Students Achievement Quotes

The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

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

In our studies we keep seeing how difficult it is for traumatized people to feel completely relaxed and physically safe in their bodies. We measure our subjects’ HRV by placing tiny monitors on their arms during shavasana, the pose at the end of most classes during which practitioners lie face up, palms up, arms and legs relaxed. Instead of relaxation we picked up too much muscle activity to get a clear signal. Rather than going into a state of quiet repose, our students’ muscles often continue to prepare them to fight unseen enemies. A major challenge in recovering from trauma remains being able to achieve a state of total relaxation and safe surrender.

people who succeed tend to find one goal in the distant future and then chase it through thick and thin. People who flit from one interest to another are much, much less likely to excel at any of them. School asks students to be good at a range of subjects, but life asks people to find one passion that they will follow forever.

The point of being a teacher is to do more than impart facts, it's to shape the way students perceive the world, to help a student absorb the rules of a discipline. The teachers who do that get remembered.

One thing has not changed: to doubt the worth of minority students' achievement when they succeed is really only to present another face of the prejudice that would deny them a chance to even try. It is the same prejudice that insists all those destined for success must be cast from the same mold as those who have succeeded before them, a view that experience has already proven a fallacy.

Our students wanted to know everything: but only the newest theory seemed to them worth bothering with. Knowing nothing of the intellectual achievements of the past, they kept fresh and intact their enthusiasm for 'the latest thing'. Fashion dominated their interest: they valued ideas not for themselves but for the prestige that they could wring from them.

Whenever we doubt our own ability to achieve, it is worthwile pondering the obstacles that others have overcome. To name a few... *Napoleon overcame his considerable handicap, his tiny stature, to lead his conquering armies across Europe. *Abraham Lincon failed in business aged 31, lost a legislative race and 32, again failed in business at 34, had his sweetheart die when he was 35, had a nervous breakdown at 36, lost congressional races aged 43, 46 and 48, lost a senatorial race at 55, failed in his efforts to become vice president of the U.S.A aged 56 and lost a further senatorial contest at 58. At 60 years of age he was elected president of the U.S.A and is now remembered as one of the great leaders in world history. *Winston Churchill was a poor student with a speech impediment. Not only did he win a Nobel Prize at 24, but he became one of the most inspiring speakers of recent times. It is not where you start that counts, but where you choose to finish.

Equality doesn’t exist in nature and therefore can be established only by force. He who wants geographic equality has to dynamite mountains and fill up the valleys. To get a hedge of even height one has to apply pruning shears. To achieve equal scholastic levels in a school one would have to pressure certain students into extra hard work while holding back others.

With great enthusiasm and determination you will master the art in your field.

Young people, especially young women, often ask me for advice. Here it is, valeat quantum. Do not undertake a scientific career in quest of fame or money. There are easier and better ways to reach them. Undertake it only if nothing else will satisfy you; for nothing else is probably what you will receive. Your reward will be the widening of the horizon as you climb. And if you achieve that reward you will ask no other.

writing is not only for proclaiming opinions, but the main tool to achieve insight worth sharing.

The best learning is achieved through experience, not by instruction. Though instruction is sometimes necessary and helpful, it is often best to foster conditions and allow conditions whereby students learn through experience.

see first-hand the ways that democratic education is being undermined as the interests of big business and corporate capitalism encourage students to see education solely as a means to achieve material success. Such thinking makes acquiring information more important than gaining knowledge or learning how to think critically.

if you want to increase student academic achievement, give each student a friend.

The obstacles were intended to be a distraction from the goal. You must keep a persistence focus to realise the goal.

Life is a teacher. We are the student.

I have heard from many high-achieving students who have asked me whether it wasn’t possible to be invested both in learning for its own sake and in being at the top. No, I’ve said, it isn’t possible. Learning for its own sake means exactly what it says: learning is the only reason that you’re doing it, because learning is what matters.

The journey of unknown is life journey of graduate students. There are many mountains to be overcome. With hope, patient and courage you can soar high above the mountains and achieve your goals.

Occasionally, even today, you come across certain people who seem to possess an impressive inner cohesion. They are not leading fragmented, scattershot lives. They have achieved inner integration. They are calm, settled, and rooted. They are not blown off course by storms. They don’t crumble in adversity. Their minds are consistent and their hearts are dependable. Their virtues are not the blooming virtues you see in smart college students; they are the ripening virtues you see in people who have lived a

When society questions a victim’s reluctance to report, I will be here to remind you that you ask us to sacrifice our sanity to fight outdated structures that were designed to keep us down. Victims do not have the time for this. Victims are also students, teachers, parents, who can’t give up work or education. The average adult can barely find time to renew their license at the DMV. It is not reasonable to casually demand that victims put aside their lives to spend more time pursuing something they never asked for in the first place. This is not about the victims’ lack of effort. This is about society’s failure to have systems in place in which victims feel there’s a probable chance of achieving safety, justice, and restoration rather than being retraumatized, publicly shamed, psychologically tormented, and verbally mauled. The real question we need to be asking is not, Why didn’t she report, the question is, Why would you?

Do you want to achieve something or do you just want to make money?” asked a nearby man in a white shirt to another man in a striped shirt. I waited for the answer as I slowly walked past them. “Why is it an either or question?” the man in the striped shirt finally murmured philosophically under a sip of beer. They both stood there looking at each other in thought.

College students’ sense of moral righteousness doesn’t come from achievement – it comes from believing that you are a bad person. You are a racist and sexist; they are not. That makes them good, even if they don’t give charity, have never met a black person, stand for policies that impoverish minority communities across the United States, and enable America-haters around the globe. It

Impulsivity is commonly misdiagnosed as AD/HD, but it is actually an exaggerated response to stress that serves as a survival mechanism:

Every great leader is clearly teaching and every great teacher is leading

... test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up.

If you aren’t busy working on your own goals, you’ll be working to achieve somebody else’s goals.

