Sticker School Quotes

Most of my friends from Columbia are going on to get advanced degrees. And why not? A Ph.D. is the new M.A., a master's is the new bachelor's, a B.A. is the new high school diploma, and a high school diploma is the new smiley-face sticker on your first-grade spelling test.

I was in the fifth grade the first time I thought about turning thirty. My best friend Darcy and I came across a perpetual calendar in the back of the phone book, where you could look up any date in the future, and by using this little grid, determine what the day of the week would be. So we located our birthdays in the following year, mine in May and hers in September. I got Wednesday, a school night. She got a Friday. A small victory, but typical. Darcy was always the lucky one. Her skin tanned more quickly, her hair feathered more easily, and she didn't need braces. Her moonwalk was superior, as were her cart-wheels and her front handsprings (I couldn't handspring at all). She had a better sticker collection. More Michael Jackson pins. Forenze sweaters in turquoise, red, and peach (my mother allowed me none- said they were too trendy and expensive). And a pair of fifty-dollar Guess jeans with zippers at the ankles (ditto). Darcy had double-pierced ears and a sibling- even if it was just a brother, it was better than being an only child as I was. But at least I was a few months older and she would never quite catch up. That's when I decided to check out my thirtieth birthday- in a year so far away that it sounded like science fiction. It fell on a Sunday, which meant that my dashing husband and I would secure a responsible baby-sitter for our two (possibly three) children on that Saturday evening, dine at a fancy French restaurant with cloth napkins, and stay out past midnight, so technically we would be celebrating on my actual birthday. I would have just won a big case- somehow proven that an innocent man didn't do it. And my husband would toast me: "To Rachel, my beautiful wife, the mother of my chidren and the finest lawyer in Indy." I shared my fantasy with Darcy as we discovered that her thirtieth birthday fell on a Monday. Bummer for her. I watched her purse her lips as she processed this information. "You know, Rachel, who cares what day of the week we turn thirty?" she said, shrugging a smooth, olive shoulder. "We'll be old by then. Birthdays don't matter when you get that old." I thought of my parents, who were in their thirties, and their lackluster approach to their own birthdays. My dad had just given my mom a toaster for her birthday because ours broke the week before. The new one toasted four slices at a time instead of just two. It wasn't much of a gift. But my mom had seemed pleased enough with her new appliance; nowhere did I detect the disappointment that I felt when my Christmas stash didn't quite meet expectations. So Darcy was probably right. Fun stuff like birthdays wouldn't matter as much by the time we reached thirty. The next time I really thought about being thirty was our senior year in high school, when Darcy and I started watching ths show Thirty Something together. It wasn't our favorite- we preferred cheerful sit-coms like Who's the Boss? and Growing Pains- but we watched it anyway. My big problem with Thirty Something was the whiny characters and their depressing issues that they seemed to bring upon themselves. I remember thinking that they should grow up, suck it up. Stop pondering the meaning of life and start making grocery lists. That was back when I thought my teenage years were dragging and my twenties would surealy last forever. Then I reached my twenties. And the early twenties did seem to last forever. When I heard acquaintances a few years older lament the end of their youth, I felt smug, not yet in the danger zone myself. I had plenty of time..

I fantasized bout how I'd use my free hour at school. Organize my sticker album or tend to my vast My Little Pony herd. You know, things that would contribute to my future.

On my first evening in the back country, I skipped down the porch steps of the farmhouse-leaving my father inside and the radio playing and my small suitcase decorated with neon flower stickers unpacked-and wandered towards the upside-down school bus I'd spied from an upstairs window.

Ah, adventure! Ah, romance! Ah, courtly graces and the noble gestures! Don't you wish you knew people like that? Don't you wish we could still walk around in cloaks and boots and breeches, with leather doublets and flowing white dueling shirts and swords strapped around our waists? Of course, if we did, given the way things are today, there'd be people out there lobbying for sword control, and we'd need a National Sword Association and bumper stickers that would read "Swords don't kill people, knights kill people," and there would be a five-day waiting period and background check before you could buy a rapier. We'd have drive-by lungings and people would be afraid of children carrying broadswords to school. "Milady" would be regard as a sexist term and feminists would go absolutely berserk if any woman called a man "Milord." Ralph Nader would probably get quarter horses banned because they are too small and unsafe in a collision and someone would figure out a way to put seat belts and air bags on our saddles. That's why people join the SCA and read fantasy novels, because the real world sucks.

