Student Centered Learning Quotes

Double your life experience by learning a second language. -Taru

The value of the student’s question is supreme. The best initial response to a question is not to answer it, per se, but to validate it, protect it, support it, and make a space for it. Like a blossom just emerging, a question is vulnerable and delicate. A direct answer can extinguish a question if you’re not careful. But if you nourish the blossom, it will grow and give fruit in the form of insight as well as more questions. In short, a question needs to be nurtured more than answered. It should be given center stage, admired, relished, embraced, and sustained.

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

Under the seeming disorder of the old city, wherever the old city is working successfully, is a marvelous order for maintaining the safety of the streets and the freedom of the city. It is a complex order. Its essence is intricacy of sidewalk use, bringing with it a constant succession of eyes. This order is all composed of movement and change, and although it is life, not art, we may fancifully call it the art form of the city and liken it to the dance — not to a simple-minded precision dance with everyone kicking up at the same time, twirling in unison and bowing off en masse, but to an intricate ballet in which the individual dancers and ensembles all have distinctive parts which miraculously reinforce each other and compose an orderly whole. The ballet of the good city sidewalk never repeats itself from place to place, and in any once place is always replete with new improvisations. The stretch of Hudson Street where I live is each day the scene of an intricate sidewalk ballet. I make my own first entrance into it a little after eight when I put out my garbage gcan, surely a prosaic occupation, but I enjoy my part, my little clang, as the junior droves of junior high school students walk by the center of the stage dropping candy wrapper. (How do they eat so much candy so early in the morning?) While I sweep up the wrappers I watch the other rituals of the morning: Mr Halpert unlocking the laundry's handcart from its mooring to a cellar door, Joe Cornacchia's son-in-law stacking out the empty crates from the delicatessen, the barber bringing out his sidewalk folding chair, Mr. Goldstein arranging the coils of wire which proclaim the hardware store is open, the wife of the tenement's super intendent depositing her chunky three-year-old with a toy mandolin on the stoop, the vantage point from which he is learning English his mother cannot speak. Now the primary childrren, heading for St. Luke's, dribble through the south; the children from St. Veronica\s cross, heading to the west, and the children from P.S 41, heading toward the east. Two new entrances are made from the wings: well-dressed and even elegant women and men with brief cases emerge from doorways and side streets. Most of these are heading for the bus and subways, but some hover on the curbs, stopping taxis which have miraculously appeared at the right moment, for the taxis are part of a wider morning ritual: having dropped passengers from midtown in the downtown financial district, they are now bringing downtowners up tow midtown. Simultaneously, numbers of women in housedresses have emerged and as they crisscross with one another they pause for quick conversations that sound with laughter or joint indignation, never, it seems, anything in between. It is time for me to hurry to work too, and I exchange my ritual farewell with Mr. Lofaro, the short, thick bodied, white-aproned fruit man who stands outside his doorway a little up the street, his arms folded, his feet planted, looking solid as the earth itself. We nod; we each glance quickly up and down the street, then look back at eachother and smile. We have done this many a morning for more than ten years, and we both know what it means: all is well. The heart of the day ballet I seldom see, because part off the nature of it is that working people who live there, like me, are mostly gone, filling the roles of strangers on other sidewalks. But from days off, I know enough to know that it becomes more and more intricate. Longshoremen who are not working that day gather at the White Horse or the Ideal or the International for beer and conversation. The executives and business lunchers from the industries just to the west throng the Dorgene restaurant and the Lion's Head coffee house; meat market workers and communication scientists fill the bakery lunchroom.

MIT has developed for itself a spirit, so that every member of the whole place thinks that it's the most wonderful place in the world_ it's the center, somehow, of scientific and technological development in the United States, if not the world. It's like a New Yorker's view of New York: they forget the rest of the country..... So MIT was good, but Slater was right to warn me to go to another school for my graduate work. And I often advise my students the same way. Learn what the rest of the world is like. The variety is worthwhile.

We decided to attend to our community instead of asking our community to attend the church.” His staff started showing up at local community events such as sports contests and town hall meetings. They entered a float in the local Christmas parade. They rented a football field and inaugurated a Free Movie Night on summer Fridays, complete with popcorn machines and a giant screen. They opened a burger joint, which soon became a hangout for local youth; it gives free meals to those who can’t afford to pay. When they found out how difficult it was for immigrants to get a driver’s license, they formed a drivers school and set their fees at half the going rate. My own church in Colorado started a ministry called Hands of the Carpenter, recruiting volunteers to do painting, carpentry, and house repairs for widows and single mothers. Soon they learned of another need and opened Hands Automotive to offer free oil changes, inspections, and car washes to the same constituency. They fund the work by charging normal rates to those who can afford it. I heard from a church in Minneapolis that monitors parking meters. Volunteers patrol the streets, add money to the meters with expired time, and put cards on the windshields that read, “Your meter looked hungry so we fed it. If we can help you in any other way, please give us a call.” In Cincinnati, college students sign up every Christmas to wrap presents at a local mall — ​no charge. “People just could not understand why I would want to wrap their presents,” one wrote me. “I tell them, ‘We just want to show God’s love in a practical way.’ ” In one of the boldest ventures in creative grace, a pastor started a community called Miracle Village in which half the residents are registered sex offenders. Florida’s state laws require sex offenders to live more than a thousand feet from a school, day care center, park, or playground, and some municipalities have lengthened the distance to half a mile and added swimming pools, bus stops, and libraries to the list. As a result, sex offenders, one of the most despised categories of criminals, are pushed out of cities and have few places to live. A pastor named Dick Witherow opened Miracle Village as part of his Matthew 25 Ministries. Staff members closely supervise the residents, many of them on parole, and conduct services in the church at the heart of Miracle Village. The ministry also provides anger-management and Bible study classes.

Some collaborative work is fine for introverts, even beneficial. But it should take place in small groups—pairs or threesomes—and be carefully structured so that each child knows her role. Roger Johnson, co-director of the Cooperative Learning Center at the University of Minnesota, says that shy or introverted kids benefit especially from well-managed small-group work because “they are usually very comfortable talking with one or two of their classmates to answer a question or complete a task, but would never think of raising their hand and addressing the whole class. It is very important that these students get a chance to translate their thoughts into language

Dennis Tueller, a Salt Lake City police officer and firearms instructor (since retired), asked just this question.  Uniformed officers are routinely faced with impact weapon bearing suspects.  So it’s natural for Tueller to wonder how far away a suspect can be and still use an impact weapon against an officer before he could defend himself. To answer his question, Tueller ran a bunch of empirical studies.  Which is just a fancy way of saying he ran a bunch of students through the exercise that would later become the Tueller Drill. Tueller learned that most officers can get a service pistol out of a holster and engage a threat with center-mass hits within 1.5 seconds.  So the question then becomes, how much distance can a bad guy cross in 1.5 seconds?  Timing a great many students running from a standing start, Tueller learned that someone can go about 21 feet in 1.5 seconds.  So 21 feet became the “Tueller distance,” or the maximum distance from a police officer a person can use an impact weapon against the officer before the officer can shoot them.  The Tueller Drill is often referred to as the “21 foot rule,” or the “7 yard rule.”  This really obscures the real take-home message of the Tueller Drill.  The value is not some particular distance.  What matters is your “Tueller distance.” People’s draw speeds vary.  Your Tueller distance will be greater or less than 21 feet depending on your ability to get the gun unholstered and pointed center-mass. The real lesson of the Tueller Drill is that someone armed with an impact weapon has the opportunity to use it at a far greater distance than most think—and certainly much greater distances than a juror might have otherwise thought.  If you imagine the length of typical American parking space, and add another three paces, you’ll be right about at 21 feet.

