Skilled Teacher Quotes

Now, Kalamas, don’t go by reports, by legends, by traditions, by scripture, by logical conjecture, by inference, by analogies, by agreement through pondering views, by probability, or by the thought, ‘This contemplative is our teacher.’ When you know for yourselves that, ‘These qualities are skillful; these qualities are blameless; these qualities are praised by the wise; these qualities, when adopted & carried out, lead to welfare & to happiness’ — then you should enter & remain in them. [Kalama Sutta, AN 3.65]

Teachers don't just teach; they can be vital personalities who help young people to mature, to understand the world, and to understand themselves. A good education consists of much more than useful facts and marketable skills.

The best teachers have showed me that things have to be done bit by bit. Nothing that means anything happens quickly--we only think it does. The motion of drawing back a bow and sending an arrow straight into a target takes only a split second, but it is a skill many years in the making. So it is with a life, anyone's life. I may list things that might be described as my accomplishments in these few pages, but they are only shadows of the larger truth, fragments separated from the whole cycle of becoming. And if I can tell an old-time story now about a man who is walking about, waudjoset ndatlokugan, a forest lodge man, alesakamigwi udlagwedewugan, it is because I spent many years walking about myself, listening to voices that came not just from the people but from animals and trees and stones.

Bud, my self-defense and combat skills teacher, was still trying to get me to learn knife fighting. "Silver knives! Painful and sometimes deadly to nearly all paranormals!" "Tasey!" I countered. "Hot pink and sparkly!

In life, most of us are highly skilled at suppressing action. All the improvisation teacher has to do is to reverse this skill and he creates very ‘gifted’ improvisers. Bad improvisers block action, often with a high degree of skill. Good improvisers develop action.

But a mountain of recent evidence suggests that teacher skill has less influence on a student's performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education.

Just about ANY personality trait or skill can be learned: simply find it in someone you know and copy it. Then watch what happens.

a good student could learn more from a bad teacher than a poor student from even a skilled teacher.

Take time to improve your knowledge and skills so that you can put a premium on yourself. You don't have to be content in being simply a good doer if you can also become a great teacher.

I still remember the day I got my first calculator Teacher: All right, children, welcome to fourth grade math. Everyone take a calculator out of the bin. Me: What are these? Teacher: From now on we'll be using calculators. Me: What do these things do? Teacher: Simple operations, like multiplication and division. Me: You mean this device just...does them? By itself? Teacher: Yes. You enter in the problem and press equal. Me: You...you knew about this machine all along, didn't you? This whole time, while we were going through this...this charade with the pencils and the line paper and the stupid multiplication tables!...I'm sorry for shouting...It's just...I'm a little blown away. Teacher: Okay, everyone, today we're going to go over some word problems. Me: What the hell else do you have back there? A magical pen that writes book reports by itself? Some kind of automatic social studies worksheet that...that fills itself out? What the hell is going on? Teacher: If a farmer farms five acres of land a day-- Me: So that's it, then. The past three years have been a total farce. All this time I've been thinking, "Well, this is pretty hard and frustrating but I guess these are useful skills to have." Meanwhile, there was a whole bin of these things in your desk. We could have jumped straight to graphing. Unless, of course, there's some kind of graphing calculator! Teacher: There is. You get one in ninth grade. Me: Is this...Am I on TV? Is this a prank show? Teacher: No.

A teacher is one who makes himself progressively unnecessary. —Thomas Carruthers

I believe that listening is one of the most important skills for any teacher, parent, leader, entrepreneur or, well, just about anyone who has a pulse.

If only we were all better educated. If then, higher education would at last be a journey for skill and knowledge rather than for power and status.

Great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft: of knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is they would applaud my theft, laugh at the thought of it, realizing they had taught me their larcenous skills well.

The greatest skill the best athletes in the world possess is their ability to listen.

Teaching is about helping students to cultivate talents, foster understanding, and develop skills.

The hallmark of resiliency is the ability to harness positive emotions when we need to counter the effects of hardship.

A genuine teacher does not seek to impress you with their greatness, but instead to impress upon you that you possess the skills to discover your own.

In sandy soil, when deep you delve, you reach the springs below; The more you learn, the freer streams of wisdom flow.

If a young Steve Jobs had taken his own advice and decided to only pursue work he loved, we would probably find him today as one of the Los Altos Zen Center’s most popular teachers.

Many teachers believe that if they can make learning easier and faster, the learning will be better. Much research turns this belief on its head: when learning is harder, it’s stronger and lasts longer. It’s widely believed by teachers, trainers, and coaches that the most effective way to master a new skill is to give it dogged, single-minded focus, practicing over and over until you’ve got it down. Our faith in this runs deep, because most of us see fast gains during the learning phase of massed practice. What’s apparent from the research is that gains achieved during massed practice are transitory and melt away quickly.

