Teacher Coordinator Quotes

Mastery is more than the co-ordination of muscle and bone. It is about bringing the whole of us to what we do

In the civilization of our times, it is normal, and almost obligatory, for cookery and fashion to take up most of the culture sections, for chefs and fashion designers now enjoy the prominence that before was given to scientists, composers and philosophers. Gas burners, stoves and catwalks meld, in the cultural coordinates of our time, with books, laboratories and operas, while TV stars and great footballers exert the sort of influence over habits, taste and fashion that was previously the domain of teachers and thinkers

The actual consumers of knowledge are the children—who can’t pay, can’t vote, can’t sit on the committees. Their parents care for them, but don’t sit in the classes themselves; they can only hold politicians responsible according to surface images of “tough on education.” Politicians are too busy being re-elected to study all the data themselves; they have to rely on surface images of bureaucrats being busy and commissioning studies—it may not work to help any children, but it works to let politicians appear caring. Bureaucrats don’t expect to use textbooks themselves, so they don’t care if the textbooks are hideous to read, so long as the process by which they are purchased looks good on the surface. The textbook publishers have no motive to produce bad textbooks, but they know that the textbook purchasing committee will be comparing textbooks based on how many different subjects they cover, and that the fourth-grade purchasing committee isn’t coordinated with the third-grade purchasing committee, so they cram as many subjects into one textbook as possible. Teachers won’t get through a fourth of the textbook before the end of the year, and then the next year’s teacher will start over. Teachers might complain, but they aren’t the decision-makers, and ultimately, it’s not their future on the line, which puts sharp bounds on how much effort they’ll spend on unpaid altruism . . .

Gong is the foundation of Taijiquan. Physically, the accumulation of gong refers to constant improvements in balance, coordination, agility, and power through the accretion and replenishment of qi, which can be described as “vital energy,” or “life force.”  Mentally and spiritually, the accumulation of gong refers to constant advancement toward realizing inner tranquility. Gong practice means practice of essential exercises necessary to understand the art of Taiji and build a solid foundation of skill. It is indispensable. My teacher compared gong to the flour in noodles; that is, it is the main ingredient.

Unlike Kate, by then I’d had a job. In fact, I’d had sixteen jobs, not including the years I worked as a babysitter before I could legally be anyone’s employee. They were janitor’s assistant (humiliatingly, at my high school), fast-food restaurant worker, laborer at a wildlife refuge, administrative assistant to a Realtor, English as a Second Language tutor, lemonade cart attendant, small town newspaper reporter, canvasser for a lefty nonprofit, waitress at a Japanese restaurant, volunteer coordinator for a reproductive rights organization, berry picker on a farm, waitress at a vegetarian restaurant, “coffee girl” at an accounting firm, student-faculty conflict mediator, teacher’s assistant for a women’s studies class, and office temp at a half a dozen places that by and large did not resemble offices and did not engage me in work that struck me as remotely “officey,” but rather involved things such as standing on a 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.

A more complex way to understand this is the method used by Hermann Minkowski, Einstein’s former math teacher at the Zurich Polytechnic. Reflecting on Einstein’s work, Minkowski uttered the expression of amazement that every beleaguered student wants to elicit someday from condescending professors. “It came as a tremendous surprise, for in his student days Einstein had been a lazy dog,” Minkowski told physicist Max Born. “He never bothered about mathematics at all.”63 Minkowski decided to give a formal mathematical structure to the theory. His approach was the same one suggested by the time traveler on the first page of H. G. Wells’s great novel The Time Machine, published in 1895: “There are really four dimensions, three which we call the three planes of Space, and a fourth, Time.” Minkowski turned all events into mathematical coordinates in four dimensions, with time as the fourth dimension. This permitted transformations to occur, but the mathematical relationships between the events remained invariant. Minkowski dramatically announced his new mathematical approach in a lecture in 1908. “The views of space and time which I wish to lay before you have sprung from the soil of experimental physics, and therein lies their strength,” he said. “They are radical. Henceforth space by itself, and time by itself, are doomed to fade away into mere shadows, and only a kind of union of the two will preserve an independent reality.”64 Einstein, who was still not yet enamored of math, at one point described Minkowski’s work as “superfluous learnedness” and joked, “Since the mathematicians have grabbed hold of the theory of relativity, I myself no longer understand it.” But he in fact came to admire Minkowski’s handiwork and wrote a section about it in his popular 1916 book on relativity.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

My vision flooded with kraskan lights and divided into planes. I soon had access to endless data: room tensoo (73° F / 22.7° C), coordinates (40.7142° N, 74.0064° W), elevation (-2 feet); total number of guests on different floors (512 … 513 … 511); mean salary ($847K; thak, I was dragging that down a lot); a list of hors d’oeuvres (carpaccio, crab cakes, balls of rew) and their precise, blinking locations in the room; and so much more, I should have balked, buckled under the weight of information—names and occupations; number of single women (189) and where they were zhank; the latest new “money word” beamed in through Meaning Master (verbled, 8:12 p.m. EST, from a piano teacher in Cleveland); etc.—and yet instead I felt a stranno, enveloping sense of well-being. Beautiful music swerred. Everything sparkled with a pinkish gold hue, and a pleasant smell flushed out remnants of Floyd. My head felt barely tethered to the rest of me. I swiveled it around. I think I felt warm. Even my headache had lifted (though not for long). And I remember feeling nemed less concerned about Floyd’s few garbled words.

