Teacher Demonstrating Quotes

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

Look again at that dot. That's here. That's home. That's us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every "superstar," every "supreme leader," every saint and sinner in the history of our species lived there-on a mote of dust suspended in a sunbeam. The Earth is a very small stage in a vast cosmic arena. Think of the endless cruelties visited by the inhabitants of one corner of this pixel on the scarcely distinguishable inhabitants of some other corner, how frequent their misunderstandings, how eager they are to kill one another, how fervent their hatreds. Think of the rivers of blood spilled by all those generals and emperors so that, in glory and triumph, they could become the momentary masters of a fraction of a dot. Our posturings, our imagined self-importance, the delusion that we have some privileged position in the Universe, are challenged by this point of pale light. Our planet is a lonely speck in the great enveloping cosmic dark. In our obscurity, in all this vastness, there is no hint that help will come from elsewhere to save us from ourselves. The Earth is the only world known so far to harbor life. There is nowhere else, at least in the near future, to which our species could migrate. Visit, yes. Settle, not yet. Like it or not, for the moment the Earth is where we make our stand. It has been said that astronomy is a humbling and character-building experience. There is perhaps no better demonstration of the folly of human conceits than this distant image of our tiny world. To me, it underscores our responsibility to deal more kindly with one another, and to preserve and cherish the pale blue dot, the only home we've ever known.

Learning is finding out what you already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, teachers.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

From her desk, she observed Willy demonstrating his ability to blow snot bubbles out of his slightly runny nose. Emma politely ignored him; Maggie’s face showed disgust at his grossness; Harley giggled; and competitive Joseph tried his best, with no luck, to make something, anything come out of his nose.

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

From this distant vantage point, the Earth might not seem of particular interest. But for us, it's different. Consider again that dot. That's here, that's home, that's us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every "superstar," every "supreme leader," every saint and sinner in the history of our species lived there – on a mote of dust suspended in a sunbeam. The Earth is a very small stage in a vast cosmic arena. Think of the rivers of blood spilled by all those generals and emperors so that, in glory and triumph, they could become the momentary masters of a fraction of a dot. Think of the endless cruelties visited by the inhabitants of one corner of this pixel on the scarcely distinguishable inhabitants of some other corner, how frequent their misunderstandings, how eager they are to kill one another, how fervent their hatreds. Our posturings, our imagined self-importance, the delusion that we have some privileged position in the Universe, are challenged by this point of pale light. Our planet is a lonely speck in the great enveloping cosmic dark. In our obscurity, in all this vastness, there is no hint that help will come from elsewhere to save us from ourselves. The Earth is the only world known so far to harbor life. There is nowhere else, at least in the near future, to which our species could migrate. Visit, yes. Settle, not yet. Like it or not, for the moment the Earth is where we make our stand. It has been said that astronomy is a humbling and character-building experience. There is perhaps no better demonstration of the folly of human conceits than this distant image of our tiny world. To me, it underscores our responsibility to deal more kindly with one another, and to preserve and cherish the pale blue dot, the only home we've ever known.

Respect is not the equivalent to 'liking' a student or teacher; it is the ability to have a high regard for the role of another. In order to receive respect, we should demonstrate it first...

Sometimes kids get a mean teacher or a class they don’t like or an inflexible deadline even though that child was “exhausted the night before.” We should not cushion every blow. This is life. Learning to deal with struggle and to develop responsibility is crucial. A good parent prepares the child for the path, not the path for the child. We can still demonstrate gentle and attached parenting without raising children who melt on a warm day.

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

. . . most martial artists want to know how A technique is done, A seasoned Sensei will demonstrate why

This century will be called Darwin's century. He was one of the greatest men who ever touched this globe. He has explained more of the phenomena of life than all of the religious teachers. Write the name of Charles Darwin on the one hand and the name of every theologian who ever lived on the other, and from that name has come more light to the world than from all of those. His doctrine of evolution, his doctrine of the survival of the fittest, his doctrine of the origin of species, has removed in every thinking mind the last vestige of orthodox Christianity. He has not only stated, but he has demonstrated, that the inspired writer knew nothing of this world, nothing of the origin of man, nothing of geology, nothing of astronomy, nothing of nature; that the Bible is a book written by ignorance--at the instigation of fear. Think of the men who replied to him. Only a few years ago there was no person too ignorant to successfully answer Charles Darwin, and the more ignorant he was the more cheerfully he undertook the task. He was held up to the ridicule, the scorn and contempt of the Christian world, and yet when he died, England was proud to put his dust with that of her noblest and her grandest. Charles Darwin conquered the intellectual world, and his doctrines are now accepted facts. His light has broken in on some of the clergy, and the greatest man who to-day occupies the pulpit of one of the orthodox churches, Henry Ward Beecher, is a believer in the theories of Charles Darwin--a man of more genius than all the clergy of that entire church put together. ...The church teaches that man was created perfect, and that for six thousand years he has degenerated. Darwin demonstrated the falsity of this dogma. He shows that man has for thousands of ages steadily advanced; that the Garden of Eden is an ignorant myth; that the doctrine of original sin has no foundation in fact; that the atonement is an absurdity; that the serpent did not tempt, and that man did not 'fall.' Charles Darwin destroyed the foundation of orthodox Christianity. There is nothing left but faith in what we know could not and did not happen. Religion and science are enemies. One is a superstition; the other is a fact. One rests upon the false, the other upon the true. One is the result of fear and faith, the other of investigation and reason.

Or why should one refrain from burning hatred, whatever its basis--race, class, or ideology? Such hatred is in fact corroding many hearts today. Atheist teachers in the West are bringing up a younger generation in a spirit of hatred of their own society. Amid all the vituperation we forget that the defects of capitalism represent the basic flaws of human nature, allowed unlimited freedom together with the various human rights; we forget that under Communism (and Communism is breathing down the neck of all moderate forms of socialism, which are unstable) the identical flaws run riot in any person with the least degree of authority; while everyone else under that system does indeed attain 'equality'--the equality of destitute slaves. This eager fanning of the flames of hatred is becoming the mark of today's free world. Indeed, the broader the personal freedoms are, the higher the level of prosperity or even of abundance--the more vehement, paradoxically, does this blind hatred become. The contemporary developed West thus demonstrates by its own example that human salvation can be found neither in the profusion of material goods nor in merely making money.

But Hayek is also one of the handful of social scientists who (along with his teacher Ludwig von Mises) demonstrated more than sixty years ago why the socialist system could not work and, thus, why it would eventually collapse, as it did in 1989.

As humans, we have invented lots of useful kinds of lie. As well as lies-to-children ('as much as they can understand') there are lies-to-bosses ('as much as they need to know') lies-to-patients ('they won't worry about what they don't know') and, for all sorts of reasons, lies-to-ourselves. Lies-to-children is simply a prevalent and necessary kind of lie. Universities are very familiar with bright, qualified school-leavers who arrive and then go into shock on finding that biology or physics isn't quite what they've been taught so far. 'Yes, but you needed to understand that,' they are told, 'so that now we can tell you why it isn't exactly true.' Discworld teachers know this, and use it to demonstrate why universities are truly storehouses of knowledge: students arrive from school confident that they know very nearly everything, and they leave years later certain that they know practically nothing. Where did the knowledge go in the meantime? Into the university, of course, where it is carefully dried and stored.

So much of what we hear today about courage is inflated and empty rhetoric that camouflages personal fears about one’s likability, ratings, and ability to maintain a level of comfort and status. We need more people who are willing to demonstrate what it looks like to risk and endure failure, disappointment, and regret—people willing to feel their own hurt instead of working it out on other people, people willing to own their stories, live their values, and keep showing up. I feel so lucky to have spent the past couple of years working with some true badasses, from teachers and parents to CEOs, filmmakers, veterans, human-resource professionals, school counselors, and therapists. We’ll explore what they have in common as we move through the book, but here’s a teaser: They’re curious about the emotional world and they face discomfort straight-on.

So real was this vision that I could hear the deity’s sweet voice explain that there is a specific meditation for connecting with the Celestial Wisdom! Witnessing Kuan Yin lie face down on the Oriental Carpet with arms outstretched over Her head, I watched as Her thumb and forefinger formed a triangle It was then that Kuan Yin further explained the significance of this specific meditation's mudra; that it acts similar to a capstone on an obelisk—drawing wisdom to one who has demonstrated intention to be a teacher of wisdom.

