano lesson. By the time they got to the piano teacher’s house, the next student was already playing. This extremely successful businessman felt like a failure. At work, one of Ben’s greatest strengths is keeping his focus no matter what. As a strategic visionary, he keeps his eyes on the ongoing strategy, the high-profile projects and the high-level commitments of his group. Even on weekends Ben spends time on email, reading and writing so he can attend the many meetings in his busy work schedule. Since he is so good at multi-processing in his work environment, he assumed he could do that at home too. But when we talked, Ben was surprised to realize that he is missing a crucial skill: keeping people on his radar. Ben is great at holding tasks and strategies in the forefront of his mind, but he has trouble thinking of people and their priorities in the same way. To succeed at home, Ben needs to keep track of his family members’ needs in the same way he tracks key business commitments. He also needs to consider what’s on their radar screens. In my field of executive coaching, I keep every client on my radar screen by holding them in my thinking on a daily and weekly basis. That way, I can ask the right questions and remind them of what matters in their work lives. No matter what your field is, though, keeping people on your radar is essential. Consider Roger, who led a team of gung-ho sales people. His guys and gals loved working with him because his gut instincts were superb. He could look at most situations and immediately know how to make them work. His gut was great, almost a sixth sense. But when Sidney, one of his team of sales managers, wanted to move quickly to hire a new salesperson, Roger was busy. He was managing a new sales campaign and wrangling with marketing and headquarters bigwigs on how to position the company’s consumer products. Those projects were the only things on his radar screen. He didn’t realize that Sidney was counting on hiring someone fast. Roger reviewed the paperwork for the new hire. It was apparent to Roger that the prospective recruit didn’t have the right background for the role. He was too green in his experience with the senior people he’d be exposed to in the job. Roger saw that there would be political hassles down the road which would stymie someone without enough political savvy or experience with other parts of the organization. He wanted an insider or a seasoned outside hire with great political skills. To get the issue off his radar screen quickly, Roger told Human Resources to give the potential recruit a rejection letter. In his haste, he didn’t consult with Sidney first. It seemed obvious from the resume that this was the wrong person. Roger rushed off to deal with the top tasks on his radar screen. In the process, Sidney was hurt and became angry. Roger was taken by surprise since he thought he had done the right thing, but he could have seen this coming.

One should waste as little effort as possible on improving areas of low competence. It takes far more energy and work to improve from incompetence to mediocrity than it takes to improve from first-rate performance to excellence. And yet most people—especially most teachers and most organizations—concentrate on making incompetent performers into mediocre ones. Energy, resources, and time should go instead to making a competent person into a star performer.

While strong central administration is an important reform resource; meaningful improvement is the “everything else.” The calculus in Era 3 was to focus on students, teachers, principals, classrooms, schools, families, and communities and make it the district’s and the city’s job to learn how better to support them.

It takes years and resources to develop artists, doctors, scientists, and teachers—it takes minutes to teach a person to shoot and kill.

In the complex ecosystem of schools, administrators provide direction, support, and resources for teachers and students to thrive.

Collaboration with stakeholders is key in executing the school business plan, ensuring alignment of efforts and resources towards shared goals.

Business planning empowers administrators to make informed decisions, allocate resources efficiently, and drive continuous improvement in school performance.

Instead of being rude or aggressive toward peers or teachers at school, your daughter contains her irritation and waits until she is safely in your company to express it. If she can hold it together all day at school, you might wonder why your daughter can’t hold it together a little bit longer so that she can also be pleasant with you. As it turns out, willpower is a limited resource

We educators have chosen to work with all students, taking responsibility to do our best with the materials and resources we have.

18. The Political Left/Right Cycle. Capitalists (i.e., those of the right) and socialists (i.e., those of the left) don’t just have different self-interests—they have different deep-seated ideological beliefs that they are willing to fight for. The typical perspective of the rightist/capitalist is that self-sufficiency, hard work, productivity, limited government interference, allowing people to keep what they make, and individual choice are morally good and good for society. They also believe that the private sector works better than the public sector, that capitalism works best for most people, and that self-made billionaires are the biggest contributors to society. Capitalists are typically driven crazy by financial supports for people who lack productivity and profitability. To them, making money = being productive = getting what one deserves. They don’t pay much attention to whether the economic machine is producing opportunity and prosperity for most people. They can also overlook the fact that their form of profit making is suboptimal when it comes to achieving the goals of most people. For example, in a purely capitalist system, the provision of excellent public education—which is clearly a leading cause of higher productivity and greater wealth across a society—is not a high priority. The typical perspective of the leftist/socialist is that helping each other, having the government support people, and sharing wealth and opportunity are morally good and good for society. They believe that the private sector is by and large run by capitalists who are greedy, while common workers, such as teachers, firefighters, and laborers, contribute more to society. Socialists and communists tend to focus on dividing the pie well and typically aren’t very good at increasing its size. They favor more government intervention, believing those in government will be fairer than capitalists, who are simply trying to exploit people to make more money. I’ve had exposure to all kinds of economic systems all over the world and have seen why the ability to make money, save it, and put it into capital (i.e., capitalism) is an effective motivator of people and allocator of resources that raises people’s living standards. But capitalism is also a source of wealth and opportunity gaps that are unfair, can be counterproductive, are highly cyclical, and can be destabilizing. In my opinion, the greatest challenge for policy makers is to engineer a capitalist economic system that raises productivity and living standards without worsening inequities and instabilities. 21.

