Role Of Teacher In Students Life Quotes

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There is no humility in calling yourself a Christian; placing Christ in the role of colleague. The humility lies in the truth of your imperfection and a more accurate description as a student of Christianity; placing Christ back in the role as head teacher.

Open-minded people genuinely believe they could be wrong; the questions that they ask are genuine. They also assess their relative believability to determine whether their primary role should be as a student, a teacher, or a peer.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

I had a strong bias in favor of Russian scientists; many can be put to active use as chess coaches (I also got a piano teacher out of the process). In addition, they are extremely helpful in the interview process. When MBAs apply for trading positions, they frequently boast “advanced” chess skills on their résumés. I recall the MBA career counselor at Wharton recommending our advertising chess skills “because it sounds intelligent and strategic.” MBAs, typically, can interpret their superficial knowledge of the rules of the game into “expertise.” We used to verify the accuracy of claims of chess expertise (and the character of the applicant) by pulling a chess set out of a drawer and telling the student, now turning pale: “Yuri will have a word with you.

Bearing witness takes the courage to realize the potential of the human spirit. Witnessing requires us to call forth the highest qualities of our species, qualities such as conviction, integrity, empathy, and compassion. It is easier by far to retain the attributes of carnistic culture: apathy, complacency, self-interest, and "blissful" ignorance. I wrote this book––itself an act of witnessing––because I believe that, as humans, we have a fundamental desire to strive to become our best selves. I believe that each and every one of us has the capacity to act as powerful witnesses in a world very much in need. I have had the opportunity to interact with thousands of individuals through my work as a teacher, author, and speaker, and through my personal life. I have witnessed, again and again, the courage and compassion of the so-called average American: previously apathetic students who become impassioned activists; lifelong carnists who weep openly when exposed to images of animal cruelty, never again to eat meat; butchers who suddenly connect meat to its living source and become unable to continue killing animals; and a community of carnists who aid a runaway cow in her flight from slaughter. Ultimately, bearing witness requires the courage to take sides. In the face of mass violence, we will inevitably fall into a role: victim or perpetrator. Judith Herman argues that all bystanders are forced to take a side, by their action or inaction, and that their is no such thing as moral neutrality. Indeed, as Nobel Peace Prize Laureate and Holocaust survivor Elie Wiesel points out, "Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." Witnessing enables us to choose our role rather than having one assigned to us. And although those of us who choose to stand with the victim may suffer, as Herman says, "There can be no greater honor.

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

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.

There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures. Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not. So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.

…[RVA graduates] have been at the forefront of the “global village” phenomenon…But that role has not always come cheaply. Like their peers of one hundred years ago, today’s RVA students have seen poverty and human suffering virtually unimaginable in the West. Many have had to wrestle with the hosts of crises linked to the trauma of social and cultural transitions. Still others have witnessed disillusioning hypocrisy from the words and actions of their missionary parents or teachers. A few have felt the loneliness and anger that they would have felt in their “home cultures” exacerbated by the boarding experience. And thus, having been deeply damaged by their TCK experience, some have floundered for a lifetime, isolated by their unique experiences from the healing experience of faith and friendship. And yet for many, the difficult experiences of poverty, hypocrisy, separation and cross-cultural interaction have produced dynamic and emotionally healthy individuals…Like membership in a family, whether it is healthy or unhealthy, emotional ties to the RVA community last a lifetime; and the individuals who make it up have the potential to understand and support each other in a way that few others can…Those who have chosen to view the atmosphere of isolation negatively have easily found in RVA an ever-shrinking community, where the sense of cultural claustrophobia is only eclipsed by the feeling of forced conformity. When they have recoiled against the perceived legalistic constraints of the community, they have done so within the confines of a relational and intellectual fishbowl. As a result, they have often had to live with a feeling of self-imposed ostracism, merciless gossip and public judgment – without the hope of escape. The reality is that over its one hundred year history as an institution, RVA has permitted the growth of a culture of gossip and has had to endure more than its share of Phariseeism…Yet…over the years, many have viewed that same atmosphere of isolation in a far more positive light. Where some have felt instrusive judgmentalism, others have found accountability and spiritual encouragement. Where some have found a community of life-minded lemmings, others have thrived and grown because of the deep sense of intimacy and mutual understanding… for some the irony is that that healthy experience has made the transition from RVA to their home culture all the more difficult. p213-216

In order for kids to reach their full potential, they must first believe they have potential. They must believe that they matter and that they have the power to choose a beautiful life story. They must feel empowered to discover and use their unique skills, interests, ideas, perspectives and ways of showing up in the world to embody the best possible version of themself and create the best possible life for themself. They must be taught that every great leader, activist and change-maker started as a kid who chose to take action to change the world. It is imperative that teachers, parents, role models and mentors tell and show kids over and over again that they are valuable and important, that they matter, and that have the power to choose. They have the power to choose to embody the best version of themself. They have the power to choose to make life better for the people and world around them. They have the power to choose the legacy they leave behind. Whoever they want to be and however they want to be remembered, they have the power to choose that.

