Teacher Conferences Quotes

I am thinking about the way that life can be so slippery; the way that a twelve-year-old girl looking into the mirror to count freckles reaches out toward herself and that reflection has turned into that of a woman on her wedding day, righting her veil. And how, when that bride blinks, she reopens her eyes to see a frazzled young mother trying to get lipstick on straight for the parent/teacher conference that starts in three minutes. And how after that young woman bends down to retrieve the wild-haired doll her daughter has left on the bathroom floor, she rises up to a forty-seven-year-old, looking into the mirror to count age spots.

I'll show up at every classroom open house and teacher conference,' she said, now in a voice that was almost frightening in its intensity. 'I'll bake brownies. My child will have new clothes. Her shoes will fit. She'll get her shots, and she'll get her braces. We'll start a college fund next week. I'll tell her I love her every damn day.' If that wasn't a great plan for being a good mother, I couldn't imagine what a better one could be.

I KNOW THE WAY YOU CAN GET I know the way you can get When you have not had a drink of Love: Your face hardens, Your sweet muscles cramp. Children become concerned About a strange look that appears in your eyes Which even begins to worry your own mirror And nose. Squirrels and birds sense your sadness And call an important conference in a tall tree. They decide which secret code to chant To help your mind and soul. Even angels fear that brand of madness That arrays itself against the world And throws sharp stones and spears into The innocent And into one's self. O I know the way you can get If you have not been drinking Love: You might rip apart Every sentence your friends and teachers say, Looking for hidden clauses. You might weigh every word on a scale Like a dead fish. You might pull out a ruler to measure From every angle in your darkness The beautiful dimensions of a heart you once Trusted. I know the way you can get If you have not had a drink from Love's Hands. That is why all the Great Ones speak of The vital need To keep remembering God, So you will come to know and see Him As being so Playful And Wanting, Just Wanting to help. That is why Hafiz says: Bring your cup near me. For all I care about Is quenching your thirst for freedom! All a Sane man can ever care about Is giving Love!

How am I going to bring up the need to raise taxes to pay for better schooling,” one teacher asked, “when parents come to parent-teacher conferences wearing ‘Make America Great Again’ hats?

My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all) - that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

I get the romance. Show me the plan. Poetry's easy; it's the parent-teacher conferences that are hard.

I remember the big gaping hole left by my dad’s absence in the months following the accident. He’d been the one who went to my parent-teacher conferences, the one who taught me mnemonics to memorize the Great Lakes and the Earth’s atmospheres. Whenever I did something silly, my dad always made me feel better by telling me a story from the firehouse about someone who had done something even sillier. Sometimes you don’t realize all the things a person does for you until they aren’t there to do them anymore.

One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

The teacher, as we know, can confer upon the pupil no powers which are not already latent within him, and his sole function is to assist in the awakening of slumbering faculties. But what he imparts out of his own experience is a pillar of strength for the one wishing to penetrate through darkness to light.

Every working mother has the things she dreads, things that keep her up in the night – pink eye, an ear infection, the parent-teacher conference, the school play – all forcing her to remind the people she works with that she is not, in fact, wholly devoted to business enterprises, but has another secret life. For me, the night terror is the 5 a.m. phone call from the nanny.

To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to deemphasize their genocide, is not a technical necessity but an ideological choice. It serves—unwittingly—to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)—that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

Perhaps telling realistically what slavery was like for slaves is the easy part. After all, slavery as an institution is dead. We have progressed beyond it, so we can acknowledge its evils. Slavery's twin legacies to the present are the social and economic inferiority it conferred upon blacks and the cultural racism it instilled in whites. Both continue to haunt our society. Therefore, treating slavery's enduring legacy is necessarily controversial. Unlike slavery, racism is not over yet.

Parent-Teacher Conference At the parent-teacher conference, my father made a scene. He scared my fifth-grade teacher, with his mask from Halloween. She showed him all my science grades and said she was concerned, but he just stuck his tongue out when my teacher’s back was turned. He drew a monster on the board and claimed it was her twin. He even shook her soda, which expolded on her chin. My angry teacher crossed her arms and said, “This meeting’s done! I now see where he gets it from— you act just like your son!

They decide all of that in the office. And in their smart little conferences. The teachers, they sit around in this big circle jer-jerk and all they say is Yeah, Yeah, Right, Right. All they give a fuck about is whether you behaved yourself in grammer school and what the town thinks of your family.

One of his high school teachers wrote the following in an evaluation of him: "He believes that 'IQ tests are a poor way to judge people's abilities, failing as they do to account for magic, which has its own importance, both by itself and as a complement to logic,' I suggest a conference with his parents.' (pg. 11)

She turns to glance at me over her shoulder and I see that she has her capable face on, the face she wore on my two emergency-room visits, the face of packing the car for a vacation, the face I saw during Glen’s idiotic affair, the face of Thanksgiving dinner preparations for thirty people and the face of teacher’s conferences. It is the face that got me into college and the face that got Glen out of jail after many an arrest during protests. The face of I’ll take care of it. The face of failure is not an option.

I don't like to overhear things, because, in my experience, things your parents are keeping quiet about are things you don't want to know. It doesn't feel good to know that your grandparents are getting separated because your grandfather lost his temper and gave your grandmother a slap across the face after fifty-two years of being married with no problems at all. It doesn't feel good to know ahead of time what you'll be getting for Christmas or birthdays so that you have to act surprised even though you're a terrible liar. It doesn't feel good to know that your teacher told your mother at a conference that you're an average student in math and English and that you should be happy with that.

I believe librarians, like English teachers, sit at the right hand of God.

I don’t think my father’s issue was with my mother in particular. He just didn’t like women. He thought they were stupid, inconsequential, irritating. That dumb bitch. It was his favorite phrase for any woman who annoyed him: a fellow motorist, a waitress, our grade school teachers, none of whom he ever actually met, parent-teacher conferences stinking of the female realm as they did. I still remember when Geraldine Ferraro was named the 1984 vice presidential candidate, us all watching it on the news before dinner. My mother, my tiny, sweet mom, put her hand on the back of Go’s head and said, Well, I think it’s wonderful. And my dad flipped the TV off and said, It’s a joke. You know it’s a goddamn joke. Like watching a monkey ride a bike.

We obviously don’t live in a perfect world. If we did, then my dad would never have volunteered for Vietnam so he could use the GI Bill to pay for college, Uncle Google would have more important things to do than searching for eight hundred million reasons why our schools suck, and I wouldn’t be at an education leadership conference in Jakarta because there’d be no need for it … right?

Night shifts were brutal but easier to schedule around. Sometimes, it was just less painful to forgo sleep than to try to find child care for all the early dismissals and vacations and holidays and staff developments and parent-teacher conference days. It was also true that nights in the ER were often more peaceful than nights at home with her family. Sometimes they even involved less blood.

