Student Teacher Quotes

What is a teacher? I'll tell you: it isn't someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows.

I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report due on top of that. Or wondering who did the heart breaking. And wondering why.

One repays a teacher badly if one always remains nothing but a pupil.

True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.

Most schools have a loud system of loud bells, which startle the students and teachers at regular intervals and remind them that time is passing even more slowly than it seems.

Christmas can be celebrated in the school room with pine trees, tinsel and reindeers, but there must be no mention of the man whose birthday is being celebrated. One wonders how a teacher would answer if a student asked why it was called Christmas.

When the student is ready the teacher will appear. When the student is truly ready... The teacher will Disappear.

I'm worried that students will take their obedient place in society and look to become successful cogs in the wheel - let the wheel spin them around as it wants without taking a look at what they're doing. I'm concerned that students not become passive acceptors of the official doctrine that's handed down to them from the White House, the media, textbooks, teachers and preachers.

Words have a magical power. They can bring either the greatest happiness or deepest despair; they can transfer knowledge from teacher to student; words enable the orator to sway his audience and dictate its decisions. Words are capable of arousing the strongest emotions and prompting all men's actions.

When asked "What do we need to learn this for?" any high-school teacher can confidently answer that, regardless of the subject, the knowledge will come in handy once the student hits middle age and starts working crossword puzzles in order to stave off the terrible loneliness.

The best teachers are those who show you where to look, but don't tell you what to see.

Time is a great teacher, but unfortunately it kills all its students." [Letter, November 1856]

The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.

Once in a while our school has half days, and the teachers spend the afternoon 'in service,' which I think must be a group therapy for having to deal with us.

The great love is gone. There are still little loves - friend to friend, brother to sister, student to teacher. Will you deny yourself comfort at the hearthfire of a cottage because you may no longer sit by the fireplace of a palace? Will you deny yourself to those who reach out to you in hopes of warming themselves at your hearthfire?

A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.

The educator has the duty of not being neutral.

Fifty?” Harry gasped. “Fifty points each,” said Professor McGonagall, breathing heavily. “Professor — please —” “You can’t —” “Don’t tell me what I can and can’t do, Potter. I’ve never been more ashamed of Gryffindor students.

It is not until you change your identity to match your life blueprint that you will understand why everything in the past never worked.

In order to be a teacher you've got to be a student first

Why Not You? Today, many will awaken with a fresh sense of inspiration. Why not you? Today, many will open their eyes to the beauty that surrounds them. Why not you? Today, many will choose to leave the ghost of yesterday behind and seize the immeasurable power of today. Why not you? Today, many will break through the barriers of the past by looking at the blessings of the present. Why not you? Today, for many the burden of self doubt and insecurity will be lifted by the security and confidence of empowerment. Why not you? Today, many will rise above their believed limitations and make contact with their powerful innate strength. Why not you? Today, many will choose to live in such a manner that they will be a positive role model for their children. Why not you? Today, many will choose to free themselves from the personal imprisonment of their bad habits. Why not you? Today, many will choose to live free of conditions and rules governing their own happiness. Why not you? Today, many will find abundance in simplicity. Why not you? Today, many will be confronted by difficult moral choices and they will choose to do what is right instead of what is beneficial. Why not you? Today, many will decide to no longer sit back with a victim mentality, but to take charge of their lives and make positive changes. Why not you? Today, many will take the action necessary to make a difference. Why not you? Today, many will make the commitment to be a better mother, father, son, daughter, student, teacher, worker, boss, brother, sister, & so much more. Why not you? Today is a new day! Many will seize this day. Many will live it to the fullest. Why not you?

Laurel, David? Would you like to share the joke with the rest of the class?" he asked, one hand on his skinny hip. "No, sir," David said. "But thank you for asking." The students around them laughed, but Mr. james didn't look pleased. Laurel leaned back and grinned. David, one. Teacher who wishes he was as smart as David? Zero

A parent gives life, but as parent, gives no more. A murderer takes life, but his deed stops there. A teacher affects eternity; he can never tell where his influence stops.

I don't care who the student is, teachers should never be condescending. That should be the first rule in the teacher handbook.

You need mountains, long staircases don't make good hikers.

The classics tell us that, in relationships, the one between teacher and student comes second only to the one between parent and child.

