Taught For A Day For Students Quotes

When I was a student at Cambridge I remember an anthropology professor holding up a picture of a bone with 28 incisions carved in it. 'This is often considered to be man’s first attempt at a calendar' she explained. She paused as we dutifully wrote this down. ‘My question to you is this – what man needs to mark 28 days? I would suggest to you that this is woman’s first attempt at a calendar.’ It was a moment that changed my life. In that second I stopped to question almost everything I had been taught about the past. How often had I overlooked women’s contributions?

Allow intelligent design into science textbooks, lecture halls, and laboratories, and the cost to the frontier of scientific discovery—the frontier that drives the economies of the future—would be incalculable. I don't want students who could make the next major breakthrough in renewable energy sources or space travel to have been taught that anything they don't understand, and that nobody yet understands, is divinely constructed and therefore beyond their intellectual capacity. The day that happens, Americans will just sit in awe of what we don't understand, while we watch the rest of the world boldly go where no mortal has gone before.

Oh my. Molly put her hand to her no-doubt agape mouth. Oh my, oh my, oh my. After her divorce, she hadn’t thought this day would ever come again, but here it was, a second proposal. Life is funny, she thought, and she felt herself step back from the reality of her situation for a moment, lest its emotions overwhelm her and make her swoon like a damsel in those Middle English chivalric romances she taught in 10th-grade English. Yes, life was indeed funny. It had no syllabus, which was why Molly, always a diligent student, felt so unprepared for it. Life played tricks on you too, surprised you, with the biggest surprise that life, even at the nearly half-century mark, could still hold surprises. Like so: There is a man in my kitchen, a man I’m in love with, and he wants to spend the rest of his life with me. How strange and how very unconventional by its conventional, everyday setting.

The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.

He tells my parents how I took every class he taught. He tells them, “You have a special boy here.” Embarrassed, I look at my feet. Before we leave, I hand my professor a present, a tan briefcase with his initials on the front. I bought this the day before at a shopping mall. I didn’t want to forget him. Maybe I didn’t want him to forget me. “Mitch, you are one of the good ones,” he says, admiring the briefcase. Then he hugs me. I feel his thin arms around my back. I am taller than he is, and when he holds me, I feel awkward, older, as if I were the parent and he were the child. He asks if I will stay in touch, and without hesitation I say, “Of course.” When he steps back, I see that he is crying.

What amazes us is that parents all over the world are literally paying thousands of dollars in college tuition so that their sons and daughters can be taught the “truth” that there is no truth, not to mention other self-defeating postmodern assertions such as: 8220;All truth is relative” (Is that a relative truth?); “ There are no absolutes” (Are you absolutely sure?); and, “It’s true for you but not for me!” (Is that statement true just for you, or is it true for everyone?) “True for you but not for me” may be the mantra of our day, but it’s not how the world really works. Try saying that to your bank teller, the police, or the IRS and see how far you get! Of course these modern mantras are false because they are self-defeating. But for those who still blindly believe them, we have a few questions: If there really is no truth, then why try to learn anything? Why should any student listen to any professor? After all, the professor doesn’t have the truth. What’s the point of going to school, much less paying for it? And what’s the point of obeying the professor’s moral prohibitions against cheating on tests or plagiarizing term papers?

To the rabbis who taught in the Jewish parochial schools, baseball was an evil waste of time, a spawn of the potentially assimilationist English portion of the yeshiva day. But to the students of most of the parochial schools, an inter-league baseball victory had come to take on only a shade less significance than a top grade in Talmud, for it was an unquestioned mark of one's Americanism, and to be counted a loyal American had become increasingly important to us during these last years of the war.

I am writing this during my free . . . oops! un-assigned period, at the end of my first day of teaching. So far, I have taught nothing — but I have learned a great deal. To wit: We have to punch a time clock and abide by the Rules. We must make sure our students likewise abide, and that they sign the time sheet whenever they leave or reenter a room. We have keys but no locks (except in lavatories), blackboards but no chalk, students but no seats, teachers but no time to teach. The library is closed to the students.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

Why did so many smart people believe these laissez-fairey tales? It’s a good question. Some of the blame surely goes to the excessive faith in free markets that was the elixir of the day. Some goes to economists who believed and extolled the efficient markets hypothesis—and taught it to their students, many of whom wound up as financial engineers on Wall Street.

MY FATHER If I have to write a poem about my father it has to be about integrity and kindness — the selfless kind of kindness that is so very rare I am sure there will be many people living somewhere who must be as kind as him but what I mean to say is I have not met one yet and when it comes to helping others he always helps too much and as the saying goes — help someone, you earn a friend. help someone too much, you make an enemy. — so you know the gist of what I’m trying to say here anyways I was talking about the poem about my father it has to be about passion and hard work because you see you cannot separate these things from him they are part of him as his two eyes and two hands and his heart and his soul and his whole being and you cannot separate wind and waves or living and the universe or earth and heavens and although he never got any award from bureaucracy the students he taught ages ago still touch his feet and some of them are the people you have to make an appointment to meet even if it is for two minutes of their time and that’s a reward for him bigger than any other that some of his colleagues got for their flattery and also I have to write about reliability as well because you see as the sun always rises and the snowflakes are always six-folds and the spring always comes and the petals of a sunflower and every flower follows the golden ratio of symmetry my father never fails to keep his promise I have to mention the rage as well that he always carries inside him like a burning fire for wrongdoings for injustice and now he carries a bitterness too for people who used him good and discarded as it always happens with every good man in our world of humans and you must be thinking he has learned his lessons well you go to him — it does not matter who you are if he knows you or you are a stranger from other side of the world — and ask for his help he will be happy to do so as you must know people never change not their soul in any case.

But I am so pathologically obsessed with usage that every semester the same thing happens: once I've had to read my students' first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it merges (as it does, every term) that 95 percent of those intelligent upscale college students have never been taught, e.g., what a clause is or why a misplace 'only' can make a sentence confusing or why you don't just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there's foam on my chin. I can't seem to help it. The truth is that I'm not even an especially good or dedicated teacher; I don't have this kind of fervor in class about anything else, and I know it's not a very productive fervor, nor a healthy one – it's got elements of fanaticism and rage to it, plus a snobbishness that I know I'd be mortified to display about anything else.

No white people in my office on that spring day in 1968. On the other hand, visualizing the presence of some sweaty, ham-fisted, Caucasian version of John Henry, the steel-driving man, hammering iron wedges between the students and me, incarcerating us behind bars as invisible as he was, clarifies the encounter. Why weren’t novels and poems by Americans of African descent being taught at the university? Why were so few of us attending and almost none of us teaching there? What rationales and agendas were served by dispensing knowledge through arbitrary, territorial “fields”? Why had the training I’d received in the so-called “best” schools alienated me from my particular cultural roots and brainwashed me into believing in some objective, universal, standard brand of culture and art—essentialist, hierarchical classifications of knowledge—that doomed people like me to marginality on the campus and worse, consigned the vast majority of us who never reach college to a stigmatized, surplus underclass.