Perspective - Use It or Lose It. If you turned to this page, you're forgetting that what is going on around you is not reality. Think about that. Remember where you came from, where you're going, and why you created the mess you got yourself into in the first place. You are led through your lifetime by the inner learning creature, the playful spiritual being that is your real self. Don't turn away from possible futures before you're certain you don't have anything to learn from them. Learning is finding out what you already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers, and teachers. Your only obligation in any lifetime is to be true to yourself. Being true to anyone else or anything else is not only impossible, but the mark of a false messiah. Your conscience is the measure of the honesty of your selfishness. Listen to it carefully. The simplest questions are the most profound. Where were you born? Where is your home? Where are you going? What are you doing? Think about these once in awhile, and watch your answers change. Your friends will know you better in the first minute you meet than your acquaintances will know you in a thousand years. The bond that links your true family is not one of blood, but of respect and joy in each other's life. Rarely do members of one family grow up under the same roof. There is no such thing as a problem without a gift for you in its hands. You seek problems because you need their gifts. Imagine the universe beautiful and just and perfect. Then be sure of one thing: The Is has imagined it quite a bit better than you have. The original sin is to limit the Is. Don't. A cloud does not know why it moves in just such a direction and at such a speed, it feels an impulsion....this is the place to go now. But the sky knows the reason and the patterns behind all clouds, and you will know, too, when you lift yourself high enough to see beyond horizons. You are never given a wish without being given the power to make it true. You may have to work for it, however. Argue for your limitations, and sure enough, they're yours. If you will practice being fictional for a while, you will understand that fictional characters are sometimes more real than people with bodies and heartbeats. The world is your exercise-book, the pages on which you do your sums. It is not reality, although you can express reality there if you wish. You are also free to write nonsense, or lies, or to tear the pages. Every person, all the events of your life, are there because you have drawn them there. What you choose to do with them is up to you. In order to live free and happily, you must sacrifice boredom. It is not always an easy sacrifice. The best way to avoid responsibility is to say, "I've got responsibilities." The truth you speak has no past and no future. It is, and that's all it needs to be. Here is a test to find whether your mission on earth is finished: If you're alive, it isn't. Don't be dismayed at good-byes. A farewell is necessary before you can meet again. And meeting again, after moments or lifetimes, is certain for those who are friends. The mark of your ignorance is the depth of your belief in injustice and tragedy. What the caterpillar calls the end of the world, the master calls a butterfly. You're going to die a horrible death, remember. It's all good training, and you'll enjoy it more if you keep the facts in mind. Take your dying with some seriousness, however. Laughing on the way to your execution it not generally understood by less advanced lifeforms, and they'll call you crazy. Everything above may be wrong!

My son, you have just demonstrated the power that habits will have over your life!” the teacher exclaimed. “The older they are, the bigger they get, the deeper the roots grow, and the harder they are to uproot. Some get so big, with roots so deep, you might hesitate to even try.

With Ambrose’s help, Aelred adjusts the Ciceronian model to portray friends’ sharing with one another not only their questions but also their fears and hopes. All three of the young monks being instructed thus demonstrate the ease with which friends interact as they talk candidly with one another and with their abbot and teacher.

Assessment centers on demonstrated competencies, not memorized content. Standardized tests are used thoughtfully to identify and assist students lagging in “learning how to learn” skills. Students teach and learn from each other. They learn to make the most of online resources and machine intelligence and draw on adults for guidance.

Who would believe that a teacher who withholds the information students need to pass a course merely permitted them to fail? What if that teacher said, "I didn't cause them to fail; they did it on their own"? Would anyone accept that explanation or would they accuse the teacher of not merely permitting the students to fail, but actually causing them to fail? And what if the teacher argued that he actually planned and rendered the students' failure certain for a good reason—to uphold academic standards and show what a great teacher he is by demonstrating how necessary his information is for students to pass? Would not these admissions only deepen everyone's conviction that the teacher is morally and professionally wrong?

People who claim not to be prejudiced are demonstrating a profound lack of self-awareness. Ironically, they are also demonstrating the power of socialization—we have all been taught in schools, through movies, and from family members, teachers, and clergy that it is important not to be prejudiced. Unfortunately, the prevailing belief that prejudice is bad causes us to deny its unavoidable reality.

Morning comes. I go to my class. There sit the little ones with folded arms. In their eyes is still all the shy astonishment of the childish years. They look up at me so trustingly, so believingly - and suddenly I get a spasm over the heart. Here I stand before you, one of the hundreds of thousands of bankrupt men in whom the war destroyed every belief and almost every strength. Here I stand before you, and see how much more alive, how much more rooted in life you are than I. Here I stand and must now be your teacher and guide. What should I teach you? Should I tell you that in twenty years you will be dried-up and crippled, maimed in your freest impulses, all pressed mercilessly into the selfsame mold? Should I tell you that all the learning, all culture, all science is nothing but hideous mockery, so long as mankind makes war in the name of God and humanity with gas, iron, explosive and fire? What should I teach you then, you little creatures who alone have remained unspotted by the terrible years? What am I able to teach you then? Should I tell you how to pull the string of a hand grenade, how best to throw it at a human being? Should I show you how to stab a man with a bayonet, how to fell him with a club, how to slaughter him with a spade? Should I demonstrate how best to aim a rifle at such an incomprehensible miracle as a breathing breast, a living heart? Should I explain to you what tetanus is, what a broken spine is, and what a shattered skull? Should I describe to you what brains look like when they scatter about? What crushed bones are like - and intestines when they pour out? Should I mimic how a man with a stomach wound will groan, how one with a lung wound gurgles and one with a head wound whistles? More I do not know. More I have not learned. Should I take you the brown-and-green map there, move my finger across it and tell you that here love was murdered? Should I explain to you that the books you hold in your hands are but nets with which men design to snare your simple souls, to entangle you in the undergrowth of find phrases, and in the barbed wire of falsified ideas? I stand here before you, a polluted, a guilty man and can only implore you ever to remain as you are, never to suffer the bright light of your childhood to be misused as a blow flame of hate. About your brows still blows the breath of innocence. How then should I presume to teach you? Behind me, still pursuing, are the bloody years. - How then can I venture among you? Must I not first become a man again myself?

is turning all life into a unified flow experience. If a person sets out to achieve a difficult enough goal, from which all other goals logically follow, and if he or she invests all energy in developing skills to reach that goal, then actions and feelings will be in harmony, and the separate parts of life will fit together—and each activity will “make sense” in the present, as well as in view of the past and of the future. In such a way, it is possible to give meaning to one’s entire life. But isn’t it incredibly naive to expect life to have a coherent overall meaning? After all, at least since Nietzsche concluded that God was dead, philosophers and social scientists have been busy demonstrating that existence has no purpose, that chance and impersonal forces rule our fate, and that all values are relative and hence arbitrary. It is true that life has no meaning, if by that we mean a supreme goal built into the fabric of nature and human experience, a goal that is valid for every individual. But it does not follow that life cannot be given meaning. Much of what we call culture and civilization consists in efforts people have made, generally against overwhelming odds, to create a sense of purpose for themselves and their descendants. It is one thing to recognize that life is, by itself, meaningless. It is another thing entirely to accept this with resignation. The first fact does not entail the second any more than the fact that we lack wings prevents us from flying. From the point of view of an individual, it does not matter what the ultimate goal is—provided it is compelling enough to order a lifetime’s worth of psychic energy. The challenge might involve the desire to have the best beer-bottle collection in the neighborhood, the resolution to find a cure for cancer, or simply the biological imperative to have children who will survive and prosper. As long as it provides clear objectives, clear rules for action, and a way to concentrate and become involved, any goal can serve to give meaning to a person’s life. In the past few years I have come to be quite well acquainted with several Muslim professionals—electronics engineers, pilots, businessmen, and teachers, mostly from Saudi Arabia and from the other Gulf states. In talking to them, I was struck with how relaxed most of them seemed to be even under strong pressure. “There is nothing to it,” those I asked about it told me, in different words, but with the same message: “We don’t get upset because we believe that our life is in God’s hands, and whatever He decides will be fine with us.” Such implicit faith used to be widespread in our culture as well, but it is not easy to find it now. Many of us have to discover a goal that will give meaning to life on our own, without the help of a traditional faith.

A Good Group A good group is better than a spectacular group. When leaders become superstars, the teacher outshines the teaching. Very few superstars are down-to-earth. Fame breeds fame, and before long they get carried away with themselves. Then they fly off center and crash. The wise leader settles for good work and then lets others have the floor. The leader does not take all the credit for what happens and has no need for fame. A moderate ego demonstrates wisdom.