The approach of old school consulting companies is to sell the transfer of knowledge. They see themselves as selling information and selling advice. But at Mayflower-Plymouth we see ourselves more like a teacher in the global classroom - we teach businesses and business people how to thrive in business. We provide not just knowledge but also skills and competencies and depth of character and culture and values and habits.

A true master will not deceive an able disciple. You are hampered by the limits you set and no limit can be set on skill.

A combination of unrealistic goals, unnecessarily pessimistic expectations, and the wrong incentives for teachers contributes to ensure that education systems in developing countries fail their two main tasks: giving everyone a sound basic set of skills, and identifying talent.

Character is more than just having principles. It’s a learned capacity to live by your principles. Character skills equip a chronic procrastinator to meet a deadline for someone who matters deeply to them, a shy introvert to find the courage to speak out against an injustice, and the class bully to circumvent a fistfight with his teammates before a big game. Those are the skills that great kindergarten teachers nurture—and great coaches cultivate.

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

Sophistry. From the Greek sophistes—those teachers of philosophy and rhetoric who gave their students the skills to make arguments that could be clever or persuasive but which weren’t necessarily grounded in reality.

Millennials (aka Generation Y) are great at social media (Facebook, Google+, LinkedIn, Twitter,Tumblr, Instagram, Flickr, Snapchat, Pinterest, YouTube, Vimeo, and Periscope) but lack time tested social skills ( patience, humility, active listening, respect for parents, teachers, elderly)

I read of a Buddhist teacher who developed Alzheimer's. He had retired from teaching because his memory was unreliable, but he made one exception for a reunion of his former students. When he walked onto the stage, he forgot everything, even where he was and why. However, he was a skilled Buddhist and he simply began sharing his feelings with the crowd. He said, "I am anxious. I feel stupid. I feel scared and dumb. I am worried that I am wasting everyone's time. I am fearful. I am embarrassing myself." After a few minutes of this, he remembered his talk and proceeded without apology. The students were deeply moved, not only by his wise teachings, but also by how he handled his failings. There is a Buddhist saying, "No resistance, no demons.

Master teachers and coaches don’t stand in front; they stand alongside the individuals they’re helping. They don’t give long speeches; they deliver useful information in small, vivid chunks.

Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

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.

But that's not even the problem. What his sentence (Those who can, do; those who can't, teach; those who can't teach teach the teachers and those who can't teach the teachers go into politics.) means isn't that incompetent people have found their place in the sun, but that nothing is harder or more unfair than human reality: humans live in a world where the ultimate skill is mastery of language. This is a terrible thing because basically we are primates who've been programmed to eat, sleep, reproduce, conquer and make our territory safe, and the ones who are most gifted at that, the most animal types among us, always get screwed by the others, the fine talkers, despite these latter being incapable of defending their own garden or bringing rabbit home for dinner or procreating properly. Humans live in a world where the weak are dominant.

Why have so many schools reduced the time and emphasis they place on art, music, and physical education? The answer is beyond simple: those areas aren’t measured on the all-important tests. You know where those areas are measured… in life! Art, music, and a healthy lifestyle help us develop a richer, deeper, and more balanced perspective. Never before have we needed more of an emphasis on the development of creativity, but schools have gone the exact opposite direction in an effort to make the best test-taking automatons possible. Our economy no longer rewards people for blindly following rules and becoming a cog in the machine. We need risk-takers, outside-the-box thinkers, and entrepreneurs; our school systems do the next generation a great disservice by discouraging these very skills and attitudes. Instead of helping and encouraging them to find and develop their unique strengths, they're told to shut up, put the cell phones away, memorize these facts and fill in the bubbles.

Success involves failing first. Ask any successful person. Ask any experienced person, really. It's all part of the creative process, so sit back and allow the artist within you to sprout, blossom and flourish. You must accept that your first, second, and third attempt at something might suck. It's a necessary step in improving your skill. Failure is your teacher, not your judge.

It was my assumption that skilled teachers spent their days imparting important and meaningful knowledge to eager students. I also believed, as many of you do, that I didn’t remember or wasn’t good at the things we learned in high school because I didn’t pay close enough attention or didn’t work hard enough.

The skill of moving silently through the landscape is like music,” he told her. “Almost you make me feel less a teacher and more a musician.

If you have some kind of skill to survive, if dishonesty disturbs you, if you avoid evil acts, then you had very good teachers.

Good teachers believe in their own skills. Great teachers believe in their students.

According to a 1995 study, a sample of Japanese eighth graders spent 44 percent of their class time inventing, thinking, and actively struggling with underlying concepts. The study's sample of American students, on the other hand, spent less than 1 percent of their time in that state. “The Japanese want their kids to struggle,” said Jim Stigler, the UCLA professor who oversaw the study and who cowrote The Teaching Gap with James Hiebert. “Sometimes the [Japanese] teacher will purposely give the wrong answer so the kids can grapple with the theory. American teachers, though, worked like waiters. Whenever there was a struggle, they wanted to move past it, make sure the class kept gliding along. But you don't learn by gliding.

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.