Turns out, I learned a lot from not being able to go to France. Turns out, those days standing on the concrete floor wearing a hairnet, a paper mask and gown, goggles, and plastic gloves, and- with a pair of tweezers- placing two pipe cleaners into a sterile box that came to me down a slow conveyor belt for eight excruciating hours a day taught me something important I couldn't have learned any other way. That job and the fifteen others I had before I graduated college were my own personal "educational opportunities." They changed my life for the better, though it took me a while to understand their worth. They gave me faith in my own abilities. They offered me a unique view of worlds that were both exotic and familiar to me. They kept things in perspective. They pissed me off. They opened my mind to realities I didn't know existed. They forced me to be resilient, to sacrifice, to see how little I knew, and also how much. They put me in close contact with people who could've funded the college educations of ten thousand kids and also with people who would've rightly fallen on the floor laughing had I complained to them about how unfair it was that after I got my degree I'd have this student loan I'd be paying off until I was forty-three. They made my life big. They contributed to an education that money can't buy.

Padampa stayed for a long time in the high valley of Tingri, on the frontier between Tibet and Nepal. Among his innumerable disciples, four were particularly close to his heart. One day, one of these close students arrived in Tingri after a long absence and was so saddened to see how much the master had aged that he asked, “Sublime being, when you leave this world, you yourself, without doubt, will go from bliss to bliss; but what will become of us, the people of Tingri? In whom can we place our trust?” For Padampa, dying would indeed be no more than passing from one Buddha-field to another. But for his disciples, his death would mean never again seeing his face or hearing his voice. “In a year’s time,” he said, “here you will find the corpse of an old Indian hermit.” Their eyes filled with tears, and it was for them that Padampa taught these Hundred Verses of Advice. A year went by, and Padampa began to show signs of illness. When his disciples worried about his health, he told them laconically, “My mind is sick.” To their perplexity, he added, “My mind has blended with the phenomenal world.” He thus demonstrated that all dualistic perception had disappeared from his mind. “I do not know how to describe this type of disease,” he added with a serene sense of humor. “Bodily ills can be treated, but this is incurable.” He then fixed his gaze on the sky and passed away.

I am aware that teachers in modern societies often face tremendous challenges. Classes can be very large, the subjects taught can be very complex, and discipline can be difficult to maintain. Given the importance, and the difficulty, of teachers' jobs, I was surprised when I heard that in some western societies today teaching is regarded as a rather low-status profession. That is surely very muddled. Teachers must be applauded for choosing this career. They should congratulate themselves, particularly on days when they are exhausted and downhearted. They are engaged in work that will influence not just students' immediate level of knowledge but their entire lives, and thereby they have the potential to contribute to the future of humanity itself.

I know a lot of people like me. People who work overtime, never turning down additional work for fear of disappointing their boss. They're available to friends and loved ones twenty-four seven, providing an unending stream of support and advice. They care about dozens and dozens of social issues yet always feel guilty about not doing "enough" to address them, because there simply aren't enough hours in the day. These types of people often try to cram every waking moment with activity. After a long day at work, they try to teach themselves Spanish on the Duolingo app on their phone, for example, or they try to learn how to code in Python on sites like Code Academy. People like this -- people like me -- are doing everything society has taught us we have to do if we want to be virtuous and deserving of respect. We're committed employees, passionate activists, considerate friends, and perpetual students. We worry about the future. We plan ahead. We try to reduce our anxiety by controlling the things we can control -- and we push ourselves to work very, very hard. Most of us spend the majority of our days feeling tired, overwhelmed, and disappointed in ourselves, certain we've come up short. No matter how much we've accomplished or how hard we've worked, we never believe we've done enough to feel satisfied or at peace. We never think we deserve a break. Through all the burnouts, stress-related illnesses, and sleep-deprived weeks we endure, we remain convinced that having limitations makes us "lazy" -- and that laziness is always a bad thing.

Students of human nature and philosophers have long ago taught us that we do wrong to value our intelligence as an independent force and to overlook its dependence upon our emotional life. According to their view our intellect can work reliably only when it is removed from the influence of powerful incitements; otherwise it acts simply as an instrument at the beck and call of our will and delivers the results which the will demands. Logical argumentation is therefore powerless against affective interests; that is why arguing with reasons which, according to Falstaff, are as common as blackberries, are so fruitless where our interests are concerned. Whenever possible psychoanalytic experience has driven home this assertion. It is in a position to prove every day that the cleverest people suddenly behave as unintelligently as defectives as soon as their understanding encounters emotional resistance, but that they regain their intelligence completely as soon as this resistance has been overcome.

To implement these changes, the school initially followed a more typical, top-down strategy of reform: the state sent in a consultant to implement changes. “It was an outsider who came in and talked about the civil rights movement and did touchy feely group discussions,” Guthertz recalls. “Someone else came in and for one day taught behavior management strategies that focused on controlling and penalizing students versus making changes in teaching practices that would engage and support them. That blew up at the school. The administration got rid of that program.” The issues that come with this kind of approach to school reform—“do what the district, state, or consultants say”—have been a recurring theme in the long careers of Guthertz, Roth, and McKamey. “It comes off as an attempt to hijack the effort by the teachers to think about education,” McKamey comments. “It’s the deepest disrespect. The teacher has been teaching for ten years and someone is going to come in and say, ‘I’m going to show you something.’ Most of these people have never taught in the classroom.

I forced you to the edge of the room, you jumped over my shoulder. Not many students, even with three or four years of training, could execute that ploy.” “I never studied with anyone, though.” “It’s nothing to hide. You must have had a teacher, and a good one. Who was he?” The boy thought for a moment, then said, “Oh, I remember how I learned that.” “Who taught you?” “It wasn’t a human being.” “A goblin maybe?” “No, a hemp seed.” “What?” “A hemp seed.” “How could you learn from a hemp seed?” “Well, way up in the mountains there are some of those fighters—you know, the ones who seem to disappear right in front of your eyes. I watched them train a couple of times.” “You mean the ninja, don’t you? It must have been the Iga group you saw. But what does that have to do with a hemp seed?” “Well, after hemp’s planted in the spring, it doesn’t take long before a little sprout comes up.” “Yes?” “You jump over it. Every day you practice jumping back and forth. When it gets warmer, the sprout grows fast—nothing else grows as fast—so you have to jump higher every day. If you don’t practice every day, it’s not long before the hemp is so high you can’t jump over it.” “I see.

Hannity & Colmes was another management challenge. Despite its bipartisan billing, the show was a vehicle for Sean Hannity’s right-wing politics. An Irish Catholic from Long Island, Hannity came of age as two revolutions, Reagan conservatism and right-wing talk radio, sent the country on a new course. He harbored dreams of becoming the next Bob Grant, the caustic New York City radio commentator who provided an outlet for incendiary views on blacks, Hispanics, and gays. Radio personalities like Grant, Hannity said, “taught me early on that a passionate argument could make a difference.” In his twenties, Hannity drifted. He tried college three times but dropped out. By the late 1980s, he was living in southern California working as a house painter. In his spare time, he called in to KCSB, the UC Santa Barbara college station, to inveigh against liberals and to defend the actions of his hero Colonel Oliver North in the Iran-Contra affair. His combative commentaries impressed the station management. Though he was not a student, Hannity was soon given an hour-long morning call-in show, which he titled The Pursuit of Happiness, a reference to Reagan’s 1986 Independence Day speech.