Tom had never found any difficulty in discerning a pointer from a setter, when once he had been told the distinction, and his perceptive powers were not at all deficient. I fancy they were quite as strong as those of the Rev. Mr Stelling; for Tom could predict with accuracy what number of horses were cantering behind him, he could throw a stone right into the centre of a given ripple, he could guess to a fraction how many lengths of his stick it would take to reach across the playground, and could draw almost perfect squares on his slate without any measurement. But Mr Stelling took no note of those things: he only observed that Tom's faculties failed him before the abstractions hideously symbolized to him in the pages of the Eton Grammar, and that he was in a state bordering on idiocy with regard to the demonstration that two given triangles must be equal - though he could discern with great promptitude and certainty the fact that they were equal.

If Ally hadn’t had a safe, stable, and nurturing family, an understanding teacher, or her strong faith, her ability to “bounce back” would have quickly drained away. Her ability to heal and continue to demonstrate resilience was related to ongoing safe and stable relationships through which she could “make sense” of horror and put it in the context of her beliefs. Even the most seemingly resilient people can be drained by relational poverty and ongoing stress, distress, and trauma.

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

I pledge always to demonstrate respect for myself. I pledge always to demonstrate respect for my peers. I pledge always to demonstrate respect for my teachers. I pledge always to demonstrate respect for every adult in my school. I pledge always to demonstrate respect for my parents. I pledge never to resort to fighting or uncontrollable arguing to solve my problems. I pledge never to use or sell drugs. I pledge never to join a gang. I pledge never to engage in criminal activity. I pledge always to strive to be the best young man that I can be.

What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.

Sometimes authors do know better. As previously mentioned, in After the Fact, a book aimed at college history majors, James Davidson and Mark Lytle do a splendid job telling of the Indian plagues, demonstrating that they understand their geopolitical significance, their devastating impact on Indian culture and religion, and their effect on estimates of the precontact Indian population. In After the Fact, looking down from the Olympian heights of academe, Davidson and Lytle even write, “Textbooks have finally begun to take note of these large-scale epidemics.” Meanwhile, their own high school history textbooks leave them out.57

I told him about how our second form teacher, Miss Crane, drew the tiniest chalk mark on the blackboard and explained that a point is “zero-dimensional,” meaning it doesn’t actually exist. But once you have two points—two nonexistent points—you can fill in the space between with lots and lots of points, and you get a line, which has length, so it’s now one dimension, which you could argue means it does now exist. Miss Crane dotted her chalk against the board, over and over, in a straight line, demonstrating how a series of nothings could become something. (Actually, you could also argue the line still doesn’t exist, it’s just a concept, but I’d learned by then not to add caveats to everything I said. This was, after all, a love letter.) I told Jack how I leaned forward that day in class as if I stood with my toes hanging over the very precipice of enlightenment. In my naivete, I believed Miss Crane was about to explain something that explained everything. Something I felt I almost already knew, but could not articulate; it was related to infinity and God, the ocean and space, the universe and my dad. Of course, I did not achieve enlightenment in my geometry lesson. Miss Crane put the chalk down and told us to take out our compasses and protractors. I told Jack that when I was with him, I felt like I was close to understanding what I had nearly understood that day.

MIT, the researchers gave a group of four-year-olds exactly the same toy, and only varied the method with which they introduced it to the children. In one group, the researcher acted naïve and clueless when she demonstrated one of the functions of the toy, whereas the other group was given direct instruction by the researcher on how to use it. When left alone with the toy, all the children in the study were able to replicate what the “teacher” had done—pull on one of the toy’s tubes to make it squeak—but the children in the first group played with the toy longer and discovered more of its functions. They were simply more curious and more likely to discover new information than the children who had been told by the teacher how to use the toy.

In the high-stakes testing culture of modern education, schools are allowing grades and performance data to undercut real and meaningful learning. Study after study has found that students—from elementary school to graduate school and across multiple cultures—demonstrate less interest in learning as a result of being graded. Feedback in the form of grades is the ultimate restraint: The grade can’t be changed, the lesson can’t be relearned, and numbers and letters don’t spell out a way forward. Worse, teachers and students get stuck on the wheel of relentless grading, diminished interest in learning, poor outcomes, more tests and grades—the cycle quickly turns vicious. But the real victim is the knowledge that students might have otherwise gained had feedback amounted to more than a rating.

Critical examination of the lives and beliefs of gurus demonstrates that our psychiatric labels and our conceptions of what is or is not mental illness are woefully inadequate. How for example does one distinguish an unorthodox or bizarre faith from delusion? Gurus are isolated people, dependent upon their disciples with no possibility of being disciplined by a church or criticised by contemporaries. They are above the law. The guru usurps the place of god. Whether gurus have suffered from manic depressive illness, schizophrenia or any other form of recognised diagnosable mental illness is interesting, but ultimately unimportant. What distinguishes gurus from more orthodox teachers is not their manic depressive mood swings, not their thought disorders, not their delusional beliefs, not their hallucinatory visions, not their mystical states of ecstasy. It is their narcissism.

Certainly, many people, especially Christians and those easily affected by popular culture, think that Aleister Crowley was 'the wickedest man in the world.' Surprisingly, among the Sufi dervishes there is a tradition called the Malamati. The Sheikh of Sheikhs (in other words the great Sufi teacher), Ibn al-Arabi, referred to a hierarchy among saints, at the pinnacle of which were the blameworthy (Malamiyya, or Malamatis). But rather than promoting a form of elitism, he and other classical Sufis claimed that Malamatis hid themselves among the common people. Turning to a current encyclopedia of Islam, we find that the Malamatiyya (Way of Blame) is described as 'the designation of a tendency, or of a psychological category, of people who attract blame to themselves despite their being innocent.' Crowley demonstrates in 'The Book of Lies' his gnosis that the teachers who are the very pinnacle of wisdom very often disguise their inner reality.

When Athens loses its hold on its empire, Hera still sees Athena: a grey-feathered owl tilting its head in the town square where men debate philosophy and rationality, striving for sense and understanding; or else a flash of silver in the eyes of someone stacking another roll of papyrus in the public library, the teacher calling his students to lessons, or the woman demonstrating how the loom works to her attentive daughter. At the lush, rolling vineyards, she sometimes thinks she spots the laughing eyes of Dionysus in a jovial winemaker selling his wares. In the forests, she's convinced she catches a flash of Artemis, running in pursuit of a stag, or else she recognises her determined jawline in a defiant girl. In smoky forges, where blacksmiths wipe the sweat from their brows, she feels the patience of Hephaestus; and she is certain that Ares still runs wild on the battlefields, filling every fighter's heart with his destructive rage. Hestia is there, of course, in every kindly friend, at every welcoming hearth. She wonders where they see her - in rebellious wives, she hopes, in the iron souls of powerful queens, in resilient girls who find the strength to keep going.

Help your children grow and excel in the gifts God has given them. Let them know you're on their team. s a mom I want to leave a legacy that goes way beyond ordinary life skills such as cooking and cleaning. I want to teach values about caring for ourselves and others and shaping a godly atmosphere at home and in our lives. The time you spend teaching your daughters the joys and responsibilities of womanhood will benefit generations to come. And we teach best by what we are, don't we? Not by what we say. And how we raise our sons demonstrates how they should treat the women they encounter: teachers, moms, their wives, and daughters. My prayer is, "Lord, may Your love permeate my heart and life. May the gentle but strong spirit of being a woman of Yours add beauty and meaning to generations to come. Amen." on't you love springtime? It's a time for planting, for growing, for awakening. There's no better place to be than your garden. My first garden was nothing more than a sweet potato in a jar. Remember those? And flowers! They're food to my soul. My mama would always pick a few to float in a bowl or gather in a jelly jar. And once in a while we'd splurge and spend precious money on daisies or carnations from a

Figure out the secret yet?” he asked, leaning on the nearest cot like he’d made himself dizzy. “Um. Not really,” Sophie admitted. Ro snorted. “Wow. You’re a horrible teacher.” “Psh, I’m the best,” Keefe insisted. “No boring lectures. And Foster’ll get it this time—you’ll see.” He floated the scrap of bandage back toward himself, then set it back down. “You know what? It’ll be easier to notice with something bigger. Hmmmmmm . . . Oh! I know!” He lunged and thrust his arms toward Ro—who yelped as she launched toward the ceiling. “Put. Me. Down!” “Aw, is the big, tough ogre princess scared of a little elf-y mind trick?” Keefe asked. “You realize I can end you with one dagger, right?” Ro asked, drawing one from the sheath around her thigh. “And there’s no way you’d be fast enough to stop it.” “Probably not,” Keefe agreed. “But I could do this.” He let her plummet, then blasted her back up with a big enough jolt to knock her weapon from her grasp. “Uh, I’m pretty sure she’s going to murder you in your sleep tonight,” Sophie warned. “Oh, I’m planning something much more painful than that,” Ro snarled. “See, and I thought you’d be honored to be part of this important moment, when Foster shows us how much she’s learned from my brilliant demonstration. Go ahead,” he told Sophie. “Tell Ro the secret.

