Teacher Intern Quotes

I've come to believe that there exists in the universe something I call "The Physics of The Quest" — a force of nature governed by laws as real as the laws of gravity or momentum. And the rule of Quest Physics maybe goes like this: "If you are brave enough to leave behind everything familiar and comforting (which can be anything from your house to your bitter old resentments) and set out on a truth-seeking journey (either externally or internally), and if you are truly willing to regard everything that happens to you on that journey as a clue, and if you accept everyone you meet along the way as a teacher, and if you are prepared – most of all – to face (and forgive) some very difficult realities about yourself... then truth will not be withheld from you." Or so I've come to believe.

Exercises are like prose, whereas yoga is the poetry of movements.

If you quietly accept and go along no matter what your feelings are, ultimately you internalize what you're saying, because it's too hard to believe one thing and say another. I can see it very strikingly in my own background. Go to any elite university and you are usually speaking to very disciplined people, people who have been selected for obedience. And that makes sense. If you've resisted the temptation to tell the teacher, "You're an asshole," which maybe he or she is, and if you don't say, "That's idiotic," when you get a stupid assignment, you will gradually pass through the required filters. You will end up at a good college and eventually with a good job.

Love holds no grievances.

Here’s to the security guards who maybe had a degree in another land. Here’s to the manicurist who had to leave her family to come here, painting the nails, scrubbing the feet of strangers. Here’s to the janitors who don’t understand English yet work hard despite it all. Here’s to the fast food workers who work hard to see their family smile. Here’s to the laundry man at the Marriott who told me with the sparkle in his eyes how he was an engineer in Peru. Here’s to the bus driver, the Turkish Sufi who almost danced when I quoted Rumi. Here’s to the harvesters who live in fear of being deported for coming here to open the road for their future generation. Here’s to the taxi drivers from Nigeria, Ghana, Egypt and India who gossip amongst themselves. Here is to them waking up at 4am, calling home to hear the voices of their loved ones. Here is to their children, to the children who despite it all become artists, writers, teachers, doctors, lawyers, activists and rebels. Here’s to international money transfer. For never forgetting home. Here’s to their children who carry the heartbeats of their motherland and even in sleep, speak with pride about their fathers. Keep on.

In the end, I’ve come to believe in something I call the ‘physics of the quest’, a force in nature governed by the laws of gravity. The rules of quest physics goes something like this: If you’re brave enough to leave behind everything familiar and comforting and set out on a truth seeking journey either internally or externally, and if you are truly willing to regard everything that happens to you on that journey as a clue and if you accept everyone you meet along the way as a teacher and if you are prepared most of all to face and forgive some of the most difficult realities about yourself, then the truth will not be witheld from you

I often wish I could go back in time and tell my young, anxious self that my dreams weren't in vain and my sorrows weren't permanent. I can't do that, but I can do something better. I can tell you that teachers are all around to help you; with four legs or two or eight or even none; some with internal skeletons, some without. All you have to do is recognize them as teachers and be ready to hear their truths.

25. Whenever two human beings spend time together, sooner or later they will probably irritate one another. This is true of best friends, married couples, parents and children, or teachers and students. The question is: How do they respond when friction occurs? There are four basic ways they can react: • They can internalize the anger and send it downward into a memory bank that never forgets. This creates great pressure within and can even result in disease and other problems. • They can pout and be rude without discussing the issues. This further irritates the other person and leaves him or her to draw his or her own conclusions about what the problem may be. • They can blow up and try to hurt the other person. This causes the death of friendships, marriages, homes, and businesses. • Or they can talk to one another about their feelings, being very careful not to attack the dignity and worth of the other person. This approach often leads to permanent and healthy relationships.

Because according to my father, many teachers, and quite a few anger-management counselors, I seem to lack that little internal device that stops things that are best left unsaid from being said.

Her eyes narrowed. "You're not going to kill me, skin me, and wear my head as a hat?" Yep. He was entertained. And, no. It wasn't normal. Instead of answering her question, he asked his own. "Do you want me to?" "Not really." "Then why are you asking?" "Because according to my father, many teachers, and quite a few anger-management counselors, I seem to lack that little internal device that stops things that are best left unsaid from being said.

Cultivating a proper internal standard of judgment is a good thing.