Don't let strangers touch you." And yet it is seldom strangers, I learned long before I was a teenager, who do you harm. It is always the ones closest to us: the suave chauffeur, the skilled photographer, the kind music teacher, the good friend's sober and dignified husband, the pious man of God. They are the ones your parents trust, whom they don't want to believe anything against.

Dealing with my French teacher is one thing; she wears pants with little whales on them. But I was convinced Dr. Rothaus could smell a lie from ten words away. I found myself feeling sorry for any children she might have. I imagined them as shadowy figures with excellent posture and skill at declamation.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

The best kind of feedback to get is corrective feedback. This is the feedback that shows you not only what you’re doing wrong but how to fix it. This kind of feedback is often available only through a coach, mentor, or teacher. However, sometimes it can be provided automatically if you are using the right study materials.

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.

Children do not develop responsibility when parents and teachers are too strict and controlling, nor do they develop responsibility when parents and teachers are permissive. Children learn responsibility when they have opportunities to learn valuable social and life skills for good character in an atmosphere of kindness, firmness, dignity, and respect.

But a mountain of recent evidence suggests that teacher skill has less influence on a student’s performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education. If these home-based inputs are lacking, there is only so much a school can do.

the assistant principal told me how he “loved to read a great novel and discuss the meaning of life.” He smiled, sighed wistfully, and then turned suddenly serious. “But we can’t do that at our school. We have to focus on basic skills and classroom management.

Being supportive and building students’ confidence is not accomplished by blindly telling them they are doing a great job every day.  It involves assessing weaknesses and strengths and delivering feedback in a timely manner so that they can build their skills to complete the task at hand.

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.

Children are born with varying levels of talent and intelligence, but possessing natural smarts and skills is no guarantee of success. It takes more than that: it takes work on the part of parents and teachers to cultivate these qualities, to instill in children the drive and character necessary to translate their natural gifts into extraordinary results.

Centering, however, is easier said than done. This I learned from a ceramics class I once took. The teacher made throwing a pot look easy, but the thing is, it takes lots of precision and skill. You slam the ball of clay down in the absolute center of the pottery wheel, and with steady hands you push your thumb into the middle of it, spreading it wider a fraction of an inch at a time. But every single time I tried to do it, I only got so far before my pot warped out of balance, and every attempt to fix it just made it worse, until the lip shredded, the sides collapsed, and I was left with what the teacher called “a mystery ashtray,” which got hurled back into the clay bucket. So what happens when your universe begins to get off balance, and you don’t have any experience with bringing it back to center? All you can do is fight a losing battle, waiting for those walls to collapse, and your life to become one huge mystery ashtray.

It should be obvious that technologies are capable of replacing teachers and professors in a wide variety of settings. The current buzzword for this is the flipped classroom—students watch lectures and learn the material online at home, then do their homework at school with the help of teachers and teaching assistants. Teachers may no longer need to prepare or deliver lectures, reducing them to what could be called “learning coaches.” The diminished skill set required is sure to transform the profession and create yet more challenges for our already beleaguered teachers.

Many self-help teachers say that our schools only focus on “preparing today’s youths to get good jobs by developing scholastic skills.” They think that’s a bad thing. It’s probably the right thing. Not everyone is suited for entrepreneurship, as statistics seem to suggest. Even future entrepreneurs usually need to begin as employees to get their starting capital and to learn while they work.

The tendency in K–12 is reducing education to mechanical skills, and undermining creativity and independence—both on the part of teachers and students. That’s what “teaching to the test” is, “No Child Left Behind,” “Race to the Top.” I think these should be regarded as methods of indoctrination and control. Of course, one of the other ways to do that has been to simply reduce or eliminate free education.

It’s clear that the teaching profession in America was never designed to offer a lifetime of strong wages or a sustainable workload. Our schools have a 200+ year history of undervaluing the necessary skill sets of a good educator, offering low compensation, and making all-consuming demands on teachers’ personal lives due to the perception of the work as a “calling” which they should gladly sacrifice for.

WE HAVE COME here to learn about spirituality. I trust the genuine quality of this search but we must question its nature. The problem is that ego can convert anything to its own use, even spirituality. Ego is constantly attempting to acquire and apply the teachings of spirituality for its own benefit. The teachings are treated as an external thing, external to “me,” a philosophy which we try to imitate. We do not actually want to identify with or become the teachings. So if our teacher speaks of renunciation of ego, we attempt to mimic renunciation of ego. We go through the motions, make the appropriate gestures, but we really do not want to sacrifice any part of our way of life. We become skillful actors, and while playing deaf and dumb to the real meaning of the teachings, we find some comfort in pretending to follow the path.

One of the central loves of my life is coaching and supporting other writers. Specifically, writers who identify as BIPOC, sick/Mad/disabled, queer/trans, femme, working-class/poor, or some or all of the above. I want marginalized writers to get our writing in the world, and I believe in sharing the skills I’ve gained over the past two decades of being a working writer, writing teacher and editor to help us get there.