have always questioned acceptance of a hierarchical “ladder” of professional responsibility in schools. In a relatively flat organization with students at the center of the enterprise, most teachers need resources and support, not a supervisor.

Bucket: You can learn from home • You don’t have to shower before going to school. (You can take the class in the shower.) • You don’t have to wear pants. • Your desk could be the couch, or your bed, or the toilet. • You’ll be the smartest person at school. • You are technically being homeschooled. • Another excuse to avoid cleaning the bathroom. • When you fall asleep in this class, it’s in an actual bed. • If there’s gum under the desk, it’s probably yours. • The teacher’s in your house. Or wherever you are in your house. • Your cat/dog will be happy you’re staying home. If you have twenty buckets and ten ideas under each one, you’ll have two hundred starting points. They won’t all lead to great headlines, and several will be dead ends, but that’s not the point. The point is you’re not starting with a blank page and a blank brain. And if at any point you start to miss the sweet sounds of that self-doubting voice, just go back to winging the creative process.

Many parents, therapists, and teachers have said some variations of “But he already knows how to behave!” or “If he can behave at school, he can behave at home!”. We must realize that this is false. Your child’s ability to act appropriately hinges on their current state, skills, and available resources at that specific moment. If they could, they would.

School administrators’ roles extend to developing a clear vision, managing resources, and fostering a positive school culture.

A mission statement provides a roadmap for action, outlining the strategies, values, and resources that the school will leverage to achieve its overarching vision.

Achieving the right balance in vision and mission statements showcases the school's commitment to setting ambitious goals while acknowledging its current resources and capabilities.

. In the preliminary phase, teachers face the critical task of making informed choices, shaping the trajectory of remediation through assessment, objective clarity, strategic planning, and resource selection.

In the Preliminary Phase, teachers shape the trajectory of a remediation session by making informed choices, conducting assessments, objective clarity, strategic planning, and resource selection.

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.

In the complex ecosystem of schools, administrators provide direction, support, and resources for teachers and students to thrive.

increased awareness of ADHD among teachers and school personnel have increased reporting of children with ADHD and, consequently, more accommodations. This has led to more teachers being willing to receive training and work with these students. It has also helped teachers understand how to cater their teaching styles to these children’s needs. Additionally, the number of individuals diagnosed with ADHD has increased due to the increased availability of diagnostic tools and resources for children and adults. There has also been a growing awareness of the disorder itself, which has led to people taking a more proactive approach to dealing with it.

Most leaders assume that everybody who comes to church knows God’s mind on financial matters. But the truth is that many people are absolutely clueless regarding the basic principles of Christian financial management. Leaders and teachers need to educate their congregations before they can expect them to honor God with their money and eventually get excited about resourcing the church.

Physicians sell patients on a remedy. Lawyers sell juries on a verdict. Teachers sell students on the value of paying attention in class. Entrepreneurs woo funders, writers sweet-talk producers, coaches cajole players. Whatever our profession, we deliver presentations to fellow employees and make pitches to new clients. We try to convince the boss to loosen up a few dollars from the budget or the human resources department to add more vacation days.

Tier 1 and Tier 2 are not the responsibility of either teacher teams or school-wide teams—it takes classroom teachers and schoolwide resources. • When everyone is responsible for interventions, nobody is. For this reason, final responsibility to lead certain interventions must be clearly defined. • When determining who should be responsible for a particular intervention, the school should ask, Who is best trained in this area of need? Look beyond job titles. What does the child need, and who has the skills to address those needs? Do the individuals asked to lead a particular intervention have the time and resources necessary to succeed? Is the intervention fair and reasonable to all involved?

five skills, which he called leadership principles, that he wanted OneGoal teachers to emphasize: resourcefulness, resilience, ambition, professionalism, and integrity.