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 aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

The knowledge of the alphabet is one of the most common things in the world. It lies at the very foundation of all learning. No one ridicules the child saying that he knows the letters of the alphabet, and for declaring most positively, in spite of all contradiction, that “A” is “A”. And yet he knows that only by faith. He has never investigated the subject for himself; he has accepted the statement of his teacher. The teacher himself had to learn the alphabet in the same way - by faith. It was not demonstrated to him that “A” is “A.” It could not have been. If he had refused to believe the fact till it was demonstrated to him, he never would have learned to read. He had to accept the fact by faith, and then it would prove itself true under every circumstance. There is nothing of which people are more absolutely sure than they are of the letters of the alphabet, and there is nothing for which they are more absolutely dependent on faith. Now, just as the child learns the alphabet, so we learn the truths of God. Whoever receives the kingdom of heaven must receive it as a little child. By faith we learn to know Jesus Christ, who is the Alpha and the Omega, - the entire alphabet of God. He who believes the simple statement of the Bible, concerning creation, may know for a certainty that God did create the heaven and the earth by the power of His Word. The fact that some unbeliever doubts this, and thinks it is foolish, does not shake his knowledge, nor prove that he does not know it, any more than our knowledge of the alphabet is shaken or disproved by some other person’s ignorance of it.

Emotions get our attention As the television advertisement opens, we see two men talking in a car. They are having a mildly heated discussion about one of them overusing the word “like” in conversation. As the argument continues, we notice out the passenger window another car barreling toward the men. It smashes into them. There are screams, sounds of shattering glass, quick-cut shots showing the men bouncing in the car, twisted metal. The final shot shows the men standing, in disbelief, outside their wrecked Volkswagen Passat. In a twist on a well-known expletive, these words flash on the screen: “Safe Happens.” The spot ends with a picture of another Passat, this one intact and complete with its five-star side-crash safety rating. It is a memorable, even disturbing, 30-second spot. That’s because it’s charged with emotion. Emotionally charged events are better remembered—for longer, and with more accuracy—than neutral events. While this idea may seem intuitively obvious, it’s frustrating to demonstrate scientifically because the research community is still debating exactly what an emotion is. What we can say for sure is that when your brain detects an emotionally charged event, your amygdala (a part of your brain that helps create and maintain emotions) releases the chemical dopamine into your system. Dopamine greatly aids memory and information processing. You can think of it like a Post-it note that reads “Remember this!” Getting one’s brain to put a chemical Post-it note on a given piece of information means that information is going to be more robustly processed. It is what every teacher, parent, and ad executive wants.

That’s here. That’s home. That’s us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every “superstar,” every “supreme leader,” every saint and sinner in the history of our species lived there — on a mote of dust suspended in a sunbeam. The Earth is a very small stage in a vast cosmic arena. Think of the rivers of blood spilled by all those generals and emperors, so that, in glory and triumph, they could become the momentary masters of a fraction of a dot. Think of the endless cruelties visited by the inhabitants of one corner of this pixel on the scarcely distinguishable inhabitants of some other corner, how frequent their misunderstandings, how eager they are to kill one another, how fervent their hatreds. Our posturings, our imagined self-importance, the delusion that we have some privileged position in the Universe, are challenged by this point of pale light. Our planet is a lonely speck in the great enveloping cosmic dark. In our obscurity, in all this vastness, there is no hint that help will come from elsewhere to save us from ourselves. The Earth is the only world known so far to harbor life. There is nowhere else, at least in the near future, to which our species could migrate. Visit, yes. Settle, not yet. Like it or not, for the moment the Earth is where we make our stand. It has been said that astronomy is a humbling and character building experience. There is perhaps no better demonstration of the folly of human conceits than this distant image of our tiny world. To me, it underscores our responsibility to deal more kindly with one another, and to preserve and cherish the pale blue dot, the only home we’ve ever known

Men traveling alone develop a romantic vertigo. Bech had already fallen in love with a freckled embassy wife in Russia, a buck-toothed chanteuse in Rumania, a stolid Mongolian sculptress in Kazakhstan. In the Tretyakov Gallery he had fallen in love with a recumbent statue, and at the Moscow Ballet School with an entire roomful of girls. Entering the room, he had been struck by the aroma, tenderly acrid, of young female sweat. Sixteen and seventeen, wearing patchy practice suits, the girls were twirling so strenuously their slippers were unraveling. Demure student faces crowned the unconscious insolence of their bodies. The room was doubled in depth by a floor-to-ceiling mirror. Bech was seated on a bench at its base. Staring above his head, each girl watched herself with frowning eyes frozen, for an instant in the turn, by the imperious delay and snap of her head. Bech tried to remember the lines of Rilke that expressed it, this snap and delay: did not the drawing remain/that the dark stroke of your eyebrow/swiftly wrote on the wall of its own turning? At one point the teacher, a shapeless old Ukrainian lady with gold canines, a prima of the thirties, had arisen and cried something translated to Bech as, “No, no, the arms free, free!” And in demonstration she had executed a rapid series of pirouettes with such proud effortlessness that all the girls, standing this way and that like deer along the wall, had applauded. Bech had loved them for that. In all his loves, there was an urge to rescue—to rescue the girls from the slavery of their exertions, the statue from the cold grip of its own marble, the embassy wife from her boring and unctuous husband, the chanteuse from her nightly humiliation (she could not sing), the Mongolian from her stolid race. But the Bulgarian poetess presented herself to him as needing nothing, as being complete, poised, satisfied, achieved. He was aroused and curious and, the next day, inquired about her of the man with the vaguely contemptuous mouth of a hare—a novelist turned playwright and scenarist, who accompanied him to the Rila Monastery. “She lives to write,” the playwright said. “I do not think it is healthy.

I’m going to guide you across the desert,” the alchemist said. “I want to stay at the oasis,” the boy answered. “I’ve found Fatima, and, as far as I’m concerned, she’s worth more than treasure.” “Fatima is a woman of the desert,” said the alchemist. “She knows that men have to go away in order to return. And she already has her treasure: it’s you. Now she expects that you will find what it is you’re looking for.” “Well, what if I decide to stay?” “Let me tell you what will happen. You’ll be the counselor of the oasis. You have enough gold to buy many sheep and many camels. You’ll marry Fatima, and you’ll both be happy for a year. You’ll learn to love the desert, and you’ll get to know every one of the fifty thousand palms. You’ll watch them as they grow, demonstrating how the world is always changing. And you’ll get better and better at understanding omens, because the desert is the best teacher there is. “Sometime during the second year, you’ll remember about the treasure. The omens will begin insistently to speak of it, and you’ll try to ignore them. You’ll use your knowledge for the welfare of the oasis and its inhabitants. The tribal chieftains will appreciate what you do. And your camels will bring you wealth and power. “During the third year, the omens will continue to speak of your treasure and your Personal Legend. You’ll walk around, night after night, at the oasis, and Fatima will be unhappy because she’ll feel it was she who interrupted your quest. But you will love her, and she’ll return your love. You’ll remember that she never asked you to stay, because a woman of the desert knows that she must await her man. So you won’t blame her. But many times you’ll walk the sands of the desert, thinking that maybe you could have left … that you could have trusted more in your love for Fatima. Because what kept you at the oasis was your own fear that you might never come back. At that point, the omens will tell you that your treasure is buried forever. “Then, sometime during the fourth year, the omens will abandon you, because you’ve stopped listening to them. The tribal chieftains will see that, and you’ll be dismissed from your position as counselor. But, by then, you’ll be a rich merchant, with many camels and a great deal of merchandise. You’ll spend the rest of your days knowing that you didn’t pursue your Personal Legend, and that now it’s too late. “You must understand that love never keeps a man from pursuing his Personal Legend. If he abandons that pursuit, it’s because it wasn’t true love … the love that speaks the Language of the World.