An oft-heard exclamation in teachers’ lounges and school conferences is: “If she’d only try harder, she would do better.” In fact, the opposite is true. In actuality, If she only did better, she would try harder.

neither morality nor immorality can simply be conferred upon us by history. Merely being part of the United States, without regard to our own acts and ideas, does not make us moral or immoral beings. History is more complicated than that.

In my life I’ve been very lucky to travel around the world and see students and teachers in nearly two dozen countries—but the most awe-inspiring experience I’ve ever had was two years after 9/11 when I had the chance to attend a conference in Manhattan and personally meet many of the heroic teachers who persevered under conditions that in our worst nightmares we could never have imagined. In my opinion there’s not been nearly enough written about those teachers, and I hope that changes soon.

We teachers break our bodies to give you a shirt that you will wear in the future, to conferences, to presidential speeches, to autograph signings. That is up to you and if you can do that for at least in a little thank to us. Then thank you, thank you all.

the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)—that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly.

It has always been hard for me to talk about Julian without romanticizing him. In many ways, I loved him the most of all; and it is with him that I am most tempted to embroider, to flatter, to basically reinvent. I think that is because Julian himself was constantly in the process of reinventing the people and events around him, conferring kindness, or wisdom, or bravery, or charm, on actions which contained nothing of the sort. It was one of the reasons I loved him: for that flattering light in which he saw me, for the person I was when I was with him, for what it was he allowed me to be.

I am thinking about the way that life can be so slippery, the way a twelve-year-old girl looking into the mirror to count freckles reaches out toward her reflection has turned into that woman on her wedding day, righting her veil. And how, when that bride blinks, she reopens her eyes to see a frazzled young mother trying to get lipstick on straight for the parent-teacher conference that starts in three minutes. And how after that young woman bends down to retrieve the wild-haired doll her daughter has left on the bathroom floor, she rises up to a forty-seven-year-old, looking in the mirror to count age spots. - What We Keep

For Gone Girl, I knew Nick and Amy had to be very believable, so I made ipod playlists for them, and knew their netflix queues. I wrote scenes of them in childhood from other people’s points of view: A scene of Amy in highschool, written from her friend’s POV, or Nicks kindergarten teacher writing about parent-teacher conference night. Stuff I knew I’d never use, but would help me flesh them out. I do that a lot when I’ve hit a writer’s block — it keeps me writing and sometimes helps solve a problem. Amy’s Cool Girl speech started as a writing exercise, but that one I liked so much I kept it for the book. Once I have a first draft, then the actual real work for me begins, because then I can see the novel as a whole and see what needs work. I do tons of rewriting; it’s where the book becomes a book.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

The only thing I knew for sure is I hadn’t slept in ten years. Not really. I’d been fighting my own monster since nine months after 9/11. I had regrets. I had pain that I still can’t find words to describe. But sooner or later you have to make a choice. Maybe fate or luck or God had a plan for me in Jakarta that was greater than an educational leadership conference, a few papers and a book deal. If Vietnam was for Dad, then maybe Jakarta was for me. Indira says I shouldn’t discount that it was Allah’s plan. The way I see it, Allah’s plan is what started my war.

After I left finance, I started attending some of the fashionable conferences attended by pre-rich and post-rich technology people and the new category of technology intellectuals. I was initially exhilarated to see them wearing no ties, as, living among tie-wearing abhorrent bankers, I had developed the illusion that anyone who doesn’t wear a tie was not an empty suit. But these conferences, while colorful and slick with computerized images and fancy animations, felt depressing. I knew I did not belong. It was not just their additive approach to the future (failure to subtract the fragile rather than add to destiny). It was not entirely their blindness by uncompromising neomania. It took a while for me to realize the reason: a profound lack of elegance. Technothinkers tend to have an “engineering mind”—to put it less politely, they have autistic tendencies. While they don’t usually wear ties, these types tend, of course, to exhibit all the textbook characteristics of nerdiness—mostly lack of charm, interest in objects instead of persons, causing them to neglect their looks. They love precision at the expense of applicability. And they typically share an absence of literary culture. This absence of literary culture is actually a marker of future blindness because it is usually accompanied by a denigration of history, a byproduct of unconditional neomania. Outside of the niche and isolated genre of science fiction, literature is about the past. We do not learn physics or biology from medieval textbooks, but we still read Homer, Plato, or the very modern Shakespeare. We cannot talk about sculpture without knowledge of the works of Phidias, Michelangelo, or the great Canova. These are in the past, not in the future. Just by setting foot into a museum, the aesthetically minded person is connecting with the elders. Whether overtly or not, he will tend to acquire and respect historical knowledge, even if it is to reject it. And the past—properly handled, as we will see in the next section—is a much better teacher about the properties of the future than the present. To understand the future, you do not need technoautistic jargon, obsession with “killer apps,” these sort of things. You just need the following: some respect for the past, some curiosity about the historical record, a hunger for the wisdom of the elders, and a grasp of the notion of “heuristics,” these often unwritten rules of thumb that are so determining of survival. In other words, you will be forced to give weight to things that have been around, things that have survived.

ED ABBEY’S FBI file was a thick one, and makes for engrossing reading. The file begins in 1947, when Abbey, just twenty and freshly back from serving in the Army in Europe, posts a typewritten notice on the bulletin board at the State Teachers College in Pennsylvania. The note urges young men to send their draft cards to the president in protest of peacetime conscription, exhorting them to “emancipate themselves.” It is at that point that Abbey becomes “the subject of a Communist index card” at the FBI, and from then until the end of his life the Bureau will keep track of where Abbey is residing, following his many moves. They will note when he heads west and, as acting editor of the University of New Mexico’s literary magazine, The Thunderbird, decides to print an issue with a cover emblazoned with the words: “Man will never be free until the last king is strangled with the entrails of the last priest!” The quote is from Diderot, but Abbey thinks it funnier to attribute the words to Louisa May Alcott. And so he quickly loses his editorship while the FBI adds a few more pages to his file. The Bureau will become particularly intrigued when Mr. Abbey attends an international conference in defense of children in Vienna, Austria, since the conference, according to the FBI, was “initiated by Communists in 1952.” Also quoted in full in his files is a letter to the editor that he sends to the New Mexico Daily Lobo, in which he writes: “In this day of the cold war, which everyday [sic] shows signs of becoming warmer, the individual who finds himself opposed to war is apt to feel very much out of step with his fellow citizens” and then announces the need to form a group to “discuss implications and possibilities of resistance to war.