O VENENO ARDENTE DO DESGOSTO. THE WHITE HOT POISON OF ANGER. When others make us angry at them- at their shamelessness, injustice, inconsideration- then they exercise power over us, they proliferate and gnaw at our soul, then anger is like a white-hot poison that corrods all mild, noble and balanced feelings and robs us of sleep. Sleepless, we turn on the light and are angry at the anger that has lodged like a succubus who sucks us dry and debilitates us. We are not only furious at the damage, but also that it develops in us all by itself, for while we sit on the edge of the bed with aching temples, the distant catalyst remains untouched by the corrosive force of the anger that eats at us. On the empty internal stage bathed in the harsh light of mute rage, we perform all by ourselves a drama with shadow figures and shadow words we hurl against enemies in helpless rage we feel as icy blazing fire in our bowels. And the greater our despair that is only a shadow play and not a real discussion with the possibility of hurting the other and producing a balance of suffering, the wilder the poisonous shadows dance and haunt us even in the darkest catacombs of our dreams. (We will turn the tables, we think grimly, and all night long forge words that will produce in the other the effect of a fire bomb so that now he will be the one with the flames of indignation raging inside while we, soothed by schadenfreude, will drink our coffee in cheerful calm.) What could it mean to deal appropriately with anger? We really don't want to be soulless creatures who remain thoroughly indifferent to what they come across, creatures whose appraisals consist only of cool, anemic judgments and nothing can shake them up because nothing really bothers them. Therefore, we can't seriously wish not to know the experience of anger and instead persist in an equanimity that wouldn't be distinguished from tedious insensibility. Anger also teaches us something about who we are. Therefore this is what I'd like to know: What can it mean to train ourselves in anger and imagine that we take advantage of its knowledge without being addicted to its poison? We can be sure that we will hold on to the deathbed as part of the last balance sheet- and this part will taste bitter as cyanide- that we have wasted too much, much too much strength and time on getting angry and getting even with others in a helpless shadow theater, which only we, who suffered impotently, knew anything about. What can we do to improve this balance sheet? Why did our parents, teachers and other instructors never talk to us about it? Why didn't they tell something of this enormous significance? Not give us in this case any compass that could have helped us avoid wasting our soul on useless, self-destructive anger?

The older I get, the clearer it becomes that our internal battle as the kindergarten teachers of our mind is like 97% of life’s struggle. The world is easy—you’re difficult.

Well, that's pretty much what the schools are like, I think: they reward discipline and obedience, and they punish independence of mind. If you happen to be a little innovative, or maybe you forgot to come to school one day because you were reading a book or something, that's a tragedy, that's a crime―because you're not supposed to think, you're supposed to obey, and just proceed through the material in whatever way they require. And in fact, most of the people who make it through the education system and get into the elite universities are able to do it because they've been willing to obey a lot of stupid orders for years and years―that's the way I did it, for example. Like, you're told by some stupid teacher, "Do this," which you know makes no sense whatsoever, but you do it, and if you do it you get to the next rung, and then you obey the next order, and finally you work your way through and they give you your letters: an awful lot of education is like that, from the very beginning. Some people go along with it because they figure, "Okay, I'll do any stupid thing that asshole says because I want to get ahead"; others do it because they've just internalized the values―but after a while, those two things tend to get sort of blurred. But you do it, or else you're out: you ask too many questions and you're going to get in trouble. Now, there are also people who don't go along-and they're called "behavior problems," or "unmotivated," or things like that. Well, you don't want to be too glib about it―there are children with behavior problems but a lot of them are just independent-minded, or don't like to conform, or just want to go their own way. And they get into trouble right from the very beginning, and are typically weeded out. I mean, I've taught young kids too, and the fact is there are always some who just don't take your word for it. And the very unfortunate tendency is to try to beat them down, because they're a pain in the neck. But what they ought to be is encouraged. Yeah: why take my word for it? Who the heck am I? Figure it out for yourself. That's what real education would be about, in fact.

All this is the more maddening, as Edward Shils has pointed out, in a populistic culture which has always set a premium on government by the common man and through the common judgement and which believes deeply in the sacred character of publicity. Here the politician expresses what a large part of the public feels. The citizen cannot cease to need or to be at the mercy of experts, but he can achieve a kind of revenge by ridiculing the wild-eyed professor, the irresponsible brain truster, or the mad scientist, and by applauding the politicians as the pursue the subversive teacher, the suspect scientist, or the allegedly treacherous foreign-policy adviser. There has always been in our national experience a type of mind which elevates hatred to a kind of creed; for this mind, group hatreds take a place in politics similar to the class struggle in some other modern societies. Filled with obscure and ill-directed grievances and frustrations, with elaborate hallucinations about secrets and conspiracies, groups of malcontents have found scapegoats at various times in Masons or abolitionists, Catholics, Mormons, or Jews, Negroes, or immigrants, the liquor interests or the international bankers. In the succession of scapegoats chosen by the followers of this tradition of Know-Nothingism, the intelligentsia have at last in our time found a place.

As a result of this “racism smog,” many of our children have internalized all of the negative stereotypes inherent in our society’s views of black people. A student teacher at Southern University told me that she didn’t know what to say when an African American eighth-grade boy came up to her and said, “They made us the slaves because we were dumb, right, Ms. Summers?” Working with a middle schooler on her math, a tutor was admonished, “Why you trying to teach me to multiply, Ms. L.? Black people don’t multiply; black people just add and subtract. White people multiply.

research in education shows that children quickly internalize their place in the pecking order, and teachers reinforce it. Teachers told that some children are smarter than others (even though they were simply chosen randomly) treat them differently, so that these children in fact do better.

In the nomadic age, the shepherd (nomeus) was the typical symbol of rule. In Statesman, Plato distinguishes the shepherd from the statesman: the nemein of the shepherd is concerned with the nourishment (trophe) of his flock, and the shepherd is a kind of god in relation to the animals he herds. In contrast, the statesman does not stand as far above the people he governs as does the shepherd above his flock. Thus, the image of the shepherd is applicable only when an illustration of the relation of a god to human beings is intended. The statesman does not nourish; he only tends to, provides for, looks after, takes care of. The apparently materialistic viewpoint of nourishment is based more on the concept of a god than on the political viewpoint separated from him, which leads to secularization. The separation of economics and politics, of private and public law, still today considered by noted teachers of law to be an essential guarantee of freedom.