The Tennessee experiment contained a startling result. Chetty was able to predict the success that students achieved as adults simply by looking at who taught their kindergarten class. By age 25, students who happened to have had more experienced kindergarten teachers were earning significantly more money than their peers.

There is no more important homework than reading. Research shows that the highest achieving students are those who devote leisure time to reading, even when the school day and year are only mid-length and homework isn’t excessive. Recently, the largest-ever international study of reading found that the single most important predictor of academic success is the amount of time children spend reading books, more important even than economic or social status. And one of the few predictors of high achievement in math and science is the amount of time children devote to pleasure reading.

If life is a movie most people would consider themselves the star of their own feature. Guys might imagine they're living some action adventure epic. Chicks maybe are in a rose-colored fantasy romance. And homosexuals are living la vida loca in a fabulous musical. Still others may take the indie approach and think of themselves as an anti-hero in a coming of age flick. Or a retro badass in an exploitation B movie. Or the cable man in a very steamy adult picture. Some people's lives are experimental student art films that don't make any sense. Some are screwball comedies. Others resemble a documentary, all serious and educational. A few lives achieve blockbuster status and are hailed as a tribute to the human spirit. Some gain a small following and enjoy cult status. And some never got off the ground due to insufficient funding. I don't know what my life is but I do know that I'm constantly squabbling with the director over creative control, throwing prima donna tantrums and pouting in my personal trailor when things don't go my way. Much of our lives is spent on marketing. Make-up, exercise, dieting, clothes, hair, money, charm, attitude, the strut, the pose, the Blue Steel look. We're like walking billboards advertising ourselves. A sneak peek of upcoming attractions. Meanwhile our actual production is in disarray--we're over budget, doing poorly at private test screenings and focus groups, creatively stagnant, morale low. So we're endlessly tinkering, touching up, editing, rewriting, tailoring ourselves to best suit a mass audience. There's like this studio executive in our heads telling us to cut certain things out, make it "lighter," give it a happy ending, and put some explosions in there too. Kids love explosions. And the uncompromising artist within protests: "But that's not life!" Thus the inner conflict of our movie life: To be a palatable crowd-pleaser catering to the mainstream... or something true to life no matter what they say?

Somewhere among the commotion I grew rather depressed. The depression stayed with me for over a year; it was like an animal, a well-defined, spatially localizable thing. I would wake up, open my eyes, listen-is it here or isn’t it? No sign of it. Perhaps it’s asleep. Perhaps it will leave me alone today. Carefully, very carefully, I get out of bed. All is quiet. I go to the kitchen, start breakfast. Not a sound. TV-Good Morning America, David what’s-his-name, a guy I can’t stand. I eat and watch the guests. Slowly the food fills my stomach and gives me strength. Now a quick excursion to the bathroom, and out for my morning walk-and here she is, my faithful depression: “Did you think you could leave without me?" I had often warned my students not to identify with their work. I told them, “if you want to achieve something, if you want to write a book, paint a picture, be sure that the center of your existence if somewhere else and that it’s solidly grounded; only then will you be able to keep your cool and laugh at the attacks that are bound to come." I myself had followed this advice in the past, but now I was alone, sick with some unknown affliction; my private life was in a mess, and I was without a defense. I often wished I had never written that fucking book.

The Biblical educator must not only have a Christian understanding of the material, he must have a Biblical understanding of the student. If he does not, then the result will be a hybrid Christian methodology employed to achieve a humanistic goal.

I am sure my fellow-scientists will agree with me if I say that whatever we were able to achieve in our later years had its origin in the experiences of our youth and in the hopes and wishes which were formed before and during our time as students.

The people you spend time with will play the largest part in the ambitions you achieve, not the minutes you saved each day by avoiding them. Be available. Talk to everyone. Become their student, not their teacher. Love’s goal isn’t ever efficiency; it’s presence.

The teacher calls on the first student whose hand went up, and everybody else understands that their participation is no longer required, and so they may immediately disengage.

Learn it alls' achieve more in life than 'know it alls.

Schools are a fountain of knowledge: some students come to drink , some to sip and others just to gargle.

Virtuosity in Talmud was the achievement most sought after by every student of a yeshiva, for it was the automatic guarantee of a reputation for brilliance.

Hi there, cutie." Ash turned his head to find an extremely attractive college student by his side. With black curly hair, she was dressed in jeans and a tight green top that displayed her curves to perfection. "Hi." "You want to go inside for a drink? It's on me." Ash paused as he saw her past, present, and future simultaneously in his mind. Her name was Tracy Phillips. A political science major, she was going to end up at Harvard Med School and then be one of the leading researchers to help isolate a mutated genome that the human race didn't even know existed yet. The discovery of that genome would save the life of her youngest daughter and cause her daughter to go on to medical school herself. That daughter, with the help and guidance of her mother, would one day lobby for medical reforms that would change the way the medical world and governments treated health care. The two of them would shape generations of doctors and save thousands of lives by allowing people to have groundbreaking medical treatments that they wouldn't have otherwise been able to afford. And right now, all Tracy could think about was how cute his ass was in leather pants, and how much she'd like to peel them off him. In a few seconds, she'd head into the coffee shop and meet a waitress named Gina Torres. Gina's dream was to go to college herself to be a doctor and save the lives of the working poor who couldn't afford health care, but because of family problems she wasn't able to take classes this year. Still Gina would tell Tracy how she planned to go next year on a scholarship. Late tonight, after most of the college students were headed off, the two of them would be chatting about Gina's plans and dreams. And a month from now, Gina would be dead from a freak car accident that Tracy would see on the news. That one tragic event combined with the happenstance meeting tonight would lead Tracy to her destiny. In one instant, she'd realize how shallow her life had been, and she'd seek to change that and be more aware of the people around her and of their needs. Her youngest daughter would be named Gina Tory in honor of the Gina who was currently busy wiping down tables while she imagined a better life for everyone. So in effect, Gina would achieve her dream. By dying she'd save thousands of lives and she'd bring health care to those who couldn't afford it... The human race was an amazing thing. So few people ever realized just how many lives they inadvertently touched. How the right or wrong word spoken casually could empower or destroy another's life. If Ash were to accept Tracy's invitation for coffee, her destiny would be changed and she would end up working as a well-paid bank officer. She'd decide that marriage wasn't for her and go on to live her life with a partner and never have children. Everything would change. All the lives that would have been saved would be lost. And knowing the nuance of every word spoken and every gesture made was the heaviest of all the burdens Ash carried. Smiling gently, he shook his head. "Thanks for asking, but I have to head off. You have a good night." She gave him a hot once-over. "Okay, but if you change your mind, I'll be in here studying for the next few hours." Ash watched as she left him and entered the shop. She set her backpack down at a table and started unpacking her books. Sighing from exhaustion, Gina grabbed a glass of water and made her way over to her... And as he observed them through the painted glass, the two women struck up a conversation and set their destined futures into motion. His heart heavy, he glanced in the direction Cael had vanished and hated the future that awaited his friend. But it was Cael's destiny. His fate... "Imora thea mi savur," Ash whispered under his breath in Atlantean. God save me from love.