The report by the Community Service Society cites an official of the New York City Board of Education who remarks that there is “no point” in putting further money “into some poor districts” because, in his belief, “new teachers would not stay there.” But the report observes that, in an instance where beginning teacher salaries were raised by nearly half, “that problem largely disappeared”—another interesting reminder of the difference money makes when we are willing to invest it. Nonetheless, says the report, “the perception that the poorest districts are beyond help still remains.…” Perhaps the worst result of such beliefs, says the report, is the message that resources would be “wasted on poor children.” This message “trickles down to districts, schools, and classrooms.” Children hear and understand this theme—they are poor investments—and behave accordingly. If society’s resources would be wasted on their destinies, perhaps their own determination would be wasted too. “Expectations are a powerful force …,” the CSS observes.

Biblical Context Only Luke has the telling of the lost coin, and Matthew and Luke make very different uses of the story of the lost sheep, perhaps suggesting that Jesus used the parable numerous times in varying circumstances. In Matthew Jesus is talking to the disciples about the significance of children, the “greatest” in the kingdom of heaven, who are diligently sought. In Luke the audience is the Pharisees and teachers of the law, and the context concerns Jesus eating with sinners. Matthew emphasizes the diligence of the search, while Luke is more focused on the celebration when the lost is found.

A key decision made early on was to build a school that would help us kindergarten through twelfth grade. No other school in the county has this range of students, and few public schools anywhere in the country do either. indeed, at one point, the planners considered building only an elementary and middle school, and perhaps create is sattelite of one of the nearby high schools within the town. According to Rosen, they went for the K-12 idea for 2 primary reasons. First, a lot of educational research has found advantages in keeping siblings together in school. There is continuity for students, teachers, and families. Plus, parents can devote more time to volunteering at a single school. Second, there was a feeling that resources could be shared among the grades. For instance, if the high school had an excellent physics teacher, from time to time that teacher could also work with children in the lower grades.

I believe that with today’s technology and resources at our disposal, through this process we can take hope out of schools and replace it with confident action.

School Library Journal Gr 3–6—This interactive manual is fun to read and even more fun to put into practice. From hopscotch to dodge ball, jacks to solitaire, and string games to memory games, all types of activities are included. Games to play with a ball, with cards, in a car on the go, alone, or in a group are all here to be enjoyed. The instructions are clear and easy to follow. There are also historical and factual asides for many of the entries. Some include variations on the main game or alternate names for the activity that have been used through the years. The illustrations depict children demonstrating a particular aspect of a game or just enjoying themselves playing. This is a great resource for parents and teachers, as well as for children.—Cynde Suite, Bartow County Library System, Adairsville, GA

Professional development is a collective resource, not a personal prerogative. Peer engagement forges powerful links between teacher learning and student growth.

Suppose that, through legislation (an artificial means) and through a government-run school voucher program (an artificially created market), public schools are privatized. "Natural evolution" will then take place: Schools will have to compete, only the best competitors will survive, and those schools that cannot compete will cease to exist. The surviving schools, by the Folk Theory of the Best Result, will be the best schools. It is an argument entirely based on two metaphors and a folk theory, all of which derive from Strict Father morality. Many people do not notice that Evolution Is Survival Of The Best Competitor is, indeed, a metaphor, much less a Strict Father metaphor. One way to reveal its metaphorical character is to contrast it with a metaphor for evolution that takes the perspective of Nurturant Parent morality: Evolution Is The Survival Of The Best Nurtured. Here "best nurtured" is taken to include both literal nurturing by parents and others and metaphorical nurturing by nature itself. Where fitting an ecological niche is being metaphorized as winning a competition in one case, it is metaphorized as being cared for by nature in the other. Both are metaphors for evolution, but they have very different entailments, especially when combined with the metaphor Natural Change Is Evolution and the folk theory that evolution yields the best result. Putting these together yields a very different composite metaphor for natural change, namely, Natural Change Is The Survival Of The Best Nurtured, which produces the best result. Applied to the issue of whether public schools should be privatized, this metaphor would entail that they should not be. Rather, public schools need to be "better nurtured," that is, given the resources they need to improve: better-trained and better-paid teachers, smaller classes, better facilities, programs for involving parents, community involvement, and so on.

scientists claim that the Earth was warming because of human activity and Earth’s supposedly limited resources couldn’t handle the impending super heat wave. All he would need to do now was to have educators in liberal universities, the media, and politicians in key spots start showing this made-up data to the people to get them to believe it. He knew there would always be people who would believe everything the media, their teachers, or their government told them. The problem was the minority of people who always thought for themselves. Eventually, those free thinkers would have to be disposed of so Gregory and people like him would have free reign and no one would be questioning them.