Share your gifts. Learn from the gifts of others. Stay open to whichever role — teacher and/or student — life is calling on you to play. And bring as much acceptance and love to each performance. When we walk through life as only a teacher, we miss out on learning from the world around us. When we walk through life as only a student, we miss out on sharing our unique vision of the world.

But parents aren't the only ones who can address stereotype threat. There's a lot that educators at all levels can do. Dr. Steele emphasizes the role that teachers of diverse students can play in helping their students of color excel by taking an interest in them, their families, and their lives; by earning their trust; and by helping them understand that they see their potential.

I was very demanding, but the role of a head coach is that of a demanding teacher. Those of you who are reading this book can probably all look back on a tough teacher you had, and if you’re lucky you think of him or her with affection. Demands must be coupled with true caring for the students. A demanding teacher is quick to praise action that deserves praise, but will criticize the act, not the person. The coach’s job is to be part servant in helping the player reach his goals. Certainly, coaching was not a matter of manipulating people to do what would help us. I never did like the term handle people, which to me meant conning people. The life insurance salesman who genuinely believes someone needs life insurance is different from the one who tries to manipulate or con them into buying something they do not need. I believed a demanding teacher should treat each player as an important part of the team, which, of course, he is. The least skilled player received the same attention from me as the best player. When their careers drew to a close, I always had what I called an “exit meeting” with each young man, to discuss what his goals had been and what they were for the future. To me, the players got the wins, and I got the losses. Caring for one another and building relationships should be the most important goal, no matter what vocation you are in.

sublimation a term that references a cor paradox of healthy adult life, namely that we need to give up in order to get. We we accept the limits and structure of a role-be it to parent to child, husband to wife, teacher to student- we paradoxically gain freedom to express the full range of emotion within that role. This bargain can be surprisingly hard to strike because the gain is tied to the loss. Accepting the need to behave within the limits of roles involves relinquishment for sure: the frustration of wises, the loss of a fantasy of infinite possibilities, even grief at what we cannot have. But all told, it's a productive and creative exchange. Reinvesting time and energy into our limits life often yields the greatest bounty of fruits, even if we are aware that somewhere over there is an exotic variety we'll never get a chance to try. Holding onto limits even when they are tested, is what allows us to conserve and preserve those things we care most about nurturing whether it's a stable home for our children , the time and energy to pay attention to them, or the pleasure to develop our interests. Having confidence in our boundaries also allows for the flourishing of much more diverse relationships.

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【V信83113305】：Emporia State University (ESU), located in Emporia, Kansas, is a public institution renowned for its strong academic programs and vibrant campus life. Founded in 1863, ESU offers over 80 undergraduate and graduate degrees, with notable strengths in education, business, and the liberal arts. The university is particularly recognized for its Teachers College, which has produced many distinguished educators. ESU’s small class sizes foster personalized learning, while its dedicated faculty emphasize hands-on experience and research opportunities. The campus features modern facilities, including the recently renovated Memorial Union, and a lively student community with numerous clubs and organizations. Athletics also play a significant role, with the Hornets competing in NCAA Division II. Committed to affordability and accessibility, ESU provides generous scholarships and a supportive environment, making it an excellent choice for students seeking a well-rounded education in the heart of America.，恩波利亚州立大学毕业证学历认证, 极速办恩波利亚州立大学毕业证Emporia State University文凭学历制作, Emporia State University恩波利亚州立大学电子版毕业证与美国Emporia State University学位证书纸质版价格, 定做恩波利亚州立大学毕业证-ESU毕业证书-毕业证, 挂科办理ESU恩波利亚州立大学学历学位证, 恩波利亚州立大学毕业证购买, 挂科办理恩波利亚州立大学毕业证本科学位证书, 恩波利亚州立大学成绩单购买, 恩波利亚州立大学成绩单购买

【V信83113305】：Emporia State University (ESU), located in Emporia, Kansas, is a public university known for its strong academic programs and vibrant campus life. Founded in 1863, ESU offers over 200 undergraduate and graduate programs, with notable strengths in education, business, and the liberal arts. The university is particularly renowned for its Teachers College, which has produced many distinguished educators. ESU’s small class sizes foster close student-faculty interactions, creating a supportive learning environment. The campus features modern facilities, including the recently renovated William Allen White Library and the Memorial Union, a hub for student activities. Athletics also play a significant role, with the Hornets competing in NCAA Division II. Beyond academics, ESU emphasizes community engagement, offering service-learning opportunities and partnerships with local organizations. Its welcoming atmosphere and commitment to student success make it a standout institution in the Midwest.，1:1原版恩波利亚州立大学毕业证+ESU成绩单, 出售恩波利亚州立大学研究生学历文凭, ESU恩波利亚州立大学毕业证制作代办流程, 毕业证文凭-恩波利亚州立大学毕业证, 恩波利亚州立大学留学本科毕业证, ESU学位证书办理打开职业机遇之门, 定做恩波利亚州立大学毕业证-ESU毕业证书-毕业证, 留学生买文凭Emporia State University毕业证-恩波利亚州立大学, 原版定制恩波利亚州立大学毕业证-ESU毕业证书-一比一制作