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

Curiosity, that is, the separate drive to explore the world disinterestedly, without being stimulated by danger or physiological dissatisfaction, is, according to students of evolution, rooted in specific morphological characteristics of our species and thus cannot be eliminated from our minds as long as our species retains its identity. As both Pandora’s most deplorable accident and the adventures of our progenitors in Paradise testify, curiosity has been a main cause of all the calamities and misfortunes that have befallen mankind, and it has unquestionably been the source of all its achievements.

...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)

When the school is organized to focus on a small number of shared goals, and when professional learning is targeted to those goals and is a collective enterprise, the evidence is overwhelming that teachers can do dramatically better by way of student achievement.

Elio Vittorini observed in 1957 that ever since Napoleon, France had proved impermeable to any foreign influence except German philosophy: and that was still true two decades later... By the time German philosophy had passed through Parisian social thought into English cultural criticism, its difficult vocabulary had achieved a level of expressive opacity that proved irresistible to a new generation of students.

You will encounter resentful, sneering non-readers who will look at you from their beery, leery eyes, as they might some form of sub-hominid anomaly, bookimus maximus. You will encounter redditters, youtubers, blogspotters, wordpressers, twitterers, and facebookers with wired-open eyes who will shout at from you from their crazy hectoring mouths about the liberal poison of literature. You will encounter the gamers with their twitching fingers who will look upon you as a character to lock crosshairs on and blow to smithereens. You will encounter the stoners and pill-poppers who will ignore you, and ask you if you have read Jack Keroauc’s On the Road, and if you haven’t, will lecture you for two hours on that novel and refuse to acknowledge any other books written by anyone ever. You will encounter the provincial retirees, who have spent a year reading War & Peace, who strike the attitude that completing that novel is a greater achievement than the thousands of books you have read, even though they lost themselves constantly throughout the book and hated the whole experience. You will encounter the self-obsessed students whose radical interpretations of Agnes Grey and The Idiot are the most important utterance anyone anywhere has ever made with their mouths, while ignoring the thousands of novels you have read. You will encounter the parents and siblings who take every literary reference you make back to the several books they enjoyed reading as a child, and then redirect the conversation to what TV shows they have been watching. You will encounter the teachers and lecturers, for whom any text not on their syllabus is a waste of time, and look upon you as a wayward student in need of their salvation. You will encounter the travellers and backpackers who will take pity on you for wasting your life, then tell you about the Paulo Coelho they read while hostelling across Europe en route to their spiritual pilgrimage to New Delhi. You will encounter the hard-working moaners who will tell you they are too busy working for a living to sit and read all day, and when they come home from a hard day’s toil, they don’t want to sit and read pretentious rubbish. You will encounter the voracious readers who loathe competition, and who will challenge you to a literary duel, rather than engage you in friendly conversation about your latest reading. You will encounter the slack intellectuals who will immediately ask you if you have read Finnegans Wake, and when you say you have, will ask if you if you understood every line, and when you say of course not, will make some point that generally alludes to you being a halfwit. Fuck those fuckers.

My students still don't know what they will never be. Their hope is so bright I can almost see it. I used to value the truth of whether this student or that one would achieve the desired thing. I don't value that truth anymore as much as I value their untested hope. I don't care that one in two hundred of them will ever become what they feel they must become. I care only that I am able to witness their faith in what's coming next. I no longer believe in anything other than the middle, but my students still believe in beginnings. Ask them, and they will tell you that everything is about to start in just a moment, just one more moment.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Shapira's Hasidism included transcendent meditation, training the imagination and channeling the emotions to achieve mystical visions. The ideal way, Shapira taught, was to "witness one's thoughts to correct negative habits and character traits." A thought observed will start to weaken, especially negative thoughts, which he advised students not to enter into but examine dispassionately. If they sat on the bank watching their stream of thoughts flow by, without being swept away by them, they might achieve a form of meditation called hashkatah: silencing the conscious mind.

The popular image of the lone (and possibly slight mad) genius-who ignores the literature and other conventional wisdom and manages by some inexplicable inspiration (enhanced, perhaps, with a liberal dash of suffering) to come up with a breathtakingly original solution to a problem that confounded all the experts-is a charming and romantic image, but also a wildly inaccurate one, at least in the world of modern mathematics. We do have spectacular, deep and remarkable results and insights in this subject, of course, but they are the hard-won and cumulative achievement of years, decades, or even centuries of steady work and progress of many good and great mathematicians; the advance from one stage of understanding to the next can be highly non-trivial, and sometimes rather unexpected, but still builds upon the foundation of earlier work rather than starting totally anew....Actually, I find the reality of mathematical research today-in which progress is obtained naturally and cumulatively as a consequence of hard work, directed by intuition, literature, and a bit of luck-to be far more satisfying than the romantic image that I had as a student of mathematics being advanced primarily by the mystic inspirations of some rare breed of "geniuses.