School Library Journal Gr 3–6—This interactive manual is fun to read and even more fun to put into practice. From hopscotch to dodge ball, jacks to solitaire, and string games to memory games, all types of activities are included. Games to play with a ball, with cards, in a car on the go, alone, or in a group are all here to be enjoyed. The instructions are clear and easy to follow. There are also historical and factual asides for many of the entries. Some include variations on the main game or alternate names for the activity that have been used through the years. The illustrations depict children demonstrating a particular aspect of a game or just enjoying themselves playing. This is a great resource for parents and teachers, as well as for children.—Cynde Suite, Bartow County Library System, Adairsville, GA

Such nominal Christians demonstrate their knowledge of Christ to be false and offensive no matter how eloquently and loudly they talk about the gospel. For true doctrine is not a matter of the tongue, but of life; neither is Christian doctrine grasped only by the intellect and memory, as truth is grasped in other fields of study. Rather, doctrine is rightly received when it takes possession of the entire soul and finds a dwelling place and shelter in the most intimate affections of the heart. So let such people stop lying, or let them prove themselves worthy disciples of Christ, their teacher.

A good induction program can include a pre-school-year workshop, a welcome center, a bus tour of the neighborhood, study groups, mentors and coaches, portfolios and videos, demonstration classrooms, administrative support, and learning circles. It should last for at least three years.

More serious still, the unfortunate student and even, if I may judge from my own experience, many teachers of philosophy have the vaguest idea as to the meaning of Kant’s words. There are sentences in which the reader is unable to decide to which of several nouns the relative and demonstrative pronouns refer, or which of two nouns is to be regarded as subject and which as object. In vain do we look for a reliable guide even in these elementary matters; and the plain fact is that most students find many passages, and too often crucial passages, to which they can attach no meaning at all. It is not surprising that they accept the opinions of others at second-hand without being able either to confirm or to criticise them.

Then,” I said, “the divine judgment, as it seems to me, does not bring punishment upon sinners according to the foregoing discussion, but rather, as the discourse demonstrated, it only effects the separation of good from evil and direction toward the fellowship of blessedness, but the tearing in pieces of what has grown together brings about pain for the one being torn apart.” “So,” said the Teacher, “that is also my reasoned opinion, and that the measure of suffering is the quantity of evil in each person; for it is not likely that the one who has become involved to such an extent in forbidden evils and the one who has fallen into moderate evils will be distressed on an equal basis in the purification of bad habits, but rather that painful flame will be kindled either to a greater or lesser degree according to the amount of matter, as long as its source of nourishment exists. Accordingly if one has a great load of the material, then the consuming flame of necessity will be great and longer-lasting for that one, but if the consumption of the fire is introduced to a lesser degree, then the punishment diminishes in degree its actions of greater violence and ferocity, in proportion to the lesser measure of evil which exists in that one. For it is necessary that at some time evil be wholly and completely removed out of existence, and as was said previously, that what does not really exist should not exist at all. For since it does not belong to its nature that evil have existence outside of the will, when every will rests in God evil will depart into utter destruction, since there is no receptacle remaining for

At other charter networks, the changes made to boost college success might look a little different, but they share one commonality: making students more independent learners and thus more likely to survive on a college campus. At Boston’s Brooke Charter Schools, for example, which just launched its first high school and has yet to send any graduates to college, the mindset begins in the earliest grades. During one visit there, I watched fourth-grade teacher Heidi Deck practice “flipped instruction,” in which students, when presented with a new problem, are first asked to solve it on their own, armed only with the tools of lessons learned from previous problems. “We really push kids to be engaged with the struggle,” said Deck. Next, she invites them to collaborate with one another to solve the problem, followed by more individual attempts to do the same. Always, Deck expects the students to figure out the puzzle. This is exactly the opposite of the most common approach to instruction, in which teachers demonstrate and then have students practice what they just watched. That’s dubbed the “I do —we do —you do” approach. With flipped instruction —and the many other teacher innovations here —“kids have to do the logical work of figuring something out rather than repeating what the teacher does,” said Brooke’s chief academic officer, Kimberly Steadman. The goal: Starting with its Class of 2020, the first graduating class Brooke sends off to college, all its students will be independent learners, able to roll with the surprises that confront all college students, especially first-generation college-goers.

A wise teacher was taking a stroll through the forest with a young pupil and stopped before a tiny tree. “Pull up that sapling,” the teacher instructed his pupil, pointing to a sprout just coming up from the earth. The youngster pulled it up easily with his fingers. “Now pull up that one,” said the teacher, indicating a more established sapling that had grown to about knee high to the boy. With little effort, the lad yanked and the tree came up, roots and all. “And now, this one,” said the teacher, nodding toward a more well-developed evergreen that was as tall as the young pupil. With great effort, throwing all his weight and strength into the task, using sticks and stone he found to pry up the stubborn roots, the boy finally got the tree loose. “Now,” the wise one said, “I’d like you to pull this one up.” The young boy followed the teacher’s gaze, which fell upon a mighty oak so tall the boy could scarcely see the top. Knowing the great struggle he’d just had pulling up the much smaller tree, he simply told his teacher, “I am sorry, but I can’t.” “My son, you have just demonstrated the power that habits will have over your life!” the teacher exclaimed. “The older they are, the bigger they get, the deeper the roots grow, and the harder they are to uproot. Some get so big, with roots so deep, you might hesitate to even try.

Hereditary leadership was unknown. Men became chiefs by their prowess in war; and because he must ever be generous, a chief was usually a poor man. With the Blackfeet, as with the other Indians of the Northwestern plains, a chieftainship had to be maintained by constant demonstration of personal ability. It might easily be lost in a single day, since these independent tribesmen were free to choose their leaders, and were quick to desert a weak or cowardly character. This independence was instilled in the children of the plains people. They were never whipped, or severely punished. The boys were constantly lectured by the old men of the tribes, exhorted to strive for renown as warriors, and to die honorably in battle before old age came to them. The names of tribal heroes were forever upon the tongues of these teachers; and everywhere cowardice was bitterly condemned. A coward was forbidden to marry, and he must at all times wear women’s clothing.

The love, concern, and compassion that we have one for another should be so atypical of the world that they serve as definitive proof thatJesus was not merely a great moral teacher but the second person of the Trinity, sent by God. This unity should also testify to the world that God loves believers just as He loves Christ. The clear demonstration of a supernatural work going on in the midst of the people of God shows the love, favor, and grace of God.

The ordeal is too trying to be taken with equanimity, and a sensitive writer can be thrown out of his stride deplorably by it, whether or not the criticism is favorable. It is seldom that the criticism is favorable, when a beginner is judged by the jury of his peers. They seem to need to demonstrate that, although they are not yet writing quite perfectly themselves, they are able to see all the flaws in a story which is read to them, and they fall upon it tooth and fang. Until self-confidence arises naturally, and the pupil asks for group criticism, his work should be treated as utterly confidential by the teacher. Each will have his own rate of growth and it can be treated as utterly confidential by the teacher. Each will have his own rate of growth and it can only go on steadily if not endangered by the setbacks that come from embarrassment and self-consciousness. I recommend an almost inhuman taciturnity to my students, at least about work that is being done at the moment. There have been weeks when I have had nothing at all from the best workers in the class, only to have three or four full-length manuscripts from a single pupil at the end of the silent period. Beyond stipulating that each pupil must follow the exercises as they are given out, whether or not I see the material which is written from day to day, I assigned no tasks.

Sometimes I feel compelled to do something, but I can only guess later why it needed to done, and I question whether I am drawing connections where none really exist. Other times I see an event – in a dream or in a flash of “knowing” – and I feel compelled to work toward changing the outcome (if it’s a negative event) or ensuring it (when the event is positive). At the times I am able to work toward changing or ensuring the predicted event, sometimes this seems to make a difference, and sometimes it doesn’t seem to matter. Finally, and most often, throughout my life I have known mundane information before I should have known it. For example, one of my favourite games in school was to guess what numbers my math teacher would use to demonstrate a concept, or to guess the words on a vocabulary test before the test was given. I noticed I was not correct all the time, but I was correct enough to keep playing the game. Perhaps partially because of the usefulness of this mundane skill, I was an outstanding student, getting straight As and graduating from college with highest honours in neuroscience and a minor in computer science. I was a modest drinker even in college, but I found I could ace tests when I was hungover after a night of indulgence. Sometimes I think I even did better the less I paid attention to the test and the more I felt sick or spacey. It was like my unconscious mind could take over and put the correct information onto the page without interruption from my overly analytical conscious mind. At graduate school in neuroscience, I focused on trying to understand human experience by studying how the brain processes pain and stress. I wanted to know the answer to the question: what’s going on inside people’s heads when we suffer? Later, as I finished my PhD in psychoacoustics, which is all about the psychology of sound, I became fascinated with timing. How do we figure out the order of sounds, even when some sounds take longer to process than others? How can drummers learn to decode time differences of 1/1,000 of a second, when most people just can’t hear those kinds of subtle time differences? At this point, I was using my premonitions as just one of the tools in my day-to-day toolkit, but I wasn’t thinking about them scientifically. At least not consciously. Sure, every so often I’d dream of the slides that would be used by one of my professors the next day in class. Or I’d realize that the data I was recording in my experiments followed the curve of an equation I’d dreamed about a year before. But I thought that was just my quirky way of doing things – it was just my good student’s intuition and it didn’t have anything to do with my research interests or my life’s work. What was my life’s work again?