There is no one disabled future. But in mine, there is guaranteed income, housing, access, food, water, and education for all—or money has been abolished. I get paid to write from my bed. The births of disabled, Autistic, Mad, Neurodivergent, Deaf, and sick kids are celebrated, and there are memorials and healing and reparation sites on every psych ward, institution, nursing home, youth lockup, and “autistic treatment center” where our people have been locked up and abused. Anyone who needs care gets it, with respect and autonomy, not abuse. Caregivers are paid well for the work we do and are often disabled ourselves. Disabled folks are the ones teaching medical school students about our bodies. Schools have been taken apart and remade so that there’s not one idea of “smart” and “stupid,” but many ways of learning. There is a disability justice section in every bookstore and a million examples of sick and disabled and Deaf and autistic and Mad folks thriving. I have a really sick lipstick-red spiral ramp curving around my house. Because it’s beautiful. Because I want it. Because I get to live free. -LEAH

But there were problems. After the movie came out I couldn’t go to a tournament without being surrounded by fans asking for autographs. Instead of focusing on chess positions, I was pulled into the image of myself as a celebrity. Since childhood I had treasured the sublime study of chess, the swim through ever-deepening layers of complexity. I could spend hours at a chessboard and stand up from the experience on fire with insight about chess, basketball, the ocean, psychology, love, art. The game was exhilarating and also spiritually calming. It centered me. Chess was my friend. Then, suddenly, the game became alien and disquieting. I recall one tournament in Las Vegas: I was a young International Master in a field of a thousand competitors including twenty-six strong Grandmasters from around the world. As an up-and-coming player, I had huge respect for the great sages around me. I had studied their masterpieces for hundreds of hours and was awed by the artistry of these men. Before first-round play began I was seated at my board, deep in thought about my opening preparation, when the public address system announced that the subject of Searching for Bobby Fischer was at the event. A tournament director placed a poster of the movie next to my table, and immediately a sea of fans surged around the ropes separating the top boards from the audience. As the games progressed, when I rose to clear my mind young girls gave me their phone numbers and asked me to autograph their stomachs or legs. This might sound like a dream for a seventeen-year-old boy, and I won’t deny enjoying the attention, but professionally it was a nightmare. My game began to unravel. I caught myself thinking about how I looked thinking instead of losing myself in thought. The Grandmasters, my elders, were ignored and scowled at me. Some of them treated me like a pariah. I had won eight national championships and had more fans, public support and recognition than I could dream of, but none of this was helping my search for excellence, let alone for happiness. At a young age I came to know that there is something profoundly hollow about the nature of fame. I had spent my life devoted to artistic growth and was used to the sweaty-palmed sense of contentment one gets after many hours of intense reflection. This peaceful feeling had nothing to do with external adulation, and I yearned for a return to that innocent, fertile time. I missed just being a student of the game, but there was no escaping the spotlight. I found myself dreading chess, miserable before leaving for tournaments. I played without inspiration and was invited to appear on television shows. I smiled.

Kashmir Shaivism also developed an integrated and effective method of spiritual practice that includes intense devotion, the study of correct knowledge, and a special type of yoga unknown to other systems of practical philosophy. These three approaches are meant to be carefully integrated to produce a strong and vibrant practice. Yoga is the main path that leads to Self-realization, theoretical knowledge saves yogins from getting caught at some blissful but intermediary level of spiritual progress, and devotion provides them the strength and focus with which to digest correctly the powerful results of yoga and so avoid their misuse. This is a practice for both the mind and the heart. The teachings offers offer a fresh and powerful understanding of life that develops the faculties of the mind, while the devotional aspects of Kashmir Shaivism expand the faculties of a student’s heart. Combined together, both faculties help students reach the highest goal to which Shaiva yoga can dead them. The yoga system of Kashmir Shaivism is known as the Trika system. It includes many methods of yoga, which have been classified into three groups known as sambhava, sakta, and anava. Sambhava yoga consists of practices in direct realization of the truth, without making any effort at meditation, contemplation, or the learning of texts. The emphasis is on correct being, free from all aspects of becoming. This yoga transcends the use of mental activity. Sakta yoga consists of many types of practices in contemplation on the true nature of one’s real Self. Anava yoga includes various forms of contemplative meditation on objects other than one’s real Self, such as the mind, the life-force along with its five functions (the five pranas), the physical form along with its nerve-centers, the sounds of breathing, and different aspects of time and space. Trika yoga teaches a form of spiritual practice that is specific to Kashmir Shaivism. This system, along with its rituals, has been discussed in detail in Abhinavagupta’s voluminous Tantraloka, which is one of the world’s great treatises on philosophy and theology. Unlike many other forms of yoga, the Trika system is free from all types of repression of the mind, suppression of the emotions and instincts, and starvation of the senses. It eliminates all self-torturing practices, austere vows or penance, and forcible renunciation. Shaiva practitioners need not leave their homes, or roam as begging monks. Indifference (vairagya) to worldly life is not a precondition to for practicing Trika yoga. Sensual pleasures automatically become dull in comparison with the indescribable experience of Self-bliss. This is a transforming experience that naturally gives rise to a powerful form of spontaneous indifference to worldly pleasures. Finally, regardless of caste, creed, and sex, Trika yoga is open to all people, who through the Lord’s grace, have developed a yearning to realize the truth, and who become devoted to the Divine. — B. N. Pandit, Specific Principles of Kashmir Shaivism (3rd ed., 2008), p. xxiii-xxiv