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

And so, because instead of learning about free markets, capitalism, and entrepreneurship, today’s curriculum overemphasizes the role that others play in our success. Students are being systematically disempowered, trained to resent the success of others. And that creates a self-fulling prophecy of sorts. We can never attain what we resent, just as we will never achieve what we loathe. If money and success become the objects of our loathing and resentment, then we can be certain they will never be within our grasp. Our subconscious mind will reject its opportunity seeking to prevent us from becoming that which we have been conditioned to hate.

the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ. She calls this grit, and first discovered its power in the classroom, while teaching seventh-grade math. She left teaching to pursue research on her hunch, and her findings have changed the way educators perceive student potential. Gritty students succeed, and failure strengthens grit like no other crucible.

Understanding sickness in its whole form, reach and impact, automatically brings along the insight into wellness, just like understanding chaos with all its nuances brings along the true practical perception of harmony and the means to achieve it.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

For academically talented women, in contrast, school success does not guarantee occupational success. Even the best female college students need people who will support them, encourage them, and – most important—who will connect them to opportunities.

Trent Kite told Fackelmann he thought Gately was out of his fucking mind. Fax observed that Kite himself was not exactly a W. T. Sherman with the ladies, even with coke-whores and strung-out nursing students and dipsoid lounge-hags whose painted faces swung loose from their heads. Fackelmann claimed to have started a Log just to keep track of Kite’s attempted pickup lines—surefire lines like e.g. ‘You’re the second most beautiful woman I’ve ever seen, the first most beautiful woman I’ve ever seen being former British Prime Minister Margaret Thatcher,’ and ‘If you came home with me I’m unusually confident that I could achieve an erection,’ and said that if Kite wasn’t still cherry at twenty-three and a half it was proof of some kind of divine-type grace.

The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies. Whether we’re talking about Darwin or college students, important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning. This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit.

Higher education, in contrast, did not always keep its promise to develop the talents of even its best students. Left with classroom achievement alone, many students never found a negotiable path to a clearly envisioned career corresponding to their deepest interests and values.

Bryk and Schneider also found that relational trust—between teachers and administrators, teachers and teachers, and teachers and parents—has the power to offset external factors that are normally thought to be the primary determinants of a school’s capacity to serve students well: “Improvements in academic productivity were less likely in schools with high levels of poverty, racial isolation, and student mobility, but [the researchers] say that a strong correlation between [relational] trust and student achievement remains even after controlling for such factors.” 9

That some leader dangerous to the basic institutions of American society would arise, Lincoln thought inevitable. Safeguarding these institutions would require a public sufficiently united, sufficiently attached to freedom, and sufficiently wise, "to successfully frustrate his designs." Today it would also require a public sufficiently resistant to incessant criticisms and condemnations of their society for failing to achieve cosmic justice. Moreover, if the dangers in our own times were limited to those of "towering genius," there would be much less danger than there is. However, all that is needed are towering presumptions, which are increasingly mass-produced in our schools and colleges by the educational vogue of encouraging immature and inexperienced students to sit in emotional judgment on the complex evolution of whole ages and vast civilizations.

Bread baked without love is a bitter bread that feeds but half a man's hunger,"—those who cannot work with their hearts achieve but a hollow, half-hearted success that breeds bitterness all around. If you are a writer who would secretly prefer to be a lawyer or a doctor, your written words will feed but half the hunger of your readers; if you are a teacher who would rather be a businessman, your instructions will meet but half the need for knowledge of your students; if you are a scientist who hates science, your performance will satisfy but half the needs of your mission.

Schools could do the same thing. Elementary and middle schools could put the January through April–born students in one class, the May through August in another class, and those born in September through December in the third class. They could let students learn with and compete against other students of the same maturity level. It would be a little bit more complicated administratively. But it wouldn’t necessarily cost that much more money, and it would level the playing field for those who — through no fault of their own — have been dealt a big disadvantage by the educational system. We could easily take control of the machinery of achievement, in other words — not just in sports but, as we will see, in other more consequential areas as well. But we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school.

I had peers who were always a step or two ahead of me, whose achievements seemed effortless, but I tried not to let that get to me. I was beginning to understand that if I put in extra hours of studying, I often close the gap. I wasn’t a straight-A student, but I was always trying, and there were semesters when I got close.

But calm is precisely what is absent from love’s classroom. There is simply too much on the line. The “student” isn’t merely a passing responsibility; he or she is a lifelong commitment. Failure will ruin existence. No wonder we may be prone to lose control and deliver cack-handed, hasty speeches which bear no faith in the legitimacy or even the nobility of the act of imparting advice. And no wonder, too, if we end up achieving the very opposite of our goals, because increasing levels of humiliation, anger, and threat have seldom hastened anyone’s development. Few of us ever grow more reasonable or more insightful about our own characters for having had our self-esteem taken down a notch, our pride wounded, and our ego subjected to a succession of pointed insults. We simply grow defensive and brittle in the face of suggestions which sound like mean-minded and senseless assaults on our nature rather than caring attempts to address troublesome aspects of our personality. Had

The competition to lead the Review was ferocious every year, involving rigorous vetting and a vote by eighty student editors. Being picked for the position was an enormous achievement for anyone. It turned out that Barack was also the first African American in the publication’s 103-year history to be selected—a milestone so huge that it had been written up in the New York Times, accompanied by a photo of Barack, smiling in a scarf and winter coat. My boyfriend, in other words, was a big deal. He could have landed any number of fat-salaried law firm jobs at that point, but instead he was thinking about practicing civil rights law once he got his degree,