Orphanizers (Demilitarization Sonnet, 1303) Show me a nation with a huge defense budget, I'll show you a demented nation. Show me a nation with a big education budget, I'll show you a nation of the future. Disband the soldiers, empower the teachers, Thus you plant the paradigm of peace. Abolish all pride in nation's military, Thus you emerge as maker of peace. The real warmongers of the world are, Not the world leaders, but the civilians, Who can't think past the strength of military, Who take pride in a genocidal arsenal of weapons. With such civilian primitiveness rampant in society, No conference can ensure the promise of peace. If you really want to ensure peace on planet earth, Denounce all politics and democracy militarist. Stop taking pride in your national military, That very pride floods the world with orphans. Amidst the herd of widowmakers and orphanizers, Wake up alone, and slogan for demilitarization!

And what books should we so read? The principle which has never failed to confer superiority on a man's thinking activity is the well-worn precept: DO NOT READ GOOD BOOKS—life is too short for that—ONLY READ THE BEST. This simple recipe is as infallible as good air and good food are in physical hygiene. Yet, it is a fact that nineteen out of twenty modern people quake away from it. "Masterpieces again," they groan, "The Aeneid, the Divina Commedia, Paradise Lost, we have heard that before: much rather be ordinary than bored." The notion that masterpieces are boresome school books interpreted by dull teachers, or examination stuff, is a marvellous product of education. Ignorance is assuredly less deadly, for it can create no such inferiority complex as the schoolboy's notion of his lack of kinship with the best literature. But this phantasm can easily be exorcised if we modify the above principle to: ONLY READ WHAT GIVES YOU THE GREATEST PLEASURE.

Everyone had heard about Abominations of Science but, like unicorns, they didn’t actually believe they existed. Thus everyone was rather grateful when the third Madrid Conference of Scientific Inquiry and Philosophical Horrors—Unleashed! released a codified list of things that constituted actual Abominations of Science. Over the years, this useful list has been updated and curated by our own Transylvanian Polygnostic University and has proven of great use to teachers, courts, and record books. The only downside was that one of the conference members—a Herr Doktor Spanakopita—was so embarrassed that none of his previous efforts met the requirements that he, in a fit of pique, bred a race of unicorns, who went about stabbing people while quoting the parts of the list that covered biological abominations. Before he was stabbed to death, he was graciously acknowledged as a genuine Tamperer in Things Man Was Not Meant to Know and his oft-desecrated gravestone lists his accomplishments in full.

Me, and Miss Bessie. Miss Bessie, too, must have been up late. I couldn’t imagine her doing anything as lax and unguarded as sleeping. Her eyes – not sarcastic eyes, I now realized, but merry eyes, the eyes of an elderly child, crinkled at the corners as if she were suppressing a joke or a quaint piece of wisdom – surely those eyes of hers never closed. Perhaps she was the one responsible for choosing our required reading material – she, and a group of others like her, all of a certain age, all with excellent suits, all with real stones in their lapel brooches, all with qualifications. They got together, they had secret meetings, they conferred, they cooked up our book list among them. They knew something we needed to know, but it was a complicated thing – not so much a thing as a pattern, like the clues in a detective story once you started connecting them together. These women – these teachers – had no direct method of conveying this thing to us, not in a way that would make us listen, because it was too tangled, it was too oblique. It was hidden within the stories.

Why do people feel guilty about TV? What is wrong with it? Just this-- that it shuts out all the wonderful things of which the mind is capable, leaving it drugged in a state of thoughtless stupor. For the same reason, a mediocre school or teacher is a bad school or teacher. Last week it was announced in the papers that a large convention concerned with violence and disorder in our schools came to the unanimous conclusion (students and teachers alike) that the main cause of the mischief was boredom. Underperformance, the job that does not challenge you, can make you sick: work that puts repetition and routine in the place of real work begets a sense of guilt; merely doodling and noodling in committees can give you ulcers, skin rashes, and heart trouble. God is not pleased with us for merely sitting in meetings: "How vain and trifling have been our spirits, our conferences, councils, our meetings, our private as well as public conversations," wrote the Prophet Joseph from Liberty Jail, "too low, too mean, too vulgar, too condescending for the dignified characters of the called and chosen of God.

My grades were dropping. My grades aren’t too good to begin with, but they’re pretty stable. Your average C work with an occasional B or D thrown in. I’ve been known to fail tests, but when I dropped to a solid D average, no one seemed surprised or even said anything and that surprised me. Ordinarily, my parents would have hit the roof, and my teachers would have called me in for conferences. They’d have said things like, “We know you can do better. You’re a smart girl. You have a high I.Q.” (That’s true. I do.) Or, “We know you can do better. You’re Janine’s sister.” That was the killer. It was also the point. I’m Janine’s sister, not Janine. Anyway, except for feeling tired all the time, I wasn’t sure why my grades had gone down. I did my homework more often than usual. I read all the chapters that were assigned to us. But I’ll admit that it was hard to concentrate. Maybe that was because suddenly it had become hard not to think about Mimi. For awhile, I tried to shut her out of my mind. Now I couldn’t. But why didn’t someone say something to me? Why did they let my grades slide? Just because Mimi had died? Mimi would have wanted me to do well in school, if I could.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

The Buddha, too, goes into the forest and has conferences there with the leading gurus of his day. Then he goes past them and, after a season of trials and search, comes to the bo tree, the tree of illumination, where he, likewise, undergoes three temptations. The first is of lust, the second of fear, and the third of submission to public opinion, doing as told. In the first temptation, the Lord of Lust displayed his three beautiful daughters before the Buddha. Their names were Desire, Fulfillment, and Regrets - Future, Present, and Past. But the Buddha, who had already disengaged himself from attachment to his sensual character, was not moved. Then the Lord of Lust turned himself into the Lord of Death and flung at the Buddha all the weapons of an army of monsters. But the Buddha had found himself that still point within, which is of eternity, untouched by time. So again, he was not moved, and the weapons flung at him turned into flowers of worship. Finally the Lord of Lust and Death transformed himself into the Lord of Social Duty and argued, "Young man, haven't you read the morning papers? Don't you know what there is to be done today?" The Buddha responded by simply touching the earth with the tips of the fingers of his right hand. Then the voice of the goddess mother of the universe was heard, like thunder rolling on the horizon, saying, "This, my beloved son, has already so given of himself to the world that there is no one here to be ordered about. Give up this nonsense." Whereupon the elephant on which the Lord of Social Duty was riding bowed in worship of the Buddha, and the entire company of the Antagonist dissolved like a dream. That night, the Buddha achieved illumination, and for the next fifty years remained in the world as teacher of the way to the extinction of the bondages of egoism. p171-2

