Student Teacher Bond Quotes

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

Our power connects us to life in ways ordinary people can never understand, her teacher had said. That’s why using our gift makes us stronger instead of depleting us. We are tied to the power of creation itself, the making at the heart of the world. For Corporalki, that bond is woven even more tightly, because we deal in life and the taking of it. The teacher had raised his hands, and Nina felt her pulse slow just slightly. The other students had released gasps and looked around at one another, all of them experiencing the same thing. Do you feel that? the teacher asked. All your hearts, beating in shared time, bound to the rhythm of the world? It had been the strangest sensation, the feeling of her body dissolving, as if they were not many students wriggling in their classroom chairs, but one creature, with a single heart, a single purpose. It had lasted only moments, but she’d never forgotten that sense of connection, the sudden understanding that her power would mean she was never alone.

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

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

Lieutenant Fielding was a relatively young teacher who taught Latin and Greek History. He was friendlier than most teachers and encouraged his students to come back to his classroom after hours for additional insight. I remember him professing that the Greeks placed great emphasis on the human body, especially that of men. He also explained that students and teachers should develop a very special bond, supposedly for their enhanced mutual benefit. His philosophy was based on Pederasty as it was practiced in Ancient Greece and, for Fielding; it provided an entrance into a form of ritualistic military life, and the religion of Zeus. At the time I had no inkling what he was talking about, but it didn’t take me long to figure out that he was “gay,” a term not used at the time. However, some students didn’t mind his advances and got unusually high grades, until one day he left without notice. Some of those students who received the extra help were either pulled out of school by their parents or asked to leave by the school’s administrators. In 1952 there was little tolerance for the alternate life style that Lieutenant Fielding was promoting!

Roxanne Stern is a dedicated educator currently serving as a Civics and Senior Projects Teacher and Team Lead for 12th-grade students in Denver. With a teaching career spanning seven years, she has developed a strong bond with her students and is passionate about their growth and development. Roxanne believes that teaching is one of the most important professions, with the power to address social issues and promote positive change.

There are seven passions in the universe, Ssrin tells her. Seven patterns which appear again and again, across species, across time and space. There are many ideas about why. She shares none of them. She only names the passions for Anna. Preyjest is the chasing passion, the hunting passion. (Her heads show Anna: one slithering up another’s neck, reaching for it with a forked tongue-tip. At the last instant the other slips away.) Prajna is the lonely passion. The need for truth. One star in the dark, trying to brighten. Caryatasis is the dream of all disciples. The passion that binds students to their teacher. It happens when one soul changes many, and many change toward the one. Geashade hurts in the end, and cannot be ended without the hurt. Hesper is the warmth of a need unexpectedly met. Generosity from a stranger. Love from a friend. It is associated with silence: things said without speaking. Rath is the passion which stole gravity’s strength. Like gravity it draws things together to clash, and leaves scars shaped like the enemy. Serendure is the last and greatest. It is the unbreakable bond which may be trust and may be dependence. It persists whether it is wanted or not. It is like the force which binds quarks together: stronger when it is pulled. Each passion, Ssrin says, is a relationship between souls. Souls are the letters that make these words.

Fondly do we hope, fervently do we pray, that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue, until all the wealth piled by the bond-man’s two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash, shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said “the judgments of the Lord, are true and righteous altogether.” With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him who shall have borne the battle, and for his widow, and his orphan — to do all which may achieve and cherish a just and a lasting peace, among ourselves, and with all nations.

Students need to feel that their teachers are in place to help them succeed. Teachers need to create opportunities to form bonds with students.

The Recipient will take whatever time they need to return to full consciousness at the conclusion of the tuning process and then wash their hands in cold running water as well as drink a glass of cold water to settle themselves and sever the connection to the Reiki Master doing the remote tunings. How to Perform the Reiki Distant Attunements Step 1: Agree the day, date and time of the attunement ceremony with the receiver. Step 2: Decide on the connection method. Print a picture of the receiver's home or location from Google Maps if needed. Step 3: Decide how you will use the Direct Intention and Surrogate method during the attunement ceremony. We think a printed image / video of the receiver is really helpful, so ask the receiver to send you a picture of yourself to use during the tuning. (Please note: although it is not essential to use a receiver photo during the distant tuning ceremony). Step 4: Be ready with the reiki chant or heartbeat music playing in the background, at least 5 minutes before the agreed time. Taking a few minutes to interact with the energies of the reiki and pull in the energy / images in which you will work during the remote tuning ceremony. Step 5: Intone a short prayer, quietly. (Example: "I call upon Reiki, the Universal Life Force, all past, present and future Reiki Masters (remember Reiki is not bound by time or space) in particular Dr. Usui, Dr. Hayashi and Mrs. Takata to close and participate in this sacred distant tuning ceremony for (insert name of students). I ask that Reiki's power and wisdom establish this connection now and guide and assist me by allowing our energies to connect across time and space so that I can pass on Reiki's gift through the tuning of (insert the name of the students) to Usui Reiki Level 1, 2 and 3. I propose that this ritual be an uplifting and encouraging event for (insert the name of the students) so that (insert the name of the students) the optimistic and strong Reiki Master / Teacher can go forward from this point on. Phase 6: Now, when you look down, imagine / visualize the surrogate / proxy being linked and transferred through time and space, so you're in the room with your student / recipient. Based on the amount of tuning you are doing, envision or picture yourself now in front of the receiver and go through the entire process in your imagination or through the surrogate / proxy physical actions using the strategies outlined in Lesson 8, 9, 10 or 11. You should ask the power and wisdom of reiki to sever the connection between you and the student / recipient at the end of the tuning ceremony and ask reiki to return you to your present location. Conclude the ritual with a brief thank you prayer, then then wash your hands in cold running water and drink a glass of cold water to stabilize yourself and sever the bond between yourself and the recipient / student entirely.

Trelease’s book is chock-full of statistics and data that prove reading aloud connects and bonds families and helps kids grow to be successful in just about every area of life, especially in school. In the book, he asserts that read-alouds are the foundation for the close bonds between parents and kids, between teachers and students.

And here’s the best part. At the moment that college graduate feels the serotonin course through their veins as they receive their diploma, their parents, sitting in the audience, also get bursts of serotonin and feel equally as proud. And that’s the point. Serotonin is attempting to reinforce the bond between parent and child, teacher and student, coach and player, boss and employee, leader and follower.

When one commits to a spiritual teacher, one automatically benefits from the energetic field of that teacher. All one has to do is to sincerely say to oneself that one is a student of a certain person and it is so. One is then entitled to that teacher’s energetic field. Likewise, if one wishes to extricate oneself from a particular teacher, all one has to do is to sincerely say so to oneself and it is so. The energetic bond is then broken. It does not matter if the teacher is living or deceased. It does not matter if one physically sees the teacher or not. Such things are invisible, beyond space and time, and are nonmaterial.

It is because of serotonin that a college graduate feels a sense of pride and feels their confidence and status rise as they walk across the stage to receive their diploma. Technically, all a student needs to graduate is to pay their bills, fulfill their requirements and collect enough credits. But graduation probably wouldn’t feel the same if we received only an e-mail with a generic letter of congratulations and a downloadable attachment of the diploma. And here’s the best part. At the moment that college graduate feels the serotonin course through their veins as they receive their diploma, their parents, sitting in the audience, also get bursts of serotonin and feel equally as proud. And that’s the point. Serotonin is attempting to reinforce the bond between parent and child, teacher and student, coach and player, boss and employee, leader and follower.