Introductory paragraph incorporating the thesis: After a challenging childhood marked by adversity, Adam Parrish has become a successful freshman at Harvard University. In the past, he had spent his time doubting himself, fearing he would become like his father, obsessing that others could see his trailer-park roots, and idealizing wealth, but now he has built a new future where no one has to know where he's come from. Before becoming a self-actualized young man at Harvard, Adam had been deeply fascinated by the concept of the ley lines and also supernaturally entangled with one of the uncanny forests located along one, but he has now focused on the real world, using only the ghost of magic to fleece other students with parlor trick tarot card readings. He hasn't felt like himself for months, but he is going to be just fine. Followed by three paragraphs with information that supports the thesis. First: Adam understands that suffering is often transient, even when it feels permanent. This too shall pass, etc. Although college seems like a lifetime, it is only four years. Four years is only a lifetime if one is a guinea pig. Second paragraph, building on the first point: Magic has not always been good for Adam. During high school, he frequently immersed himself in it as a form of avoidance. Deep down, he fears that he is prone to it as his father is prone to abuse, and that it will eventually make him unsuitable for society. By depriving himself of magic, he forces himself to become someone valuable to the unmagic world, i.e. the Crying Club. Third paragraph, with the most persuasive point: Harvard is a place Ronan Lynch cannot be, because he cannot survive there, either physically or socially. Without such hard barriers, Adam will surely continue to return to Ronan Lynch again and again, and thus fall back in with bad habits. He will never achieve the life of financial security and recognition he planned. Thesis restated, bringing together all the information to prove it: Although life is unbearable now, and Adam Parrish seems to have lost everything important to him in the present by pursuing the things important to him in the past, he will be fine. Concluding paragraph describing what the reader just learned and why it is important for them to have learned it: He will be fine. He will be fine. He will be fine. He will be fine.

Moments of pride commemorate people’s achievements. We feel our chest puff out and our chin lift. 2. There are three practical principles we can use to create more moments of pride: (1) Recognize others; (2) Multiply meaningful milestones; (3) Practice courage. The first principle creates defining moments for others; the latter two allow us to create defining moments for ourselves. 3. We dramatically underinvest in recognition. • Researcher Wiley: 80% of supervisors say they frequently express appreciation, while less than 20% of employees agree. 4. Effective recognition is personal, not programmatic. (“ Employee of the Month” doesn’t cut it.) • Risinger at Eli Lilly used “tailored rewards” (e.g., Bose headphones) to show his team: I saw what you did and I appreciate it. 5. Recognition is characterized by a disjunction: A small investment of effort yields a huge reward for the recipient. • Kira Sloop, the middle school student, had her life changed by a music teacher who told her that her voice was beautiful. 6. To create moments of pride for ourselves, we should multiply meaningful milestones—reframing a long journey so that it features many “finish lines.” • The author Kamb planned ways to “level up”—for instance “Learn how to play ‘Concerning Hobbits’ from The Fellowship of the Ring”—toward his long-term goal of mastering the fiddle.

What distinguishes love-driven leaders from tyrants? "Great affection" coupled with the passion to see others "run at full speed towards perfection." Love-driven leadership is not urging others forward without concern for their aspirations, well-being, or personal needs. Nor is it being the nice-guy manager who overlooks underperformance that could damage a subordinate's long-term prospects. Instead, love-driven leaders hunger to see latent potential blossom and to help it happen. In more prosaic terms, when do children, students, athletes, or employees achieve their full potential? When they're parented, taught, coached, or managed by those who engender trust, provide support and encouragement, uncover potential, and set high standards.

Thanks to everybody who does his work and job well. Doctors, Teachers, builders, chefs, parents, students, and anyone who does his best in his duties faithfully and sincerely deserve to be thanked and acknowledged. Working hard to achieve the best isn't like running away from responsibilities, so thanks to all the hard workers around the world for your patience, efforts, achievements.

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several ‘live’ lectures and this in secondary education alone. These are high ratings!

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

To do a modest bit of good while doing nothing about the larger system is to keep the painting. You are chewing on the fruit of an injustice. You may be working on a prison education program, but you are choosing not to prioritize the pursuit of wage and labor laws that would make people's lives more stable and perhaps keep some of them out of jail. You may be sponsoring a loan forgiveness initiative for law school students, but you are choosing not to prioritize seeking a tax code that would take more from you and cut their debts. Your management consulting firm may be writing reports about unlocking trillions of dollars' worth of women's potential, but it is choosing not to advise its clients to stop lobbying against the social programs that have been shown in other societies to help women achieve the equality fantasized about in consultants' reports.

At her easiest, she was hard, because her brain was always working, working, working - I had to exert myself just to keep pace with her. I'd spend an hour crafting a casual e-mail to her, I became a student of arcana so I could keep her interested: the Lake poets, the code duello, the French Revolution. Her mind was both wide and deep, and I got smarter being with her. And more considerate, and more active, and more alive, and almost electric, because for Amy, love was like drugs or booze or porn: There was no plateau. Each exposure needed to be more intense than the last to achieve the same result. Amy made me believe I was exceptional, that I was up to her level of play. That was both our making and undoing. Because I couldn't handle the demands of greatness. I began craving ease and averageness, and I hated myself for it, and ultimately, I realized, I punished her for it. I turned her into the brittle, prickly thing she became.

What was going on here was that like so many people in contemporary society, along the way to gaining their superb educations, and their shiny opportunities, they had absorbed the wrong lessons. They had mastered formulas in calculus and chemistry. They had read great books and learned world history and become fluent in foreign languages. But they had had never formally been taught how to maximize their brains' potential or how to find meaning and happiness. Armed with iPhones and personal digital assistants, they had multitasked their way through a storm of resume-building experiences, often at the expense of actual ones. In their pursuit of high achievement, they had isolated themselves from their peers and loved ones and thus compromised the very support systems they so ardently needed. Repeatedly, I noticed these patterns in my own students, who often broke down under the tyranny of expectations we place on ourselves and those around us.