The biggest fear for homeschooled children is that they will be unable to relate to their peers, will not have friends, or that they will otherwise be unable to interact with people in a normal way. Consider this: How many of your daily interactions with people are solely with people of your own birth year?  We’re not considering interactions with people who are a year or two older or a year or two younger, but specifically people who were born within a few months of your birthday. In society, it would be very odd to section people at work by their birth year and allow you to interact only with persons your same age. This artificial constraint would limit your understanding of people and society across a broader range of ages. In traditional schools, children are placed in grades artificially constrained by the child’s birth date and an arbitrary cut-off day on a school calendar. Every student is taught the same thing as everyone else of the same age primarily because it is a convenient way to manage a large number of students. Students are not grouped that way because there is any inherent special socialization that occurs when grouping children in such a manner. Sectioning off children into narrow bands of same-age peers does not make them better able to interact with society at large. In fact, sectioning off children in this way does just the opposite—it restricts their ability to practice interacting with a wide variety of people. So why do we worry about homeschooled children’s socialization?  The erroneous assumption is that the child will be homeschooled and will be at home, schooling in the house, all day every day, with no interactions with other people. Unless a family is remotely located in a desolate place away from any form of civilization, social isolation is highly unlikely. Every homeschooling family I know involves their children in daily life—going to the grocery store or the bank, running errands, volunteering in the community, or participating in sports, arts, or community classes. Within the homeschooled community, sports, arts, drama, co-op classes, etc., are usually sectioned by elementary, pre-teen, and teen groupings. This allows students to interact with a wider range of children, and the interactions usually enhance a child’s ability to interact well with a wider age-range of students. Additionally, being out in the community provides many opportunities for children to interact with people of all ages. When homeschooling groups plan field trips, there are sometimes constraints on the age range, depending upon the destination, but many times the trip is open to children of all ages. As an example, when our group went on a field trip to the Federal Reserve Bank, all ages of children attended. The tour and information were of interest to all of the children in one way or another. After the tour, our group dined at a nearby food court. The parents sat together to chat and the children all sat with each other, with kids of all ages talking and having fun with each other. When interacting with society, exposure to a wider variety of people makes for better overall socialization. Many homeschooling groups also have park days, game days, or play days that allow all of the children in the homeschooled community to come together and play. Usually such social opportunities last for two, three, or four hours. Our group used to have Friday afternoon “Park Day.”  After our morning studies, we would pack a picnic lunch, drive to the park, and spend the rest of the afternoon letting the kids run and play. Older kids would organize games and play with younger kids, which let them practice great leadership skills. The younger kids truly looked up to and enjoyed being included in games with the older kids.

1. Get the facts. 2. Analyze the facts. 3. Arrive at a decision—and then act on that decision   Obvious stuff? Yes, Aristotle taught it—and used it. And you and I must use it too if we are going to solve the problems that are harassing us and turning our days and nights into veritable hells. Let’s take the first rule: Get the facts. Why is it so important to get the facts? Because unless we have the facts we can’t possibly even attempt to solve our problem intelligently. Without the facts, all we can do is stew around in confusion. My idea? No, that was the idea of the late Herbert E. Hawkes, Dean of Columbia College, Columbia University, for twenty-two years. He had helped two hundred thousand students solve their worry problems; and he told me that “confusion is the chief cause of worry.” He put it this way—he said: “Half the worry in the world is caused by people trying to make decisions before they have sufficient knowledge on which to base a decision. For example,” he said, “if I have a problem which has to be faced at three o’clock next Tuesday, I refuse to even try to make a decision about it until next Tuesday arrives. In the meantime, I concentrate on getting all the facts that bear on the problem. I don’t worry,” he said. “I don’t agonize over my problem. I don’t lose any sleep. I simply concentrate on getting the facts. And by the time Tuesday rolls around, if I’ve got all the facts the problem usually solves itself!

I was a country kid who went to a public school, and she was more of a middle-class girl who attended a private school. I was into hunting and fishing, and she liked drama and singing in the choir at school and church. Our lives up until that point were totally different. But Missy and I had a very deep spiritual connection, and I thought our mutual love for the Lord might be our biggest strength in sustaining our relationship. Even though Missy was so different from me, I found her world to be very interesting. Looking back, perhaps another reason I decided to give our relationship a chance was because of my aunt Jan’s bizarre premonition about Missy years earlier. My dad’s sister Jan had helped bring him to the Lord, and she taught the fourth grade at OCS. One of her students was Missy, and they went to church together at White’s Ferry Road Church. When I was a kid we attended a small church in the country, but occasionally we visited White’s Ferry with my aunt Jan and her husband. One Sunday, Missy walked by us as we were waiting in the pew. “Let me tell you something,” Jan told me as she pointed at me and then Missy. “That’s the girl you’re going to marry.” Missy was nine years old. To say that was one of the dumbest things I’d ever heard would be an understatement. I love my aunt Jan, but she has a lot in common with her brother Si. They talk a lot, are very animated, and even seem crazy at times. However, they love the Lord and have great hearts. I actually never thought about it again until she reminded me of that day once Missy and I started getting serious. Freaky? A bit. Bizarre? Definitely! Was she right? Absolutely, good call! Missy still isn’t sure what my aunt Jan saw in her. Missy: What did Jan see in me at nine years old? Well, you’ll have to ask her about that. She was the only teacher in my academic history from whom I ever received a smack. She announced a rule to the class one day that no one could touch anyone else’s possessions at any time (due to a recent rash of kids messing with other people’s stuff). The next day, I moved some papers around on one of my classmates’ desks before school, and he tattled on me. Because of her newly pronounced rule, she took me to the girls’ bathroom and gave me a whack on the rear. At the time, I certainly would have never thought she had picked me out to marry her nephew!

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

Deprive a cat of sleep and it would die in two weeks. Deprive a human and he would become psychotic. His work was killing people. How was he supposed to frighten these guys? Run up behind them in a halloween mask and shout boo? He never saw the point of views -- what did it matter if it was an ocean or a brick wall you were looking at? People travelled hundreds, sometimes thousands of miles to commit suicide someplace with a beautiful view. Did a view matter when oblivion beckoned? They could put him in a garbage bin after he was gone, for all he cared. That's all the human race was anyway. Garbage with attitude. A cutting word is worse than a bowstring. A cut may heal but a cut of the tongue does not. The Sakawa students were all from poor, underprivileged backgrounds. Sakawa was a mix of religious juju and modern internet technology. They were taught, in structured classes, the art of online fraud as well as arcane African rituals -- which included animal sacrifice -- to have a voodoo effect on their victims, ensuring the success of each fraud. of which there was a wide variety. The British Empire spend five hundred years plundering the world. The word is 'thanks'. 'That's what it is, Roy! He won't come out, he has locked the doors! What if he self-harms, Roy! I mean -- what if he kills himself?' 'I will have to take him off my Christmas list.' "Any chance you can recover any of it?' 'You sitting near a window, Gerry?' 'Near a window? Sure, right by a window?' 'Can you see the sky?' 'Uh-huh. Got a clear view.' 'See any pigs flying past?' To dream of death is good for those in fear, for the death have no more fears. '...Cleo took me to the opera once. I spent the whole time praying for a fat lady to come on stage and start singing. Or a heart attack --whichever come sooner.' '..there is something strongly powerful -- almost magnetic -- about internet romances. A connection that is far stronger than a traditional meeting of two people. Maybe because on the internet you can lie all the time, each person gives the other their good side. It's intoxicating. That's one of the things which makes it so dangerous -- and such easy pickings for fraudsters.' He was more than a little pleased that he was about to ruin his boss's morning -- and, with a bit of luck, his entire day. ..a guy who had been born angry and had just got even angrier with each passing year. '...Then at some point in the future, I'll probably die in an overcrowded hospital corridor with some bloody hung-over medical student jumping up and down on my chest because they couldn't find a defibrillator. 'Give me your hand, bro,' the shorter one said. 'That one, the right one, yeah.' On the screen the MasterChef contestant said, 'Now with a sharp knife...' Jules de Copland drove away from Gatwick Airport in.a new car, a small Kia, hired under a different name and card, from a different rental firm, Avis. 'I was talking about her attitude. But I'll tell you this, Roy. The day I can't say a woman -- or a man -- is plug ugly, that's the day I want to be taken out and shot.' It seems to me the world is in a strange place where everyone chooses to be offended all the time. 'But not too much in the way of brains,' GlennBranson chipped in. 'Would have needed the old Specialist Search Unite to find any trace of them.' 'Ever heard of knocking on a door?' 'Dunno that film -- was it on Netflix?' 'One word, four letters. Begins with an S for Sierra, ends with a T for Tango. Or if you'd like the longest version, we've been one word, six letters, begins with F for Foxtrot, ends with D for Delta.' No Cop liked entering a prison. In general there was a deep cultural dislike of all police officers by the inmates. And every officer entering.a prison, for whatever purposes, was always aware that if a riot kicked off while they were there, they could be both an instant hostage and a prime target for violence.