From the first moment of life, men ought to begin learning to deserve to live; and, as at the instant of birth we partake of the rights of citizenship, that instant ought to be the beginning of the exercise of our duty. If there are laws for the age of maturity, there ought to be laws for infancy, teaching obedience to others. [...] Public education, therefore, under regulations prescribed by the government, and under magistrates established by the Sovereign, is one of the fundamental rules of popular or legitimate government. If children are brought up in common in the bosom of equality; if they are imbued with the laws of the State and the precepts of the general will; if they are taught to respect these above all things; if they are surrounded by examples and objects which constantly remind them of the tender mother who nourishes them, of the love she bears them, of the inestimable benefits they receive from her, and of the return they owe her, we cannot doubt that they will learn to cherish one another mutually as brothers, to will nothing contrary to the will of society, to substitute the actions of men and citizens for the futile and vain babbling of sophists, and to become in time defenders and fathers of the country of which they will have been so long the children. I shall say nothing of the Magistrates destined to preside over such an education, which is certainly the most important business of the State. It is easy to see that if such marks of public confidence were conferred on slight grounds, if this sublime function were not, for those who have worthily discharged all other offices, the reward of labour, the pleasant and honourable repose of old age, and the crown of all honours, the whole enterprise would be useless and the education void of success. For wherever the lesson is not supported by authority, and the precept by example, all instruction is fruitless; and virtue itself loses its credit in the mouth of one who does not practise it. But let illustrious warriors, bent under the weight of their laurels, preach courage: let upright Magistrates, grown white in the purple and on the bench teach justice. Such teachers as these would thus get themselves virtuous successors, and transmit from age to age, to generations to come, the experience and talents of rulers, the courage and virtue of citizens, and common emulation in all to live and die for their country.

I believe I have stumbled on at least one possibility: if you are compelled to tell others virtually everything you learn from God, you might be a teacher! My friends who have other spiritual gifts can learn something from God without feeling the overwhelming need to share it with everyone they know. Not me! The second I receive the least spiritual insight or learn anything at all about the practicality of Scripture slapped on the hot pavement of real life, I want to make the world’s biggest conference call.

was a geek, even at age nine. Small, bright, not strong, but tough. From kindergarten to high school I was always the subject of parent teacher conferences. “He’s autistic”, “He’s dyslexic”, “He’s retarded”, “He has a speech impediment”, teachers would say. My parents would laugh in their faces.

Lark did not know how her parents would behave in public. They never came to anything, even teacher conferences. They had basically skipped Lark's life. She didn't mind. She had made her own.

But does the Bible itself support Ryrie’s claim? Certainly some Old Testament prophecies were fulfilled literally in the New Testament. Some of those Old Testament prophecies were equally clearly understood in a literal manner prior to their fulfillment. Thus, Herod could be advised by the chief priests and teachers of the law where to go looking for the Christ child on the basis of Micah 5:2 (Matt. 2:4–5). However, other prophecies from the Old Testament were fulfilled in a way that would have been completely unexpected to preceding generations, even though they too were fulfilled in a literal way. What first-century B.C. prophecy conference would have been clearly predicting the birth of Messiah from a virgin on the basis of Isaiah 7:14? Or his crucifixion on the basis of Psalm 22? Or his physical resurrection on the basis of Psalm 16? These texts are clearly viewed by the New Testament as messianic prophecies that were literally fulfilled, yet they were only seen to be such with the benefit of 20-20 hindsight after their fulfillment in Christ, not before.

during the nineteenth century, one home missionary of the African Methodist Episcopal Church reported to the general conference in 1844 “that during four years he had covered 300 miles in his itinerant preaching, establishing 47 churches with a total membership of 2,000. He had seven other itinerant preachers working with him, and 27 local preachers had organized 50 Sunday schools with 200 teachers and 2,000 students.

I looked at my watch; it was one forty-five, only an hour and change before the conference with Cody’s teacher. I looked back at Patrick, bobbing there so insolently on his pilfered kayak, and the sight of him tripped a switch in the sinister clockwork machinery of Dexter’s bleak brain. A wheel chunked into gear and hit a lever that tipped a metal plate over and onto a fulcrum that thumped into a shiny cold ball so it rolled down the chute and into the “out” basket, and I picked it up, held it in my hand, and heard it whisper, There is just enough time. And there would be.

There was a time when love filled his heart, but no more. Once Sam had sought enlightenment and thought he'd found its path on an Ashram outside Los Angeles. Once Sam had a teacher in whom he believed without reservation, who had helped him discover the inner resonances of the divine within himself. Sam had read that one could become a completely God-realized being and was awed and inspired by this perfection he saw in his teacher. As Sam progressed, his guru became more than his teacher, he became his beloved friend. Sam grew in stature and recognition in the community of spiritual seekers gathered about the guru. Sam's utter admiration made the truth more painful still when he discovered that advancement within the order was not by merit alone but that several of the higher ranking members had been conferred their status in exchange for sexual favors and that the donations made to the center went first and foremost toward the material enrichment of the leader. Life for Sam then lost its reason. He had no faith in any human being not even himself. He certainly had no faith left for the merciful and benevolent God that allowed his loving devotee to fall into the hands of such a charlatan. Sam was deeply disillusioned and heartbroken. He walked out of the center that day with no possessions, no money, no beliefs. His great spiritual quest had brought him here to New York, a homeless man living in a makeshift shanty under the overpass of the Long Island Expressway. Sam was numb inside. He did not think about his guru; he could not bear to think about the guru. Therefore, he hid his great pain deep inside himself.

The fifteen-minute drive from her son’s parent-teacher conference had been full of introspection, soul-searching, and heartache. It was partially, Kendall felt, the same battle other working mothers waged every day. Do I do enough for my child? It was a conflict that she was sure should have been resolved with her mother’s generation. Yet it was a debate that still plunged a hot needle into her skin. No mom could ever really think she’d done enough—especially if she did anything for herself. That included pursuing a meaningful career, of course. Anyone without a special-needs child is always at the ready to tell those who have one what they ought to do.

As a black woman, I’d love to not have to talk about race ever again. I do not enjoy it. It is not fun. I dream of writing mystery novels one day. But I have to talk about race, because it is made an issue in the ways in which race is addressed or, more accurately, not addressed. When my employer enforces hairstyles in their dress code that ignore the very specific hairstyle needs of black women (see military restrictions against small braids, for example), then my employer is making race an issue in their attempts to ignore it. When my son’s school only has parent-teacher conferences during school hours, they are making race an issue by ignoring the fact that black and Latinx parents are more likely to work the type of hourly jobs that would cause them to lose much-needed pay, or even risk losing their employment altogether, in order to stay involved in their child’s education. When I take my kids to movies and none of the characters they see look like them, it’s the studio that is making it about race when they decide to make up entire universes in which no brown or black people exist. I just want to go to work, educate my kids, and enjoy a movie.