There’s another level at which attention operates, this has to do with leadership, I argue that leaders need three kinds of focus, to be really effective, the first is an inner focus, let me tell you about a case that’s actually from the annals of neurology, there was a corporate lawyer, who unfortunately had a small prefrontal brain tumour, it was discovered early, operated successfully, after the surgery though it was a very puzzling picture, because he was absolutely as smart as he had been before, a very high IQ, no problem with attention or memory, but he couldn’t do his job anymore, he couldn’t do any job, in fact he ended up out of work, his wife left him, he lost his home, he’s living in his brother spare bedroom and in despair he went to see a famous neurologist named Antonio Damasio. Damasio specialized in the circuitry between the prefrontal area which is where we consciously pay attention to what matters now, where we make decisions, where we learn and the emotional centers in the midbrain, particularly the amygdala, which is our radar for danger, it triggers our strong emotions. They had cut the connection between the prefrontal area and emotional centers and Damasio at first was puzzled, he realized that this fellow on every neurological test was perfectly fine but something was wrong, then he got a clue, he asked the lawyer when should we have our next appointment and he realized the lawyer could give him the rational pros and cons of every hour for the next two weeks, but he didn’t know which is best. And Damasio says when we’re making a decision any decision, when to have the next appointment, should I leave my job for another one, what strategy should we follow, going into the future, should I marry this fellow compared to all the other fellows, those are decisions that require we draw on our entire life experience and the circuitry that collects that life experience is very base brain, it’s very ancient in the brain, and it has no direct connection to the part of the brain that thinks in words, it has very rich connectivity to the gastro- intestinal tract, to the gut, so we get a gut feeling, feels right, doesn’t feel right. Damasio calls them somatic markers, it’s a language of the body and the ability to tune into this is extremely important because this is valuable data too - they did a study of Californian entrepreneurs and asked them “how do you make your decisions?”, these are people who built a business from nothing to hundreds of millions or billions of dollars, and they more or less said the same strategy “I am a voracious gatherer of information, I want to see the numbers, but if it doesn’t feel right, I won’t go ahead with the deal”. They’re tuning into the gut feeling. I know someone, I grew up in farm region of California, the Central Valley and my high school had a rival high school in the next town and I met someone who went to the other high school, he was not a good student, he almost failed, came close to not graduating high school, he went to a two-year college, a community college, found his way into film, which he loved and got into a film school, in film school his student project caught the eye of a director, who asked him to become an assistant and he did so well at that the director arranged for him to direct his own film, someone else’s script, he did so well at that they let him direct a script that he had written and that film did surprisingly well, so the studio that financed that film said if you want to do another one, we will back you. And he, however, hated the way the studio edited the film, he felt he was a creative artist and they had butchered his art. He said I am gonna do the film on my own, I’m gonna finance it myself, everyone in the film business that he knew said this is a huge mistake, you shouldn’t do this, but he went ahead, then he ran out of money, had to go to eleven banks before he could get a loan, he managed to finish the film, you may have seen

Admission Open in Nios Board 10th & 12th April & October Session in Dwarka, Uttam nagar, Palam, Kapashera Here’s some key information about NIOS board exams for 10th & 12th class: Eligibility: NIOS exams are open to a wide range of learners, including school dropouts, working professionals, and those who want to complete their secondary or senior secondary education through distance learning. Subjects: NIOS offers a variety of subjects at both the secondary (Class 10) and senior secondary (Class 12) levels. Students can choose subjects based on their interests and career goals. Examination Schedule: NIOS conducts examinations twice a year: April-May and October-November. Students can choose the exam session that suits them best. Examination Centers: NIOS has examination centers across India and some international locations to accommodate the diverse needs of its students. Examination Format: NIOS board exams are typically conducted in a written format, where students have to answer questions on paper. The question papers are sent to the examination centers, and students are required to appear in person to take the exams. Admit Card: NIOS issues admit cards to registered students, which contain essential information about the exam schedule, center details, and instructions for candidates. Results: After the exams are conducted, NIOS releases the results after 45 days, and students can check their results on nios official website and download the passing mark sheet. Certification: Upon successfully passing the NIOS board exams, students receive a secondary or senior secondary certificate, which is equivalent to certificates issued by other recognized educational boards in India. Apply Nios Admission through J.P INSTITUTE OF EDUCATION, DELHI Disclaimer: Note requirement of document and fee change be as per the direction of NIOS We at J.P INSTITUTE OF EDUCATION Provide NIOS Admission for the OCTOBER 2023-2024 session For more detail about the course you can visit our Institute.

Why Should I Do Freelancing? Guidelines for Beginners Why do we do freelancing? People are doing nothing in the urge of life. Some are working, some are doing business, some are doing advocacy, and some are freelancing. Everyone has one goal behind doing all this, and that is to “make money”. As the days are changing, people's needs are also increasing. Earlier people did not have so many needs so they did not lack happiness. Everyone had their own land, from which crops, vegetables, and fruits were produced and earned a living. Slowly the days started to change, and the use of technology also started to increase, along with it the image and attitude of people started to change. The competitive spirit of who will get more than who, who will be ahead of who started, which continues till now. And that is why people are constantly looking for work, some inside the country and some outside the country. Everyone has almost the same goal, and that is to earn a lot of money, stand on their own feet, take responsibility for their family, build the future of their children, and much more! But does all work make satisfactory money? Of course not. If you are employed then you will get a certain amount of monthly income, if you are doing business then the income will be average with profit-loss-risk, and if you are freelancing then you will be able to control your income. You can earn money as you wish by working as you wish. So let's find out why you should do freelancing:- Why Do Freelancing? What is Freelancing? Freelancing is an independent profession. This profession allows you to work when you want, take vacations when you want, and quit when you want. You will never want to leave this profession though, because once you fall in love with freelancing, you never want to leave. There are many reasons for this. They are easy, self-reliance, freedom from slavery, self-king, having no limitations, etc. All of us have some latent talent. That talent often remains dormant, those of us who spend years waiting for a job can wake up our latent talent and stand on our own feet by expressing it through work. No need to run with a CV to any company or minister for this. Do you like to write? Can you be a content writer, can you draw good design? Can be a designer, do you know good coding? Can be a software engineer. There are also numerous other jobs that you can do through freelancing. You too can touch the door of success by freelancing, all you need is enthusiasm, courage, willpower, morale, self-confidence, and a lot of self-confidence. But these things are not available to buy in the market, so it will not cost you money. What will be spent is 'time' as the saying goes "The time is money and the money is equal to time". To make money you must put in the time. Guidelines for Beginners: As I have said before, if you think that you can suddenly start freelancing and earn lakhs of rupees and become a millionaire within a year, then I would say that bro, freelancing is not for you. Because the greed of money gets you before you can work, you can't go any further. If you are thinking of starting freelancing to utilize your talent then definitely take advice from someone senior to you, take tips from those who are in the sector, explore online, collect video tutorials, and take free courses if available. Still, if there is any problem or confusion which you are not able to solve, then you can visit the freelancing training center called “Bhairab ​​IT Zone”. Here students are trained professionally by experienced freelancers. If you want you can apply now for their free seminar from here, and learn about all the courses Please Visit Our Blogging Website to Read more Articles related to Freelancing and Outsourcing, Thank You.