Because that was the problem with society. It cared too much about who you fell in love with but never about why. The why matters.

I want to go on being a student," I told him. "I want to be a teacher. I'm just a reader," I said. "DON'T SOUND SO ASHAMED," he said. "READING IS A GIFT." "I learned it from you," I told him. "IT DOESN'T MATTER WHERE YOU LEARNED IT- IT'S A GIFT. IF YOU CARE ABOUT SOMETHING, YOU HAVE TO PROTECT IT. IF YOU'RE LUCKY ENOUGH TO FIND A WAY OF LIFE YOU LOVE, YOU HAVE TO FIND THE COURAGE TO LIVE IT.

Once there was a young warrior. Her teacher told her that she had to do battle with fear. She didn’t want to do that. It seemed too aggressive; it was scary; it seemed unfriendly. But the teacher said she had to do it and gave her the instructions for the battle. The day arrived. The student warrior stood on one side, and fear stood on the other. The warrior was feeling very small, and fear was looking big and wrathful. They both had their weapons. The young warrior roused herself and went toward fear, prostrated three times, and asked, "May I have permission to go into battle with you?" Fear said, "Thank you for showing me so much respect that you ask permission." Then the young warrior said, "How can I defeat you?" Fear replied, "My weapons are that I talk fast, and I get very close to your face. Then you get completely unnerved, and you do whatever I say. If you don’t do what I tell you, I have no power. You can listen to me, and you can have respect for me. You can even be convinced by me. But if you don’t do what I say, I have no power." In that way, the student warrior learned how to defeat fear.

An exceedingly confident student would in theory make a terrible student. Why would he take school seriously when he feels that he can outwit his teachers?

Student: I don't feel like living anymore. Teacher: If you don't feel like doing something then don't do. This means that in finding many ways how not to live your life, you have the possibility to discover how to live your life.

A lecture has been well described as the process whereby the notes of the teacher become the notes of the student without passing through the mind of either.

A teacher isn't someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows.

It's the student who makes the teacher, not the other way around.

The land is the real teacher. All we need as students is mindfulness.

A student to teacher: “I am so alone; I don’t know what to do?” Teacher: “Do not worry about being alone, we always come alone and go alone. In a very sweet accident, we meet others who are alone and start to be part of them in various forms of relationships such as friends, husband, wife, mother, father, sister and so on. So, life is about sharing a moment together, not thinking as if you are alone.

The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.

To take offense is to give offense.

The primary goal of real education is not to deliver facts but to guide students to the truths that will allow them to take responsibility for their lives.

Students never appreciate their teachers while they are learning. It is only later, when they know more of the world, that they understand how indebted they are to those who instructed them. Good teachers expect no praise or love from the young. They wait for it, and in time, it comes.

The chief wonder of education is that it does not ruin everybody concerned in it, teachers and taught.

But I dog sit for those people. Once they notice he’s gone, they will ask me if I’ve seen him.” “So what?” “I pride myself in being an honest man. That’s what!

As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.

A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

Prayer is a way of asking for something. It is the medium of miracles. But the only meaningful prayer is for forgiveness, because those who have been forgiven have everything.

There are teachers and students with square minds who are by nature meant to undergo the fascination of catagories. For them, 'schools' and 'movements' are everything; by painting a group symbol on the brow of mediocrity, they condone their own incomprehension of true genius.

I don’t like the way he looks at you.” My stomach lurched. “What do you mean? How does he look at me?” “Like you’re not a student and he’s not a teacher.

The teachers complain that the students today are all lazy, ignorant, and stupid. But the truth is that you're smarter than they are. You're not even old enough to drive and you already know that none of this matters.

Why not whip the teacher when the student misbehaves?

When teachers doubt your potential, show them how wrong they truly are.

Infinite patience produces immediate results.

Look within, There is no difference between yourself, Self and Guru. You are always Free. There is no teacher, there is no student, there is no teaching.

As all born teachers, he was primarily a student.

Teachers knew every one of the students, their secrets, their grades, their home situations. And all the students knew the teachers. It was like teachers were people who finally were the most popular at school.

The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

شاگردى كه كمتر از معلمش بداند، دنيا را به عقب مى راند؛ شاگردى كه به قدر معلمش بداند، جهان را متوقف مى كند.