Like my sixth-grade teacher, Mrs. Wilson, these teachers preached and practiced the fixed mindset. In their classrooms, the students who started the year in the high-ability group ended the year there, and those who started the year in the low-ability group ended the year there. But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings.

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

What makes a good teacher today is what has always made a good teacher: command of a subject, a critical mind, a demanding nature, and an ability to inspire students to pursue knowledge for some end beyond mere financial rewards. A good teacher might be entertaining and funny, but shouldn’t set out to be. A good teacher may have broad experience with and skills using technology, but the mere possession of such experience and skills doesn’t make one a good teacher.

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

The subject of karma is of great fascination to many cultural explorers, philosophers and mystics. Essentially the word karma means 'action' which includes both negative and positive effects. On the positive slant, when you help another, you help yourself. This is cause and effect, from attitudes, motivations and behavior. That which you do, you get back. And so, in the everyday world, when one exercises (action) and builds up muscle tone, this too is karma. Yes, this does not seem so esoteric. Studying is also action, and by focusing on a topic or skill one improves; Mental muscles are built up, and one graduates from the student to become a journeyman, and then an expert, and eventually a teacher.

gave as many classes personally as I could, not only for the benefit of the troops, but for myself. I found that the teacher learns as much as, if not more than, his students, and it also kept my own skills sharpened to a fine edge. It’s easy to lose touch with the basics, and you become less inclined to get them back once you’ve moved up the ladder; I’d seen too many high-ranking officers who’d stopped trying, having decided, I guessed, that they were “above all that.

Quetzalcoatl, the Feathered Serpent, [...] came to teach [the ancient inhabitants of Mexico] the benefits of settled agriculture and the skills necessary to build temples. Although this deity is frequently depicted as a serpent, he is more often shown in human form--the serpent being his symbol and his alter ego--and is usually described as "a tall bearded white man" ... "a mysterious person ... a white man with a strong formation of body, broad forehead, large eyes and a flowing beard." Indeed, [...] the attributes and life history of Quetzalcoatl are so human that it is not improbable that he may have been an actual historical character ... the memory of whose benefactions lingered after his death, and whose personality was eventually deified. The same could very well be said of Oannes--and just like Oannes at the head of the Apkallu (likewise depicted as prominently bearded) it seems that Quetzalcoatl traveled with his own brotherhood of sages and magicians. We learn that they arrived in Mexico "from across the sea in a boat that moved by itself without paddles," and that Quetzalcoatl was regarded as having been "the founder of cities, the framer of laws and the teacher of the calendar.

When life hands you questions, answer them. When life hands you mysteries, unravel them. When life hands you enigmas, decipher them. When life hands you tasks, accomplish them. When life hands you problems, tackle them. When life hands you skills, develop them. When life hands you talents, sharpen them. When life hands you friends, cherish them. When life hands you family, value them. When life hands you acquaintances, treasure them. When life hands you opponents, confront them. When life hands you acquaintances, celebrate them. When life hands you allies, support them. When life hands you riches, multiply them. When life hands you possessions, protect them. When life hands you pleasures, ration them. When life hands you experiences, relish them. When life hands you students, instruct them. When life hands you mentors, study them. When life hands you teachers, esteem them. When life hands you disciples, inspire them. When life hands you gurus, honor them. When life hands you lessons, remember them. When life hands you teachings, impart them. When life hands you demands, tackle them. When life hands you obstacles, challenge them. When life hands you troubles, overcome them. When life hands you burdens, conquer them. When life hands you titles, cherish them. When life hands you degrees, employ them. When life hands you medals, welcome them. When life hands you awards, appreciate them. When life hands you blessings, count them.

All this is probably for nothing,' she [her mother] said once we'd hatched the plan. 'Most likely I'll flunk out anyway.' To prepare, she shadowed me during the last months of my senior year of high school, doing all the homework that I was assigned, honing her skills. She replicated my worksheets, wrote the same papers I had to write, read every one of the books. I graded her work, using my teacher's marks as a guide. I judged her a shaky student at best. She went to college and earned straight As

Skill teachers are made scarce by the belief in the value of licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind. Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their pupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than most schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions.

The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.

In a 1968 study of daily life in classrooms, Philip W. Jackson wrote that students spend as much as 50 percent of their time waiting for something to happen. They wait for teachers to pass out papers. They wait for slower students to get their questions answered. They wait for the lunch bell to ring. Alas, forty-five years after Jackson published his book, millions of American students are still waiting. They’re waiting for all of the old reasons, and one relatively new one: they’re waiting for our education system to catch up with their lives.

When the training is unchanged for immense periods of time, traditions are passed on intact to the next generation. But when what needs to be learned changes quickly, especially in the course of a single generation, it becomes much harder to know what to teach and how to teach it. Then, students complain about relevance; respect for their elders diminishes. Teachers despair at how educational standards have deteriorated, and how lackadaisical students have become. In a world in transition, students and teachers both need to teach themselves one essential skill - learning how to learn.