First-century discipleship was expressed as a servant-master relationship (see Matthew 10:24). Once accepted as a disciple, a young man started as a talmidh, or beginner, who sat in the back of the room and could not speak. Then he became a distinguished student, who took an independent line in his approach or questioning. At the next level, he became a disciple-associate, who sat immediately behind the rabbi during prayer time. Finally he achieved the highest level, a disciple of the wise, and was recognized as the intellectual equal of his rabbi.'" 2. Memorizing the teacher's words: Oral tradition provided the basic way of studying. Disciples learned the teacher's words verbatim to pass along to the next person. Often disciples learned as many as four interpretations of each major passage in the Torah. 3. Learning the teacher's way of ministry: A disciple learned how his teacher kept God's commands, including how he practiced the Sabbath, fasted, prayed, and said blessings in ceremonial situations. He would also learn his rabbi's teaching methods and the many traditions his master followed. 4. Imitating the teacher's life and character: Jesus said that when a disciple is fully taught, he "will be like his teacher" (Luke 6:40). The highest calling of a disciple was to imitate his teacher. Paul called on Timothy to follow his example (see 2 Timothy 3:10-14), and he didn't hesitate to call on all believers to do the same (see 1 Corinthians 4:14-16; 1 1:1; Philippians 4:9). One story in ancient tradition tells of a rabbinical student so devoted to his teacher that he hid in the teacher's bedchamber to discover the mentor's sexual technique. To be sure, this is a bit extreme, yet it demonstrates the level of commitment required to be a disciple. 5. Raising up their own disciples: When a disciple finished his training, he was expected to reproduce what he'd learned by finding and training his own apprentices. He would start his own school and call it after his name, such as the House of Hillel.

More fundamentally, meritocracy is impossible to achieve, because, as Young says, a meritocracy is always based on an imperfect definition of merit and often narrowly defined to favor training, connections, and education primarily available to the wealthy. Take Stanford. Because Stanford is filled with students with top high-school GPAs and SAT scores, administrators can pat themselves on the back and say, “We only admit the best students. We’re a meritocracy.” The students are encouraged to think similarly. But is it just a coincidence that the median annual family income of a Stanford student is $167,500 while the national median is roughly one-third that? Did those high-achieving students naturally get high SAT scores, or did they benefit from their parents’ paying for tutors and sending them to private schools? Privilege accumulates as you advance in life. If the college you attend is the basis of your future employment networks, then it is impossible to say that your employment success is solely based on merit.

On September 11, 1973, General Augusto Pinochet led a successful coup that overthrew the elected socialist government of President Salvador Allende in Chile. Ruling in the name of economic liberty, the Pinochet junta became one of the most notorious authoritarian regimes in recent history. With mass killings, widespread torture, and systematic intimidation, Pinochet’s forces crushed the trade union movement, vanquished the rural farmers seeking land reform, stifled student activism, and imposed radical and unpopular changes in schooling, health care, social security, and more. As Orlando Letelier, the soon-to-be-assassinated Chilean ambassador to the United States, explained in The Nation, the economic program and the repression were inseparable: social and political “regression for the majorities and ‘economic freedom’ for small privileged groups” went together.1 The military coup obliterated the citizen-led organizing that had made Chile a beacon to the rest of Latin America of what might be achieved by democratic, electoral means.2

A shark does not ask for permission to rule the waters. A bear does not ask for permission to rule the woods. A wolf does not ask for permission to rule the forest. A camel does not ask for permission to rule the desert. A lion does not ask for permission to rule the jungle. Trees do not ask for permission to rule woodlands. Gravel does not ask for permission to rule mountains. Light does not ask for permission to rule summer. Wind does not ask for permission to rule autumn. Snow does not ask for permission to rule winter. Water does not ask for permission to rule the sea. Plants do not ask for permission to rule rainforests. Animals do not ask for permission to rule wildernesses. Stars do not ask for permission to rule the sky. Nature does not ask for permission to rule the world. An eagle achieves more than a turkey in a lifetime. A leopard achieves more than a hyena in a lifetime. A fox achieves more than a rabbit in a lifetime. A falcon achieves more than a vulture in a lifetime. A lion achieves more than a sheep in a lifetime. A leader achieves more than a student in a lifetime. A saint achieves more than a sinner in a lifetime. A prophet achieves more than a priest in a lifetime. A master achieves more than a disciple in a lifetime. A conqueror achieves more than a warrior in a lifetime. A hero achieves more than a villain in a lifetime. A maestro achieves more than an apprentice in a lifetime. A genius achieves more than a talent in a lifetime. A star achieves more than a critic in a lifetime. A legend achieves more than a champion in a lifetime.

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

Provided that a writer of almanacs has already gained enough authority for people to bother to read his books, examining his words for implications and shades of meaning, he can be made to say anything whatever – like Sybils. There are so many ways of taking anything, that it is hard for a clever mind not to find in almost any subject something or other which appears to serve his point, directly or indirectly. [C] That explains why an opaque, ambiguous style has been so long in vogue. All an author needs to do is to attract the concern and attention of posterity. (He may achieve that not so much by merit as by some chance interest in his subject-matter.) Then, whether out of subtlety or stupidity, he can contradict himself or express himself obscurely: no matter! Numerous minds will get out their sieves, sifting and forcing any number of ideas through them, some of them relevant, some off the point, some flat contradictory to his intentions, but all of them doing him honour. He will grow rich out of his students’ resources – like dons being paid their midsummer fees at the Lendit fair.

Twenty years of being in the classroom have taught me that 90% of ‘emotional problems’ in the classroom are manipulation tactics. Why is it that so many students who exhibit emotional problems in other classes are miraculously able to make them disappear in mine? Well, either I have eight advanced psychology degrees I haven’t told you about, or the student knows they have to face a consequence they don’t want. 4. Self-esteem is not built by pow-wows in class about connections and cultural understanding, but by honest, hard work. Education theorists and other ‘professionals’ whose salaries are dependent on a dysfunctional system will tell you a teacher’s job is part psychologist, part parent, blah blah blah. This is opinion, not fact. The truth is, the best teachers spend their time doing their job—teaching. The best thing you can do for your students is to teach them your subject matter—and the best way to do that is with a classroom that is quiet, attentive, focused, and on task. To achieve that you need leverage—consequences that count for those who do not comply with your behavior standards.