I'll teach you how to come with a man inside you. Not a boy, Addison, a man.

Just tell me how to be different in a way that makes sense. To make this all go away. And disappear. I know that's wrong, because it's my responsibilty, and I know things have to get worse before they get better. I walk around the school hallways and look at the people. I look at the teachers and wonder why their here. If they like their jobs. Or us. I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day. And how they cope with having three quizes and a book report. On top of that. Or wondering who did the heart breaking. And wondering why. Especially since I know that if they went to another school, the person who had their heart broken would have had their heart broken by somebody else, so why does it have to be personal? It's much easier to not know things sometimes. Things change and friends leave. And life doesn't stop for anybody. I wanted to laugh. Or maybe get mad. Or maybe shrug at how strange everybody was, especiall me. I think the idea is that every person has to live for his or her own life and than make the choice to share it with other people. You can't just sit their and put everybody's lives ahead of yours and think that counts as love. You just can't. You have to do things. I'm going to do what I want to do. I'm going to be who I really am. And I'm going to figure out what that is. And we could all sit around and wonder and feel bad about each other and blame a lot of people for what they did or didn't do or what they didn't know. I don't know. I guess there could always be someone to blame. It's just different. Maybe it's good to put things in perspective, but sometimes, I think that the only perspective is to really be there. Because it's okay to feel things. I was really there. And that was enough to make me feel infinite. I feel infinite.

In this age of censorship, I mourn the loss of books that will never be written, I mourn the voices that will be silenced-writers' voices, teachers' voices, students' voices-and all because of fear.

What all good teachers have in common, however, is that they set high standards for their students and do not settle for anything less.

Why the anchor?" "Because sometimes, it's nice to feel like there's someone who can save you.

the failing of a student to learn is the failing of the teacher to teach.

Paying more attention to the needs of students becomes way more important than any other investment.

...the best things in science are both beautiful and simple, a fact that all too many teacher conceal from their students, by accident or design.

A slave is one who sells his soul to save his life. A master is one who gives his life to save his soul.

Education is unfolding the wings of head and heart together. The job of a teacher is to push the students out of the nest to strengthen their wings.

They stared at each other for several long minutes hoping the other would give in. Finally she broke. “Fine, will you go in with me then?” “Will it make you feel better?” “Yes.” “Sure thing. The worse thing that could happen is people will think you are carrying my baby. I’m sure it’s perfectly normal for a female teacher to be with her male student at a pharmacy in the middle of the day buying a pregnancy test. What could go wrong?” he asked wryly.

At it's highest level, the purpose of teaching is not to teach—it is to inspire the desire for learning. Once a student's mind is set on fire, it will find a way to provide its own fuel.

The relationship between teacher and student is based on illusion. The teacher is under the illusion that he is teaching something, and the student is under the illusion that he is being taught. What’s important is that this shared illusion makes both teacher and student happy. Nothing good is gained by facing the truth, after all. All we’re doing is playing at education.

I can’t function here anymore. I mean in life: I can’t function in this life. I’m no better off than when I was in bed last night, with one difference: when I was in my own bed—or my mom’s—I could do something about it; now that I’m here I can’t do anything. I can’t ride my bike to the Brooklyn Bridge; I can’t take a whole bunch of pills and go for the good sleep; the only thing I can do is crush my head in the toilet seat, and I still don’t even know if that would work. They take away your options and all you can do is live, and it’s just like Humble said: I’m not afraid of dying; I’m afraid of living. I was afraid before, but I’m afraid even more now that I’m a public joke. The teachers are going to hear from the students. They’ll think I’m trying to make an excuse for bad work.