You are pushed into falling backwards. You need to keep important information on your mind. First, you want to avoid sending your hand backward, since you can easily dislocate your shoulders doing this. Second, you do not want your head to hit the ground as it may cause a concussion or smash your skull. Third, you do not want to fall on your ass, breaking your coccyx bone. In Krav Maga, students learn to fall on concrete floors while avoiding damage to their bodies. 1.     Lying on the ground, keep your hands at thirty degrees to the sides of the body. Lift your head and look at your belt. Apply pressure to the ground with your palms, leaving elbows locked and lifted off. Lift one leg off the ground, bringing your knee to your chest. In this position, your head and shoulders are not touching the ground. In addition, your coccyx bone is not touching the ground. The only contact you have with the ground at this point is the large muscles in your lower back. This is the position you will end up in when you finish softening your fall. Relax and put your head, shoulders and leg back on to the ground. Repeat this step about ten times. You are getting accustomed to instantly reaching the desired position. Keep one heel on the ground to prevent anyone from kicking your groin. 2.     From a squatting position, cross your hands over your knees. Sit backwards, close to your heels, and lift one leg. Continue to the position described in step one. As you sit and roll your body backwards, keep your torso leaning forward. Release your hands only after completing the fall. Repeat this step about ten times. 3.     From a standing position, step backwards on one foot, and squat on it close to the heel. Keep your hands crossed over your chest, lifting one leg as you come down. Continue to get through all prior steps until you come to a complete stop on the ground. All through your fall, you need to shift your weight forward as you roll your torso forward to soften your fall. Avoid reaching your hands backwards since you could dislocate your shoulders this way. 4. Your training partner is pushing you and making you lose your balance. 5. Step backwards, as you lower your center of gravity forward while falling. 6.     Land close to your heel, keeping one knee up to avoid the coccyx contacting the ground. 7. Keep your head forward by looking at your belt. 8.     Your elbows should be locked if your hands are touching the ground, and your shoulders lifted up. 9. Kick up from the floor. Keep in mind that the only contact with the ground should be your heel, and your wide lower back without the coccyx bone. You are now in a perfect position to kick your opponent upwards, if needed.

Worse, tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They focus on short-term rewards through cramming to compensate for a failure in long-term development of value. It is no wonder we have financial meltdowns caused by successful students. We have to swallow a hard pill. The issue is not how do we make tests better? Or how can we have more or different types of tests? Or how do we arrange for more parts of a school program (such as a teacher’s worth) to be based on tests? The reality is, tests don’t work except as a blunt control-and-motivation mechanism for the classroom, the academic equivalent of MSG or sugar in processed food. In place of schools as testing centers, we have to begin imagining and setting up learning environments that involve no tests at all, that rely on real assessment and the creation of genuine value instead.

At the Beaux-Arts he was that most admired of students, “a second-place man.” First place in academic competitions belonged to the highly capable and absolutely conventional; the truly brilliant, whose innovative work made the masters at the Ecole uneasy, learned to be content with second.

While implementing constructivist approaches demands tailored learning experiences and skilled facilitation, its resource-intensive nature may pose challenges for educators striving to create dynamic, student-centered classrooms.

At its core, educational technology integration is about leveraging the power of technology to create dynamic, interactive, and student-centered learning experiences that prepare students for success in the digital age.

At the heart of curriculum development lies a commitment to student-centered learning, where the needs, interests, and aspirations of each student are central to the planning, creation, and delivery of the curriculum.

The minute you don a black belt, the minute you step in front of a class to teach, you are seen as an expert on violence. It doesn’t matter if you have absorbed a complete philosophical system with your martial art. It doesn’t matter if the art gave you, for the first time, the confidence to view the world as a pacifist. It doesn’t matter if you studied as a window to another age and culture. It doesn’t matter that you have found enlightenment in kata or learned to blend in harmony with the force of your attacker. It doesn’t matter because you are about to teach a martial art, an art dedicated to Mars, the God of War. A MARtial art. Even if somewhere over the years you have lost sight of this, your students have not. Miller, Rory. Meditations on Violence: A Comparison of Martial Arts Training & Real World Violence . YMAA Publication Center. Kindle Edition.

The core phase is the educational crucible where students take center stage, actively engaging in the learning process. It's a transformative journey where the teacher's role is not just to impart knowledge but to ignite the flames of curiosity and discovery within each student.

In the remediation, core phase active learning takes center stage, and students become the protagonists of their learning journey. It's a transformative process where knowledge is not just received but actively embraced.

Want to be a Freelancer? Do You want to be a Freelancer? If so, first of all - You need to be well-versed in the subject you want to freelance on. If you can be good at a few things, you will get more work as a freelancer. Most of the clients on this platform are foreigners. So to communicate with them you have to master the English language very well. How to Start Freelancing? To start working as a freelancer you need to work step by step from the very beginning. Find a specific task or skill that you want to excel at. Must practice speaking or communication in English. Create your own freelancing account. You have to decide how much money you will take in exchange for the work. Choose the Topic that Suits You - There are many types of jobs that can be done on the freelancing marketplace. Both fairly easy and difficult jobs are available on this platform. Easy jobs include data entry, article writing, and jobs for which a large number of bids are received due to which these jobs have to be rushed and competition is high. Difficult jobs include high-quality expensive jobs like web development, web design, graphics design, and software development. Which have higher remuneration. Now you have to decide what kind of work you will do in freelancing. Everything You Need to Train - The first thing you need to train is patience. Without patience, you can never survive on this platform. There are quite a number of freelancing service providers in our country who provide coaching through various courses. You can complete your training through coaching if you want. You will need a good laptop or computer with an internet connection for regular practice. A minimum of basic computer knowledge is essential for learning the job, along with the ability to speak English. You have to focus hard on the subject you want to master and develop a mindset to stick with it. Incorporate what you have learned and done into your portfolio, gain an understanding of the marketplaces, be disciplined, and work on time. Work to Gain Experience - Your path to freelancing may not be smooth. But it should not stop there. Just as in life, there are various problems, pains, and dangers, so it is in the case of freelancing. At first, you may not get job offers or get results as expected. So don't be impatient, you have to strengthen yourself mentally. Because you are in the first step of gaining your experience. Don't just think of yourself as a freelancer, think of yourself as a student who needs experience, not money. So if you make a mistake at work, try to learn from it. You can Reduce the Unemployment rate by Teaching others to Work - Apart from earning income by teaching others to work, you can reduce the unemployment rate by contributing to the economic development of the country. Day by day the country's job market is deteriorating due to which the number of unemployed is increasing every year. Many youths have lost their whole lives, lost precious time of their lives in the pursuit of government jobs. If you are thinking of making your career permanently as a freelancer then you can train those youngsters and form a team of yours. By doing this you can help create employment for millions of youth and increase your income. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

Technology, perhaps counterintuitively, is not the greatest challenge to effective professional development for a personalized learning program. A personalized approach to teaching and learning, that is, to student-centered instruction, requires a shift in perceptions about what it means to teach, and without that shift, technology will merely make teacher-centered instruction more efficient without improving students’ learning or engagement.

simply providing technology to learners doesn’t necessarily make their learning personalized. To achieve the satisfaction of being connected with content in meaningful ways, the learner must be at the center of the experience.