vast majority of challenging kids already know how we want them to behave. They know they’re supposed to do what they’re told. They know they’re not supposed to disrupt the learning of their classmates or run out of the school when they’re upset or embarrassed. And they know they’re not supposed to hit people, swear, or call out in class. So they don’t need us to put lots of effort into teaching them how we want them to behave. And while this may be hard to believe, most challenging kids already want to behave the right way. They don’t need us to continue giving them stickers, depriving them of recess, or suspending them from school; they’re already motivated. They need something else from us.

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

The school is teeming with activity. The rooms are small and large, many are special-purpose rooms, like shops and labs, but most are furnished like rather shabby living or dining rooms in homes: lots of sofas, easy chairs, and tables. Lots of people sitting around talking, reading, and playing games. On an average rainy day—quite different from a beautiful suddenly snowy day, or a warm spring or fall day—most people are inside. But there will also be more than a few who are outside in the rain, and later will come in dripping and trying the patience of the few people inside who think the school should perhaps be a “dry zone.” There may be people in the photo lab developing or printing pictures they have taken. There may be a karate class, or just some people playing on mats in the dance room. Someone may be building a bookshelf or fashioning chain mail armor and discussing medieval history. There are almost certainly a few people, either together or separate, making music of one kind or another, and others listening to music of one kind or another. You will find adults in groups that include kids, or maybe just talking with one student. It would be most unusual if there were not people playing a computer game somewhere, or chess; a few people doing some of the school’s administrative work in the office—while others hang around just enjoying the atmosphere of an office where interesting people are always making things happen; there will be people engaged in role-playing games; other people may be rehearsing a play—it might be original, it might be a classic. They may intend production or just momentary amusement. People will be trading stickers and trading lunches. There will probably be people selling things. If you are lucky, someone will be selling cookies they baked at home and brought in to earn money. Sometimes groups of kids have cooked something to sell to raise money for an activity—perhaps they need to buy a new kiln, or want to go on a trip. An intense conversation will probably be in progress in the smoking area, and others in other places. A group in the kitchen may be cooking—maybe pizza or apple pie. Always, either in the art room or in any one of many other places, people will be drawing. In the art room they might also be sewing, or painting, and some are quite likely to be working with clay, either on the wheel or by hand. Always there are groups talking, and always there are people quietly reading here and there. One

When I was in high school, a popular bumper sticker boasted, “Jesus is my Copilot.” I suppose that meant Jesus was there to help them when they got into a jam. How backwards. If Jesus is your copilot, somebody is in the wrong seat. It’s His car, and we stole it.

Bev made sure she served Wilson his standard tomato-and-grilled-cheese-with-french-fries personally, though Bev always called them chips, as if to make Wilson feel right at home. He thanked her and said everything looked absolutely “scrummy.” She giggled just like Chrissy used to do in history class. It was all I could do not to laugh right out loud. “I think Bev has a crush on you, Wilson. I know you're probably used to that by now. Don't you have a fan club at school? The 'I Heart Wilson' club, or something?” “Ha, ha, Blue. I have never been all that popular with the girls.” “Wilson. Don't be an idiot. You were all Manny could talk about the whole first month of school.” “Manny is not a girl,” Wilson remarked mildly. I snickered. “True. But I think I was the only one who wasn't following you around with my tongue hanging out. It was disgusting. Now even Bev has joined the club. I saw a bumper sticker on her car that said British Butts Drive Me Nuts.” Wilson choked on a mouthful of food, laughing, and grabbed at his lemonade to wash it down. I loved making him laugh, even if it was hazardous to his health.