In contrast to advice, our UN-VICE is not a suggestion of behavior or a mandate. Instead, our UN-VICE is a way to decipher changing circumstances imaginatively. All advice should be carefully considered, combined with an emphasis on developing and trusting our own capabilities. In our increasingly UN-VICE world, the value of recommendations is rapidly decreasing. Systemic disruption has devalued ad-vice; instead, we offer our best UN-VICE. Inspired by Richard Feynman, we must explore unanswered questions, rather than adhering to unquestionable answers. Zen Master Suzuki Roshi said “In the beginner’s mind there are many possibilities, but in the expert’s there are few.” Our UN-VICE draws from the three stages of the Japanese martial arts concept shuhari. In the first stage, shu, the student masters the established fundamentals. In the second stage, ha, the learner practices and experiments with novel approaches, guided by their own unique perspectives. In the third stage, ri, they break loose from confining rulebooks to adapt freely to any situation. Shuhari is a journey, a continuous process of learning, experimenting, and letting go.

I’d fallen in love with Amy because I was the ultimate Nick with her. Loving her made me superhuman, it made me feel alive. At her easiest, she was hard, because her brain was always working, working, working—I had to exert myself just to keep pace with her. I’d spend an hour crafting a casual e-mail to her, I became a student of arcana so I could keep her interested: the Lake poets, the code duello, the French Revolution. Her mind was both wide and deep, and I got smarter being with her. And more considerate, and more active, and more alive, and almost electric, because for Amy, love was like drugs or booze or porn: There was no plateau. Each exposure needed to be more intense than the last to achieve the same result. Amy made me believe I was exceptional, that I was up to her level of play. That was both our making and undoing. Because I couldn’t handle the demands of greatness. I began craving ease and average-ness, and I hated myself for it, and ultimately, I realized, I punished her for it. I turned her into the brittle, prickly thing she became. I had pretended to be one kind of man and revealed myself to be quite another. Worse, I convinced myself our tragedy was entirely her making. I spent years working myself into the very thing I swore she was: a righteous ball of hate.

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

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

Geoffrey Cohen and colleagues harnessed the power of values to combat the achievement gap between black and white students. They created an intervention consisting of several short writing exercises that were administered during the course of a school year. In the experimental group, each writing assignment involved writing about a personally important value. Students in the control group also completed the writing exercises but wrote about values that were important to other people. When researchers examined the students’ grade point averages at the end of the year, there was a substantial gap between the GPAs of the black and white students in the control group, but that gap was reduced by 40 percent in the important-values group.

Another father, K.T. Dutschmann, a telephone engineer, a student of this course, couldn’t get his three-year old daughter to eat breakfast food. The usual scolding, pleading, coaxing methods had all ended in futility. So the parents asked themselves: “How can we make her want to do it?” The little girl loved to imitate her mother, to feel big and grown up; so one morning they put her on a chair and let her make the breakfast food. At just the psychological moment, Father drifted into the kitchen while she was stirring the cereal and she said: “Oh, look, Daddy, I am making the cereal this morning.” She ate two helpings of the cereal without any coaxing, because she was interested in it. She had achieved a feeling of importance; she had found in making the cereal an avenue of self-expression.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

One study comparing eight- to ten-year-old children in Shanghai and southern Ontario, Canada, for example, found that shy and sensitive children are shunned by their peers in Canada but make sought-after playmates in China, where they are also more likely than other children to be considered for leadership roles. Chinese children who are sensitive and reticent are said to be dongshi (understanding), a common term of praise. Similarly, Chinese high school students tell researchers that they prefer friends who are “humble” and “altruistic,” “honest” and “hardworking,” while American high school students seek out the “cheerful,” “enthusiastic,” and “sociable.” “The contrast is striking,” writes Michael Harris Bond, a cross-cultural psychologist who focuses on China. “The Americans emphasize sociability and prize those attributes that make for easy, cheerful association. The Chinese emphasize deeper attributes, focusing on moral virtues and achievement.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

suicide and scandal followed in his wake. The British weekly, the Sunday Referee (March 10, 1935) asked the question that over half a century later is only beginning to be answered. Who—and what—is Aleister Crowley? Around few men in contemporary life has been created such a wealth of fantastic fable and rumour as that which attaches to the name of this mysterious personality. Who indeed was this man, and why, if it were true he was guilty of so many unspeakable acts, was he never brought to justice or ever formally charged with any crime? To the modern student of Crowley, the answer to the second part of the question is simple. He was never charged with any crimes because there were no crimes to be charged with. And even if there were, to some, the magnitude and the importance of his work is such as to dwarf to insignificance an entire litany of personal flaws and excesses real or imagined. In the opinion of some of our contemporaries, Crowley was a genius of stellar magnitude. Currently his works enjoy a scrutiny and popularity that never was achieved in his

For black youth, the experience of being “made black” often begins with the first police stop, interrogation, search, or arrest. The experience carries social meaning—this is what it means to be black. The story of one’s “first time” may be repeated to family or friends, but for ghetto youth, almost no one imagines that the first time will be the last. The experience is understood to define the terms of one’s relationship not only to the state but to society at large. This reality can be frustrating for those who strive to help ghetto youth “turn their lives around.” James Forman Jr., the cofounder of the See Forever charter school for juvenile offenders in Washington, D.C., made this point when describing how random and degrading stops and searches of ghetto youth “tell kids that they are pariahs, that no matter how hard they study, they will remain potential suspects.” One student complained to him, “We can be perfect, perfect, doing everything right and still they treat us like dogs. No, worse than dogs, because criminals are treated worse than dogs.” Another student asked him pointedly, “How can you tell us we can be anything when they treat us like we’re nothing?”56 The process of marking black youth as black criminals is essential to the functioning of mass incarceration as a racial caste system. For the system to succeed—that is, for it to achieve the political goals described in chapter 1—black people must be labeled criminals before they are formally subject to control. The criminal label is essential, for forms of explicit racial exclusion are not only prohibited but widely condemned. Thus black youth must be made—labeled—criminals. This process of being made a criminal is, to a large extent, the process of “becoming” black. As Wideman explains, when “to be a man of color of a certain economic class and milieu is equivalent in the public eye to being a criminal,” being processed by the criminal justice system is tantamount to being made black, and “doing time” behind bars is at the same time “marking race.”57 At its core, then, mass incarceration, like Jim Crow, is a “race-making institution.” It serves to define the meaning and significance of race in America.