Still, death is a great teacher. It’s just too harsh. I wish I could tell you that through the tragedy I mined some undiscovered, life-altering absolute that I could pass on to you. I didn’t. The clichés apply—people are what count, life is precious, materialism is overrated, the little things matter, live in the moment—and I can repeat them to you ad nauseam. You might listen, but you won’t internalize. Tragedy hammers it home. Tragedy etches it onto your soul. You might not be happier. But you will be better.

35% Vanguard U.S. Bond Index (Symbol VBMFX) 35% Vanguard Total U.S. Stock Market Index (Symbol VTSMX) 30% Vanguard Total International Stock Market Index (Symbol VGTSX)

Ms. Jain stated that the teachers were given free transportation for the first 2 weeks of the year, until they made other arrangements with American teachers.

In fact, I think that our society expects schools to get students to the point where they do things only for outside rewards. People who perform tasks for their internal reasons are hard to control. Now, I don't think teachers get up in the morning and say to themselves, 'I', going to go to school today and take away all those young people's internal motivations' ...but that's exactly what often happens.

Outside of your relationship with God, the most important relationship you can have is with yourself. I don’t mean that we are to spend all our time focused on me, me, me to the exclusion of others. Instead, I mean that we must be healthy internally—emotionally and spiritually—in order to create healthy relationships with others. Motivational pep talks and techniques for achieving success are useless if a person is weighed down by guilt, shame, depression, rejection, bitterness, or crushed self-esteem. Countless marriages land on the rocks of divorce because unhealthy people marry thinking that marriage, or their spouse, will make them whole. Wrong. If you’re not a healthy single person you won’t be a healthy married person. Part of God’s purpose for every human life is wholeness and health. I love the words of Jesus in John 10:10: “I came that they may have life, and have it abundantly.” God knows we are the walking wounded in this world and He wants the opportunity to remove everything that limits us and heal every wound from which we suffer. Some wonder why God doesn’t just “fix” us automatically so we can get on with life. It’s because He wants our wounds to be our tutors to lead us to Him. Pain is a wonderful motivator and teacher! When the great Russian intellectual Aleksandr Solzhenitsyn was released from the horrible Siberian work camp to which he was sent by Joseph Stalin, he said, “Thank you, prison!” It was the pain and suffering he endured that caused his eyes to be opened to the reality of the God of his childhood, to embrace his God anew in a personal way. When we are able to say thank you to the pain we have endured, we know we are ready to fulfill our purpose in life. When we resist the pain life brings us, all of our energy goes into resistance and we have none left for the pursuit of our purpose. It is the better part of wisdom to let pain do its work and shape us as it will. We will be wiser, deeper, and more productive in the long run. There is a great promise in the New Testament that says God comes to us to comfort us so we can turn around and comfort those who are hurting with the comfort we have received from Him (see 2 Corinthians 1:3–4). Make yourself available to God and to those who suffer. A large part of our own healing comes when we reach out with compassion to others.

Together with the patient, a therapist looks at the nature of the pain. Often, the therapist can uncover causes of suffering that stem from the way the patient looks at things, the beliefs he holds about himself, his culture, and the world. The therapist examines these viewpoints and beliefs with the patient, and together they help free him from the kind of prison he has been in. But the patient’s efforts are crucial. A teacher has to give birth to the teacher within his student, and a psychotherapist has to give birth to the psychotherapist within his patient. The patient’s “internal psychotherapist” can then work full-time in a very effective way.

When he played that violin for us, I thought about his stories and the history he talked of, about paintings I had seen and books I had read. His violin made a smoky, mysterious sound. I heard it in the explosions of chestnuts cooking on a brazier at the edge of a river, and horses clopping across cobblestones in Siena and Florence, and also the rustle of leaves that fell on Garibaldi's troops as they marched. The violin sang 'Roma o morte,' and it wailed for the mountains of dead in an American Civil War across the sea, and for Paris glittering with the Second Empire. It rose and fell with voices reading Victor Hugo aloud by whale oil, and it sang about dynamite, about Ottomans and Englishmen falling under their horses in the Crimea, and the feet of crowds shuffling through international expositions. Above all, Stoyan's violin sang about places - places its maker had been, places the teacher of its maker had been, places its current owner would someday see, and the many, many places where he would someday perform on it.