Oh. My. God. You're Rose Hathaway aren't you?" "Yeah." I said with surprise. "Do you know me?" "Everyone knows you. I mean, everyone heard about you. You're the one who ran away. And then you came back and killed the Strigoi. That is so cool! Did you get molnija marks?" Her words came out in one long string. She hardly took a breath. "Yeah. I have two." Thinking about the tiny tattoos on the back of my neck made my skin itch. Her pale green eyes—if possible—grew wider. "Oh my God. Wow." I usually grew irate when people made a big deal about molnija marks. After all, the circumstances had not been cool. But this girl was young, and there was something appealing about her. "What's your name?" I asked. "Jillian—Jill. I mean, just Jill. Not both. Jillian's my full name. Jill's what everyone calls me." "Right." I said, hiding a smile. "I figured it out." "I heard Moroi used magic on that trip to fight. Is that true? I would love to do that. I wish someone would teach me. I use air. Do you think i could fight Strigoi with that? Everyone says I'm crazy!" For centuries, Moroi using magic to fight had been viewed as a sin. Everyone believed it should be used peacefully. Recently, some had started to question that, particularly after Christian had proved useful in the Spokane escape. "I don't know." I said. "You should talk to Christian Ozera." She gaped. "Would he talk to me?" "If you bring up fighting the establishment, yeah he'll talk to you." "Okay, cool. Was that Guardian Belikov?" she asked, switching subjects abruptly. "Yeah." I swore I thought she might faint then and there. "Really? He's even cuter then I heard. He's your teacher right? Like, your own personal teacher?" "Yeah." I wondered where he was. Talking to Jill was exhausting. "Wow. You know you guys don't even act like teacher and student. You seem like friends. Do you hang out when you're not training?" "Er, well, kind of. Sometimes." I remembered my earlier thoughts, about how I was one of the few people Dimitri was social with outside of his guardian duties. "I knew it! I can't even imagine that—I'd be freaking out all the time around him. I'd never get anything done, but your so cool about it all, kind of like, 'Yeah. I'm with this totally hot guy, but whatever it doesn't matter!'" I laughed in spite of myself. "I think you're giving me more credit than I deserve." "No way. And I don't believe any of those stories, you know." "Um, stories?" "Yeah about you beating up Christian Ozera." "Thanks." I said.

Today, teachers tend to look for their students’ intellectual strengths, so they can cultivate them. But a century ago, professors tended to look for their students’ moral weaknesses, so they could correct them.

What was wrong with these American students? Didn’t they know I was the teacher and they had to do as I said? I learned quickly that my authority meant little, if anything, to them. I was not the all-powerful and feared mwalimu (teacher) of Africa.

The History Teacher Trying to protect his students' innocence he told them the Ice Age was really just the Chilly Age, a period of a million years when everyone had to wear sweaters. And the Stone Age became the Gravel Age, named after the long driveways of the time. The Spanish Inquisition was nothing more than an outbreak of questions such as "How far is it from here to Madrid?" "What do you call the matador's hat?" The War of the Roses took place in a garden, and the Enola Gay dropped one tiny atom on Japan. The children would leave his classroom for the playground to torment the weak and the smart, mussing up their hair and breaking their glasses, while he gathered up his notes and walked home past flower beds and white picket fences, wondering if they would believe that soldiers in the Boer War told long, rambling stories designed to make the enemy nod off.

Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized -- it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn.

The italian nanny was attempting to answer the teachers latest question when the moroccan student interupted, shouting "Excuse me, What is an easter?" it would seem that depsite having grown up in a muslim country, she would have heard it mentioned once or twice, but no. "I mean it," She said. " I have no idea what you people are talking about." The teacher called upon the rest of us to explain. The poles led the charge to the best of their ability. It is," said one, "a party for the little boy of god who call his self jesus and... oh shit." She faltered and her fellow country man came to her aid. He call his self Jesus and then he die one day on two... morsels of... lumber." The rest of the class jumped in, offering bits of information that would have given the pope an aneurysm. he die one day and then he go above of my head to live with your father." he weared of himself the long hair and after he die. the first day he come back here for to say hello to the peoples." he Nice the jesus." he make the good things, and on the easter we be sad because somebody makes him dead today.

The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.

Though many non-Native Americans have learned very little about us, over time we have had to learn everything about them. We watch their films, read their literature, worship in their churches, and attend their schools. Every third-grade student in the United States is presented with the concept of Europeans discovering America as a "New World" with fertile soil, abundant gifts of nature, and glorious mountains and rivers. Only the most enlightened teachers will explain that this world certainly wasn't new to the millions of indigenous people who already lived here when Columbus arrived.