And therein is a lesson that can be learned by all who fight the purveyors of hatred and lies. Though the battle against our opponents is exceptionally important, the opponents themselves are not. Their arguments make as much sense as flat-earth theory. However, in dramatic contrast to flat-earthers, they can cause tremendous pain and damage. Some of them use violence. Others, as Hajo Funke said in Berlin as we sat in the shadow of the Reichstag, use words that, in turn, encourage others to do harm. It was words that motivated those who blew up the Murrah Building in Oklahoma City, dragged an African-American down a logging road to his death, tortured a young homosexual in Wyoming, stabbed a Jewish student to death on the streets of Crown Heights, blew up Israeli families about to celebrate the Passover Seder, and flew planes into the World Trade Center. We must conduct an unrelenting fight against those who encourage—directly or indirectly—others to do these things. But, even as we fight, we must not imbue our opponents with a primordial significance. We certainly must never attribute our existence to their attacks on us or let our battle against them become our raison d’etre. And as we fight them, we must dress them—or force them to dress themselves—in the jester’s costume. Ultimately, our victory comes when, even as we defeat them, we demonstrate not only how irrational, but how absolutely pathetic, they are.

The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs. For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language” (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). This

And when grades come up in my coaching conversations (and they always do), I find myself asking teachers what forms of student evidence will best establish whether or not the students reached the learning target. Odds are, the student evidence isn’t as neat and tidy as the columns in the grade book. We have to think differently about knowing what our students understand.

While I wholeheartedly agree that there are a collection of effective teaching practices that we would like to see teachers using, I’m not comfortable making the assumption that if these practices are in place, then the students are learning.

To benefit from what the best teachers do, however, we must embrace a different model, one in which teaching occurs only when learning takes place. Most fundamentally, teaching in this conception is creating those conditions in which most--if not all--of our students will realize their potential to learn. That sounds like hard work, and it is a little scary because we don't have complete control over who we are, but it is highly rewarding and obtainable.

Generally speaking, the reason the church fails to have a more positive, transforming influence on our culture is that we do not fully grasp the Bible-based, Christ-centered, Spirit-empowered, God-glorifying perspective that belongs to us by grace—which is why we need to learn how to live the right worldview.

The fact that students will no longer put up with such things, that students have decided to no longer let reactionary professors finish their speeches, and that those in earlier semesters will therefore not continue to lose valuable years before they finally see through the sham but begin to study and learn in critical fashion much earlier than preceding generations – this fact does not make the university “non-functional as a center of research and learning” – as R.W. Leonhardt would have it. On the contrary, this is precisely what makes it functional. The students have learned through bitter experience – such as the opening ceremonies of the University of Hamburg – that they cannot achieve their goals by being quiet and well-behaved. They have to be noisy and persistent. They have understood that ceremonious orderliness does not allow room for critical content or democratic discussions, and that certain professors will have to suffer some unpleasant experiences if they refuse other forms of discussion. -Ulrike Meinhof responds to critics demanding the class of 2014 grow up and listen to Condoleeza Rice and Christine Lagarde, 1968, Counter-Violence

editor and edited my first book in a wonderful way. For this book, however, time devoted to bringing up the children made a renewed editorial collaboration impossible. I hope the reader will not suffer unduly as a consequence! My children Christiana Dagmar and Eric James have watched me work on the book—indeed they could not avoid it as I often write at home. I hope they have been drawing the lesson that academic research can be really fun. Certainly, that is the lesson I drew from my father, Arthur von Hippel. He wrote his books in his study upstairs when I was a child and would often come down to the kitchen for a cup of coffee. In transit, he would throw up his hands and say, to no one in particular, “Why do I choose to work on such difficult problems?” And then he would look deeply happy. Dad, I noticed the smile! Finally my warmest thanks to my MIT colleagues and students and also to MIT as an institution. MIT is a really inspiring place to work and learn from others. We all understand the requirements for good research and learning, and we all strive to contribute to a very supportive academic environment. And, of course, new people are always showing up with new and interesting ideas, so fun and learning are always being renewed! Democratizing Innovation 1  Introduction and Overview When I say that innovation is being democratized, I mean that users of products and services—both firms and individual consumers—are increasingly able to innovate for themselves. User-centered innovation processes offer great advantages over the manufacturer-centric innovation development systems that have been the mainstay of commerce for hundreds of years. Users that innovate can develop exactly what they want, rather than relying on manufacturers to act as their (often very imperfect) agents. Moreover, individual

extra," an incentive to help kids get their work done. How my thinking has evolved over the years! About eight years ago, the director of kindergarten for my school district approached me to develop a new approach to learning centers that would better meet the needs of all students. We decided to try literacy work stations,

After studying the extensive research of experts like Dylan Wiliam (2011), Thomas Guskey (2011), Alfie Kohn (2011), and John Hattie (2007), I knew that replacing grades with narrative feedback would be a central piece of transitioning from a traditional to a student-centered classroom,

The author's differing experience of school geography as a faculty member going from parking lot to parking lot and to locations centered around HER office and her experience of the more scattered life of a student speaks to a larger truth. As adults, we are used to following the same routine and look romantically on anything different.

Talking should not be the primary work of teachers – learning about their students should be. A teacher who is mindful and involved with student work without being the center of attention can teach without lecturing.

By bringing community members into the school, forming partnerships with local organizations, initiating joint planning activities, grounding curriculum in local knowledge and issues, becoming curriculum designers, giving students the chance to create knowledge, nurturing their agency and voice, and linking children and youth to adults outside the school, it becomes possible for schools to become vital centers of community learning and activity, institutions worthy of both children’s attention and adults’ support.

Galileo found that a ball rolling down an incline acquires just enough velocity to return it to the same vertical height on a second incline of any slope, and he learned to see that experimental situation as like the pendulum with a point-mass for a bob. Huyghens then solved the problem of the center of oscillation of a physical pendulum by imagining that the extended body of the latter was composed of Galilean point-pendula, the bonds between which could be instantaneously released at any point in the swing. After the bonds were released, the individual point-pendula would swing freely, but their collective center of gravity when each attained its highest point would, like that of Galileo's pendulum, rise only to the height from which the center of gravity of the extended pendulum had begun to fall. Finally, Daniel Bernoulli discovered how to make the flow of water from an orifice resemble Huyghens' pendulum. Determine the descent of the center of gravity of the water in tank and jet during an infinitesimal interval of time. Next imagine that each particle of water afterward moves separately upward to the maximum height attainable with the velocity acquired during that interval. The ascent of the center of gravity of the individual particles must then equal the descent of the center of gravity of the water in tank and jet. From that view of the problem the long-sought speed of efflux followed at once. That example should begin to make clear what I mean by learning from problems to see situations as like each other, as subjects for the application of the same scientific law or law-sketch. Simultaneously it should show why I refer to the consequential knowledge of nature acquired while learning the similarity relationship and thereafter embodied in a way of viewing physical situations rather than in rules or laws. The three problems in the example, all of them exemplars for eighteenth-century mechanicians, deploy only one law of nature. Known as the Principle of vis viva, it was usually stated as: "Actual descent equals potential ascent." Bernoulli's application of the law should suggest how consequential it was. Yet the verbal statement of the law, taken by itself, is virtually impotent. Present it to a contemporary student of physics, who knows the words and can do all these problems but now employs different means. Then imagine what the words, though all well known, can have said to a man who did not know even the problems. For him the generalization could begin to function only when he learned to recognize "actual descents" and "potential ascents" as ingredients of nature, and that is to learn something, prior to the law, about the situations that nature does and does not present. That sort of learning is not acquired by exclusively verbal means. Rather it comes as one is given words together with concrete examples of how they function in use; nature and words are learned together. TO borrow once more Michael Polanyi's useful phrase, what results from this process is "tacit knowledge" which is learned by doing science rather than by acquiring rules for doing it.