Throughout childhood, at home and at school they are told they are defective. They are called dumb, stupid, lazy, stubborn, willful, or obnoxious. They hear terms like “spaceshot” or “daydreamer” or “out in left field” all the time. They are blamed for the chaos of family mealtimes or the disaster of family vacations. They are reprimanded for classroom disturbances of all sorts and they are easily scapegoated at school. They are the subject of numerous parent-teacher conferences. Time and again, an exasperated teacher meets a frustrated parent in a meeting that later explodes all over the child who isn’t there. He feels the shock waves afterward. “Do you know what your teacher said? Do you know how embarrassed your mother and I were?” Or, from the teacher, “I understand you have no greater control of yourself at home than you do in school. We must work on this, mustn’t we?” Month after month, year after year, the tapes of negativity play over and over again until they become the voice the child knows best. “You’re bad,” they say in many different ways. “You’re dumb. You just don’t get it. You’re so out of it. You really are pathetic.” This voice pulls the child’s self-esteem down and down, out of the reach of the helping hands that might be extended, into the private world of adolescent self-reproach. Liking yourself in adolescence is hard enough work for any child. But for the child with ADD it is especially difficult.

Dad had gone ballistic when Ruby got suspended from school for smoking, but not Nora. Her mother had picked Ruby up from the principal’s office and driven her to the state park at the tip of the island. She’d dragged Ruby down to the secluded patch of beach that overlooked Haro Strait and the distant glitter of downtown Victoria. It had been exactly three in the afternoon, and the gray whales had been migrating past them in a spouting, splashing row. Nora had been wearing her good dress, the one she saved for parent–teacher conferences, but she had plopped down cross-legged on the sand. Ruby had stood there, waiting to be bawled out, her chin stuck out, her arms crossed. Instead, Nora had reached into her pocket and pulled out the joint that had been found in Ruby’s locker. Amazingly, she had put it in her mouth and lit up, taking a deep toke, then she had held it out to Ruby. Stunned, Ruby had sat down by her mother and taken the joint. They’d smoked the whole damn thing together, and all the while, neither of them had spoken. Gradually, night had fallen; across the water, the sparkling white city lights had come on. Her mother had chosen that minute to say what she’d come to say. “Do you notice anything different about Victoria?” Ruby had found it difficult to focus. “It looks farther away,” she had said, giggling. “It is farther away. That’s the thing about drugs. When you use them, everything you want in life is farther away.” Nora had turned to her. “How cool is it to do something that anyone with a match can do? Cool is becoming an astronaut…or a comedian…or a scientist who cures cancer. Lopez Island is exactly what you think it is—a tiny blip on a map. But the world is out there, Ruby, even if you haven’t seen it. Don’t throw your chances away. We don’t get as many of them as we need. Right now you can go anywhere, be anyone, do anything. You can become so damned famous that they’ll have a parade for you when you come home for your high-school reunion…or you can keep screwing up and failing your classes and you can snip away the ends of your choices until finally you end up with that crowd who hangs out at Zeke’s Diner, smoking cigarettes and talking about high-school football games that ended twenty years ago.” She had stood up and brushed off her dress, then looked down at Ruby. “It’s your choice. Your life. I’m your mother, not your warden.” Ruby remembered that she’d been shaking as she’d stood up. That’s how deeply her mother’s words had reached. Very softly, she’d said, “I love you, Mom.

Now if one notices carefully one will see that between these two worlds, despite much physical contact and daily intermingling, there is almost no community of intellectual life or point of transference where the thoughts and feelings of one race can come into direct contact and sympathy with the thoughts and feelings of the other. Before and directly after the war, when all the best of the Negroes were domestic servants in the best of the white families, there were bonds of intimacy, affection, and sometimes blood relationship, between the races. They lived in the same home, shared in the family life, often attended the same church, and talked and conversed with each other. But the increasing civilization of the Negro since then has naturally meant the development of higher classes: there are increasing numbers of ministers, teachers, physicians, merchants, mechanics, and independent farmers, who by nature and training are the aristocracy and leaders of the blacks. Between them, however, and the best element of the whites, there is little or no intellectual commerce. They go to separate churches, they live in separate sections, they are strictly separated in all public gatherings, they travel separately, and they are beginning to read different papers and books. To most libraries, lectures, concerts, and museums, Negroes are either not admitted at all, or on terms peculiarly galling to the pride of the very classes who might otherwise be attracted. The daily paper chronicles the doings of the black world from afar with no great regard for accuracy; and so on, throughout the category of means for intellectual communication,—schools, conferences, efforts for social betterment, and the like,—it is usually true that the very representatives of the two races, who for mutual benefit and the welfare of the land ought to be in complete understanding and sympathy, are so far strangers that one side thinks all whites are narrow and prejudiced, and the other thinks educated Negroes dangerous and insolent. Moreover, in a land where the tyranny of public opinion and the intolerance of criticism is for obvious historical reasons so strong as in the South, such a situation is extremely difficult to correct. The white man, as well as the Negro, is bound and barred by the color-line, and many a scheme of friendliness and philanthropy, of broad-minded sympathy and generous fellowship between the two has dropped still-born because some busybody has forced the color-question to the front and brought the tremendous force of unwritten law against the innovators. It is hardly necessary for me to add very much in regard to the social contact between the races. Nothing has come to replace that finer sympathy and love between some masters and house servants which the radical and more uncompromising drawing of the color-line in recent years has caused almost completely to disappear. In a world where it means so much to take a man by the hand and sit beside him, to look frankly into his eyes and feel his heart beating with red blood; in a world where a social cigar or a cup of tea together means more than legislative halls and magazine articles and speeches,—one can imagine the consequences of the almost utter absence of such social amenities between estranged races, whose separation extends even to parks and streetcars.

As computers gained new status and exploded in popularity, hacker conferences and computer clubs sprang up across the San Francisco Bay Area, and enrollment in computer science classes surged at universities across the country. Demand became so great that some departments began turning students away. There was an overall peak in bachelor’s degrees awarded in computer science in the mid-1980s, and a peak in the percentage of women receiving those degrees at nearly 40 percent. And then there was a steep decline in both. It wasn’t that students were inexplicably abandoning this exciting field. It was that universities couldn’t attract enough faculty to meet growing demand. They increased class size and retrained teachers—even brought in staff from other departments—but when that wasn’t enough, they started restricting admission to students based on grades. At Berkeley, only students with a 4.0 GPA were allowed to major in electrical engineering and computer science. Across the country, the number of degrees granted started to fall.