Of course, I couldn’t explain this vector calculus concept and so, slightly embarrassed in front of Rahul and the other Bengali students, I told Sanjit just that; he had cornered me, and honesty emerged as my only option. Simultaneous to my humiliating disclosure of the truth, Sanjit gradually inched toward where I was sitting. After hearing my reply, he slowly returned to his teacher stool and whiteboard, his back turned away from the class, the suspense building and his words impending, before turning around and breaking into speech, “Don’t trust your interior monologue. If you are asked something and you know it, then express or demonstrate it. Don’t just nod or say yes because then you are lying to yourself. Any ass can say yes, but not all asses can express it.” I modified my first impression: Sanjit was full of explicit aphorisms. Humbled, those words encouragingly rang between my ears for quite some time.

I’ve watched congregations devote years and years to heated arguments about whether a female missionary should be allowed to share about her ministry on a Sunday morning, whether students older than ten should have female Sunday school teachers, whether girls should be encouraged to attend seminary, whether women should be permitted to collect the offering or write the church newsletter or make an announcement . . . all while thirty thousand children die every day from preventable disease. If that’s not an adventure in missing the point, I don’t know what is.

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

Your job then, should you choose to accept it, is to keep searching for the metaphors, rituals and teachers that will help you move ever closer to divinity. The Yogic scriptures say that God responds to the sacred prayers and efforts of human beings in any way whatsoever that mortals choose to worship—just so long as those prayers are sincere. I think you have every right to cherry-pick when it comes to moving your spirit and finding peace in God. I think you are free to search for any metaphor whatsoever which will take you across the worldly divide whenever you need to be transported or comforted. It's nothing to be embarrassed about. It's the history of mankind's search for holiness. If humanity never evolved in its exploration of the divine, a lot of us would still be worshipping golden Egyptian statues of cats. And this evolution of religious thinking does involve a fair bit of cherry-picking. You take whatever works from wherever you can find it, and you keep moving toward the light. The Hopi Indians thought that the world's religions each contained one spiritual thread, and that these threads are always seeking each other, wanting to join. When all the threads are finally woven together they will form a rope that will pull us out of this dark cycle of history and into the next realm. More contemporarily, the Dalai Lama has repeated the same idea, assuring his Western students repeatedly that they needn't become Tibetan Buddhists in order to be his pupils. He welcomes them to take whatever ideas they like out of Tibetan Buddhism and integrate these ideas into their own religious practices. Even in the most unlikely and conservative of places, you can find sometimes this glimmering idea that God might be bigger than our limited religious doctrines have taught us. In 1954, Pope Pius XI, of all people, sent some Vatican delegates on a trip to Libya with these written instructions: "Do NOT think that you are going among Infidels. Muslims attain salvation, too. The ways of Providence are infinite." But doesn't that make sense? That the infinite would be, indeed ... infinite? That even the most holy amongst us would only be able to see scattered pieces of the eternal picture at any given time? And that maybe if we could collect those pieces and compare them, a story about God would begin to emerge that resembles and includes everyone? And isn't our individual longing for transcendence all just part of this larger human search for divinity? Don't we each have the right to not stop seeking until we get as close to the source of wonder as possible? Even if it means coming to India and kissing trees in the moonlight for a while? That's me in the corner, in other words. That's me in the spotlight. Choosing my religion.

Come on, who saw what happened?" "I did," I volenteered. "Well?" "Buttwipe wanted to know what jerkface was looking at." I turned turned eyes on the bloody and dirt-smeared brawlers. "You were barely 3-inches apart. Couldn't you see that you were both looking at each other?" The teacher's face reddened. "Who do you think you are? Jerry Seinfeld?" "You must be confused with another student," I told him. "My name is Capricorn Anderson.

Now that I thought about it, though, I realized that most people actually encourage you to turn bad. They seem to think that if you don't, you'll never get anywhere in the world. And then on those rare occasions when they encounter somebody who's honest and pure-hearted, they look down on him and say he's nothing but a kid, a Botchan. If that's the way it is, it would be better if they didn't have those ethics classes in elementary school and middle school where the teacher is always telling you to be honest and not lie. The schools might as well just go ahead and teach you how to tell lies, how to mistrust everybody, and how to take advantage of people. Wouldn't their students, and the world at large, be better off that way? Redshirt had laughed at me for being simpleminded. If people are going to get laughed at for being simpleminded and sincere, there's no hope. Kiyo never laughed at me for saying anything like what I said to Redshirt. She would have been deeply impressed by it. Compared to Redshirt, she's far and away the superior person.