Learn about Public Service Loan Forgiveness The PSLF Program (Public Service Loan Forgiveness) encourages people to proceed and continue their participation in public service careers. In this program, eligible individuals are entitled for forgiveness of their remaining balance that is due on their federal student loans. However, they may only qualify if they were able to make 120 payments on these loans, which are under a particular repayment plan. These individuals also have a full-time employment status from public service companies, so they may qualify for the PSLF. Let’s discuss Public Service Loan Forgiveness with The Student Loan Help Center Team. How to Obtain Remaining Balances on Direct Loans If you want to have remaining balances on your direct loans forgiven through the PSLF, you must be able to make 120 monthly payments on direct loans. Furthermore, these payments should be full and made on time. Another important qualification is securing the payment after October 1, 2007. When you make these monthly payments, keep in mind that you should be a full-time employee at any accredited public service company. Important Details about Eligible Loans for Forgiveness As The Student Loan Help Center CEO Bruce Mesnekoff Said Loans that are eligible for the PSLF program are those you have received from a direct loan. On the other hand, Perkins Loans, Federal Family Education Loans (FFEL) and other types of student loans are not valid for PSLF. If you have an existing Perkins loan or FFEL, you have the option to consolidate these into direct consolidation loans, so you may avail of the outstanding benefits offered by the PSLF. Make sure, though, that the payments made on the new loan will be counted toward your payment requirement, which will last for 120 months. Facts about Qualifying Repayment Plans You will be able to maximize your benefits from the PSLF by repaying loans on the IBR (Income Based Repayments) or the ICR (Income Contingent Repayments. These plans enable you to qualify for the PSLF program. The 10-year repayment plan also qualifies you for the PSLF, as well as other plans where the monthly payment you make is equivalent or more than what you are required to pay under the standard 10-year repayment scheme. Before you decide on the best repayment scheme for paying off your direct loans, make sure you are aware of the costs and implications of such decision. When you extend the period in securing your payments for PSLF qualifying payments, you can reduce the remaining balance on your loan when you satisfy all the eligibility requirements for the PSLF program. Moreover, you will have zero balance on loans to be forgiven when you are able to make all 120 monthly payments through the 10 year standard repayment scheme. You can expect a great reduction on your monthly payments under the ICR or IBR plans, as compared to other qualifying repayment options for the PSLF program. Moreover, the repayment term is likely to extend. With a longer period in repaying your loans, you can expect additional interest to accumulate on your loan. Keep in mind, though, that your inability to meet the PSLF requirements will entitle you to pay off the entire loan balance, as well as the accrued interest.

Kizoku-Japanese is one of the premier institutes located in Delhi and has more than 500 students in Delhi centers. This has become a renowned center of learning with well-trained and experienced Teachers dedicated to quality teaching to develop the interest of the students.

student-centered practices characterize the school’s culture, they create a psychosocial environment that profoundly affects student motivation, involvement in learning, behavior, and achievement.

it is in every teacher’s and principal’s best interests as future retirees to make certain that traditionally underserved students are underserved no longer. Establishing a student-centered learning culture in every school is one promising means to successfully address this issue.

Establishing a student-centered learning culture means creating the conditions and ethos that best support every learner’s ability to master a high-challenge, standards-based curriculum. Through a variety of means—including developing high teacher expectations for each student, creating a safe and orderly learning environment, providing academic press along with meaningful academic and social supports, affording supportive peer norms, and fostering helpful and respectful relationships—teachers and principals can re-boot their school’s culture in ways that advance the likelihood of every child’s academic success.

A student-centered learning culture asserts an appreciation and support for young people’s capacity to grow and develop, intellectually, socially, and behaviorally.

student-centered learning cultures, teachers focus on “they learned it” rather than “I taught it.” The cultural emphasis shifts from teaching to learning.

Teachers form expectations for student performance and tend to treat students differently depending on these expectations. Research strongly supports this assertion.8 To establish a student-centered learning culture, teachers must adjust their expectations and instructional practices so that all children can learn to high levels.

Tradition, inertia, and a one-size-fits-all mentality (and, occasionally, budgets) stand in the way of establishing student-centered learning cultures.

The then-teenager was blown away by the curvaceous, modernist design of Temple’s student-activities center—so much so that it made him want to learn more about architecture.

Abolitionist Approach Action to Take Abolitionist social-emotional learning is healing centered, transformative, and dialogic. Cultivate an ongoing practice of dialogue and conversation with peers and students.

One of the unique things about Buddhism, particularly in the Sanskrit tradition, is that investigation and experiment play a very important part. Many troubles come out of ignorance, and the only antidote to ignorance is knowledge. Knowledge means a clear understanding of reality, which must come through investigation and experiment. In ancient times, the Nalanda masters14 carried out these investigations mainly through logic and human thought, and perhaps in some cases through meditation. In modern times, there is another way to find out about reality: with help of equipment. I think both science and Buddhist investigation are actually trying to find reality. Furthermore, there is a tradition in Buddhism that if we find something that contradicts our scripture, we have the liberty to reject that scripture. That gives us a kind of freedom to investigate, regardless of what the literature says. For example, there are some descriptions of cosmology in the scriptures that are quite a disgrace. When I give teachings to Buddhist audiences, I often tell them that we cannot accept these things. In the initial stages of my curiosity, I would look out into space and see many things. I was curious how these things came to be. Look at our body. There’s a lot of hair on the head and, underneath it, a skull. Unlike other parts of the body, there is some kind of special protection there. Why? Usually we believe the soul or self lies at the center of the heart. Now it seems that the soul—if we can identify it at all—is here in the head, not in the heart. The Buddhist texts on psychology and epistemology make a clear distinction between two qualitatively different domains of experience. One is the sensory level: our experience of the five senses. The other is what Buddhists refer to as the mental level of experience: thoughts, emotions, and so on. The primary seat, or physical basis, of sensory experience is thought to be the sensory organs themselves. But now it seems to be clear from modern neuroscience that the central organizing principle of sensory experience is really to be found more in the brain than in the sensory organs themselves. Buddhists are very interested to learn such things from scientific findings. I think the relationship is very helpful. Therefore, we began introducing the study of science to selected Buddhist monastic students in India more than four years ago. A systematic introduction of science education in the monastic curriculum is gradually being established. As for my participation here, I have nothing to offer. I am always eager just to listen and learn from these great, experienced scientists. Although there is a language problem, and also my memory problem, it sometimes seems that I learn from the session—but after the session there is nothing left in my head. So there’s the problem! Anyway, it may leave some imprints in my brain.