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

It takes a special brand of courage to forge a path against a marching crowd. We may live in a democracy of majority rule, but one of our most important founding ideals was to confer legal protection on those unafraid to buck popular sentiment with contrarian voices. Dissent can sometimes be uncomfortable, but it is vital in a democracy. Our nation would never have thrived without the determination of those who were fearless in their beliefs, even when those beliefs were severely out of step with the popular mood and those in power. And in moments like the present, when our government has become erratic and threatens our constitutional principles, dissent is doubly necessary to resist a slide into greater autocracy. I grew up in a segregated and bigoted world in dire need of dissenting voices. My parents, teachers, friends, and acquaintances mostly accepted the status quo without question, and I have come to learn that most people, in most times, tend to follow the herd. That is why our First Amendment is so important. Free speech must be protected so that we can hear from those who challenge our beliefs. And a free and independent press is essential for bringing dissenting opinions to the national conversation.

He was, as Ba Ba mentioned after a parent-teacher conference, a "liu mang." The word has no real linguistic equivalent in English, though America had many human equivalents.

The best growth is aided by community. Yes, we teachers should study our craft vigorously. We should take classes. We should attend conferences. But, in truth, without discussion practice, we will never see our fullest potential. Here, teaching is no different from other pursuits: Lasting improvement requires dedication to the humbling cycle of practice and reflection.

William Thelin is a noted academic, teaching English, specifically rhetoric, composition, and linguistics, at the college level for decades. He's spoken at over 100 academic conferences and is a member of the National Council of Teachers of English and the College Composition and Communication. He's well-respected among his peers.

Normalcy?” I ask, louder than is probably necessary, surprising myself with the unusual amount of animated expression in my voice. “A regular human being? Jesus, what the fuck is there in that? What does that even mean? Credit card debt, a mortgage, a nagging spouse and bratty kids and a minivan and a fucking family pet? A nine-to-five job that you hate, and that’ll kill you before you ever see your fabled 401k? Cocktail parties and parent-teacher conferences and suburban cul-de-sacs? Monogamous sex, and the obligatory midlife crisis? Potpourri? Wall fixtures? Christmas cards? A welcome mat and a mailbox with your name stenciled on it in fancy lettering? Shitty diapers and foreign nannies and Goodnight Moon? Cramming your face with potato chips while watching primetime television? Antidepressants and crash diets, Coach purses and Italian sunglasses? Boxed wine and light beer and mentholated cigarettes? Pediatrician visits and orthodontist bills and college funds? Book clubs, PTA meetings, labor unions, special interest groups, yoga class, the fucking neighborhood watch? Dinner table gossip and conspiracy theories? How about old age, menopause, saggy tits, and rocking chairs on the porch? Or better yet, leukemia, dementia, emphysema, adult Depends, feeding tubes, oxygen tanks, false teeth, cirrhosis, kidney failure, heart disease, osteoporosis, and dying days spent having your ass wiped by STNAs in a stuffy nursing home reeking of death and disinfectant? Is that the kind of normalcy you lust for so much? All of that—is that worth the title of regular human being? Is it, Helen? Is it?

Just try to maneuver against a crowd of students and teachers who have learned that an administrative meeting just ended and that food plates are still available in an open conference room. It's like a shark feeding-frenzy.

Try to maneuver against a crowd of students and teachers who have learned that an administrative meeting just ended and that food plates are still available in an open conference room. It's like a shark feeding-frenzy.

Accessible communication channels like FAQs boards and parent-teacher conferences provide opportunities for parents to seek clarification and understand the intricacies of the fee structure.

Perhaps Symon and Sofiy will think of her cooking someday, long after the baseball practices are over and the parent-teacher conferences have finished. Maybe that’s what immortality is: remembering the tastes of your youth while feeding your children.

I was a motor mouth. My teachers had the same feedback during parent-teacher conferences: talks a lot, huge distraction.

He always had a special relationship with his older daughter. Deep down, he thought it was still there. But they had to get through this early-teen thing. At the recent parent-teacher conference, Sheridan’s English teacher, Mrs. Gilbert, asked him and Marybeth if they knew what was worse than an eighth-grade girl. They shrugged, and the teacher said, “Nothing on earth.

While on faculty at a writer’s conference recently, I attended a talk by another teacher who claimed that the magical incantation abracadabra, made familiar by cartoons and magician parodies, means, at root, “what is spoken is what becomes.” While this is certainly a happy thought

Self-declared scholars declare the law of God to be whatever they want it to be, dictators are the teachers of democracy, and egoists endlessly preach that God is supreme.

I allowed myself a little bit of relief. That was a lot less bad than I though it would be. "Of course, we'll also have to have a parent-teacher conference. Do you have a parent available to call right now?" Never mind. That was enough to ruin my whole year.

Sundays when they could come, my mother would bring a piece of cake and some cookies from the bakery. Of course, the cookies and the cake were past their prime, but that was just the way I liked them. I really don’t know how happy my parents were to see me since most of the time they were there; they would talk to my teachers in conference, and then tell me all the things I had supposedly done wrong. Sadly, I would always wind up with a lecture on how bad I had been and what was expected of me. It was something I had grown to expect, but more importantly, I was grateful for the cake and pastries. I have no idea why, but they also brought me cans of condensed milk. I can only guess that they believed that the thick syrupy milk, super saturated with sweet, sweet, sugar, would give me the energy I needed to think better. After one such visit, I made the mistake of leaving my cake unattended. It didn’t take long before it grew legs and ran off. I couldn’t believe that one of my schoolmates would steal my cake, not at a Naval Honor School! Nevertheless, not being able to determine who the villains were, I hatched a plan to catch the culprits the next time around. Some months later when my parents returned to check on my progress, my mother brought me a beautiful double-layer chocolate cake. This time I was ready, having bought all the Ex-Lax the pharmacy in Toms River had on hand. Using a hot plate, I heated the Ex-Lax until it liquefied, and then poured the sticky brown substance all over the cake in a most decorative way. With that, I placed the cake on my desk and invitingly left the door open to my dorm room. I wasn’t away long before this cake also grew legs, and, lo and behold, it also disappeared. The expected happened, and somewhat later I found the culprits in the boys’ bathroom, having a miserable time of it. Laughingly, I identified them as the culprits, but didn’t turn them in. It was enough that I caught them with their pants down!