In large part, we are teachers precisely because we remember what it was like to be a student. Someone inspired us. Someone influenced us. Or someone hurt us. And we’ve channeled that joy (or pain) into our own unique philosophies on life and learning and we’re always looking for an opportunity to share them—with each other, our students, parents, or in our communities.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

life is a classroom. we are both student and teacher. each day is a test. and each day we receive a passing or failing grade in one particular subject: grace. grace is compassion, gratitude, surrender, faith, forgiveness, good manners, reverence, and the list goes on. it's something money can't buy and credentials rarely produce. being the smartest, the prettiest, the most talented, the richest, or even the poorest, can't help. being a humble person can and being a helpful person can guide you through your days with grace and gratitude.

...you seemed to be listening to me, not to find out useful information, but to try to catch me in a logical fallacy. This tells us all that you are used to being smarter than your teachers, and that you listen to them in order to catch them making mistakes and prove how smart you are to the other students. This is such a pointless, stupid way of listening to teachers that it is clear you are going to waste months of our time before you finally catch on that the only transaction that matters is a transfer of useful information from adults who possess it to children who do not, and that catching mistakes is a criminal misuse of time.

In one universe, they are gorgeous, straight-teethed, long-legged, wrapped in designer fashions, and given sports cars on their sixteenth birthdays. Teacher smile at them and grade them on the curve. They know the first names of the staff. They are the Pride of the Trojans. Oops – I mean Pride of the Blue Devils. In Universe #2, they throw parties wild enough to attract college students. They worship the stink of Eau de Jocque. They rent beach houses in Cancún during Spring Break and get group-rate abortions before prom.

We teach brilliance bias to children from an early age. A recent US study found that when girls start primary school at the age of five, they are as likely as five-year-old boys to think women could be 'really really smart'. But by the time they turn six, something changes. They start doubting their gender. So much so, in fact, that they start limiting themselves: if a game is presented to them as intended for 'children who are really, really smart', five-year-old girls are as likely to want to play it as boys - but six-year-old girls are suddenly uninterested. Schools are teaching little girls that brilliance doesn't belong to them. No wonder that by the time they're filling out university evaluation forms, students are primed to see their female teachers as less qualified.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

My story—the story of the son of Jainulabdeen, who lived for over a hundred years on Mosque Street in Rameswaram island and died there; the story of a lad who sold newspapers to help his brother; the story of a pupil reared by Sivasubramania Iyer and Iyadurai Solomon; the story of a student taught by teachers like Pandalai; the story of an engineer spotted by MGK Menon and groomed by the legendary Prof. Sarabhai; the story of a scientist tested by failures and setbacks; the story of a leader supported by a large team of brilliant and dedicated professionals. This story will end with me, for I have no belongings in the worldly sense. I have acquired nothing, built nothing, possess nothing—no family, sons, daughters.

rest of my teachers maybe did the best they could, but they just needed a lot of help making their best better. There were so many things we needed in those classrooms, in our city, in our state, in our country that our teachers could have provided if they would have gone home and really done their homework. They never once said the words: “economic inequality,” “housing discrimination,” “sexual violence,” “mass incarceration,” “homophobia,” “empire,” “mass eviction,” “post traumatic stress disorder,” “white supremacy,” “patriarchy,” “neo-confederacy,” “mental health,” or “parental abuse,” yet every student and teacher at that school lived in a world shaped by those words.

Nawat grinned. “I was helping to steal soldiers who couldn't keep up.” “What do you do with them?” she asked, curious. “I haven't heard of bodies being found.” “Nor will you,” Nawat informed her, sitting on a corner of the worktable. “They were still alive when we gave them to my warriors at the edge of the jungle.” He picked up Aly's hand and laced his fingers with hers. “My warriors will be able to say they last saw the missing soldiers alive, when the troops went on a visit to the jungle.” Aly walked her free fingers over their entwined hands. “But why would Crown soldiers visit the jungle?” “They didn't think they would at first,” Nawat admitted. “So my warriors show them the beauties of the deep jungle. They take away all the things the soldiers have of the civilized world, such as clothes and weapons and armor, so the soldiers will appreciate the jungle with their entire bodies. But my warriors have seen jungle before, so they get bored and leave. The soldiers stay longer.” “Like the tax collectors,” Aly whispered, awed by the beauty of what he described. “Take away all they have and leave them to survive the jungle. If you're questioned under truthspell, you can say they were alive when you left them. And the only way they could survive naked out there . . .” Nawat was shaking his head. Aly nodded. “I take it you don't leave them near any trails.” “They are there to appreciate the jungle that has been untouched by humans,” Nawat told her, a teacher to a student who did not quite understand. Aly sighed. “I am limp with envy,” she told him. “Simply limp.