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

A physics student who taught himself programming, Horne was more self-consciously artistic than anyone else on the NT team. He worked as a radio reporter after college and once wrote a science-fiction novel over a weekend. He played percussion in an orchestra and hoped to conduct one day. Oddly, he fell in love with the maligned OS/2 after attending a conference and pursued a job at Microsoft as a programmer. He was hired in the summer of 1988, then joined NT two years later with a flood of newcomers who swelled the team’s ranks of code writers to about one hundred. His

When students are taught to approach argument through inquiry, good things happen: they choose topics worthy of arguing, they gain ownership (through choice) of their writing, and their teacher is not stuck in Groundhog Day reading the same argument paper over and over. Key

Nabokov famously never had a home. In the United States he and his wife, Vera, always rented. At Cornell University in Ithaca, New York, where he taught for a decade, they occupied homes vacated by professors on sabbatical. The Nabokovs ended their days in a small suite of rooms at the Montreux Palace Hotel in Switzerland. When asked to explain his peripatetic life of exile, Nabokov said, “Nothing short of a replica of my childhood surroundings would have satisfied me.” His hero Pushkin was a wanderer, too, exiled from St. Petersburg by the czar for years at a time. Like Nabokov, “To the end of his life he remained deeply attached to what he considered his real home, the Lyceum, and to his former fellow students.

It’s a perspective on story that may also shed light on why you and I and everyone else spend a couple of hours each day concocting tales that we rarely remember and more rarely share. By day I mean night, and the tales are those we produce during REM sleep. Well over a century since Freud’s The Interpretation of Dreams, there is still no consensus on why we dream. I read Freud’s book for a junior-year high school class called Hygiene (yes, that’s really what it was called), a somewhat bizarre requirement taught by the school’s gym teachers and sports coaches that focused on first aid and common standards of cleanliness. Lacking material to fill an entire semester, the class was padded by mandatory student presentations on topics deemed loosely relevant. I chose sleep and dreams and probably took it all too seriously, reading Freud and spending after-school hours combing through research literature. The wow moment for me, and for the class too, was the work of Michel Jouvet, who in the late 1950s explored the dream world of cats.32 By impairing part of the cat brain (the locus coeruleus, if you like that sort of thing), Jouvet removed a neural block that ordinarily prevents dream thoughts from stimulating bodily action, resulting in sleeping cats who crouched and arched and hissed and pawed, presumably reacting to imaginary predators and prey. If you didn’t know the animals were asleep, you might think they were practicing a feline kata. More recently, studies on rats using more refined neurological probes have shown that their brain patterns when dreaming so closely match those recorded when awake and learning a new maze that researchers can track the progress of the dreaming rat mind as it retraces its earlier steps.33 When cats and rats dream it surely seems they’re rehearsing behaviors relevant to survival. Our common ancestor with cats and rodents lived some seventy or eighty million years ago, so extrapolating a speculative conclusion across species separated by tens of thousands of millennia comes with ample warning labels. But one can imagine that our language-infused minds may produce dreams for a similar purpose: to provide cognitive and emotional workouts that enhance knowledge and exercise intuition—nocturnal sessions on the flight simulator of story. Perhaps that is why in a typical life span we each spend a solid seven years with eyes closed, body mostly paralyzed, consuming our self-authored tales.34 Intrinsically, though, storytelling is not a solitary medium. Storytelling is our most powerful means for inhabiting other minds. And as a deeply social species, the ability to momentarily move into the mind of another may have been essential to our survival and our dominance. This offers a related design rationale for coding story into the human behavioral repertoire—for identifying, that is, the adaptive utility of our storytelling instinct.

The initial Gracie Jiu Jitsu curriculum consisted of forty self-defense classes that focused on empowering students. The goal was to prepare them mentally, physically, and psychologically for a physical confrontation and to build a foundation of confidence that would give them peace of mind. My dad's handpicked instructors taught a hundred private lessons a day to Brazil's business leaders and politicians. The tuition was expensive, most of the lessons were private, and Hélio kept his instructors on a very short leash. Not only did they have to follow a strict self-defense curriculum, but they were fined for every minute they were late.

As Plutarch said of Socrates: [He] did not set up desks for his students, sit in a teacher’s chair, or reserve a prearranged time for lecturing and walking with his pupils. No, he practiced philosophy while joking around (when the chance arose) and drinking and serving on military campaigns and hanging around the marketplace with some of his students, and finally, even while under arrest and drinking the hemlock. He was the first to demonstrate that our lives are open to philosophy at all times and in every aspect, while experiencing every emotion, and in each and every activity. As with teaching and leadership and philosophy, so too with parenting. You can be a parent anywhere. You can be a parent every minute of every day to anybody and everybody. You can be that parent in the same way that Socrates taught—by example, by getting down to their level, by being open, and by adapting to the situation at hand.