WE CAN BELIEVE ALMOST ANYTHING THAT SUPPORTS OUR TEAM Many political scientists used to assume that people vote selfishly, choosing the candidate or policy that will benefit them the most. But decades of research on public opinion have led to the conclusion that self-interest is a weak predictor of policy preferences. Parents of children in public school are not more supportive of government aid to schools than other citizens; young men subject to the draft are not more opposed to military escalation than men too old to be drafted; and people who lack health insurance are not more likely to support government-issued health insurance than people covered by insurance.35 Rather, people care about their groups, whether those be racial, regional, religious, or political. The political scientist Don Kinder summarizes the findings like this: “In matters of public opinion, citizens seem to be asking themselves not ‘What’s in it for me?’ but rather ‘What’s in it for my group?’ ”36 Political opinions function as “badges of social membership.”37 They’re like the array of bumper stickers people put on their cars showing the political causes, universities, and sports teams they support. Our politics is groupish, not selfish.

are, what they care about, and where they “belong” has been reduced to decorative magnets that have been stuck all over the backs of their SUVs. These magnetized spheres and shapes will also tell you where they worship and where they vacation, what illnesses they’ve dealt with or would like to see eradicated, who they voted for in the last election and who they plan to vote for in the next. She was careful not to quote Melanie too closely in case her sister, who had never been a major newspaper devotee, ever happened across the column. But as Vivien typed, the words began to flow from her mind and through her fingertips in that wonderful way that she didn’t understand and tried not to question. Slowly, she began to relax, her body unclenching bit by bit as the words formed in her mind, then found their way onto the page. All of the schools their children attend from preschool to college are there like some public scrapbook. There are magnets and bumper stickers that inform you if their child made the honor roll or was once named the student of the month. Bottom line, if they or one of their children has ever done it or even thought about it, they’ve got the magnet to prove it. And every magnet deserves to be displayed on the back of the family chariot. She added a few jabs about what might drive people to reveal so much, then did some cutting and pasting until she had her observations in an order that belied the amount of editing she’d done and, instead, felt like a natural progression. And then she concluded, As it turns out, these clues aren’t even necessary because your entire

Top 10 ideas from No More Meltdowns: 1. Each day for several months, have your child imagine the sensations of anger and rehearse the calming strategy, such as: holding a squeeze ball, counting to 10, taking deep breaths, taking a walk and swinging on the swing set. He will be able to do the calming strategy without too much conscious effort (42) 2. Create a schedule of routines that involves visual reminders of their schedule to provide comfort in understanding what to expect next (40) 3. Praise their effort when they are working on a project or attempting a new activity. Those concentrating on their ability get frustrated more easily. In contrast, those attending their level of effort respond to frustration with more motivation and positive feelings. Praise their continued efforts rather than simply praise their current ability (28) 4. Avoid meltdowns by anticipating and preparing for triggering events. Use the Prevention Plan Form (20, 147) 5. Self-calming strategies: Getting a hug, swinging on the swing set, taking a walk, taking deep breaths, counting to 10, holding a favorite toy (a pup) and a squeeze ball. (42) When using humor, ask “Is it okay if I try to make you laugh to get your mind off of this?”(39) 6. Creating rules and consequences is an important starting point. Without rules and consequences, our lives would be chaotic (5) 7. Gradually expose your child to new foods by asking him first to just look at the foods. Next, ask him to smell them, taste them and eventually eat a small piece. Begin with sweet items (even candy) to allow your child to be open to trying new things. Exercise just prior to trying a new food can increase appetite (77, 78, 80) 8. A child’s passion can be the most effective distraction. Suggestions: Getting hugs, stuffed animals, favorite toys, books and looking out the window (38) 9. Give your child a sticker for each night he sleeps in his own bed. Most importantly, praise him so that he can take pride in his independence (143) 10. Set a time to do homework soon after school, before he gets too tired, and right after as snack, so he’s not hungry. Break down the homework into small steps and ask him to do one tiny part of it. Once started, he will likely be willing to do other parts as well (70) When children feel accepted and appreciated by us, they are more likely to listen to us (9)