We have become a nation of consumers. Our primary identity has become that of consumer, not mothers, not teachers, farmers, but consumers. The primary way that our value is measured and demonstrated is by how much we contribute to this arrow, and how much we consume. And do we!

How he confuted the philosophers by healing certain vexed with demons 80. 'And these signs are sufficient to prove that the faith of Christ alone is the true religion. But see! You still do not believe and are seeking for arguments. We however make our proof not in the persuasive words of Greek wisdom as our teacher has it, but we persuade by the faith which manifestly precedes argumentative proof. Behold there are here some vexed with demons;'—now there were certain who had come to him very disquieted by demons, and bringing them into the midst he said—'Do you cleanse them either by arguments and by whatever art or magic you choose, calling upon your idols, or if you are unable, put away your strife with us and you shall see the power of the Cross of Christ.' And having said this he called upon Christ, and signed the sufferers two or three times with the sign of the Cross. And immediately the men stood up whole, and in their right mind, and immediately gave thanks unto the Lord. And the philosophers, as they are called, wondered, and were astonished exceedingly at the understanding of the man and at the sign which had been wrought. But Antony said, 'Why marvel ye at this? We are not the doers of these things, but it is Christ who works them by means of those who believe in Him. Believe, therefore, also yourselves, and you shall see that with us there is no trick of words, but faith through love which is wrought in us towards Christ; which if you yourselves should obtain you will no longer seek demonstrative arguments, but will consider faith in Christ sufficient.' These are the words of Antony. And they marvelling at this also, saluted him and departed, confessing the benefit they had received from him.

The parent focused on grades, not on what the child was learning or found interesting in the class. A better dialogue might go something like this: PARENT: How was school today? CHILD: Fine. PARENT: What did you enjoy most? CHILD: Spanish. PARENT: Great! How come? CHILD: It’s my favorite class! PARENT: How come? CHILD: I always get a really good score on tests and homework is never hard and I’m never lost. I raise my hand all the time and when she does call on me, especially when other people aren’t getting it, I feel “Yay! I’ve got this, let’s go!” PARENT: How can you tell you’re good at it? CHILD: Well, when my teacher is explaining something, I can guess what she’s about to say because I already know exactly how it works. I know what’s coming next. I can explain it to my friend. … etc. Keep asking why and how. It’s one thing for a child to know she likes a subject, but as this dialogue demonstrates, what we really want is for a child to be able to home in on how she knows what she knows.

Thinking that a demonstration of the New Psychology’s practical applications might make it less threatening to traditionalists, Hall delivered a series of lectures on education in Boston (arranged by Charles Eliot). The lectures drew on the work of a man named Francis Parker, who had become famous as the superintendent of schools in Quincy, Massachusetts, and the founder of a theory of pedagogy known as “the Quincy system.” Parker had served as a colonel in the Union Army (he retained the title ever after); after the war, he had spent several years in Europe, returning with a philosophy of education derived from Kantian and Fichtean ideas of mental growth, and emphasizing the importance of experience in acquiring knowledge. Hall expressed the germ of the theory in recapitulationist language: “The pupil should, and in fact naturally does, repeat the course of the development of the race, and education is simply the expediting and shortening of this course.”24 The lectures, attended mostly by teachers, were hugely successful. Hall still couldn’t get a job. He started to think about going to medical school.

The most important aspect of the transmission is the relationship with the teacher. The teacher is the site of emptiness and contact with that emptiness can fundamentally alter the basis of our ‘being in the world’. We see the teacher function out of nothing, out of space, directly showing the spontaneity of the empty mind. This is how all things are. The teacher is the special one who demonstrates the specialness of the ordinary. This is the deep specialness of all-pervading emptiness.

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

The teachers of the law created a system that allowed them to feel superior, and then lifted not one finger to help others. Think how this might play out today. Today’s Pharisees might condemn the poor for their dysfunctional families, but lift not one finger to help. Today’s Pharisees might condemn the poor for their excessive drinking, but lift not one finger to ease their pain. Today’s Pharisees might condemn the poor for their laziness, but lift not one finger to provide employment. Today’s Pharisees might condemn the poor for their abortions, but lift not one finger to adopt unwanted children. I’m not defending dysfunctional families, drunkenness, and so on. But we can’t condemn these things at a distance. That’s legalism. We must come alongside, proclaiming and demonstrating the transforming grace of God.

Whenever we follow our true nature away from a cultural norm, we’re demonstrating that social consensus is arbitrary and fragile. The lurking fear of people who follow the culture is that if one childless woman, kindergarten teacher, or seven-year-old can abandon their society’s rules for living, anyone could!

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.

To demonstrate how this might be realized in practice, he traces, in minute detail, the interaction a Japanese schoolgirl has with her aunt, an English teacher, as they work through a homework exercise together: an intricate meshing of language, gesture, gaze, and laughter, inseparable from the experience of learning itself, and bringing to mind these lines of Yeats: O body swayed to music, O brightening glance, How can we know the dancer from the dance? (from ‘Among School Children’, The Collected Poems of W.B. Yeats, Macmillan, 1950)

In a personalized learning environment, learners demonstrate mastery based on a competency-based model, not on seat time. In this learning environment, teachers are expected to help all learners succeed in mastering skills. Competency-based pathways are a re-engineering of our education system around learning. It is a re-engineering designed for success where failure is no longer an option.

Personalized learning means learners... •    know how they learn best. •    are co-designers of the curriculum and the learning environment. •    have flexible learning anytime and anywhere. •    have a voice in and choice about their learning. •    have quality teachers who are partners in learning. •    use a competency-based model to demonstrate mastery. •    self-direct their learning. •    design their learning path for college and career.

EXPERIMENT That our beliefs about the capability of others have a direct impact on their performance has been adequately demonstrated in a number of experiments from the field of education. In these tests teachers are told, wrongly, that a group of average pupils are either scholarship candidates or have learning difficulties. They teach a set curriculum to the group for a period of time. Subsequent academic tests show that the pupils’ results invariably reflect the false beliefs of their teachers about their ability. It is equally true that the performance of employees will reflect the beliefs of their managers. For example, Fred sees himself as having limited potential. He feels safe only when he operates well within his prescribed limit. This is like his shell. His manager will only trust him with tasks within that shell. The manager will give him task A, because he trusts Fred to do it and Fred is able to do it. The manager will not give him task B, because he sees this as beyond Fred’s capability. He sees only Fred’s performance, not his potential. If he gives the task to the more experienced Jane instead, which is expedient and understandable, the manager reinforces or validates Fred’s shell and increases its strength and thickness. He needs to do the opposite, to help Fred venture outside his shell, to support or coach him to success with task B. To use coaching successfully we have to adopt a far more optimistic view than usual of the dormant capability of all people. Pretending we are optimistic is insufficient because our genuine beliefs are conveyed in many subtle ways of which we are not aware.

I don’t know why you want to hang out when I’m half asleep?” Cooper leaned over and kissed me softly. His lips sucked at my bottom lip for a second before he pulled back and relaxed into the corner of the couch. “You pout when you sleep.” “Huh?” “Like an angry little pout,” he said, demonstrating with his lips. “It’s the hottest thing I’ve ever seen. I thought you might give me a real talking to like my old gym teacher. Man, did that bitch hate me.” “I’m sure she had her reasons.” Cooper snorted. “Of course, you’d take a stranger’s side over the guy who’s feeding you.” “Maybe you called her a bitch forty times.” “Yeah, there was that.

Teachers greatly influence how students perceive and approach struggle in the mathematics classroom. Even young students can learn to value struggle as an expected and natural part of learning, as demonstrated by the class motto of one first-grade math class: If you are not struggling, you are not learning. Teachers must accept that struggle is important to students' learning of mathematics, convey this message to students, and provide time for them to try to work through their uncertainties. Unfortunately, this may not be enough, since some students will still simply shut down in the face of frustration, proclaim, 'I don't know,' and give up. Dweck (2006) has shown that students with a fixed mindset--that is, those who believe that intelligence (especially math ability) is an innate trait--are more likely to give up when they encounter difficulties because they believe that learning mathematics should come naturally. By contrast, students with a growth mindset--that is, those who believe that intelligence can be developed through effort--are likely to persevere through a struggle because they see challenging work as an opportunity to learn and grow.