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

Codex. I have written before on the curvature of metals, and the reflections of light that may be done with such. The simplest use is a mirror, which reflects light upon the viewer. But light may also be concentrated in a series of highly polished mirrors, sending it from one surface to another to another, until the light is so bright and it becomes a solid thing, like a beam of fire. I have achieved this effect upon three occasions. With one, I used mirrors the size of shields, and was able to set alight a distant tree, which burned as if Zeus himself had cast down lightning upon it. In the second case, I used a finely polished set of jewels loaned to me by the gracious hand of Pharaoh, and the result was much stronger, and much smaller in width. Upon the third attempt, I seated these highly polished gems within an array of holders, precisely set to amplify the light, and contained it within a tube of brass. This attempt, shown before Pharaoh, melted through seven feet of thick, hardened iron, to the awe and terror of his court. It is the power of Apollo contained within mortal hands, and by the order of Pharaoh, I have been ordered not to continue these experiments, for the gods will not share such wonders without punishment. The will of Pharaoh is ever wise. CHAPTER FOUR Working with Thomas was like being a student playing next to a master pianist.

When tragedy established itself in England it did so in terms of plots and spectacle that had much more to do with medieval apocalypse than with the mythos and opsis of Aristotle. Later, tragedy itself succumbs to the pressure of 'demythologizing'; the End itself, in modern literary plotting loses its downbeat, tonic-and-dominant finality, and we think of it, as the theologians think of Apocalypse, as immanent rather than imminent. Thus, as we shall see, we think in terms of crisis rather than temporal ends; and make much of subtle disconfirmation and elaborate peripeteia. And we concern ourselves with the conflict between the deterministic pattern any plot suggests, and the freedom of persons within that plot to choose and so to alter the structure, the relation of beginning, middle, and end. Naïvely predictive apocalypses implied a strict concordance between beginning, middle, and end. Thus the opening of the seals had to correspond to recorded historical events. Such a concordance remains a deeply desired object, but it is hard to achieve when the beginning is lost in the dark backward and abysm of time, and the end is known to be unpredictable. This changes our views of the patterns of time, and in so far as our plots honour the increased complexity of these ways of making sense, it complicates them also. If we ask for comfort from our plots it will be a more difficult comfort than that which the archangel offered Adam: How soon hath thy prediction, Seer blest, Measur'd this transient World, the race of Time, Till time stands fix'd. But it will be a related comfort. In our world the material for an eschatology is more elusive, harder to handle. It may not be true, as the modern poet argues, that we must build it out of 'our loneliness and regret'; the past has left us stronger materials than these for our artifice of eternity. But the artifice of eternity exists only for the dying generations; and since they choose, alter the shape of time, and die, the eternal artifice must change. The golden bird will not always sing the same song, though a primeval pattern underlies its notes. In my next talk I shall be trying to explain some of the ways in which that song changes, and talking about the relationship between apocalypse and the changing fictions of men born and dead in the middest. It is a large subject, because the instrument of change is the human imagination. It changes not only the consoling plot, but the structure of time and the world. One of the most striking things about it was said by Stevens in one of his adages; and it is with this suggestive saying that I shall mark the transition from the first to the second part of my own pattern. 'The imagination,' said this student of changing fictions, 'the imagination is always at the end of an era.' Next time we shall try to see what this means in relation to our problem of making sense of the ways we make sense of the world.

Less is more. “A few extremely well-chosen objectives,” Grove wrote, “impart a clear message about what we say ‘yes’ to and what we say ‘no’ to.” A limit of three to five OKRs per cycle leads companies, teams, and individuals to choose what matters most. In general, each objective should be tied to five or fewer key results. (See chapter 4, “Superpower #1: Focus and Commit to Priorities.”) Set goals from the bottom up. To promote engagement, teams and individuals should be encouraged to create roughly half of their own OKRs, in consultation with managers. When all goals are set top-down, motivation is corroded. (See chapter 7, “Superpower #2: Align and Connect for Teamwork.”) No dictating. OKRs are a cooperative social contract to establish priorities and define how progress will be measured. Even after company objectives are closed to debate, their key results continue to be negotiated. Collective agreement is essential to maximum goal achievement. (See chapter 7, “Superpower #2: Align and Connect for Teamwork.”) Stay flexible. If the climate has changed and an objective no longer seems practical or relevant as written, key results can be modified or even discarded mid-cycle. (See chapter 10, “Superpower #3: Track for Accountability.”) Dare to fail. “Output will tend to be greater,” Grove wrote, “when everybody strives for a level of achievement beyond [their] immediate grasp. . . . Such goal-setting is extremely important if what you want is peak performance from yourself and your subordinates.” While certain operational objectives must be met in full, aspirational OKRs should be uncomfortable and possibly unattainable. “Stretched goals,” as Grove called them, push organizations to new heights. (See chapter 12, “Superpower #4: Stretch for Amazing.”) A tool, not a weapon. The OKR system, Grove wrote, “is meant to pace a person—to put a stopwatch in his own hand so he can gauge his own performance. It is not a legal document upon which to base a performance review.” To encourage risk taking and prevent sandbagging, OKRs and bonuses are best kept separate. (See chapter 15, “Continuous Performance Management: OKRs and CFRs.”) Be patient; be resolute. Every process requires trial and error. As Grove told his iOPEC students, Intel “stumbled a lot of times” after adopting OKRs: “We didn’t fully understand the principal purpose of it. And we are kind of doing better with it as time goes on.” An organization may need up to four or five quarterly cycles to fully embrace the system, and even more than that to build mature goal muscle.