But she could make one decision- to change her environment. And if she could change her environment, she would be subject to a whole different set of cues and unconscious cultural influences. It's easier to change your environment than to change your insides. Change your environment and then let the new cues do the work. She spent the first part of eighth grade learning about the Academy, talking to students, asking her mother, and quizzing her teachers. One day in February, she heard that the board of the school had arrived for a meeting, and she decided in her own junior-warrior manner that she'd demand that they let her in. She snuck into the school when a group of kids came out the back door for gym class, and she made her way to the conference room. She knocked, and entered the room. There was a group of tables pushed toward the middle of the room, with about twenty-five adults sitting around the outside of them. The two Academy founders were sitting in the middle on the far side of the tables. "I would like to come to your school," she said loud enough for the whole room to hear. "How did you get in here?" somebody at the table barked. "May I please come to your school next year?" One of the founders smiled. "You see, we have a lottery system. If you enter your name, there is a drawing in April-" "I would like to come to your school," Erica interrupted, launching into the speech she had rehearsed in her head for months. "I tried to get into New Hope when I was ten, and they wouldn't let me. I went down to the agency and I told the lady, but she wouldn't let me. It took them three cops to get me out of there, but I'm thirteen now, and I've worked hard. I get good grades. I know appropriate behavior. I feel I deserve to go to your school. You can ask anyone. I have references." She held out a piece of binder paper with teachers' names on it. "What's your name?" the founder asked. "Erica." "You see, we have rules about this. Many people would like to come to the Academy, so we decided the fairest thing to do is to have a lottery each spring." "That's just a way of saying no." "You'll have as fair a chance as anyone." "That's just a way of saying no. I need to go to the Academy. I need to go to college." Erica had nothing more to say. She just stood there silently. She decided it would take some more cops to take her away. Sitting across from the founders was a great fat man. He was a hedge-fund manager who had made billions of dollars and largely funded the school. He was brilliant, but had the social graces of a gnat. He took a pen from his pocket and wrote something on a piece of paper. He looked at Erica one more time, folded the paper, and slid it across the table to the founders. They opened it up and read the note. It said, "Rig the fucking lottery." The founders were silent for a moment and looked at each other. Finally, one of them looked up and said in a low voice. "What did you say your name was?" "Erica." "Listen, Erica, at the Academy we have rules. We have one set of rules for everybody. Those rules we follow to the letter. We demand discipline. Total discipline. So I'm only going to say this to you once. If you ever tell anybody about bursting in here and talking to us like that, I will personally kick you out of our school. Are we clear about that?" "Yes, sir." "The write your name and address on a piece of paper. Put it on the table and I will see you in September".

after a parent-teacher conference that his firefighter and DEA agent brothers-in-law lowered the hammer: No devices were allowed whenever they sat down to eat as a family. And that included when they dined out. They placed time limits on their computers in addition to the already installed parental controls, and they had to leave their cell phones on their parents’ dresser before retiring for bed.

Grossman was NOT a man. (3) Mrs. Grossman was NOT Mr. Todd. Judy was the first to raise her hand. “Where’s Mr. Todd?” “I’m sure Mr. Todd told everyone on Friday that he was going to a special teacher conference.” “I wasn’t here Friday,” said Judy. “He’s going to learn to be a better

We are always “shocked” when we hear about violence in the suburbs, as though a well-watered lawn, a split-level construction, Little League and soccer moms, piano lessons, Four Squares courts, and parent-teacher conferences, all worked as some sort of wolfsbane, warding off evil. If the Ghost and McGuane grew up just nine miles from Livingston—again, that was how far the heart of Newark was—no one would be “stunned” and “dismayed” by what they’d become.

Alongside the formal training to be found on professional and academic training courses, and the expertise that can be discovered through attending conferences, teachers have started to take part in more self-directed forms of professional development online.

Because dominant racial narratives encourage whites to approach antiracism in heroic rather than everyday terms, white antiracist teachers need to work at not thinking of ourselves as heroes and not wanting others to view us as exceptional. We must create a context for collective, collegial responses to racism, rather than setting ourselves up as judges who stand apart from other whites. The systematic work of inviting guest speakers, setting up workshops or study groups, attending conferences, arranging to collaborate on racial issues with a sister institution, hiring new faculty, working with parents and leaders in communities of color, and enlisting the support of administrators all helps create such a context. So does talking with colleagues outside of faculty meetings, learning about one another’s teaching, and engaging in the extended conversations that are not possible in faculty meetings.

In families in which parents are overbearing, rigid, and strict, children grow up with fear and anxiety. The threat of guilt, punishment, the withdrawal of love and approval, and, in some cases, abandonment, force children to suppress their own needs to try things out and to make their own mistakes. Instead, they are left with constant doubts about themselves, insecurities, and unwillingness to trust their own feelings. They feel they have no choice and as we have shown, for many, they incorporate the standards and values of their parents and become little parental copies. They follow the prescribed behavior suppressing their individuality and their own creative potentials. After all, criticism is the enemy of creativity. It is a long, hard road away from such repressive and repetitive behavior. The problem is that many of us obtain more gains out of main- taining the status quo than out of changing. We know, we feel, we want to change. We don’t like the way things are, but the prospect of upsetting the stable and the familiar is too frightening. We ob- tain “secondary gains” to our pain and we cannot risk giving them up. I am reminded of a conference I attended on hypnosis. An el- derly couple was presented. The woman walked with a walker and her husband of many years held her arm as she walked. There was nothing physically wrong with her legs or her body to explain her in- ability to walk. The teacher, an experienced expert in psychiatry and hypnosis, attempted to hypnotize her. She entered a trance state and he offered his suggestions that she would be able to walk. But to no avail. When she emerged from the trance, she still could not, would not, walk. The explanation was that there were too many gains to be had by having her husband cater to her, take care of her, do her bidding. Many people use infirmities to perpetuate relationships even at the expense of freedom and autonomy. Satisfactions are derived by being limited and crippled physically or psychologically. This is often one of the greatest deterrents to progress in psychotherapy. It is unconscious, but more gratification is derived by perpetuating this state of affairs than by giving them up. Beatrice, for all of her unhappiness, was fearful of relinquishing her place in the family. She felt needed, and she felt threatened by the thought of achieving anything 30 The Self-Sabotage Cycle that would have contributed to a greater sense of independence and self. The risks were too great, the loss of the known and familiar was too frightening. Residing in all of us is a child who wants to experiment with the new and the different, a child who has a healthy curiosity about the world around him, who wants to learn and to create. In all of us are needs for security, certainty, and stability. Ideally, there develops a balance between the two types of needs. The base of security is present and serves as a foundation which allows the exploration of new ideas and new learning and experimenting. But all too often, the security and dependency needs outweigh the freedom to explore and we stifle, even snuff out, the creative urges, the fantasy, the child in us. We seek the sources that fill our dependency and security needs at the expense of the curious, imaginative child. There are those who take too many risks, who take too many chances and lose, to the detriment of all concerned. But there are others who are risk-averse and do little with their talents and abilities for fear of having to change their view of themselves as being the child, the dependent one, the protected one. Autonomy, independence, success are scary because they mean we can no longer justify our needs to be protected. Success to these people does not breed success. Suc- cess breeds more work, more dependence, more reason to give up the rationales for moving on, away from, and exploring the new and the different.