Deprive a cat of sleep and it would die in two weeks. Deprive a human and he would become psychotic. His work was killing people. How was he supposed to frighten these guys? Run up behind them in a halloween mask and shout boo? He never saw the point of views -- what did it matter if it was an ocean or a brick wall you were looking at? People travelled hundreds, sometimes thousands of miles to commit suicide someplace with a beautiful view. Did a view matter when oblivion beckoned? They could put him in a garbage bin after he was gone, for all he cared. That's all the human race was anyway. Garbage with attitude. A cutting word is worse than a bowstring. A cut may heal but a cut of the tongue does not. The Sakawa students were all from poor, underprivileged backgrounds. Sakawa was a mix of religious juju and modern internet technology. They were taught, in structured classes, the art of online fraud as well as arcane African rituals -- which included animal sacrifice -- to have a voodoo effect on their victims, ensuring the success of each fraud. of which there was a wide variety. The British Empire spend five hundred years plundering the world. The word is 'thanks'. 'That's what it is, Roy! He won't come out, he has locked the doors! What if he self-harms, Roy! I mean -- what if he kills himself?' 'I will have to take him off my Christmas list.' "Any chance you can recover any of it?' 'You sitting near a window, Gerry?' 'Near a window? Sure, right by a window?' 'Can you see the sky?' 'Uh-huh. Got a clear view.' 'See any pigs flying past?' To dream of death is good for those in fear, for the death have no more fears. '...Cleo took me to the opera once. I spent the whole time praying for a fat lady to come on stage and start singing. Or a heart attack --whichever come sooner.' '..there is something strongly powerful -- almost magnetic -- about internet romances. A connection that is far stronger than a traditional meeting of two people. Maybe because on the internet you can lie all the time, each person gives the other their good side. It's intoxicating. That's one of the things which makes it so dangerous -- and such easy pickings for fraudsters.' He was more than a little pleased that he was about to ruin his boss's morning -- and, with a bit of luck, his entire day. ..a guy who had been born angry and had just got even angrier with each passing year. '...Then at some point in the future, I'll probably die in an overcrowded hospital corridor with some bloody hung-over medical student jumping up and down on my chest because they couldn't find a defibrillator. 'Give me your hand, bro,' the shorter one said. 'That one, the right one, yeah.' On the screen the MasterChef contestant said, 'Now with a sharp knife...' Jules de Copland drove away from Gatwick Airport in.a new car, a small Kia, hired under a different name and card, from a different rental firm, Avis. 'I was talking about her attitude. But I'll tell you this, Roy. The day I can't say a woman -- or a man -- is plug ugly, that's the day I want to be taken out and shot.' It seems to me the world is in a strange place where everyone chooses to be offended all the time. 'But not too much in the way of brains,' GlennBranson chipped in. 'Would have needed the old Specialist Search Unite to find any trace of them.' 'Ever heard of knocking on a door?' 'Dunno that film -- was it on Netflix?' 'One word, four letters. Begins with an S for Sierra, ends with a T for Tango. Or if you'd like the longest version, we've been one word, six letters, begins with F for Foxtrot, ends with D for Delta.' No Cop liked entering a prison. In general there was a deep cultural dislike of all police officers by the inmates. And every officer entering.a prison, for whatever purposes, was always aware that if a riot kicked off while they were there, they could be both an instant hostage and a prime target for violence.

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

Coach John Wooden20, one of the best basketball coaches and teachers of all time. To be effective teachers, he tells us “we have not taught students, until they have learned.” We shouldn’t judge our effectiveness by how much we teach, what we teach, and how we teach. Rather, we make a positive judgment if we’ve approached students every day knowing that our success depends on how well students learn.

WHAT MAKES A GOOD TEACHERS – As a Student and Teacher I realised Teaching continues to undefinable profession which has a great impact on many of people, our students they are more honest not prejudiced against any one, I was interacting with many of my students they say they do not remember what really we taught with seriousness that at the end of the day, it’s not about the lesson plan. It’s not about the fancy stuff, colourful Power points we teachers make — the crafts we do, the stories we read, the papers we value. No, that’s not really it. That’s not what matters most.. They won’t remember how organized your bulletin boards are. How straight and neat are the desk rows. Certainly they remember our selfless actions As Medical teachers we can contribute best of empathy to suffering of humanity. Our kindness. Our empathy our care and concern. They’ll remember that you took the time to listen to their problems. If we look with wisdom never forget our Students are the future care takers of the Profession, when they say Good bye when leaving the department or college I say Be KIND TO SOME ONE EVERY DAY THAT IS WHAT OUR TEACHERS TOLD AND I AM PROUD TO LIVE IN THE SYSTEM WITH MANY TURBULANCES. BE ATEACHER TO LIFE JUST NOT YOUR SPECALITY? Dr.T.V.Rao MD

We need to enter classrooms each day with one purpose in mind that comes from Coach John Wooden20, one of the best basketball coaches and teachers of all time. To be effective teachers, he tells us “we have not taught students, until they have learned.” We shouldn’t judge our effectiveness by how much we teach, what we teach, and how we teach. Rather, we make a positive judgment if we’ve approached students every day knowing that our success depends on how well students learn. I suggest that applying the Student

Obama likes to portray himself as the savior of the younger generation. In reality, however, college costs are so high in large part because the government subsidizes education with Pell Grants and a whole host of other scholarships and loans. Colleges continually raise tuition because they know that a large portion of the tab is paid for by the taxpayer, not the student. That’s how colleges can afford to pay professors six-figure salaries for teaching two days a week and working only nine months out of the year.

For instance, if a Black person is watching tv, instead of being bombarded by anti-Black images and messages hour after hour, they should be able to relax and be at peace in the knowledge that Black people control the media.  When their children go off to school in the morning, Black parents and other members of their community who provide love and support for their children, should be able to know that the teachers won’t be anti-Black and won’t fill their children’s heads with ideas that make them hate themselves or feel less worthy and less valuable.  The Black community should be confident that their children are being taught their history, their ideas (Black Thought), and are being told they are beautiful and good.  There shouldn’t be any worries about schoolmates of another race making their children feel inferior.  When they grow up and go to college, Black students should be confident that Black administrators and Black professors have created an environment and curriculum which encourages their entire educational development, not only providing skills for the workplace but nurturing their minds and their sense of community.  And when these students go out into the workplace, they should be confident that Black-controlled industries will be hiring them with Black managers in charge.  Racism will become a non-factor. Most significantly, when Black people have control over their community and have Black citizenship they won’t be forced to go through every day under the constant terror of being harassed, brutalized and killed by the police.  The psychological weight that would be lifted from them would be historic.  A new sense of energy and security could be channeled into self-affirmation and community-building.  I have little doubt that such a moment in history would lead to unprecedented strong race relations between citizens of this Black nation and whites in the current nation.  It’s almost impossible to have truly strong or positive race relations when one group is constantly required to bear the burden of oppression, and the other group feels the need to ignore or deny the existence of this oppression while also enforcing it.  The levels of tension and dishonesty are an enormous drain on everyone involved.  What a sweet and beautiful day it would be when Black people would simply not have to think about whites anymore.  In the same way that amerikans spend so little of our time thinking about Lithuanians or Norwegians.  And when you aren’t forced to think about someone, or forced to live the way they tell you to live, it’s a pleasure to get together and visit voluntarily.  Black people and Europeans on this continent (amerikans) would still talk to one another.  We might even still live in the same neighborhoods.  But the difference is that Black people would be their own people.  They would no longer be surrounded by the circle of whiteness.  The black dot on the white page: the exception to the rule.  White rule.  Black people would be a nation.  An entity unto themselves.  They would not be required to imagine themselves within the context of whiteness.  Their minds would be freed from the perpetual interpretation of every action and word (it seems even every thought) through whiteness.  Africans (Black people) would simply be Africans.  A people defined by their own terms, their identity neither within nor without the boundaries of whiteness.