Let’s think more about the goal of building internal drive in our students, which is part of our fourth goal. You may know that there has been a recent backlash against the practice of rewarding children for every good turn, and for the now-pervasive practice of giving every child a participation trophy. Motivation researchers have long found that offering rewards for a job well done (or just a job done at all) often has the ironic effect of decreasing students’ internal motivation to perform that job (Deci, Koestner & Ryan, 2001). This is similar to what happens to professional athletes when they start making money to play, and they find that the passion and drive for the game that they felt in high school and college begin to melt away. When an individual gets rewarded for an action, that individual starts focusing more on the reward than on the natural pleasure that the action may bring them. Remove the reward, and they are actually less likely to perform the action than they would have been if they’d never been rewarded at all. In contrast, research (Ryan & Deci, 2000) has also found that there are three factors that foster sustained internal drive in us humans: competence (“I can do this”); autonomy (“I have control over what happens here”); and relatedness (“I am connected to people around me”). Plan A is not a particularly good recipe for fostering these factors, especially when Plan A comes in the form of sticker charts, points, and other systems of rewards and consequences that attempt to manipulate a student’s behavior through mechanisms of power and control—the opposite of building a sense of autonomy. Plan C doesn’t do a good job of this either, because while reducing expectations has advantages such as helping avoid challenging behavior, it does not leave the student with a sense of accomplishment and thus competence. We think you will come to find that Plan B provides a great recipe to foster internal drive, by helping students learn the skills (competence) to solve problems independently (autonomy) through an empathic interpersonal process (relatedness).

how to make notes ========== Life Is What You Make It A Story Of Love, Hope And How Determination Can Overcome Even Destiny (Preeti Shenoy) - Your Highlight at location 1584-1589 | Added on Monday, 15 June 2015 11:21:47 wanted to share my ‘colour coded’ way of remembering things with everybody, so they too could benefit. I felt like I had stumbled upon a great secret and my discovery would be hailed. I pictured it being used in schools, colleges and everywhere else as a new memory technique. I wondered why nobody else had thought of such a simple but brilliant technique earlier. As I was waiting for him to finish making the photocopies, my eyes chanced upon small glittering stickers of cartoon characters like Tw eety bird, Fairies and Garfield and some Disney characters, which children use to decorate their books and other objects. I thought the stickers would make a nice finishing touch and I bought twenty sheets. I also came across some very beautiful printed stationery and could not resist buying about eight packets of writing sheets. They looked very beautiful and ========== Life Is What You Make It A Story Of Love, Hope And How Determination Can Overcome Even Destiny (Preeti Shenoy) - Your Note at location 1596 | Added on Monday, 15 June 2015 11:24:46 cont. how to make notes ========== Life Is What You Make It A Story Of Love, Hope And How Determination Can Overcome Even Destiny (Preeti Shenoy) - Your Highlight at location 1590-1596 | Added on Monday, 15 June 2015 11:24:46 I also looked around the shop and discovered some water colours. I had last painted with water colours only in school. On an impulse, I bought a set of water colours and a set of brushes as well. It was like an urgent impulse inside my head that was driving me to buy all this stuff. They seemed absolutely essential. I reached home armed with my large bag of purchases and unpacked them carefully and arranged them all on my desk. Then I sat down and decorated the corners of each set of notes with tiny stickers of cartoon characters. I used highlighter pens and highlighted each set of the notes in my colour coded way with green, purple and orange. There were seventy sets to finish and I was like a woman possessed. I stayed up the whole night doing just this. I was a reservoir of energy. I just couldn' t stop. Strangely I did not feel even a little tired. ========== Life Is What You Make It A Story Of Love, Hope And How Determination Can Overcome Even Destiny (Preeti Shenoy) - Your Highlight at location 1617-1617 | Added on Monday, 15 June 2015 11:55:29 uncannily ========== Life Is What You Make It A Story Of Love, Hope And How Determination Can Overcome Even Destiny (Preeti Shenoy) - Your Highlight at location 1650-1650 | Added on Monday, 15 June 2015 14:48:08 besotted ========== Life Is What You Make It A Story Of Love, Hope And How Determination Can Overcome Even Destiny (Preeti Shenoy) - Your Highlight at location

They both got in their cars. Myron watched Erik drive off. Then he picked up the cell phone and hit Win’s speed dial. “Articulate.” “I need you to break into a house.” “Goody. Please explain.” “I found a path where I dropped Aimee off. It leads to another cul-de-sac.” “Ah. Do we have a thought then about where she ended up?” “Sixteen Fernlake Court.” “You sound fairly certain.” “There’s a car in the driveway. On the back windshield is a sticker. It’s for teacher parking at Livingston High School.” “On my way.