One also, in our milieu, simply didn't meet enough Americans to form an opinion. And when one did—this was in the days of crew-cuts and short-legged pants—they, too, often really did sport crew-cuts and trousers that mysteriously ended several inches short of the instep. Why was that? It obviously wasn't poverty. A colleague of my father's had a daughter who got herself married and found that an American friend she had met on holiday had offered to pay the whole cost of the nuptial feast. I forget the name of this paladin, but he had a crew-cut and amputated trouser-bottoms and a cigar stub and he came from a place called Yonkers, which seemed to me a ridiculous name to give to a suburb. (I, who had survived Crapstone… ) Anyway, once again one received a Henry Jamesian impression of brash generosity without overmuch refinement. There was a boy at my boarding school called Warren Powers Laird Myers, the son of an officer stationed at one of the many U.S. Air Force bases in Cambridgeshire. Trousers at The Leys School were uniform and regulation, but he still managed to show a bit of shin and to buzz-cut his hair. 'I am not a Yankee,' he informed me (he was from Norfolk, Virginia). 'I am a CON-federate.' From what I was then gleaning of the news from Dixie, this was unpromising. In our ranks we also had Jamie Auchincloss, a sprig of the Kennedy-Bouvier family that was then occupying the White House. His trousers managed to avoid covering his ankles also, though the fact that he shared a parent with Jackie Kennedy meant that anything he did was accepted as fashionable by definition. The pants of a man I'll call Mr. 'Miller,' a visiting American master who skillfully introduced me to J.D. Salinger, were also falling short of their mark. Mr. Miller's great teacher-feature was that he saw sexual imagery absolutely everywhere and was slightly too fond of pointing it out [...]. Meanwhile, and as I mentioned much earlier, the dominant images projected from the United States were of the attack-dog-and-firehose kind, with swag-bellied cops lying about themselves and the political succession changed as much by bullets as by ballots.

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.

It puzzled him that she did not mourn all the things she could have been. Was it a quality inherent in women, or did they just learn to shield their personal regrets, to suspend their lives, subsume themselves in child care? She browsed online forums about tutoring and music and schools, and she told him what she had discovered as though she truly felt the rest of the world should be as interested as she was in how music improved the mathematics skills of nine-year-olds. Or she would spend hours on the phone talking to her friends, about which violin teacher was good and which tutorial was a waste of money. One day, after

Despite the occasional backlash, I’ll continue to speak on this topic until people stop assuming that this debate is about whether or not to allow women into combat. Women are already fighting in combat with or without anyone’s permission, and they’re doing so valiantly. What they aren’t doing is being trained alongside their comrades-in-arms, given credit for doing the same jobs as their counterparts, given promotions to jobs overseeing combat operations, or being treated like combat veterans by people back home (even some in the Veterans Administration). Not every man has the skill set or warrior spirit for combat. Not every woman does, either. But everyone that does have that skill set should be afforded the opportunity to compete for jobs that enable them to serve in the way their heart calls them. For some people, that calling is in music or art. Some are natural teachers. There are those who will save lives with science. I was called to be a warrior and to fly and fight for my country. I was afforded the opportunity to answer that call, and because of that, I have lived a full and beautiful life. People will always be afraid of change. Just like when we integrated racially or opened up combat cockpits to women, there will always be those who are vocal in their opposition and their fear. History will do what it always does, however. It will make their ignorant statements, in retrospect, seem shortsighted and discriminatory, and the women who will serve their country bravely in the jobs that are now opening up will prove them wrong. Just like we always have.

This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained. “Cooperative learning enables skills in working as teams—skills that are in dire demand in the workplace,” writes the educational consultant Bruce Williams.

You said earlier today that you wanted to talk about something,” Halt said. Crowley nodded, gathering his thoughts before he began. “We seem to share a lot of the same skills,” he said. “And the same weapons. I noticed you carry a saxe knife and a throwing knife like mine. I wondered where you came by them.” Crowley, of course, carried his two knives in the distinctive Ranger-issue double scabbard. Halt’s were in separate scabbards, placed close together on the left side of his belt. He glanced at them now, where the belt was draped over a rock beside the campfire. “My mentor gave them to me,” he said. “He was a Ranger, like you.” Crowley sat up at that piece of information. “A Ranger?” he said. “In Hibernia? What was his name?” “He called himself Pritchard. He was an amazing man.” “He was indeed,” Crowley affirmed, and now it was Halt’s turn to look surprised. “You knew him?” Crowley nodded eagerly. “I was his apprentice for five years. He taught me everything I know. How did you come to meet him?” “He turned up at Du . . . Droghela, some three years ago. He took me under his wing and taught me silent movement, knife work, tracking and the rest. I could already shoot, but he tightened up my technique quite a bit.” Crowley noticed the hesitation and correction when Halt mentioned the name of the place where he’d met Pritchard. But he let it pass. “Yes. He was very big on technique.” “And practice,” Halt agreed. Crowley smiled at the memory of his old teacher. “He had a saying. An ordinary archer practices until he gets it right. A Ranger—” “Practices until he never gets it wrong.” Halt