Globalisation and technology have already cut a swathe through previously secure professions, and 3D printing technology will soon wipe out the last of the manufacturing industries. The internet won’t replace those jobs, and what place for the middle-classes if twelve people can run a giant corporation? I’m no communist firebrand, but even the most rabid free-marketeer would concede that market-forces capitalism, instead of spreading wealth and security throughout the population, has grotesquely magnified the gulf between rich and poor, forcing a global workforce into dangerous, unregulated, insecure low-paid labour while rewarding only a tiny elite of businessmen and technocrats. So-called ‘secure’ professions seem less and less so; first it was the miners and the ship- and steel-workers, soon it will be the bank clerks, the librarians, the teachers, the shop-owners, the supermarket check-out staff. The scientists might survive if it’s the right type of science, but where do all the taxi-drivers in the world go when the taxis drive themselves? How do they feed their children or heat their homes and what happens when frustration turns to anger? Throw in terrorism, the seemingly insoluble problem of religious fundamentalism, the rise of the extreme right-wing, under-employed youth and the under-pensioned elderly, fragile and corrupt banking systems, the inadequacy of the health and care systems to cope with vast numbers of the sick and old, the environmental repercussions of unprecedented factory-farming, the battle for finite resources of food, water, gas and oil, the changing course of the Gulf Stream, destruction of the biosphere and the statistical probability of a global pandemic, and there really is no reason why anyone should sleep soundly ever again.

Guideline #8: Test-market your résumé. When you have completed writing your résumé, identify five to seven people whose opinions you value and ask for their honest feedback. You may want to show it to a human resource manager, an executive recruiter, or an English teacher. Ask these five to seven people if you left anything important out or if there is something that needs to be deleted. Have them look for any lingering typos or grammatical errors. When you have five to seven sets of eyes review your résumé, chances are you’ll end up with a perfectly constructed document that you can be proud of and that will do you proud!

I have a hunch that little will change in the next decade because the dominant mind frame of teaching is still teachers talking, teachers controlling the flow of lessons, and teachers continually asking for more time and resources with fewer students in front of them—unless the students revolt!

Unfortunately, because of a lack of hardware and sometimes teacher confidence and creativity, students are denied access to the very strongest engagement resource we have—technology.

Parenting is the ultimate form of discipleship.

We should live our lives by design rather than by default. Michele Weiner-Davis A Woman’s Guide to Changing Her

Bibles laid open, millions of surprises. George Herbert

Brokenness is not a feeling or an emotion. Rather, it requires a choice, an act of the will. Nancy Leigh DeMoss

One means of pursuing change is by studying what we tell ourselves. Shelly Beach

Caring for children is an extremely valuable skill that is scarce these days. It may be the most significant gift you could choose to spend your life giving.

This idea is extremely clever and highlights that there is exclusivity even around the use of violence. The state can legitimately use force to impose its will and increasingly so can the rich. Take away that facility and societies will begin to equalize. If that hotel in India that I went to was stripped of its security, they’d have to address the complex issues that led to them requiring it. “These systems can be very expensive. America employs more private security guards than high school teachers. States and countries with high inequality tend to hire proportionally more guard labor. If you’ve ever spent time in a radically unequal city in South Africa, you’ll see that both the rich and the poor live surrounded by private security contractors, barbed wire, and electrified fencing. Some people have nice prison cages, and others have not-so-nice ones. But when there’s inequality, there’s got to be someone making sure, with force, that it stays that way.” Matt here, metaphorically, broaches the notion that the rich too are impeded by inequality, imprisoned in their own way. Much like with my earlier plea for you to bypass the charge of hypocrisy, I now find myself in the unenviable position of urging you, like some weird, bizarro Jesus, to take pity on the rich. It’s not an easy concept to grasp, and I’m not suggesting it’s a priority. Faced with a choice between empathizing with “the rich” and “the homeless,” by all means go with the homeless. It is reductive, though, not to acknowledge that all are encompassed by this system and none of us are free while it endures. I’m not saying it’s worse to be one of Bernie Ecclestone’s kids than Jason, the homeless bloke who lives under the bridge at the end of my street; I’m saying that the two are connected and everyone will benefit from change. I should also point out that empathy, sympathy, and love are limitless resources, energies that never deplete, and at this time of dwindling fuels we should cherish and explore these inexhaustible inner resources more than ever.