Ericka had thought of them as her glory days when she had wanted to march on every capitol; kick down the doors of the most powerfully entrenched; when she had wanted to right every wrong, and stomp out villainy everywhere. Gene had called her the “Rebel with too many causes”. But that had been different. It was as if all that had just been a training period, mere preparation for the way she felt now. That had been student idealism. This was the pain of a grieving mom who couldn’t watch anyone else’s kid suffer. In her short time on the planet, their sweet daughter Madie, their little Bitsie, had taught them so much. About priorities. About courage. About how they could truly love and treasure another single human life, not just hold some general, pro-active fondness for all of humanity everywhere. In loving that tiny child; knowing all the while that they were losing her, Ericka and Gene had suffered immensely. But they had also grown. In tending to their frail, courageous little girl, Ericka had once again unleashed her inner need to help others; an essential part of her being, but now with renewed, and focused passion. Once, when Ericka had broken down and wept as she’d had to hand her baby off for more tests, it had been little Madie who had comforted Mommy. She’d told Ericka she was glad she could do this so they could find out what was wrong with her, and then maybe other little kids wouldn’t have to hurt this way ever again. One way or another, her mommy now would make that little life count for something. Ericka wanted to; she needed to cram all her pain into something she could change. Someone somewhere she could actually help, but not lose in the end. She had to find causes she could pour her almost fierce, hard-charging nature into, and actually save somebody this time. It didn’t have to be one particular disease; it could be hunger; it could be anything, but she had to get out there and do something. Before she had fought for causes. But now those causes would have little faces. - A taste of my new book, "The Soul Hides in Shadows

Thirty minutes a day is ideal for language study.

Most of the crowd spread their garments on the road, and others cut branches from the trees and spread them on the road. And the crowds that went before him and that followed him shouted, “Hosanna to the Son of David!…” —Matthew 21:8–9 (RSV) PALM SUNDAY: REMAINING FAITHFUL It’s graduation day at the University of Pittsburgh. It’s thrilling, watching the young men and women I’ve taught go forth and do all of the world’s work, but there’s a nagging disquiet. Like many weighty truths, their education is accompanied by an equally weighty lie. I’ve told my students they’re unique and capable of wonderful things (true); I didn’t warn them of the attendant difficulties that lay ahead. I’ve long stopped betting on their futures. Who am I to tell them about the odds of a successful life, the weird dance of hard work and good luck, the slings and arrows of outrageous fortune? Luckily, today is filled with smiles, flowing robes, hugs, funny hats. In ancient times such celebrations would be marked by palm fronds, like Jesus’ entrance into Jerusalem. And then is no different from now, where celebration can suddenly turn to trepidation, where young lives quickly discover that speaking the truth may lead to trouble, betrayal, or worse. But today they’ll throw their hats into the air with faith in the future. And when asked, I’ll pose with them for photos. Years from now they’ll wonder about the teacher with the gray hair and wan, anxious smile, who looks as if he might be praying. Lord, we often praise You one day, then betray You the next. Let us overcome our fickle nature and be faithful companions to You and our brothers and sisters. —Mark Collins Digging Deeper: Mt 21:1–11

Why do we speak of memory and speed reading? Why is there this need to learn how to learn? The reason is simple. Because at none of us, at school, taught us to learn quickly; they have given us only the contents, making us understand that the content is everything, but they don’t have told how to study them. They haven’t ever taught to speak in public, but in the school days it happened to do this, just think of the classic query where the audience had as a teacher and class of 20-30 students.

Tutor: I’ve known lots of students who couldn’t read and who were extremely smart. They all learned to read when they were taught the right way. And they went on to do pretty cool things, like become scientists, engineers, professors, musicians, and teachers. [Tim approaches table and starts bouncing gently on the ball] How’d they do that? I’ve had millions of lessons and I still can’t read. Tutor: Well, we would start with games, not books. We’d do lots of different things and figure out exactly what works for you. And you’d have to be willing to practice some easy reading exercises at home with your mom or dad for five minutes every day. [Tim

priests in the seminary were no strangers to physical abuse. Punching, slapping, and beatings were not unusual. I remember one priest in particular who taught Latin. He used to walk up and down the aisles cracking kids with his belt the way that someone would slap another guy with a towel at the gym. You could hear his footsteps walking up and down the aisle, never knowing whether this would be your day to feel the belt on your back. You could actually see on his face the great pleasure that he got from abusing these young boys in this way. He was really a sick person. Some of these priests had not completed any formal training in teaching and had no real desire to help children learn. Years later when I was in college, I saw this same priest in the parking lot. He told me that he was there to take a few teaching courses. I can only hope that someone stepped in to discipline this man and change the way that he treated his students. But it’s difficult to imagine that he was capable of that kind of dramatic change.

Before the two days of exams, I slept just a few hours nightly, for the number of books to be read was insane and I made a maximum effort. After all, how could I dare disappoint my family? How could I disappoint Max, who paid my tuition? Yet, I don't know how I accomplished it. I was like caught in a whirlpool and kept going, going. I remember, one night, my Mother woke up at 4 a.m. and asked me why I was up so early, yet I had not gone to sleep yet. I had to finish a novel every day, no matter how long it took. Some impressions about Columbia. The dean, who advised me what courses to take, was none other than Prof. Oscar Hamilton, a famous Shakespearean scholar. He took time to talk to me about my interests and my former studies. I told him about my abiding interest in the theater and thus he recommended me to take the Drama course taught by Joseph Wood Krutch. He was, by that time, an influential drama critic and a most admired professor. At the first lecture I realized what a gold mine I had struck. A big lecture hall was completely filled, half were probably not his students. People just flocked to hear him.

Somehow, the captain, who was the head of the Consiliu de Partonaj, where I was working, found out that I was a foreign language student. One day, when I was called to the main office, to see the captain - my scare knew no bounds. Once there, he asked me to teach him English. As much as I advised him that German would be more helpful, he insisted on English. I taught him just a few times and then, they began to evacuate the enterprise and he was busy with his own problems.

Bruce went back and taught his students that drug addiction must have much less to do with the actual chemicals than we commonly assume. They had—like all of us—been told that one of the worst aspects of heroin addiction is the fierce and unbearable sickness of physical withdrawal. Henry Smith Williams believed this process was so harrowing it could kill you. But Bruce saw addicts in withdrawal all the time—and their symptoms were often minor:4 at worst, like a bad flu. This is so contrary to what we are told that it seems impossible, but doctors now very broadly agree it is the case. The real pain of withdrawal is the return of all the psychological pain that you were trying to put to sleep with heroin in the first place. Bruce

This is true in my own case, at any rate — plus also the “uncomfortable” part. I teach college English part-time. Mostly Lit, not Composition. But I am so pathologically obsessed with usage that every semester the same thing happens: once I’ve had to read my students’ first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it emerges (as it does, every term) that 95 percent of these intelligent upscale college students have never been taught, e.g., what a clause is or why a misplaced only can make a sentence confusing or why you don’t just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there’s foam on my chin. I can’t seem to help it. The truth is that I’m not even an especially good or dedicated teacher; I don’t have this kind of fervor in class about anything else, and I know it’s not a very productive fervor, nor a healthy one — it’s got elements of fanaticism and rage to it, plus a snobbishness that I know I’d be mortified to display about anything else.

Working with meditation students, I also saw how self-judgment kept people from taking risks. It often felt like a lid that people used to keep themselves safe, small, contained, and under-potentiated. And this was painful to see — how sensitive, good-hearted human beings often focus on what they supposedly lack instead of their beauty, strength, possibility, and power to create. I started to see “unconditional self-acceptance” — being kind to ourselves no matter what is happening in our lives — as an immensely powerful life skill that most of us have not been taught. I started to see that being kind to ourselves is actually a human capacity that changes everything. It changes how we treat ourselves day to day, how we take risks, how we love, how we create, and how we make space for what seems “unacceptable” in others.