I find it hilarious when someone says "science has proven this" and "science did not prove that". As a teacher, I was always proving my students wrong whenever they said those things. But I can't do the same with the many stupid from the western world who are obsessed with the appearances of the physical world. They shout louder when someone proves them wrong, like a little child would if confronted with a lie. People know nothing about science. The real scientists hate people like me, because I ask questions they never considered. You see, science evolves at the exact same level as consciousness, and if your consciousness is not evolved enough, you will think that you can make gold out of iron or that maggots appear spontaneously out of rotten meat. The great philosopher Aristotle believed that life can arise from nonliving matter. There was an equal level of stupidity and absurdity to his rationalizations, albeit often wise. Until a few centuries ago, it was scientifically proven that the earth was not round but was the center of the universe. It was also scientifically proven that if you are cut and bleed when sick, that will make you feel better, unless, of course, you die. Today, everyone tells me that learning disabilities have no cure and that intelligence can't be increased, even though I have always proven those beliefs to be false. Does anyone care? No! Because science is never scientific but a rationalization at the exact same level of consciousness of a people. If consciousness evolves nearly everything that you are being told now will be proven to be false, and scientists are afraid of that, which is why they stop any among them from being an heretic and prove the religious science of today to be wrong. Now, that requires quite a high level of consciousness, to not be emotionally affected by the fact that you have been fooled by everyone on almost everything you consider to be true, and worse - restart again!

Vision To ensure you do not miss any attacks, you need to concentrate your vision on the center of the attacker. As you suddenly notice your opponent, look to the center of his body to assess the danger. Your vision should shift along the perpendicular line at the center of the opponent’s body. You would stay at eye level prior to lunging at him, to accurately measure the distance you need to cover as you plan. Keep your vision at eye level, but look to the center of his body. You will see his arms and legs in the corner of your eyes. This way, you avoid distraction. If you look away for even a second, you could have missed a motion that is coming from the opposite direction. Even if the opponent is looking at the sky, the floor, to his left, or to his right, or over your shoulder, do not follow his line of vision, unless you are standing far away from him. If you do change the direction of your vision, you will not be able to see an attack coming. The student learns to identify which part of the opponent’s body would be approaching the defender’s territory first. Territory pertains to a distance that is a few steps away from one’s body. When an opponent crosses that distance, the defender cannot afford to wait any longer. He must execute a defense and attack back.

In North American universities, more than half of STEM professors spend at least 80 percent of their time lecturing, just over a quarter incorporate bits of interactivity, and fewer than a fifth use truly student-centered methods that involve active learning.

From 1941 through 1945, national leaders gave minimal thought to issues outside of the ongoing conflict and its aftermath. Other foreign policy issues paled in comparison to the global war. Such was not the case in the years of the Cold War. Although the Soviet bloc was the focus of US strategic thinking from 1946 to 1991, other tangentially related issues occasionally required the United States to develop separate policies and supporting strategies, most notably for the Korean War, Cuban Missile Crisis, and Vietnam War. For these “lesser” cases the US defense establishment had no agreed upon way to create strategies that were in consonance with policies, the latter of which the Executive Branch often failed to articulate clearly. I first became aware of these failing as a student in the Naval War College’s Command and Staff course in 1977. As a mid-grade Marine Corps major, the tactical realm had been the center of my experience up until that point. The College’s instructors introduced me to the larger world of policy and strategy in a rigorous and well-designed curriculum. Ironically, the title of the course was “Strategy and Policy” taught by the Strategy and Policy Department, putting the proverbial cart (strategy) before the horse (policy). I learned to dissect presidential speeches, especially the annual State of the Union address, various reports to Congress, and other similar documents to distill policy guidance that was to inform strategy. In many ways it seemed akin to “reading tea leaves,” but as I discovered, this was the way the Pentagon carried out business in Washington DC. Fortunately for me, the operational assignments that followed the Command and Staff course did not involve any high-level planning, thus I did not have to practice what I had learned at Newport. (Excerpt from article “From Grand Strategy to Operational Design: Getting it Right”)

In many African contexts, the legacy of colonial rule has contributed to systems where external approval is often prioritized over internal confidence. Colonial-era education models, which still persist in varying forms, historically centered on memorization, obedience, and conformity. These systems discouraged critical thinking, creativity, and problem-solving, ultimately leaving generations of students reliant on authority figures for direction rather than empowering them to lead, innovate, or push the boundaries of convention.

For leadership transformation to truly thrive across Africa, education must undergo a fundamental rethink; one that centers on cultivating self-reliance, innovation, and problem-solving skills. Schools and universities should go beyond preparing students for traditional jobs; they must empower learners to seize opportunities, drive transformative change, and actively participate in governance at every level. Achieving this vision will require structural reform, alongside a reimagining of teaching practices, curriculum development, and assessment strategies. Furthermore, stronger synergies between education, industry, and governance are essential to ensure that educational opportunities align with real-world needs and challenges.

With a rich background in microbiology and molecular biology, Justin Baiardo has brought scientific precision to the field of education. A National Board Certified Teacher and experienced school administrator, he has played a key role in charter school development. As the founder of Explore Academy, he revolutionized education by promoting student-centered learning.

Making is a stance that puts the learner at the center of the educational process and creates opportunities that students may never have encountered themselves. Makers are confident, competent, curious citizens in a new world of possibility.

An ethical, high quality, student centered, outcomes driven, affordable education for the benefit of our fellow citizens seeking a better life by means of gainful employment from career focused education and training.

Anne Kihagi For Animal Enthusiasts Looking for Off-Beaten Path Discoveries, consider: Piedras Blancas Elephant Seal Rookery The Piedras Blancas Elephant Seal Rookery stretches over six miles off of California’s Highway 1. It is a part of the non-profit organization Friends of the Elephant Seal, which strives to educate the public and protect the seals. Stop at any of the viewing areas located on the highway to see over 17,000 elephant seals that use the area for birthing, breeding, and resting. The viewing areas are open year-round and are free of charge to the public. You have the best chance of glimpsing the seals between December and March when they visit the area due to inclement weather. If you are interested in learning more about the seals, Friends of the Elephant Seal has a visitor center and gift shop. It is a short, eight-mile drive away from the rookery and located within the Plaza del Cavalier in San Simon. Other area attractions include the Piedras Blancas Light Station, Hearst Castle, and the Coastal Discover Center at San Simeon Bay. Friends of the Elephant Seal also offers tours for children in third grade and higher. The group hosts school field trips, as well as organizations like Girl and Boy Scouts. Tour instructors provide students with explanation while they are viewing the seals at the rookery. People of all ages can enjoy the live action feed of the seals located on the Friends of the Elephant Seal’s website.