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

From a very early age Edison became used to doing things for himself, by necessity. His family was poor, and by the age of twelve he had to earn money to help his parents. He sold newspapers on trains, and traveling around his native Michigan for his job, he developed an ardent curiosity about everything he saw. He wanted to know how things worked—machines, gadgets, anything with moving parts. With no schools or teachers in his life, he turned to books, particularly anything he could find on science. He began to conduct his own experiments in the basement of his family home, and he taught himself how to take apart and fix any kind of watch. At the age of fifteen he apprenticed as a telegraph operator, then spent years traveling across the country plying his trade. He had no chance for a formal education, and nobody crossed his path who could serve as a teacher or mentor. And so in lieu of that, in every city he spent time in, he frequented the public library. One book that crossed his path played a decisive role in his life: Michael Faraday’s two-volume Experimental Researches in Electricity. This book became for Edison what The Improvement of the Mind had been for Faraday. It gave him a systematic approach to science and a program for how to educate himself in the field that now obsessed him—electricity. He could follow the experiments laid out by the great Master of the field and absorb as well his philosophical approach to science. For the rest of his life, Faraday would remain his role model. Through books, experiments, and practical experience at various jobs, Edison gave himself a rigorous education that lasted about ten years, up until the time he became an inventor. What made this successful was his relentless desire to learn through whatever crossed his path, as well as his self-discipline. He had developed the habit of overcoming his lack of an organized education by sheer determination and persistence. He worked harder than anyone else. Because he was a consummate outsider and his mind had not been indoctrinated in any school of thought, he brought a fresh perspective to every problem he tackled. He turned his lack of formal direction into an advantage. If you are forced onto this path, you must follow Edison’s example by developing extreme self-reliance. Under these circumstances, you become your own teacher and mentor. You push yourself to learn from every possible source. You read more books than those who have a formal education, developing this into a lifelong habit. As much as possible, you try to apply your knowledge in some form of experiment or practice. You find for yourself second-degree mentors in the form of public figures who can serve as role models. Reading and reflecting on their experiences, you can gain some guidance. You try to make their ideas come to life, internalizing their voice. As someone self-taught, you will maintain a pristine vision, completely distilled through your own experiences—giving you a distinctive power and path to mastery.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

A guide is largely nonjudgmental, allowing the child to exist as they are. A guide is more likely to observe and act from a state of awareness and wisdom. This allows the child to experience the natural consequences of their actions without intervention and laying the foundation for them to build self-trust. Think of the guide as a wise teacher, someone who has faith in the foundation they have provided and trusts that the student will be able to weather what life brings. The child then internalizes this faith. This doesn’t mean that the child avoids pain, loss, anger, or grief—the wide array of human feelings—instead, the guide or parent-figure has provided a base of security and resilience for the child to return to when hard times come.

It also takes allowing yourself to not take Billy's behavior personally or as disrespect to you as the authority figure. When a child (or adult) is in this state, no one else matters. It is a mindset about protecting the self. A teacher's ability to be "successful" with Billy comes through her ability to connect with him, despite her own internal reactions. Love is about taking the higher road.

All the progress made for human rights could be wiped out. All the girls, all the women, who went to school, got an education. Got jobs. Became teachers and doctors and lawyers, bus drivers. You know what will happen to them if the Taliban has its way.” “Well, I guess we’ll need a strong, internationally respected Secretary of State to let any Afghan government know that rights must be respected. And that Afghanistan must not once again become home to terrorists.

Whoever is in charge of such things had been sparing with his blessings on the moment Benno was born. He had neither looks nor wit nor skill. He was not large or strong, he could not sing; in fact, he had a stammer, which on most occasions left him self-consciously mute. One gift only had been given, a gift as simple as it is rare: the gift of pure goodness. He knew, unerringly, what was right, what was kind, what would make people happy, and he did it without fail. His goodness took no effort; there was no internal scale to be balanced. He hoped for no reward and feared no hell. He was not clever- in his final year of school before the teachers despaired of him, he was asked how he would equitably divide a half-pound loaf of bread among himself and two friends. He said he would go without and his two friends would each have a quarter pound, and neither threats of failure nor the switch could persuade him to change his answer.

Whoever is in charge of such things had been sparing with his blessings on the moment Benno was born. He had neither looks nor wit nor skill. He was not large or strong, he could not sing; in fact, he had a stammer, which on most occasions left him self-consciously mute. One gift only had been given, a gift as simple as it is rare: the gift of pure goodness. He knew, unerringly, what was right, what was kind, what would make people happy, and he did it without fail. His goodness took no effort; there was no internal scale to be balanced. He hoped for no reward and feared no hell. He was not clever- in his final year of school before the teachers despaired of him, he was asked how he would equitably divide a half-pound loaf of bread among himself and two friends. He said he would go without and his two friends would each have a quarter pound, and neither threats of failure not the switch could persuade him to change his answer.

..technological breakthroughs, such as the Internet, have made international communications not just possible but commonplace. However, for most Americans, these international conversations are viable only if the other side speaks English. In this new international era, Americans find themselves locked in a monolingual society. How strange that, instead of viewing those who speak other languages as welcome assets to our nation, some seem eager to erase linguistic diversity.

When women reassert their relationship with the wildish nature, they are gifted with a permanent and internal watcher, a knower, a visionary, an oracle, an inspiratrice, an intuitive, a maker, a creator, an inventor, and a listener who guide, suggest, and urge vibrant life in the inner and outer worlds. When women are close to this nature, the fact of that relationship glows through them. This wild teacher, wild mother, wild mentor supports their inner and outer lives, no matter what.