Writing taught my father to pay attention; my father in turn taught other people to pay attention and then to write down their thoughts and observations. His students were the prisoners at San Quentin who took part in the creative-writing program. But he taught me, too, mostly by example. He taught the prisoners and me to put a little bit down on paper every day, and to read all the great books and plays we could get our hands on. He taught us to read poetry. He taught us to be bold and original and to let ourselves make mistakes, and that Thurber was right when he said, “You might as well fall flat on your face as lean over too far backwards.” But while he helped the prisoners and me to discover that we had a lot of feelings and observations and memories and dreams and (God knows) opinions we wanted to share, we all ended up just the tiniest bit resentful when we found the one fly in the ointment: that at some point we had to actually sit down and write.

So Trump was 29% likely to win. What does 29% mean?” he asks. This is an odd question for many: they’re doing a Master’s degree at Harvard, and they’re being asked what a percentage means. The question is aiming at the gut reaction of the brain to the number. Inevitably, students think it might be a trick question. Dan waits a while, and when no-one raises their hands, he breaks away from the example to tell a story: “You know, when I first started teaching, I was terrified of silence. I thought, ‘oh my god, I’ve got to do something, they’re not saying anything’.” The class laughs: he has eased the tension created by the silence. “The more I taught, the more I realised that silences are important in a class – they give time for people to think. These days, I’m not afraid of silence at all.” After a few seconds, a woman puts up her hand. “Well, obviously, I knew that it meant there was some chance that he would win. But it was still a shock that the 29% happened.

Describing the Reiki Principles The Reiki Principles are so significant and so fundamental to Reiki practice that they are inscribed on the tombstone of Mikao Usui. The Reiki Principles were taught in various versions by different teachers before Usui's memorial stone was discovered and available in English. The Reiki Principles were taught by Hawayo Takata, and her students continue to pass them on. The Reiki Principles are five simple statements that describe how to live — just for today: Don't get angry, just for today Don't worry, just for today Be thankful, just for today, Be honest in your work, just for today, Be kind to yourself and others, just for today. Staying in the present: Just for today The starting point is the most important part of the Reiki Principles: Just for today. Today is where it really is. Yesterday is over, and tomorrow hasn’t happened yet. There is little time left to appreciate the moment if your emotions and energies are in the past or the future. If you're not in today, it's when you feel you're going through life. Too much time to remember, to look at old pictures, and to ask "what if?" Lives in the past. Sitting with your day-to-day schedule, planning the vision, dreaming about next year, next month, or even tomorrow is living in the future. It's like balancing a seesaw hanging in today. In the past or in the future, spending too much time wandering will take you away from today.

then he struggled to widen his perspective the way his father had taught him. Everything becomes memory, Detlev had said. For those memories he would want to cherish, he must find something specific for each of the senses to anchor the immediacy: the twining vine shaping the brass lamp for sight; the smell of beeswax polish along the wooden banister he’d run his fingers along each day; for touch, oh, the silken tassel on the narrow tapestry Master Orthal’s mother had embroidered to fit into an awkward space between the doorway and the end of the stair. Taste would be the fresh, hot tartlets he’d shared with the other students, and hearing, those voices from the big room, singing “Antivad the Wanderer, Oh!

Carolina alone. In Emerson’s day, a student commonly entered college at thirteen or fourteen, graduating at seventeen or eighteen. As a result, college life had at times a certain rowdiness. In Emerson’s sophomore year an epic food fight broke out on the first floor of University Hall. The fight quickly got beyond the throwing of food and almost all the school’s crockery was smashed. But it would be a mistake to assume this was the dominant tone of college life. Young people grew up faster then. Emerson could read before he was three; he taught his first class at fourteen. Girls were little women, boys little men. The curriculum shows that Harvard was not like either the high school or the college of today; it offered a combination of basic and advanced studies, functioning as a sort of early college.

By the time this book is published, there will be a multiplicity of schools meeting mostly new black students’ demands for special black student lounges, all-black dorms, black seating spaces in cafeterias, and more spaces such as we witnessed at Evergreen University—where white people are expelled from campuses for several days so that black students can have a time on campus to feel special as “black people.” What next? All black libraries with only black authors, black gyms, and black professors teaching only black students to avoid the racial trauma of being taught by a white instructor?

Someone once said that education was knowing what to do when you don’t know,” said one of his students. “Danny took that idea and ran with it.” One day Danny brought in a stack of those games in which the object is to guide a small metal ball through a wooden maze. The assignment he gave his students: Teach someone how to teach someone else how to play the game. “It would never occur to anyone that you could teach this,” recalled one of the students. “The trick was to break it down into the component skills—learning how to hold your hand steady, learning how to tilt slightly to the right, and so on—then teach them separately and then, once you’d taught them all, put them together.

Dear Teachers, I hope your school year is going pretty well. I hope your classes are not causing you too much trouble and your families are doing well. You might be wondering why you are tagged to this post and what this is all about. It’s Teachers’ Day, the day for being thankful to our teachers. Some of you I had over a decade ago, some of you might not even remember who the heck I am. But if you’re reading this, this is my way of officially thanking you. For what? Let me explain. To the ones who made me love learning as a whole – If you are an elementary school teacher, this goes out to you. You are the reason I am where I am today. If it weren’t for your hard work and dedication to teaching me and every other student what you know, my future would not be as bright as it is now. I chose to go to college because somewhere along the line, you taught me that education is important and I have to strive to help others by educating myself. This is not always easy, but you helped me understand that willingness to learn is one of the most important aspects of a person. For that, I am forever grateful for you and everything you have done for me and so many others. To the ones who helped me find my passions– Writing, training, and helping people are what I love. No matter what I have been through in my life, everything goes back to the fact that in the future, I want to help people and I want to change the world. Writing and creating training programs are what make that happen. It made me realize that in the future, I don’t just want a shiny car, big bungalow, and other material items. I want something that sticks with people for all time – and what better way to do that than to become a writer and write for those who can't write for themselves? Shout out to those teachers who helped me find my passion, and maybe even made an effort to help me pursue it as well. To the ones who taught me more than the textbooks – you honestly saved me. You taught me that learning isn’t always about getting 100s on every test and being the perfect student. You helped me realize that a part of learning means making mistakes. You taught me that brushing yourself off, getting back up, and trying again is essential to get anywhere in this world. I grew up being the smart kid who never had to study and when the going got tough, I didn’t always know how to respond. You helped me with my problem solving skills and fixing things that needed fixing. This isn’t necessarily always talking about school, but life in general. You taught me that my value was not depicted by my score on a test, but rather who I was as a person. It is hard to put into words, but some of you honestly are the reason I am here today – succeeding in my first semester of college, off to university before I know it. Thank you so much. To the ones who didn’t know I could talk – I’m sorry I didn’t speak up more in your class. Many of you knew I had a lot to say, but knew I did not know how to say it or how to get the thoughts out. I promise you, even though you could not hear it, I am thankful for you - thankful that you did not force me out of my comfort zone. I know that may not sound like much, but when you have as much of a fear of speaking out as I do, that is such a big deal. Thank you for working with me and realizing that someone does not need to speak in order to have knowledge in their mind. Thank you for not basing my intelligence on my ability to present that information. It means a lot more than you will ever realize. To the ones who don’t know why you made this list – Congratulations. Somewhere along the way, you impacted me in a way I felt was worth acknowledging you for. Maybe you said something in class that resonated with me and changed my outlook on a situation, or life in general. Maybe you just asked me if I was okay after class one day. If you’re sitting there scratching your head, wondering how you changed my life, please just know you did.