【V信83113305】：Aichi University of Education (AUE), located in Kariya, Japan, is a prestigious institution dedicated to teacher training and educational research. Established in 1949, AUE plays a pivotal role in shaping Japan's education system by fostering innovative teaching methods and producing highly qualified educators. The university offers undergraduate and graduate programs in education, humanities, and sciences, with a strong emphasis on practical training and fieldwork. AUE is renowned for its collaborative research initiatives, international exchange programs, and commitment to addressing contemporary educational challenges. Its vibrant campus life, modern facilities, and supportive learning environment attract students from across Japan and abroad. As a leader in pedagogical excellence, Aichi University of Education continues to inspire future generations of teachers and scholars.，一流愛知教育大学爱知教育大学学历精仿高质, 办爱知教育大学学历证书学位证书成绩单, 愛知教育大学文凭制作流程学术背后的努力, 办理愛知教育大学爱知教育大学成绩单高质量保密的个性化服务, 留学生买毕业证愛知教育大学毕业证文凭成绩单办理, 【日本篇】爱知教育大学毕业证成绩单, 制作文凭爱知教育大学毕业证-愛知教育大学毕业证书-毕业证, 愛知教育大学爱知教育大学毕业证制作代办流程

【V信83113305】：Aichi University of Education (AUE), located in Kariya City, Japan, is a prestigious national university dedicated to teacher training and educational research. Established in 1949, AUE is renowned for its commitment to fostering exceptional educators and advancing pedagogical studies. The university offers undergraduate and graduate programs in education, humanities, and sciences, with a strong emphasis on practical teaching experience through affiliated schools. AUE’s research initiatives focus on innovative teaching methods, inclusive education, and global perspectives in learning. Its vibrant campus life includes cultural exchanges, clubs, and international collaborations, attracting students worldwide. As a hub for educational excellence, Aichi University of Education plays a pivotal role in shaping Japan’s future educators and contributing to global educational advancements.，愛知教育大学假学历, 愛知教育大学文凭制作流程确保学历真实性, 办理愛知教育大学学历与学位证书投资未来的途径, 学历证书!学历证书爱知教育大学学历证书假文凭, 爱知教育大学成绩单复刻, 爱知教育大学毕业证成绩单在哪里能办理, 哪里买爱知教育大学毕业证|愛知教育大学成绩单, 办爱知教育大学毕业证Aichi University of Education Diploma, 1:1原版愛知教育大学爱知教育大学毕业证+愛知教育大学成绩单

【V信83113305】：Daegu National University of Education (DNUE) is a prestigious institution dedicated to shaping the future of education in South Korea. Located in Daegu Metropolitan City, it specializes in training aspiring elementary school teachers, emphasizing innovative pedagogical methods and practical teaching skills. The university offers a rigorous curriculum that blends theoretical knowledge with hands-on classroom experience, ensuring graduates are well-prepared to foster young minds. With a strong commitment to academic excellence and character development, DNUE plays a vital role in advancing the country's educational standards. Its vibrant campus life and close-knit community further enrich the student experience, making it a cornerstone of teacher education in Korea.，대구교육대학교毕业证书大邱教育大学毕业证诚信办理, 办大邱教育大学毕业证认证学历认证使馆认证, 没-大邱教育大学毕业证书대구교육대학교挂科了怎么补救, 대구교육대학교毕业证定制, 加急办大邱教育大学文凭学位证书成绩单gpa修改, 原价-대구교육대학교毕业证官方成绩单学历认证, 最佳办理대구교육대학교大邱教育大学毕业证方式, 如何办理大邱教育大学毕业证一比一定制, 快速办理대구교육대학교毕业证如何放心

【V信83113305】：American Samoa Community College (ASCC) stands as a vital educational hub in the heart of the South Pacific. As the only public institution of higher learning in American Samoa, it plays a crucial role in serving the unique needs of the local community. The college offers a diverse range of associate degrees and certificate programs, spanning from liberal arts and sciences to vocational training in areas like marine science, teacher education, and Samoan studies, deeply rooted in the rich cultural heritage of the islands. More than just an academic institution, ASCC is a cornerstone for workforce development and a guardian of fa‘a-Samoa (the Samoan way of life), empowering students to build prosperous futures while preserving their cultural identity. It is a beacon of opportunity and tradition.，美国毕业证认证, 一比一制作-ASCC文凭证书美属萨摩亚社区学院毕业证, fake-ASCC-degree, 办理美国大学毕业证书, 美属萨摩亚社区学院毕业证成绩单-高端定制ASCC毕业证, 挂科办理美属萨摩亚社区学院毕业证本科学位证书, 硕士博士学历ASCC毕业证-美属萨摩亚社区学院毕业证书-真实copy原件, ASCC毕业证成绩单学历认证最快多久, 网上购买假学历ASCC美属萨摩亚社区学院毕业证书