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

Norm Zuckerman spoke in a first-grade-teacher singsong. “You can answer orally, Myron, by uttering the syllable ‘no.’ Or if that’s too taxing on your limited vocabulary, you can merely shake your head from side to side like this.” Norm demonstrated.

My Teacher Told Me     Monsieur Dubois waited for me at his suite to commence our private tutorial. Since his other students Albert and Narnia had their lessons in the morning, they were at The Imperial’s swimming pool frolicking with their respective chaperones, leaving me alone with my professor. The moment I walked in, he said, “Young, you did well at last evening’s TransZendental session.” “I thought I had been summoned by the prince but he wasn’t there,” I commented. “He was! Didn’t you see him?” Alain remarked sarcastically. “He was?” This piece of information piqued my interest. I continued, “By the way, who was the man I was paired with?” “Don’t you recognize him?” my teacher teased. “No, who?” “Couldn’t you identify his touch and smell?” I remarked fondly, “All I could smell was sandalwood and the man’s loving touch. I couldn’t help melting into his gallantry. Who was he?” Just then my Valet came into the room. “Talking about the devil, here he is.” “Andy! It was Andy!” I exclaimed. “Your burka harnesses had worked wonders to revivify the fervent connections you felt for each other. That’s the reason I chose the two of you, to demonstrate to the prince and the sheik how they, too, could open themselves up to one another,” my teacher declared. Surprised by Dubois’ exposition, I questioned, “You mean they are together? I mean, they’re an item?” Alain gave a gratifying laugh before answering, “That’s correct. They are now unofficially a couple.

You are to be in all things regulated and governed,’ said the gentleman, ‘by fact. We hope to have, before long, a board of fact, composed of commissioners of fact, who will force the people to be a people of fact, and of nothing but fact. You must discard the word Fancy altogether. You have nothing to do with it. You are not to have, in any object of use or ornament, what would be a contradiction in fact. You don’t walk upon flowers in fact; you cannot be allowed to walk upon flowers in carpets. You don’t find that foreign birds and butterflies come and perch upon your crockery; you cannot be permitted to paint foreign birds and butterflies upon your crockery. You never meet with quadrupeds going up and down walls; you must not have quadrupeds represented upon walls. You must use,’ said the gentleman, ‘for all these purposes, combinations and modifications (in primary colours) of mathematical figures which are susceptible of proof and demonstration. This is the new discovery. This is fact. This is taste.

George, I probably owe you an apology,” Maureen said. “I don’t think I was as friendly as I could have been when we ran into each other at Jack’s a week or so ago. The fact is, I do remember meeting you at Luke’s wedding. I don’t know why I was acting as if I couldn’t remember you. It isn’t like me to play coy like that.” “I knew that, Mrs. Riordan,” he said. She was stunned. “You knew?” He smiled gently. Kindly. “I saw it in your eyes,” he explained, then shifted his own back and forth, breaking eye contact, demonstrating what he saw. “And the moment I met you I knew you were more straightforward than that. I’m sorry if I made you uncomfortable.” She was a little uncomfortable now, in fact. She felt vulnerable, being found out before she even had a chance to confess. “And I was widowed quite a while ago.” “Yes, I know that, too. Twelve years or so?” he asked. She put her hands on her hips. “And you know this how?” she asked, not trying too hard to keep the indignant tone from her voice. “Well, I asked,” he said with a shrug. “That’s what a man does when he has an interest in a woman. He asks about her.” “Is that so? Well, what else did you find out?” “Nothing embarrassing, I swear. Just that you’ve been widowed quite a while now, all five sons are in the military, you live in Phoenix and, as far as anyone knows, you’re not currently seeing anyone special.” Special? she thought. Not seeing anyone period with absolutely no intention of doing so. “Interesting,” she said. “Well, I don’t know a thing about you.” “Of course you do. I’m a friend of Noah’s. A teacher.” He chuckled. “And obviously I have time on my hands.” “That’s not very much information,” she said. He took a rag out of his back pocket and wiped some of the sawdust and sweat off his brow. “You’re welcome to ask me anything you like. I’m an open book.” “How long have you been a teacher?” she asked, starting with a safe subject. “Twenty years now, and I’m thinking of making some changes. I’m seventy and I always thought retirement would turn me into an old fuddy-duddy, but I’m rethinking that. I’d like to have more time to do the things I enjoy most and, fortunately, I have a small pension and some savings. Besides, I’m tired of keeping a rigid schedule.” “You would retire?” “Again.” He laughed. “I retired the first time at the age of fifty and, after twenty years at the university, I could retire again. There are so many young professors who’d love to see a tenured old goat like me leave an opening for them.” “And before you were a teacher?” “A Presbyterian minister,” he said. “Oh! You’re joking!” she said. “I’m afraid it’s the truth.” “I’m Catholic!” He laughed. “How nice for you.” “You’re making fun of me,” she accused. “I’m making fun of your shock,” he said. “Don’t you have any non-Catholic friends?” “Of course. Many. But—” “Because I have quite a few Catholic friends. And Jewish and Mormon and other faiths. I used to play golf with a priest friend every Thursday afternoon for years. I had to quit. He was a cheat.” “He was not!” “You’re right, he wasn’t. I just threw that in there to see if I could rile you up. No one riles quite as beautifully as a redhead.

what’s going on at Young Achievers. The students are motivated to develop academic skills because they see the real-world application of what they’re doing—their teachers are always providing opportunities to share, apply, and demonstrate their learning.

Dedication Although she is no longer with us, I would like to thank Mrs. Fuller, my high school English teacher. Believe it or not, I have a variety of learning disabilities which makes it difficult for me to spell words correctly or consistently. This issue got me placed, briefly, in the Special Learning track at school. It was Mrs. Fuller who noticed that I was carrying Lord of the Rings around with me one day and asked why I was carrying a book for someone else. Obviously someone as disabled as me could not possibly be reading it herself. Ha! When I demonstrated I was able to READ even if I couldn't write she had me bounced back to the regular classes. Even though the rules of English Lit. required her to mark me down for each and every grammatical error and spelling mistake she would write, in some amazement I remember, how impressed she was with the breadth and comprehensive nature of my imagination. Many years later I still remember her telling me to put the story down on paper somehow. The publishers will hire someone to fix the little things. It was the story that counted. So, Hi to Mrs Fuller and all her ilk. Thank you from a C+ student.

       is finding out        what you already know. Doing is demonstrating that      you know it. Teaching is reminding others that they know just as well as you.    You are all learners,      doers, teachers.

Anytime we can effectively move learning to the computer, we leave the “professional” teacher more time to teach the more important learner outcomes that require interaction, demonstration, and coaching.

7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.

Every single person on this planet has a relationship with God. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1267-1267 | Added on Friday, February 13, 2015 7:09:31 AM what happens when a man with an unclean spirit meets the One anointed with God’s Spirit. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1268-1268 | Added on Friday, February 13, 2015 7:09:56 AM Mark shows that Jesus teaches with unique authority, unlike and indeed surpassing that of the scribes ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1269-1269 | Added on Friday, February 13, 2015 7:10:08 AM The second part is an account of an exorcism (vv. 23-26). ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1270-1271 | Added on Friday, February 13, 2015 7:11:18 AM The combined stories demonstrate that Jesus’ word is deed. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1293-1294 | Added on Friday, February 13, 2015 7:16:33 AM Jewish synagogues, according to rabbinic nomenclature, were “assembly halls” or auditoriums where the Torah was read and expounded. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1329-1330 | Added on Friday, February 13, 2015 10:00:12 AM Every instance of exousia therefore reflects either directly or indirectly the authority of Jesus. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1331-1332 | Added on Friday, February 13, 2015 10:00:39 AM his authority over the highest authorities in both the temporal realm, as represented by the scribes, and the supernatural authorities, as represented by the demon in l:23ff. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1332-1334 | Added on Friday, February 13, 2015 10:01:04 AM The scribes derive their authority from the “tradition of the elders” (7:8-13) — the fathers of Judaism, we might say; whereas Jesus receives his authority directly from the Father in heaven (1:11). ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1334-1335 | Added on Friday, February 13, 2015 10:01:12 AM contingent on the authority of the Torah and hence a mediated authority; ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1335-1335 | Added on Friday, February 13, 2015 10:01:20 AM Jesus appeals to an immediate and superior authority resident in himself that he received at his baptism. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1337-1338 | Added on Friday, February 13, 2015 10:01:49 AM Jesus’ teaching is qualitatively different, “not as the teachers of the law.” ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1346-1346 | Added on Friday, February 13, 2015 10:03:40 AM does not recount the content of the teaching. The accent falls rather on Jesus the teacher. ========== The Gospel according to Mark (Pillar New Testament Commentary) (Edwards Jr., James R.) - Your Highlight on Location 1349-1350 | Added on Friday, February 13, 2015 10:04:30 AM In the Gospel of Mark the person of Jesus is more important than the subject of his teaching. If we want to know what the gospel or teaching of Jesus consists of, we are directed to its embodiment in Jesus the teacher. ========== The Gospel

modern figure most associated with the study of malignant narcissism is my former teacher Otto Kernberg (1970), who defined the syndrome as having four components: (1) narcissistic personality disorder, (2) antisocial behavior, (3) paranoid traits, and (4) sadism. Kernberg told the New York Times that malignantly narcissistic leaders such as Hitler and Stalin are “able to take control because their inordinate narcissism is expressed in grandiosity, a confidence in themselves, and the assurance that they know what the world needs” (Goode 2003). At the same time, “they express their aggression in cruel and sadistic behavior against their enemies: whoever does not submit to them or love them.” As Pollock (1978) wrote, “the malignant narcissist is pathologically grandiose, lacking in conscience and behavioral regulation[,] with characteristic demonstrations of joyful cruelty and sadism.