Meanwhile, el taller, two hours in the morning, a discussion over lunch, always an outing and often dinner: full days with two dozen students who had become my friends. I had not taught in a classroom for more than forty years, and rediscovered the pleasure of the back-and-forth with intelligent, engaged students. I was eager to meet them each day, I enjoyed their company, and I was grateful for their companionship.

So how did an entire generation of billions of people today come to universally accept planet Earth as being 4.6 billion years old? The answer is simple: It is because most people just believe what they are told, and errant scientists have crammed their guesswork down their throats. Today, we are inundated daily with newspapers, magazines, newscasters, and schoolteachers regurgitating scientist’s theories. But, friend, let us call a spade a spade; a theory is a guess! Therefore, the theory of macroevolution and the big bang theory are nothing more than speculation. And these two theories demand a very old Earth and universe to be true, so scientist — without definitive evidence — falsely assume they are! And, unfortunately, their guesses are being taught as truth to our children in schools. Thus, we have the perfect storm for festering evil: A generation of Biblically illiterate kids are growing up believing whatever their teachers teach them in school, which contradicts the Bible trueness! Friend, the great “end time” deception is in full force! Paul wrote about it: “evil men and seducers shall wax worse and worse, deceiving, and being deceived. But continue thou in the things which thou hast learned and hast been assured of … And that from a child thou hast known the Holy Scriptures” (II Timothy 3:13-15). As a 3 year Chemistry/Biochemistry majored collegiate student with a 3.84 GPA, let me assure you there is not a single test a scientist can perform to absolutely, positively verify the age of something! The tests all involve assumptions — including radiometric dating — and therein lay the error. Are you really going to throw away hard, cold, ancient, Biblical “end times” prophetic evidence, including the 7 day Creation story’s amazing prophetic verbiage, all of which support the truth of a 6,000 year old Earth, to believe in mankind’s scientific guesses? Allow me to tell you first HOW the world was created, for the answer is in Scripture! Then we will investigate how the great “end-time” deceptive theories like macroevolution & the big bang arrived, claiming a very old universe. Friend, the method God used to create the world is blatantly flaunted in a miracle Jesus performed twice. I want you to seriously consider the miracle, for it appears God wanted the miracle to be remembered above ALL other miracles, because it is the ONLY one contained in ALL 4 Gospels. And rightly so, for it should be contemplated by all: The

When the fugitives arrived in Lawrence, most had only the clothes on their backs, and in many cases those were rags. “They were strong and industrious,” Rev. Cordley wrote, “and by a little effort, work was found for them and very few, if any of them, became objects of charity.” But while they were eager to make their new lives in freedom, they needed help translating their industriousness into livelihoods. Nearly all were illiterate because most slaveholding states had strict laws making it illegal to teach slaves to read or write. Fugitives arriving in Lawrence equated learning with liberty, so their thirst for education was overwhelming. But the town’s fine educational system was not able to accommodate the number of eager new students. Mr. S. N. Simpson, one of the town’s 1855 pioneers, had started the first Sunday schools in town when he arrived, and he conceived a system of education for the fugitives based on his Sunday school model. Classes would be taught by volunteers in the evenings, and the curriculum would include basic reading, writing, and arithmetic, along with lectures designed to help them establish themselves in the community. The people of Lawrence were as excited to teach as their students were excited to learn, and enough volunteers were available to split the first class of about one hundred men and women into groups of six or eight.214 Josiah C. Trask, the editor of the Lawrence State Journal, spent an evening in January 1862 visiting the school and devoted an article to his observations. Eighty-three students, taught by twenty-seven teachers, met in the courthouse. “One young man who had been to the school only five nights,” Trask wrote, “began with the alphabet, [and] now spells in words of two syllables.” He observed that there was a class of little girls, “eager and restless,” a class of grown men, “solemn and earnest,” a class of “maidens in their teens,” and “another of elderly women.” Trask observed that the students were “straining forward with all their might, as if they could not learn fast enough.” He concluded, observing that all eighty-three students came to class each evening “after working hard all day to earn their bread,” while the twenty-seven teachers, “some of them our most cultivated and refined ladies and gentlemen,” labored night after night, “voluntarily and without compensation.” It was “a sight not often seen.”215

Do Things That Don’t Scale” taught me the importance of the ‘dirty work’ startups have to accomplish in the early days, like focusing on a deliberately narrow market to test the product or going out of their way to acquire users, and make them happy with insane attention-to-detail as if they’re a consultant with only one client. These are just three of the 174 essays currently on Paul’s site. There are a few resources that summarize the content or present a “Top 10,” but at this stage I think the best move is to read the above blogs and a few other articles where the title catches your eye.

When the students have no idea what is to be learned, and the teacher has no idea what is to be taught, no student learning can take place.

Yet the structure we have built to protect and nurture these children actually does the opposite. Imagine an impoverished six-year-old boy who rarely gets a healthy meal and rarely has parental supervision. He finally goes to school and falls in love with the first person who has ever been there every day for him—his first-grade teacher. She loves and encourages and teaches him. She won’t let the kids bully one another, and she makes sure he gets a good breakfast, lunch, and an after-school snack. Only the weekends are scary. The sixyear-old has a daily routine that includes a committed relationship for the very first time. Life is good; hope is learned. Then the school year ends, and this wonderful teacher says, “Good-bye. You will have a great teacher in second grade.” So the seven-year-old survives the short summer and begins the process all over. But now he has a homeroom teacher, a math and science teacher, a language arts teacher, and a music teacher. Which one is he to fall in love with? Who will fall in love with him? Each of these teachers has dozens of students to care for an hour at a time. And so, at the end of second grade it’s a little less painful to part with his teachers because he never really got to know them. But at least he was physically safe and was fed every day. And so, by the end of third grade, he hardly notices his teacher because he has formed a strong attachment to the friends who move along from class to class with him. They share multiple hours together daily. Instead of taking his signals of proper behavior from a committed adult, since he has none at home or school, he models his life after the future football captain, just as the girls in his class likely emulate the future prom queen. This child from an impoverished culture was taught, in effect, that no adult cares enough to hang out and teach him for more than the 150 hours required to complete a credit. And as he got older, he also learned that the teachers were not quite as able to physically protect him as when he and his classmates were small, and it’s humiliating to have to eat the government-provided free lunch. Even our elementary

Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.

Certainly moral, mental, emotional, and physical condition is part of being a good classroom student, although, in the classroom, the physical takes a back seat to the other three. We can, and should, teach all students to have integrity, in school and out of school. This will lead to a better ability to think deeply for an entire school day. And, I made a conscious effort to train my students to keep under emotional control. I believe all of this helped them in their education.” - John Wooden

Coach Wooden’s philosophy is for players and students to improve a little every day and make perfection the goal. His method for improving conditioning included one painful demand—each player, when reaching the point of exhaustion, was to push himself beyond. When this is done every day, top condition will be attained over time.

Though most students in those days read with an accomplished attorney in his office, Lincoln taught himself entirely on his own.