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

The most sensitive period of their developmental age, when the kids are supposed to be taught to question everything and nourish their reasoning skills, they are taught that God created the world in seven days – that the human race did not evolve from apes through millions of years, rather it came from the amorous congress between two God-made humans, named Adam and Eve. And if you ask why? The answers of the uneducated primordial teachers would be that the scriptures say so. And now if you ask, can’t the scriptures be wrong – do I have to take these stories literally? They would lash out with rage and shout at you – how dare you question the scriptures! Every single word in it is true. There is no greater truth than the truth of these sacred texts.

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.

SOCIAL/GENERAL ICEBREAKERS 1. What do you think of the movie/restaurant/party? 2. Tell me about the best vacation you’ve ever taken. 3. What’s your favorite thing to do on a rainy day? 4. If you could replay any moment in your life, what would it be? 5. What one thing would you really like to own? Why? 6. Tell me about one of your favorite relatives. 7. What was it like in the town where you grew up? 8. What would you like to come back as in your next life? 9. Tell me about your kids. 10. What do you think is the perfect age? Why? 11. What is a typical day like for you? 12. Of all the places you’ve lived, tell me about the one you like the best. 13. What’s your favorite holiday? What do you enjoy about it? 14. What are some of your family traditions that you particularly enjoy? 15. Tell me about the first car you ever bought. 16. How has the Internet affected your life? 17. Who were your idols as a kid? Have they changed? 18. Describe a memorable teacher you had. 19. Tell me about a movie/book you’ve seen or read more than once. 20. What’s your favorite restaurant? Why? 21. Tell me why you were named ______. What is the origin of your last name? 22. Tell me about a place you’ve visited that you hope never to return to. get over your mom’s good intentions. 23. What’s the best surprise you’ve ever received? 24. What’s the neatest surprise you’ve ever planned and pulled off for someone else? 25. Skiing here is always challenging. What are some of your favorite places to ski? 26. Who would star as you in a movie about your life? Why that person? 27. Who is the most famous person you’ve met? 28. Tell me about some of your New Year’s resolutions. 29. What’s the most antiestablishment thing you’ve ever done? 30. Describe a costume that you wore to a party. 31. Tell me about a political position you’d like to hold. 32. What song reminds you of an incident in your life? 33. What’s the most memorable meal you’ve eaten? 34. What’s the most unforgettable coincidence you’ve experienced or heard about? 35. How are you able to tell if that melon is ripe? 36. What motion picture star would you like to interview? Why? 37. Tell me about your family. 38. What aroma brings forth a special memory? 39. Describe the scariest person you ever met. 40. What’s your favorite thing to do alone? 41. Tell me about a childhood friend who used to get you in trouble. 42. Tell me about a time when you had too much to eat or drink. 43. Describe your first away-from-home living quarters or experience. 44. Tell me about a time that you lost a job. 45. Share a memory of one of your grandparents. 46. Describe an embarrassing moment you’ve had. 47. Tell me something most people would never guess about you. 48. What would you do if you won a million dollars? 49. Describe your ideal weather and why. 50. How did you learn to ski/hang drywall/play piano?

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

Whoever is in charge of such things had been sparing with his blessings on the moment Benno was born. He had neither looks nor wit nor skill. He was not large or strong, he could not sing; in fact, he had a stammer, which on most occasions left him self-consciously mute. One gift only had been given, a gift as simple as it is rare: the gift of pure goodness. He knew, unerringly, what was right, what was kind, what would make people happy, and he did it without fail. His goodness took no effort; there was no internal scale to be balanced. He hoped for no reward and feared no hell. He was not clever- in his final year of school before the teachers despaired of him, he was asked how he would equitably divide a half-pound loaf of bread among himself and two friends. He said he would go without and his two friends would each have a quarter pound, and neither threats of failure nor the switch could persuade him to change his answer.

Whoever is in charge of such things had been sparing with his blessings on the moment Benno was born. He had neither looks nor wit nor skill. He was not large or strong, he could not sing; in fact, he had a stammer, which on most occasions left him self-consciously mute. One gift only had been given, a gift as simple as it is rare: the gift of pure goodness. He knew, unerringly, what was right, what was kind, what would make people happy, and he did it without fail. His goodness took no effort; there was no internal scale to be balanced. He hoped for no reward and feared no hell. He was not clever- in his final year of school before the teachers despaired of him, he was asked how he would equitably divide a half-pound loaf of bread among himself and two friends. He said he would go without and his two friends would each have a quarter pound, and neither threats of failure not the switch could persuade him to change his answer.