Addiction If some scientists believe that “if-then” motivators and other extrinsic rewards resemble prescription drugs that carry potentially dangerous side effects, others believe they’re more like illegal drugs that foster a deeper and more pernicious dependency. According to these scholars, cash rewards and shiny trophies can provide a delicious jolt of pleasure at first, but the feeling soon dissipates—and to keep it alive, the recipient requires ever larger and more frequent doses. The Russian economist Anton Suvorov has constructed an elaborate econometric model to demonstrate this effect, configured around what’s called “principal-agent theory.” Think of the principal as the motivator—the employer, the teacher, the parent. Think of the agent as the motivatee—the employee, the student, the child. A principal essentially tries to get the agent to do what the principal wants, while the agent balances his own interests with whatever the principal is offering. Using a blizzard of complicated equations that test a variety of scenarios between principal and agent, Suvorov has reached conclusions that make intuitive sense to any parent who’s tried to get her kids to empty the garbage. By offering a reward, a principal signals to the agent that the task is undesirable. (If the task were desirable, the agent wouldn’t need a prod.) But that initial signal, and the reward that goes with it, forces the principal onto a path that’s difficult to leave. Offer too small a reward and the agent won’t comply. But offer a reward that’s enticing enough to get the agent to act the first time, and the principal “is doomed to give it again in the second.” There’s no going back. Pay your son to take out the trash—and you’ve pretty much guaranteed the kid will never do it again for free. What’s more, once the initial money buzz tapers off, you’ll likely have to increase the payment to continue compliance. As Suvorov explains, “Rewards are addictive in that once offered, a contingent reward makes an agent expect it whenever a similar task is faced, which in turn compels the principal to use rewards over and over again.” And before long, the existing reward may no longer suffice. It will quickly feel less like a bonus and more like the status quo—which then forces the principal to offer larger rewards to achieve the same effect.

Discworld teachers know this, and use it to demonstrate why universities are truly storehouses of knowledge: students arrive from school confident that they know very nearly everything, and they leave years later certain that they know practically nothing. Where did the knowledge go in the meantime? Into the university, of course, where it is carefully dried and stored.

Absolutely. But not because she was born resilient. Ally was able to show resilience in the face of tragedy due to the quality of loving relationships earlier in her life. Resilience is a capability that can wax and wane, not a permanent, innate trait. If Ally hadn’t had a safe, stable, and nurturing family, an understanding teacher, or her strong faith, her ability to “bounce back” would have quickly drained away. Her ability to heal and continue to demonstrate resilience was related to ongoing safe and stable relationships through which she could “make sense” of horror and put it in the context of her beliefs. Even the most seemingly resilient people can be drained by relational poverty and ongoing stress, distress, and trauma.

Research demonstrates that it is the most creative children who are the least likely to become the teacher’s pet. In one study, elementary school teachers listed their favorite and least favorite students, and then rated both groups on a list of characteristics. The least favorite students were the non-conformists who made up their own rules. Teachers tend to discriminate against highly creative students, labeling them as troublemakers.

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

If Billy is working to change his behavior but is still struggling and demonstrating some negative behavior, the ultimate outcome will be greatly determined by the way the teacher handles Billy.

To help your child, try implementing the following strategies: Encourage your child to invite friends over after school or on weekends. If they don’t feel confident enough to do this, you could contact the parents to make arrangements yourself. Talk to your child’s teacher and ask them to suggest some potential friends whose parents you might be able to make contact with. Help your child plan in advance the activities they could do or play with their friends and discuss important issues such as sharing and not being bossy. Model and teach positive social skills, and always praise your child when you witness these being used. This is essential to being successful at making friends. Some examples of positive social skills that must be used when making friends and keeping them are: Smiling and being friendly Making eye contact when speaking or being spoken to Knowing names and using a confident, friendly voice when talking to others Listening to the needs and preferences of others Making compromises with friends, they won’t always want to do what your child wants to do If you see your child being negative and displaying poor social behaviors, quietly discuss with them the need to behave differently. Demonstrate what to say or role-play preferred behaviors with them, so they have a good understanding of how to act. Don’t make this discussion a critical or negative experience; your approach should be positive and helpful.

To help your child, try implementing the following strategies: Encourage your child to invite friends over after school or on weekends. If they don’t feel confident enough to do this, you could contact the parents to make arrangements yourself. Talk to your child’s teacher and ask them to suggest some potential friends whose parents you might be able to make contact with. Help your child plan in advance the activities they could do or play with their friends and discuss important issues such as sharing and not being bossy. Model and teach positive social skills, and always praise your child when you witness these being used. This is essential to being successful at making friends. Some examples of positive social skills that must be used when making friends and keeping them are: Smiling and being friendly Making eye contact when speaking or being spoken to Knowing names and using a confident, friendly voice when talking to others Listening to the needs and preferences of others Making compromises with friends, they won’t always want to do what your child wants to do If you see your child being negative and displaying poor social behaviors, quietly discuss with them the need to behave differently. Demonstrate what to say or role-play preferred behaviors with them, so they have a good understanding of how to act. Don’t make this discussion a critical or negative experience; your approach should be positive and helpful. Coach and support your child on a regular basis with the skills they need to remember when making friends. They can practice the desired behaviors with family members. Quietly prompt, remind and encourage them to use the skills you have discussed. Praise should be used to encourage your child when they act in a friendly and cooperative manner. Always do this quietly away from

Teachers are the single most important determinant of a student’s schooling experience and academic outcomes. Social science studies have demonstrated not only that highly effective teachers are capable of producing nearly three times the student achievement gains of low-performing teachers, but also that a series of five above-average teachers can overcome the deficit typically reported between economically disadvantaged and higher income students. (p. 3)

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

Many of the early Upanishads are in dialogue form, which gives us a sense of participating in the disclosure of the Upanishadic secrets. We encounter such charismatic wisdom teachers as Yājnavalkya, King Ajātashatru, and Uddālaka, who were once surely inaccessible to all but the most serious seekers after wisdom. It is quite amazing that today we can obtain inexpensive paperbacks that reveal what was once the most concealed esoteric teaching and the price of which was certainly much higher than a few dollars: it called for obedience and submission to a teacher, often for many long, trying years, before anything at all was disclosed to the student. Perhaps because we think we can come by this wisdom so easily and cheaply, we generally do not really value it. For instance, how many of us have actually changed our lives significantly after delving into these esoteric scriptures? The transmission of the Upanishadic teachings was not merely a matter of passing on theories. Rather it involved the transmission of the spiritual force or presence of the teacher, who had at least glimpsed the Self, if not fully realized it. Hence the qualified aspirant was expected to be like an empty vessel into which the guru’s grace and wisdom could be poured. The Upanishadic sages showed little concern about justifying any of their teachings philosophically, precisely because their verity could be demonstrated to the initiate through direct transmission. Only as other metaphysical traditions—both Hindu and non-Hindu—started to rival Advaita Vedānta, did the Vedānta teachers have to become more sophisticated philosophers and defenders of their faith.

Flexible, customized payment plans demonstrate a school's commitment to individualized support, tailoring fee arrangements to meet the specific needs of each family.

Timely communication of admission status demonstrates respect for applicants' time and commitment, enhancing their overall experience with the school.

Transparent communication of the school fee structure demonstrates the school's commitment to accountability and fosters trust between the school administration and parents.