Meaningless! Meaningless!” says the Teacher. “Utterly meaningless! Everything is meaningless.” What do people gain from all their labors at which they toil under the sun? Generations come and generations go, but the earth remains forever. The sun rises and the sun sets, and hurries back to where it rises. The wind blows to the south and turns to the north; round and round it goes, ever returning on its course. All streams flow into the sea, yet the sea is never full. To the place the streams come from, there they return again. All things are wearisome, more than one can say. The eye never has enough of seeing, nor the ear its fill of hearing. What has been will be again, what has been done will be done again; there is nothing new under the sun. Is there anything of which one can say, “Look! This is something new”? It was here already, long ago; it was here before our time. No one remembers the former generations, and even those yet to come will not be remembered by those who follow them.

Intuition is that internal eternal tutor that has experienced all but nothing, tests one's knowledge on everything by subjecting them to smilingly complex questions, riddling them with life's perplexities whose answers are never wrong or right, then mocking her student with radical paradoxes and experiences that yet seem real but are merely illusions. There is no greater teacher, Buddha, master... in tuition; serve the one that comes by simply tuning in to one's inner Lord and savior. Say "I Am...". Class dismissed.

The term ‘political correctness’ has evolved out of the Marxist and Freudian philosophies of the 1930s to become a tool for multicultural-ism, multisexualism, multitheism, and multi-anythingism. It was created to discourage bias and prejudiced thinking that discriminates against an individual or group. It has become society’s way of not offending anyone, whether it is an individual, a group, or a nation. In many instances, however, it is a simple, disarming way of ignoring or deflecting the truth about a situation. Today, the use of political correctness has become so abused that anyone who voices his or her opinion contrary to ‘politically correct think’ is immediately tagged with some form of disparaging label, such as racist and bigot. This exploitation has gotten so out of control that this name-calling accusation is used as a simple and mindless means to manipulate academic, social, or political discussion. The result is a social paranoia which discourages free thought and expression. It’s like living in a totalitarian state in which you are afraid to say what you think. Now who wants to suffer that? So people keep quiet. Their opinions are held captive to fear. How handy for the Islamo-fascists, the American-hating, Jew-killing, Israel-destroying, women-abusing, multireligious-intolerant Muslims. Oh! Excuse me. Did I say something not quite PC? This social paranoia is similar to the attitude that developed in the late 1980s and 1990s, when people became so concerned about children’s self-esteem that failure could not be acknowledged or misbehavior corrected. ‘Now, let’s not hurt their feelings’ was the standard approach. This degree of concern led to teachers giving passing grades for poor performance and youth sport activities where no one kept score. And what has been the fallout of all that psychobabble? High school kids who can’t read their diploma or make change for a dollar, internationally embarrassing scholastic performance scores, and young adults ill equipped to face the competitive lifestyle the world has to offer. They are left watching the television show The Apprentice, not competing to be an apprentice. America got itself into a mess by not upholding the high standards and expectations it once had, instead giving in to mediocrity; and we’re getting into a mess now with political correctness.

Once women have lost her and then found her again, they will contend to keep her for good. Once they have regained her, they will fight and fight hard to keep her, for with her their creative lives blossom; their relationships gain meaning and depth and health; their cycles of sexuality, creativity, work, and play are re-established; they are no longer marks for the predations of others; they are entitled equally under the laws of nature to grow and to thrive. Now their end-of-the-day fatigue comes from satisfying work and endeavors, not from being shut up in too small a mind-set, job, or relationship. They know instinctively when things must die and when things must live; they know how to walk away, they know how to stay. When women reassert their relationship with the wildish nature, they are gifted with a permanent and internal watcher, a knower, a visionary, an oracle, an inspiratrice, an intuitive, a maker, a creator, an inventor, and a listener who guide, suggest, and urge vibrant life in the inner and outer worlds. When women are close to this nature, the fact of that relationship glows through them. This wild teacher, wild mother, wild mentor supports their inner and outer lives, no matter what.

It would take me all night to tell about Old Bull Lee; let's just say now, he was a teacher, and it may be said that he had every right to teach because he spent all his time learning; and the things he learned were what he considered to be and called "the facts of life," which he learned, not only out of necessity but because he wanted to. He dragged his long, thin body around the entire United States and most of Europe and North Africa in his time, only to see what was going on.... there are pictures of him with the international cocaine set of the thirties — gangs with wild hair, leaning on one another, there are other pictures of him in a Panama hat, surveying the streets of Algiers.... He was an exterminator in Chicago, a bartender in New York, a summons-server in Newark. In Paris he sat at cafe tables, watching the sullen French faces go by. In Athens he looked up from his ouzo at what he called the ugliest people in the world. In Istanbul he threaded his way through crowds of opium addicts and rug-sellers, looking for the facts. In Chicago he planned to hold up a Turkish bath, hesitated just for two minutes too long for a drink, and, wound up with two dollars and had to make a run for it. He did all these things merely for the experience....

Homophobia and the closet are allies. Like an unhealthy co-dependent relationship they need each other to survive. One plays the victim living in fear and shame while the other plays the persecutor policing what is ‘normal’. The only way to dismantle homophobia is for every gay man and lesbian in the world to come out and live authentic lives. Once they realise how normal we are and see themselves in us….the controversy is over. It is interesting to think what would happen though....on a particularly pre-determined day that every single gay man and lesbian came out. Imagine the impact when, on that day, people all around the world suddenly discovered their bosses, mums, dads, daughters, sons, aunts, uncles, cousins, teachers, doctors, neighbours, colleagues, politicians, their favourite actors, celebrities and sports heroes, the people they loved and respected......were indeed gay. All stereotypes would immediately be broken.....just by the same single act of millions of people…..and at last there would no longer be need for secrecy. The closet would become the lounge room. How much healthier would we be emotionally and psychologically when we could all be ourselves doing life without the internal and societal negatives that have been attached to our sexual orientation.