Frida Kahlo once told her class of painting students that there is not one single teacher in the world capable of teaching art. The truth in these words comes to mind in every art class I teach. I believe you can teach technique and theory, but it is up to the individual to do the art part. For the student, this means giving yourself permission to work your way, whatever way that is. Once you accept that permission, you can incorporate foundation skills. This is no longer the Renaissance, and artists are no longer judged (or compensated) solely for realism and representation. There was a time when painting and drawing, coiling a clay pot, or fashioning a bucket to draw water from a well was part of daily life. Now we peck at keyboards, buy Tupperware, and drink from plastic bottles. By not using our hands, we lose our senses. I see this in my students. Proficient on the computer, they click out sophisticated graphics. But they are baffled by and fumble with a brush, frustrated at the time it takes to manually create what they can Photoshop in a flash. I’ve taught art for a quarter of a century and rely on sound lesson plans and discipline as well as creative freedom. Still, during each drawing, painting, and ceramic class I teach, I remind myself how I felt when I scratched out my first drawings, brushed paint on a surface, or learned to center porcelain on a wheel—how it felt to tame and be liberated by the media. And, how it felt to become discouraged by an instructor’s insistence on controlling a pencil, paintbrush, or lump of clay her or his way. For most of my Kuwaiti students, a class taken with me will be their first and last studio arts class. I work at creating a learning environment both structured and free, one that cultivates an atmosphere where one learns to give herself permission to see.

the increasing use of technology in the classroom will transform the role of educators allowing the educational process to become ever more student centered.

George Mumford, a Newton-based mindfulness teacher, one such moment took place in 1993, at the Omega Institute, a holistic learning center in Rhinebeck, New York. The center was hosting a retreat devoted to mindfulness meditation, the clear-your-head habit in which participants sit quietly and focus on their breathing. Leading the session: meditation megastar Jon Kabat-Zinn. Originally trained as a molecular biologist at MIT, Kabat-Zinn had gone on to revolutionize the meditation world in the 1970s by creating a more secularized version of the practice, one focused less on Buddhism and more on stress reduction and other health benefits. After dinner one night, Kabat-Zinn was giving a talk about his work, clicking through a slide show to give the audience something to look at. At one point he displayed a slide of Mumford. Mumford had been a star high school basketball player who’d subsequently hit hard times as a heroin addict, Kabat-Zinn explained. By the early 1980s, however, he’d embraced meditation and gotten sober. Now Mumford taught meditation to prison inmates and other unlikely students. Kabat-Zinn explained how they were able to relate to Mumford because of his tough upbringing, his openness about his addiction — and because, like many inmates, he’s African-American. Kabat-Zinn’s description of Mumford didn’t seem to affect most Omega visitors, but one participant immediately took notice: June Jackson, whose husband had just coached the Chicago Bulls to their third consecutive NBA championship. Phil Jackson had spent years studying Buddhism and Native American spirituality and was a devoted meditator. Yet his efforts to get Michael Jordan, Scottie Pippen, and their teammates to embrace mindfulness was meeting with only limited success. “June took one look at George and said, ‘He could totally connect with Phil’s players,’ ’’ Kabat-Zinn recalls. So he provided an introduction. Soon Mumford was in Chicago, gathering some of the world’s most famous athletes in a darkened room and telling them to focus on their breathing. Mumford spent the next five years working with the Bulls, frequently sitting behind the bench, as they won three more championships. In 1999 Mumford followed Phil Jackson to the Los Angeles Lakers, where he helped turn Kobe Bryant into an outspoken adherent of meditation. Last year, as Jackson began rebuilding the moribund New York Knicks as president, Mumford signed on for a third tour of duty. He won’t speak about the specific work he’s doing in New York, but it surely involves helping a new team adjust to Jackson’s sensibilities, his controversial triangle offense, and the particular stress that comes with compiling the worst record in the NBA. Late one April afternoon just as the NBA playoffs are beginning, Mumford is sitting at a table in O’Hara’s, a Newton pub. Sober for more than 30 years, he sips Perrier. It’s Marathon Monday, and as police begin allowing traffic back onto Commonwealth Avenue, early finishers surround us, un-showered and drinking beer. No one recognizes Mumford, but that’s hardly unusual. While most NBA fans are aware that Jackson is serious about meditation — his nickname is the Zen Master — few outside his locker rooms can name the consultant he employs. And Mumford hasn’t done much to change that. He has no office and does no marketing, and his recently launched website, mindfulathlete.org, is mired deep in search-engine results. Mumford has worked with teams that have won six championships, but, one friend jokes, he remains the world’s most famous completely unknown meditation teacher. That may soon change. This month, Mumford published his first book, The Mindful Athlete, which is part memoir and part instruction guide, and he has agreed to give a series of talks and book signings

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

imagine instead that you’re a fifth-century AD student of philosophy. You have come to the great center of learning that is the city of Alexandria in Egypt. (Don’t forget to visit the lighthouse, I hear it’s wonderful.) You already have a good education under your belt—you are literate, and have studied some rhetoric—and now you are going to try to master philosophy. What’s the first thing you will study? Of course it will be Aristotle. In late antiquity even Platonists introduced their students to philosophy through Aristotle, saving Plato’s texts for more advanced research.

Smart Start is your giant “hook” for the year.

Many people think that designers are lone geniuses, working in solitude and waiting for a flash of inspiration to show them the solution to their design problem. Nothing could be further from the truth. There may be some problems, such as the design of a stool or a new set of children’s blocks, that are simple enough to be tackled by an individual, but in today’s highly technical world, almost every problem requires a design team. Design thinking takes this idea even further and suggests that the best results come from radical collaboration. Radical collaboration works on the principle that people with very different backgrounds will bring their idiosyncratic technical and human experiences to the team. This increases the chance that the team will have empathy for those who will use what they are designing, and that the collision of different backgrounds will generate truly unique solutions. This is proved over and over again in d.school classes at Stanford, where graduate students create teams of business, law, engineering, education, and medical students that come up with breakthrough innovations all the time. The glue that holds these teams together is design thinking, the human-centered approach to design that takes advantage of their different backgrounds to spur collaboration and creativity. Typically, none of the students have any design background when they enroll in our classes, and all of the teams struggle at first to be productive. They have to learn the mind-sets of a designer—especially radical collaboration and being mindful of process. But once that happens, they discover that their abilities as a team far exceed what any individual can do, and their creative confidence explodes.

Of course, we do not live alone on islands, isolated from other people. We are born into families; we grow up in societies; we become students of schools, members of other organizations. Once into our professions, we find that our jobs require us to interact frequently and effectively with others. If we fail to learn and apply the principles of interpersonal effectiveness, we can expect our progress to slow or stop.

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