While researching bullying prevention programs for the first edition of this book, I was concerned that many of the programs developed for schools had as their foundation conflict resolution solutions. People who complete such well-intentioned bullying prevention programs become skilled at handling different kinds of conflict and learn effective anger management skills, but they still have no clue how to identify and effectively confront bullying. It is disturbing how often school districts’ procedural handbooks mention the use of a mediator “to resolve” a bullying issue, as if it is a conflict. In doing this we are asking targeted students to be willing to reach some sort of “agreement” with the perpetrators. In conflict, both parties must be willing to compromise or give something up in order to come to a resolution. The bullies are already in a position of power and have robbed the targets of their sense of well-being, dignity, and worth. How much are we asking the targets to give up? With

Critical Thinking: Why Is It So Hard to Teach? By Daniel T. Willingham SUMMER 2007 AMERICAN FEDERATION OF TEACHERS pp. 8-1 Can critical thinking actually be taught? Decades of cognitive research point to a disappointing answer: not really. People who have sought to teach critical thinking have assumed that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. Research from cognitive science shows that thinking is not that sort of skill. The processes of thinking are intertwined with the content of thought (that is, domain knowledge). Thus, if you remind a student to “look at an issue from multiple perspectives” often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives. You can teach students maxims about how they ought to think, but without background knowledge and practice, they probably will not be able to implement the advice they memorize.

According to the Southern Poverty Law Center, the school-to-prison pipeline is a set of seemingly unconnected school policies and teacher instructional decisions that over time result in students of color not receiving adequate literacy and content instruction while being disproportionately disciplined for nonspecific, subjective offenses such as “defiance.” Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Consequently, they fall further and further behind in reading achievement just as reading is becoming the primary tool they will need for taking in new content. Student frustration and shame at being labeled “a slow reader” and having low comprehension lead to more off-task behavior, which the teacher responds to by sending the student out of the classroom. Over time, many students of color are pushed out of school because they cannot keep up academically because of poor reading skills and a lack of social-emotional support to deal with their increasing frustration.

Lareau calls the middle-class parenting style "concerted cultivation." It’s an attempt to actively "foster and assess a child’s talents, opinions and skills." Poor parents tend to follow, by contrast, a strategy of "accomplishment of natural growth." They see as their responsibility to care for their children but to let them grow and develop on their own. Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middleclass child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of "entitlement." That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: "They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention It was common practice among middle-class children to shift interactions to suit their preferences." They knew the rules. "Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires." By contrast, the working-class and poor children were characterized by "an emerging sense of distance, distrust, and constraint." They didn’t know how to get their way, or how to "customize"—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

What we are talking about is a kind of super-reflex, a fundamental physiological ability of which we are barely aware. And like all specialized human traits, some people have much more mastery over this reflex than others. Part of what it means to have a powerful or persuasive personality, then, is that you can draw others into your own rhythms and dictate the terms of the interaction. In some studies, students who have a high degree of synchrony with their teachers are happier, more enthused, interested, and easygoing. What I felt with Gau was that I was being seduced, not in the sexual sense, of course, but in a global way, that our conversation was being conducted on his terms, not mine. I felt I was becoming synchronized with him. "Skilled musicians know this, and good speakers," says Joseph Cappella, who teaches at the Annenberg School of Communication at the University of Pennsylvania. "They know when the crowds are with them, literally in synchrony with them, in movements and nods and stillness in moments of attention." It is a strange thing to admit, because I didn't want to be drawn in. I was on guard against it. But the essence of Salesmen is that, on some level, they cannot be resisted. "Tom can build a level of trust and rapport in five to ten minutes that most people will take half an hour to do," Moine says to Gau.

If Paul brought the first generation of Christians the useful skills of a trained theologian, Origen was the first great philosopher to rethink the new religion from first principles. As his philosophical enemy, the anti-Christian Porphyry, summed it up, he 'introduced Greek ideas to foreign fables' -- that is, gave a barbarous eastern religion the intellectual respectability of a philosophical defense. Origen was also a phenomenon. As Eusebius put it admiringly, 'even the facts from his cradle are worth mentioning'. Origen came from Alexandria, the second city of the empire and then it's intellectual centre; his father's martyrdom left him an orphan at seventeen with six younger brothers. He was a hard working prodigy, at eighteen head of the Catechetical School, and already trained as a literary scholar and teacher. But at this point, probably in 203, he became a religious fanatic and remained one for the next fifty years. He gave up his job and sold his books to concentrate on religion. he slept on the floor, ate no meat, drank no wine, had only one coat and no shoes. He almost certainly castrated himself, in obedience to the notorious text, Matthew 19:12, 'there are some who have made themselves eunuchs for the kingdom of heaven's sake.' Origen's learning was massive and it was of a highly original kind: he always went back to the sources and thought through the whole process himself. This he learned Hebrew and, according to Eusebius, 'got into his possession the original writings extant among the Jews in the actual Hebrew character'. These included the discovery of lost texts; in the case of the psalms, Origen collected not only the four known texts but three others unearthed, including 'one he found at Jericho in a jar'. The result was an enormous tome, the Hexapla, which probably existed in only one manuscript now lost, setting out the seven alternative texts in parallel columns. He applied the same principles of original research to every aspect of Christianity and sacred literature. He seems to have worked all day and though most of the night, and was a compulsive writer. Even the hardy Jerome later complained: 'Has anyone read everything Origen wrote?'