I believe that culture is the hidden tool for transforming our schools and offering our students the best learning possible. Traditionally, policymakers have focused on curriculum as the tool for transformation, naively assuming that teachers merely deliver curriculum to their students. Change the deliverable—Common Core, National Curriculum, International Baccalaureate Diploma—and you will have transformed education they assume. In reality, curriculum is something that is enacted with students. It plays out within the dynamics of the school and classroom culture. Thus culture is foundational. It will determine how any curriculum comes to life.

Returning to ourselves is confusing at first. It’s not as simple as listening for the voices inside of us. Because sometimes the voices inside of us, which we’ve assumed speak Truth, are just the voices of human beings who told us what to believe. Often the internal voice telling us who God is and what God approves of is not God; it’s our indoctrination. It’s an echo of the voice of a teacher, a parent, a preacher—someone who has claimed to represent God to us. Many of those people have been well meaning, and others have only sought to control us. Either way, not a single one of them has been God’s appointed spokesperson. Not a single one of them has more God in her than you do. There is no church that owns God. There is no religion that owns God. There are no gatekeepers. None of this is that easy. There is no outsourcing your faith. There is just you and God. Some of the hardest and most important work of our lives is learning to separate the voices of teachers from wisdom, propaganda from truth, fear from love and in this case: the voices of God’s self-appointed representatives from the voice of God Herself. When choosing between something you Know and something other people taught you to believe, choose what you Know. As Whitman said, “Re-examine all you have been told in school or church or in any book, and dismiss whatever insults your own soul.” Having the courage to dismiss what insults your soul is a matter of life or death.

I, the Teacher, was king over Israel in Jerusalem. I applied my mind to study and to explore by wisdom all that is done under the heavens. What a heavy burden God has laid on mankind! I have seen all the things that are done under the sun; all of them are meaningless, a chasing after the wind. What is crooked cannot be straightened; what is lacking cannot be counted. I said to myself, “Look, I have increased in wisdom more than anyone who has ruled over Jerusalem before me; I have experienced much of wisdom and knowledge.” Then I applied myself to the understanding of wisdom, and also of madness and folly, but I learned that this, too, is a chasing after the wind. For with much wisdom comes much sorrow; the more knowledge, the more grief.

It was near evening when he approached the village of Tully-Veolan, with feelings and sentiments how different from those which attended his first entrance. Then life was so new to him that a dull or disagreeable day was one of the greatest misfortunes which his imagination anticipated, and it seemed to him that his time ought only to be consecrated to elegant or amusing study, and relieved by lively society or youthful frolic. Now, how changed, how saddened, yet how elevated was his character, within the course of a very few months! Danger and misfortune are rapid, though severe teachers. 'A sadder and a wiser man,' he felt, in internal confidence and mental dignity, a compensation for the gay dreams which in his case experience had so rapidly dissolved.

The other thing that’s happened with writing is that I’m not afraid it will go away. Up until a couple of years ago, I feared that sitting down with paper and pencil revealed too much desire and that for such ambition I would be punished. My vocabulary would contract anorexia, ideas would be born autistic, even titles would not come to flirt with me anymore. I suppose this was tied to that internal judge, the serpent who eats her own tail. She insinuates you’re not good enough; you believe her and try less, ratifying her assessment; so you try even less; and on and on. This snake survives on your dying. Finally, now, the elided words of my wisest writing teacher, the poet David Wojahn, make sense. “Be ambitious,” he said, “for the work.” Not for the in-dwelling editor. That bitch was impossible to please anyway.

the recovery of the practice of catechesis is one of the most hopeful signs for Christians interested in cultivating their ability to question and live into the answers. Christians throughout history have used catechisms to train those new to the faith in the fundamentals. Answers were often memorized, with the goal that they would be internalized so that the catechumen could have a lively dialogue with the teacher. As Christians recover the practice of catechesis, our questions will become more sophisticated because we will have a more robust framework through which to look at the world. The apologetics movement, in fact, could think of its own work through this lens. Answers and particular reasons almost never persuade people. But internalizing them lays a helpful foundation that allows for the more lively and productive back-and-forth of dialoguing together.