Activity pouch on airplanes Buttons and pins Crayons and coloring place mats from restaurants Disposable sample cup from the grocery store Erasers and pencils with eraser tops Fireman hat from a visit to the fire station Goodie bags from county fairs and festivals Hair comb from picture day at school Infant goods from the maternity ward Junior ranger badge from the ranger station and Smokey the Bear Kids’ meal toys Lollipops and candy from various locations, such as the bank Medals and trophies for simply participating in (versus winning) a sporting activity Noisemakers to celebrate New Year’s Eve OTC samples from the doctor’s office Party favors and balloons from birthday parties Queen’s Jubilee freebies (for overseas travelers) Reusable plastic “souvenir” cup and straw from a diner Stickers from the doctor’s office Toothbrushes and floss from the dentist’s office United States flags on national holidays Viewing glasses for a 3-D movie (why not keep one pair and reuse them instead?) Water bottles at sporting events XYZ, etc.: The big foam hand at a football or baseball game or Band-Aids after a vaccination or various newspapers, prospectuses, and booklets from school, museums, national parks . . .

CHORES Together, make a list of chores he can do to help around the house: Make his bed, walk the dog, empty wastebaskets, take out trash, pull weeds, rake, shovel, sweep, vacuum, fold laundry, empty the dishwasher, set and clear the table. Let him know you need and appreciate him. Make a routine and stick to it. If the child is forgetful, make a chart and post it on the refrigerator. When he finishes a chore, let him stick a star on the chart. Reward him with a special privilege or outing when he accumulates several stars. Break chores down into small steps. Let her clear the table one plate at a time. (She doesn’t have to clear all the dishes.) BATHING Let the child help regulate the water temperature. Provide an assortment of bath toys, soaps, and scrubbers. Scrub the child with firm, downward strokes. Provide a large bath sheet for a tight wrap-up. SLEEPING Give your child notice: “Half an hour until bedtime!” or “You can draw for five more minutes.” Stick to a bedtime routine. Include stories and songs, a look at a sticker collection, a chat about today’s events or tomorrow’s plans, a back rub and snug tuck-in. Children with tactile defensiveness are very particular about clothing, so provide comfortable pajamas. Some like them loose, some like them tight; some like them silky, some don’t like them at all. Nobody likes them bumpy, scratchy, lacy, or with elasticized cuffs. Use percale or silk sheets for a smooth and bumpless bed. Let your child sleep with extra pillows and blankets, in a sleeping bag or bed tent, or on a waterbed. Life at home can improve with a sensory diet and attention to your child’s special needs, and life at school can improve as well.

So let’s review all the ways the Dorito Effect appears to be turning us into nutritional idiots: • Dilution. As real food becomes bland and loses its capacity to please us, we are less inclined to eat it and very often enhance it in ways that further blunt its nutrition. • Nutritional decapitation. When we take flavors from nature, we capture the experience of food but leave the nutrition—the fiber, the vitamins, the minerals, the antioxidants, the plant secondary compounds—behind. In nature, flavor compounds always appear in a nutritional context. • False variety. We naturally crave variety in food—it’s one of nature’s ways of making sure we get a diverse diet. Fake flavors make foods that are nutritionally very similar seem more different than they actually are. • Cognitive deception. Fake flavors fool the conscious mind. A mother enticed by a Dannon Strawberry Blitz Smoothie as an after-school snack for her eight-year-old child will taste it and reasonably believe the product contains strawberries, even though it contains none. • Emotional deception. Flavor technology manipulates the part of the mind that experiences feelings. Fake flavors take a previously established liking for a real food and apply it, like a sticker, to something else—usually large doses of calories—creating a heightened and nutritionally undeserved level of pleasure. • Flavor-nutrient confusion. By hijacking flavor-nutrient relationships, fake flavors, by their very nature, set a false expectation. A major aspect of obesity is an outsized desire for food, one that very often cannot be extinguished by food itself. By imposing flavors on foods without the corresponding nutrients, are we creating foods that are incapable of satiating the people who eat them? So many of the foods we overconsume—refined carbs, high-fructose corn syrup, sugar, added fat—would not be palatable without synthetic flavor. We gorge on them because they taste like something they are not.