But the Turing test cuts both ways. You can't tell if a machine has gotten smarter or if you've just lowered your own standards of intelligence to such a degree that the machine seems smart. If you can have a conversation with a simulated person presented by an AI program, can you tell how far you've let your sense of personhood degrade in order to make the illusion work for you? People degrade themselves in order to make machines seem smart all the time. Before the crash, bankers believed in supposedly intelligent algorithms that could calculate credit risks before making bad loans. We ask teachers to teach to standardized tests so a student will look good to an algorithm. We have repeatedly demonstrated our species' bottomless ability to lower our standards to make information technology look good. Every instance of intelligence in a machine is ambiguous. The same ambiguity that motivated dubious academic AI projects in the past has been repackaged as mass culture today. Did that search engine really know what you want, or are you playing along, lowering your standards to make it seem clever? While it's to be expected that the human perspective will be changed by encounters with profound new technologies, the exercise of treating machine intelligence as real requires people to reduce their mooring to reality.

The way young people speak about one another's bodies says a great deal about our society. In today's world, boys are much more likely to objectify girl's bodies than the other way around. Boys will say amongst themselves that so-and-so has a nice rack, while girls will more likely say that a boy is cute, a term that describes both physical and emotional characteristics. This has the effect of turning girls into mere objects, while boys are seen by girls as whole people-" And then Lara stood up, and in her delicate, innocent accent, cut Dr. William Morse off. "You're so hot! I weesh you'd shut up and take off your clothes." The students laughed, but all of the teachers turned around and looked at her, stunned silent. She sat down. "What's you name, dear?" "Lara,"she said. "Now, Lara." Maxx said, looking down at his paper to remember the line, "what we have here is a very interesting case study- a female objectifying me, a male. It's so unusual that I can only assume you're making an attempt at humor." Lara stood up again and shouted, "I'm not keeding! Take off your clothes." He nervously looked down at the paper, and then looked up at all of us, smiling. "Well, it is certainly important to subvert the patriarchal paradigm , and I suppose this is a way. All right, then.

Something, somewhere, somewhen, must have happened differently... PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn't know what a logarithm was. He's read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who's met him seems to fear, he doesn't want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what's going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain't guessin' where this one's going.

Guess what? The Nazis didn't lose the war after all. They won it and flourished. They took over the world and wiped out every last Jew, every last Gypsy, black, East Indian, and American Indian. Then, when they were finished with that, they wiped out the Russians and the Poles and the Bohemians and the Moravians and the Bulgarians and the Serbians and the Croatians--all the Slavs. Then they started in on the Polynesians and the Koreans and the Chinese and the Japanese--all the peoples of Asia. This took a long, long time, but when it was all over, everyone in the world was one hundred percent Aryan, and they were all very, very happy. Naturally the textbooks used in the schools no longer mentioned any race but the Aryan or any language but German or any religion but Hitlerism or any political system but National Socialism. There would have been no point. After a few generations of that, no one could have put anything different into the textbooks even if they'd wanted to, because they didn't know anything different. But one day, two young students were conversing at the University of New Heidelberg in Tokyo. Both were handsome in the usual Aryan way, but one of them looked vaguely worried and unhappy. That was Kurt. His friend said, "What's wrong, Kurt? Why are you always moping around like this?" Kurt said, "I'll tell you, Hans. There is something that's troubling me--and troubling me deeply." His friend asked what it was. "It's this," Kurt said. "I cannot shake the crazy feeling that there is some small thing that we're being lied to about." And that's how the paper ended.' Ishmael nodded thoughtfully. 'And what did your teacher think of that?' 'He wanted to know if I had the same crazy feeling as Kurt. When I said I did, he wanted to know what I thought we were being lied to about. I said, 'How could I know? I'm no better off than Kurt.

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.