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

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

The strongest evidence yet was published in 2010. In a painstaking long-term study, much larger and more thorough than anything done previously, an international team of researchers tracked one thousand children in New Zealand from birth until the age of thirty-two. Each child’s self-control was rated in a variety of ways (through observations by researchers as well as in reports of problems from parents, teachers, and the children themselves). This produced an especially reliable measure of children’s self-control, and the researchers were able to check it against an extraordinarily wide array of outcomes through adolescence and into adulthood. The children with high self-control grew up into adults who had better physical health, including lower rates of obesity, fewer sexually transmitted diseases, and even healthier teeth. (Apparently, good self-control includes brushing and flossing.) Self-control was irrelevant to adult depression, but its lack made people more prone to alcohol and drug problems. The children with poor self-control tended to wind up poorer financially. They worked in relatively low-paying jobs, had little money in the bank, and were less likely to own a home or have money set aside for retirement. They also grew up to have more children being raised in single-parent households, presumably because they had a harder time adapting to the discipline required for a long-term relationship. The children with good self-control were much more likely to wind up in a stable marriage and raise children in a two-parent home. Last, but certainly not least, the children with poor self-control were more likely to end up in prison. Among those with the lowest levels of self-control, more than 40 percent had a criminal conviction by the age of thirty-two, compared with just 12 percent of the people who had been toward the high end of the self-control distribution in their youth.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

To pastors and teachers If all who laboured for the conversion of others were to introduce them immediately into Prayer and the Interior Life, and make it their main design to gain and win over the heart, numberless as well as permanent conversions would certainly ensue. On the contrary, few and transient fruits must attend that labour which is confined to outward matters; such as burdening the disciple with a thousand precepts for external exercises, instead of leaving the soul to Christ by the occupation of the heart in him . . . O when once the heart is gained, how easily is all moral evil corrected! It is, therefore, that God above all things requires the heart. It is the conquest of the heart alone that can extirpate those dreadful vices which are so predominant, such as drunkenness, blasphemy, lewdness,envy, and theft. Jesus Christ would become the universal and peaceful Sovereign, and the face of the church would be wholly renewed. The decay of internal piety is unquestionably the source of the various errors that have arisen in the church, all which would would speedily be sapped and overthrown should inward religion be reestablished . . . O how inexpressibly great is the loss sustained by mankind from the neglect of the Interior Life!

In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed.

The Times Exclusive Reveal of Windermere Six Thanks to an anonymous source, the Times is pleased to share an exclusive list of the six children who were transported yesterday evening to Hollingsworth Hall, the magnificent and secluded home of Camilla Lenore DeMoss, the Countess of Windermere. They are, in no particular order: Oliver Appleby: Heir to the Appleby Jewelry fortune. This young chap is known to be an excellent student who also excels at rowing and cricket. Viola Dale: The Dales are well known throughout London for their dedication to social reform and relief for those in distress. Young Viola has been a presence on the charitable event circuit since the age of two. Frances Wellington: Miss Wellington's parents are internationally known art collectors who have an impeccable eye for up-and-coming talent in sculpture and painting. They also delve into gems of historical value. Frances is privately tutored, and her deliciously expensive introduction to London society is already being buzzed about. Barnaby Trundle: Young Barnaby attends school in South London. His father works in the textile industry. One of his teachers says Barnaby is "occasionally quick-tempered with other boys in his form." Edward Herringbone: The Herringbones are close acquaintances with the aforementioned Dales, their own admirable interests lying mainly in reducing poverty by increasing educational opportunities. Edward has been called "an indubitable library of a boy" by one of his teaching masters at St. Stephen's. Tabitha Crum: Miss Crum's father is employed by the Wilting Bank of South London. A neighbor of the family says that the lucky child "talks to herself" and calls the Crums "socially famished.

You can’t get caught up in perfect. It’s not about what the paddle says. If you immerse yourself every single day for three months in this journey, you’re going to grow. You’re going to learn stuff about yourself; you’re going to overcome your obstacle--be it physical or emotional. That’s what’s important. But I want to be 100 percent honest here: there are days when I’m freaking out and I don’t have the answers. I get frustrated, but I try and see it as a temporary situation and a separate entity from who I am. I step away from it. I’ve learned a ton about myself and how to manage myself and my expectations. There have been days when I’ve said to my partner, “I need you to help me today.” I put them in the teacher role, and they wind up giving me the pep talk: “We can do this, Derek. We can do it.” They’re saying it, they’re doing it, they’re believing it. Before DWTS, my work was instinctual and internal. It was something I could never put into words. But being a teacher forced me to dissect what I was doing and explain it. Some partners I could be really tough with and they’d respond to me. Others would shut down. If I got a little intense with Jennifer Grey, it was counterproductive, because she would block me out. But if I did this to Maria Menounos, she would get a fire in her belly and try harder. I have to learn to adjust myself to cater to each partner’s needs and style of learning. If the look I get from her is deer in the headlights, I know I am on the wrong path. I have to find a way to make them understand. Great teachers strive to get through. My fulfillment comes when the lightbulb goes on and they experience that aha moment. They see not just what I want them to do, but what they’re capable of.