At literary gatherings he made a practice of slipping away from “the gaunt and great, the famed for conversation” (as he called them in a poem) to find the least important person in the room. A letter-writer in the Times of London last year recalled one such incident: Sixty years ago my English teacher brought me to London from my provincial grammar school for a literary conference. Understandably, she abandoned me for her friends when we arrived, and I was left to flounder. I was gauche and inept and had no idea what to do with myself. Auden must have sensed this because he approached me and said, “Everyone here is just as nervous as you are, but they are bluffing, and you must learn to bluff too.

My life is ruined! My parents came home last night talking about how the teacher showed them the great essay I wrote. “I never knew you liked camp so much, son,” Dad said. “Yes, Honey. We were going to give you the summer to do whatever you wanted,” my Mom said. “Now that we know you love camp so much, we signed you up to go to camp this summer. There was a camp representative at the Parent-Teacher conference last night, so we signed you up right away.” “We even put down a non-refundable deposit for it too, son,” Dad said. “So, congratulations, you’re going to camp!” OMZ! My life is totally ruined! Now I’m going to spend my summer in the Swamp Biome at camp. Oh man, this is terrible! What am I going to do?!! I decided to ask Steve some advice on how to get out of my terrible situation. I found Steve in a cave crafting some fireworks. All of a sudden, “BOOOOMMM!” All that was left of him were his tools and his weapons. A few minutes later, Steve walked into the cave behind me. I totally understand how he does that trick now. “Hey, Steve!” “Wassup, Zombie?” Steve said. “I have a question for you.” “Shoot!” Steve said. So, I picked up his bow and arrow and I shot him. “Ow! What’d you do that for?” “You told me to shoot,” I said. “Forget about it. What’s your question?” “My Mom and Dad are making me go to camp this summer,” I said. “But I don’t want to go. I’ve got to find a way out of it, and I need your help.” “Why are they sending you to camp?” Steve asked. “Well, I kind of told them I wanted to go.” “And now, you don’t want to go?” Steve asked. “No, I never wanted to go,” I said. Steve just looked at me… Confused. “Well, I thought if I wrote an essay about how much I wanted to go to camp, my Mom and Dad wouldn’t send me to camp,” I said. After I said it out loud, I realized how dumb that idea was. “It sure made sense at the time,” I said. “So, you want to get out of camp, but your parents think you really want to go?” Steve asked. “Yeah.” “Well, you could always get in trouble and they’ll punish you by taking away your summer camp,” Steve said. Man, Steve is so smart. That was the best idea I have ever heard. So, I’ve got to get in trouble so that my parents will punish me by taking camp away. I can do that. I just have to find a class that I can fail this semester, and they’ll punish me for sure if that happens. See, this is why I always go to Steve when I need some good advice.

American teachers are all trained to think poor; we love conferences and book fairs with hospitality suites, expenses paid and banquets of rubbery chicken, sweet French dressing, and unspeakable peas

My parents had to work on most weekends, and thus were infrequent visitors to Admiral Farragut Academy. However, on those Sundays when they could come, my mother would bring a cake and some cookies from the bakery. Of course, the cookies and the cake were past their prime, but that was just the way I liked them. I really don’t know how happy my parents were to see me since most of the time they were there; they would talk to my teachers in conference, and then tell me all the things I had supposedly done wrong. Sadly, I would always wind up with a lecture on how bad I had been and what was expected of me. It was something I had grown to expect, but more importantly, I was grateful for the cake and pastries. I have no idea why, but they also brought me cans of condensed milk. I can only guess that they believed that the thick syrupy milk, super saturated with sweet, sweet, sugar, would give me the energy I needed to think better. After one such visit, I made the mistake of leaving my cake unattended. It didn’t take long before it grew legs and ran off. I couldn’t believe that one of my schoolmates would steal my cake, not at a Naval Honor School! Nevertheless, not being able to determine who the villains were, I hatched a plan to catch the culprits the next time around. Some months later when my parents returned to check on my progress, my mother brought me a beautiful double-layer chocolate cake. This time I was ready, having bought all the Ex-Lax the pharmacy in Toms River had on hand. Using a hot plate, I heated the Ex-Lax until it liquefied, and then poured the sticky brown substance all over the cake in a most decorative way. With that, I placed the cake on my desk and invitingly left the door open to my dorm room. I wasn’t away long before this cake also grew legs, and, lo and behold, it also disappeared. The expected happened, and somewhat later I found the culprits in the boys’ bathroom, having a miserable time of it. Laughingly, I identified them as the culprits, but didn’t turn them in. It was enough that I caught them with their pants down!

In 1992, he took over as the Scientific Advisor to the Minister of Defence and secretary, Department of Research and Development, and continued till he was seventy. The country’s highest civilian honour, the Bharat Ratna, was conferred on him in 1997. A year later, in 1998, he led the team that conducted India’s second nuclear tests in Pokhran. Five nuclear tests were conducted consecutively and India became a nuclear power. In 1999, he was appointed principal scientific advisor to the government of India with the rank of a Cabinet minister. By 2001, he was enjoying a teacher’s life at Anna University in Chennai. Meant to lecture a class of sixty, most of his lectures ended up in an overflowing hall with about 200 students instead. In 2002, he was elected the eleventh President of India.

Once Akash set me up with invisibility and taught me some basic killing skills, I deleted StealthViper999—who, I had to admit, was neither stealthy nor viper-like—and created a new avatar, who I called InvisibleDeath. For obvious reasons. At this point, it was Friday afternoon, and most weekends, Reese spends every waking minute (when he’s not at a soccer game) on MetaWorld. So I was all amped up to get my revenge ASAP. But that particular Friday, Reese got a 57 on his math test. Even by my brother’s incredibly low standards, it was such a bad grade that Ms. Santiago made him take the test home to get it signed by a parent. REESE I don’t know what the big deal was. A 57’s still “Very Good.” CLAUDIA I should explain about the Culvert Prep grading system. A few years ago, a bunch of parents complained that letter grades were hurting their kids’ self-esteem. So now, instead of A, B, C, D, and F, our grading scale is “Amazing,” “Spectacular,” “Excellent,” “Very Good,” and “Okay.” Which is totally stupid. Because nothing changed except the names, so if you get a “Very Good” on your report card, your parents have to come in for a special conference with your teacher. And if you get more than one “Okay,” they basically tell you to start looking for another school. Also, I know which parents did the complaining—and I don’t want to be catty or name names, but I can tell you the one thing their kids ABSOLUTELY DO NOT NEED is more self-esteem. Anyway, when Reese brought home his 57 that Friday, Mom and Dad reacted in their usual way, which