Church leaders, especially those who serve as the “main minister” or “pastor,” have difficult jobs. In many contexts they are expected to wear the multiple hats of social coordinator, superb orator (several times a week), sensitive and insightful counselor, administrator, motivator, teacher, evangelist, mender of relationships, “marryer,” and “buryer”—all the while cultivating an exemplary personal, spiritual, and family life. The pressure to spend hours in study, hours in the community, hours in visiting prospects, hours in counseling, hours in training the staff, and hours in prayer all add up to unrealistic expectations on the part of the church. The effect can be overwhelming.

The Pala period [between the eighth and the twelfth century CE], in particular, saw several monasteries emerge in what is now modern Bengal and Bihar, five of which—Vikramashila, Nalanda, Somapura Mahavihara, Odantapuri, and Jaggadala—were premier educational institutions which created a coordinated network amongst themselves under Indian rulers. Nalanda University, which enjoyed international renown when Oxford and Cambridge were not even gleams in their founders’ eyes, employed 2,000 teachers and housed 10,000 students in a remarkable campus that featured a library nine storeys tall. It is said that monks would hand-copy documents and books which would then become part of private collections of individual scholars. The university opened its doors to students from countries ranging from Korea, Japan, China, Tibet, and Indonesia in the east to Persia and Turkey in the west, studying subjects which included the fine arts, medicine, mathematics, astronomy, politics and the art of war.

Storytelling has always been important to Mosley, who said she experienced racism and was frequently doubted throughout her life. She called publishing her book a life-changing event and credited RMMS with providing a nurturing environment that supported her as a writer and an educator. “RMMS students, the enrichment coordinator, teachers, and administrators made me realize that I was somebody,” Mosley said. “Finally, after all these decades, I can reach my dreams and be successful in what I love the best.

As the saying goes, "It's not who you know, but who knows you." How does that relate to getting a job? Lets look at 2 cases where "who knows you" resulted in landing the best job. Keep in mind: The great thing is that you can start right where you are right now! Case 1 In my first teaching job in Mexico in the early 1980's, we were half way through the semester, when the director called me into his office to tell me he had taken a job in Silicon Valley, California. What he said next floored me. "I'd like you to apply for my job." How could I apply to be the director of an English school when it was my first teaching job, all the teachers had more teaching experience than I did, and many of them had doctorate degrees. I only had a bachelors degree. "Don't worry," he said. "People like you, and I think you have what it takes to be a good director." The director knew me, or at least got to know me from teachers' meetings, seeing me teach, and noticing how I interacted with people. Case 2 Fast forward 3 years. After Mexico, I moved to Reno, Nevada, to work on my Master's degree in Teaching English as a Second Language. I applied for a teaching job at the community college, and half-way into the semester, a teacher had to leave and I got the job. I impressed the director enough that she asked me to be the Testing and Placement Coordinator the next year. At the end of that year, I wrote a final report about the testing and placement program. It so impressed the college administration that when a sister university was looking for a graduate student to head up a new language assessment program for new foreign graduate teaching assistants and International faculty, I got recommended. What Does This Mean? From these two examples, you can see that when people see what you can do, you have a greater chance of being seen and being known. When people see what you are capable of doing, there is less risk in hiring you. Why? Because they've seen you be successful before. Chances are you'll be successful with them, too. But, if people don't know you and haven't seen what you can do, there is much greater risk in hiring you. In fact, you may not even be on their radar screen. Get On Their Radar Screens To get on the radar screens for the best jobs, do the best job you can where you work right now. Don't wait for the job announcement to appear in the newspaper. Don't wait for something else to happen. Right now, invest all of you and your unique talents into what you're doing. Impress people with what you can do! Do that, and see the jobs you'll get!

They went on to form NOW and, with that organization, achieve their stated goal of taking down the Patriarchy through a massive coordinated promotion of promiscuity, eroticism, prostitution, abortion and homosexuality. Their proposed method was to infiltrate every institution in the nation: the universities, the media, primary and secondary schools, PTAs, Teachers Unions, city and state governments, the library system, the executive branches of government as well as the judiciaries and legislatures. One of their most desired results was the smashing of every taboo in Western culture. Imagine that! Think of that alone! The normalizing of every taboo: polygamy, bestiality, Satanism, pornography, promiscuity, witchcraft, pedophilia—all activities which rot the human soul and city.

Outside the research laboratory, parents and teachers may notice other differences between SPD and ADHD. For instance, many children with SPD prefer the “same-old, same-old” in a familiar and predictable environment, while children with ADHD prefer novelty and diversion. Many children with SPD have poor motor coordination, while children with ADHD often shine in sports. Many children with SPD have adequate impulse control, unless bothered by sensations, while children with ADHD often have poor impulse control. Another difference is that medicine may help the child with ADHD, but medicine will not solve the problem of SPD. Therapy focusing on sensory integration and a sensory diet of purposeful activities help the child with SPD.

An often-overlooked duty of school administrators is coordinating staff and ensuring effective communication channels, vital for cohesive teamwork and organizational synergy.