We've reached a point in human history where higher education no longer works. As a result of technology, higher education in its traditional college setting no longer works. It will never be effective or progressive enough to keep up with the growing needs of employers who look to college institutions for their future employees. I can appreciate the good intent the college system set out to achieve. For previous generations, the formula actually worked. Students enrolled into universities that were affordable, they gained marketable skills and they earned good jobs. Since there was a proven track record of success, parents instilled the value of college in their children thinking they would achieve the same success story they did, but unfortunately Wall Street was watching. Wall Street, the federal government and the college system ganged up and skyrocketed the cost of tuition to record highs. This was easy to do because not only did they have posters blanketing high schools showing kids what a loser they would be if they didn't go to college, they also had Mom and Dad at home telling them the same thing. This system - spending 4+ years pursuing a college education when the world is changing at the speed of light - no longer works and it's not fixable. We now have the biggest employer's market in human history, where employers have their pick of the litter, and because of this employees will get paid less and less and benefits will continue to erode.

Chef Ayden says you have something special. An 'affinity with the things that come from the dirt,' he says. A master of spices. And coming from Ayden that means a lot. He doesn't usually believe in natural inclinations. Only in working hard enough to make the hard work seem effortless. Is it true about you?" I know my eyebrows look about ready to parachute off my face. "You mean the bay-leaf thing?" "No more oil, that's good." She takes the bowl of marinated octopus from my hand, covers it with a red cloth, and puts it in the fridge. "The 'bay-leaf thing' is exactly what I mean. You're new to Spain. From what your teacher tells me, not many of you have had exposure to world cuisines. Yet, you know a variety of herb that looks and smells slightly different when found outside of this region. I'm sure you've probably seen it in other ways. You've probably mixed spices together no one told you would go together. Cut a vegetable in a certain way that you believe will render it more flavorful. You know things that no one has taught you, sí?" I shake my head no at her. 'Buela always said I had magic hands but I've never said it out loud about myself. And I don't know if I believed it was magic as much as I believed I'm a really good cook. But she is right; most of my experimenting is with spices. "My aunt Sarah sends me recipes that I practice with. And I watch a lot on Food Network. Do you have that channel here? It's really good. They have this show called Chopped-" Chef Amadí puts down the rag she was wiping down the counter with and takes my hands in hers. Studies my palms. "Chef Ayden tells me you have a gift. If you don't want to call it magic, fine. You have a gift and it's probably changed the lives of people around you. When you cook, you are giving people a gift. Remember that.

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

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

The story of The Rape of the Lock, sylphs and all, could have been told, though not so effectively, in prose. The Odyssey and the Comedy have something to say that could have been said well, though not equally well, without verse. Most of the qualities Aristotle demands of a tragedy could occur in a prose play. Poetry and prose, however different in language, overlapped, almost coincided, in content. But modern poetry, if it ‘says’ anything at all, if it aspires to ‘mean’ as well as to ‘be’, says what prose could not say in any fashion. To read the old poetry involved learning a slightly different language; to read the new involves the unmaking of your mind, the abandonment of all the logical and narrative connections which you use in reading prose or in conversation. You must achieve a trance-like condition in which images, associations, and sounds operate without these. Thus the common ground between poetry and any other use of words is reduced almost to zero. In that way poetry is now more quintessentially poetical than ever before; ‘purer’ in the negative sense. It not only does (like all good poetry) what prose can’t do: it deliberately refrains from doing anything that prose can do. Unfortunately, but inevitably, this process is accompanied by a steady diminution in the number of its readers. Some have blamed the poets for this, and some the people. I am not sure that there need be any question of blame. The more any instrument is refined and perfected for some particular function, the fewer those who have the skill, or the occasion, to handle it must of course become. Many use ordinary knives and few use surgeons’ scalpels. The scalpel is better for operations, but it is no good for anything else. Poetry confines itself more and more to what only poetry can do; but this turns out to be something which not many people want done. Nor, of course, could they receive it if they did. Modern poetry is too difficult for them. It is idle to complain; poetry so pure as this must be difficult. But neither must the poets complain if they are unread. When the art of reading poetry requires talents hardly less exalted than the art of writing it, readers cannot be much more numerous than poets. The explication of poetry is already well entrenched as a scholastic and academic exercise. The intention to keep it there, to make proficiency in it the indispensable qualification for white-collared jobs, and thus to secure for poets and their explicators a large and permanent (because a conscript) audience, is avowed. It may possibly succeed. Without coming home any more than it now does to the ‘business and bosoms’ of most men, poetry may, in this fashion, reign for a millennium; providing material for the explication which teachers will praise as an incomparable discipline and pupils will accept as a necessary moyen de parvenir. But this is speculation.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of