We must become what we wish to teach. As an aside to parents, teachers, psychotherapists, and managers who may be reading this book to gain insight on how to support the self-esteem of others, I want to say that the place to begin is still with oneself. If one does not understand how the dynamics of self-esteem work internally—if one does not know by direct experience what lowers or raises one’s own self-esteem—one will not have that intimate understanding of the subject necessary to make an optimal contribution to others. Also, the unresolved issues within oneself set the limits of one’s effectiveness in helping others. It may be tempting, but it is self-deceiving to believe that what one says can communicate more powerfully than what one manifests in one’s person. We must become what we wish to teach. There is a story I like to tell psychotherapy students. In India, when a family encounters a problem, they are not likely to consult a psychotherapist (hardly any are available); they consult the local guru. In one village there was a wise man who had helped this family more than once. One day the father and mother came to him, bringing their nine-year-old son, and the father said, “Master, our son is a wonderful boy and we love him very much. But he has a terrible problem, a weakness for sweets that is ruining his teeth and health. We have reasoned with him, argued with him, pleaded with him, chastised him—nothing works. He goes on consuming ungodly quantities of sweets. Can you help us?” To the father’s surprise, the guru answered, “Go away and come back in two weeks.” One does not argue with a guru, so the family obeyed. Two weeks later they faced him again, and the guru said, “Good. Now we can proceed.” The father asked, “Won’t you tell us, please, why you sent us away for two weeks. You have never done that before.” And the guru answered, “I needed the two weeks because I, too, have had a lifelong weakness for sweets. Until I had confronted and resolved that issue within myself, I was not ready to deal with your son.” Not all psychotherapists like this story.

Slavery became a huge, international business, and of course would remain one down to the present moment. It’s estimated that at the midpoint of the fifth century every third or fourth person in Athens was a slave. When Carthage fell to Rome in 146 B.C.E., fifty thousand of the survivors were sold as slaves. In 132 B.C.E. some seventy thousand Roman slaves rebelled; when the revolt was put down, twenty thousand were crucified, but this was far from the end of Rome’s problems with its slaves.               But new signs of distress appeared in this period that were far more relevant to our purpose here tonight. For the first time in history, people were beginning to suspect that something fundamentally wrong was going on here. For the first time in history, people were beginning to feel empty, were beginning to feel that their lives were not amounting to enough, were beginning to wonder if this is all there is to life, were beginning to hanker after something vaguely more. For the first time in history, people began listening to religious teachers who promised them salvation.               It's impossible to overstate the novelty of this idea of salvation. Religion had been around in our culture for thousands of years, of course, but it had never been about salvation as we understand it or as the people of this period began to understand it. Earlier gods had been talismanic gods of kitchen and crop, mining and mist, house-painting and herding, stroked at need like lucky charms, and earlier religions had been state religions, part of the apparatus of sovereignty and governance (as is apparent from their temples, built for royal ceremonies, not for popular public devotions).               Judaism, Brahmanism, Hinduism, Shintoism, and Buddhism all came into being during this period and had no existence before it. Quite suddenly, after six thousand years of totalitarian agriculture and civilization building, the people of our culture—East and West, twins of a single birth—were beginning to wonder if their lives made sense, were beginning to perceive a void in themselves that economic success and civil esteem could not fill, were beginning to imagine that something was profoundly, even innately, wrong with them.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms. In the survey of exchange students conducted for this book, about half of U.S. and international students said that American math teachers were more likely to praise their work than math teachers abroad. (Fewer than 10 percent said that their international teachers were more likely to praise.) That finding was particularly ironic, given that American students scored below average for the developed world in math. It also suggested that whatever the intent of American teachers, their praise was probably not always specific, authentic, and rare.

Reformers have argued loudly and aggressively that our schools and students are failing. But the language they use is by necessity obscure and technocratic, because no matter how emphatically they argue that America’s students are falling behind their international counterparts, the data repeatedly show that when studies control for the effects of poverty, American students are competitive with the top percentile of students in the world. And a 2011 Stanford University study found that family income continues to be far and away the biggest determining factor of student achievement. Make your way through the jargon about achievement gaps and teacher accountability, and the problem becomes clear. Nearly a quarter of all children in the US live in poverty, among the highest rates in the developed world. Combine this with the fact that in America, poor students receive less educational funding than rich ones and you have a real civil rights issue: the U.S. government discriminates against poor children.

Everything Is Meaningless 1The words of the Teacher,[1] son of David, king in Jerusalem: 2“Meaningless! Meaningless!” says the Teacher. “Utterly meaningless! Everything is meaningless.

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

Good teachers aren't simply born, they perfect their craft over time. Teachers need a chance to practice and improve, especially now as the American education system lags behind international standards. If education in the United States is to raise its standards, we need to nurture our teachers through a combination of accountability and development methods. Actionable advice: Don't discipline children too harshly. It's certainly tempting to punish or suspend children that behave badly. That might fix the problem in the short term, but it actually inhibits a child’s overall learning. It's much more effective to solve conflicts through social problem solving. When children can engage with a problem in a safe environment, their behavior is more likely to change for the good.

It was near the end of the year 1906, and I had just returned from Milan, where I had been one of a committee at the International Exhibition for the assignment of prizes in the subjects of Scientific Pedagogy and Experimental Psychology. A great opportunity came to me, for I was invited by Edoardo Talamo, the Director General of the Roman Association for Good Building, to undertake the organisation of infant schools in its model tenements. It was Signor Talamo's happy idea to gather together in a large room all the little ones between the ages of three and seven belonging to the families living in the tenement. The play and work of these children was to be carried on under the guidance of a teacher who should have her own apartment in the tenement house. It was intended that every house should have its school, and as the Association for Good Building already owned more than 400 tenements in Rome the work seemed to offer tremendous possibilities of development. The first school was to be established in January, 1907, in a large tenement house in the Quarter of San Lorenzo. In the same Quarter the Association already owned fifty-eight buildings, and according to Signor Talamo's plans we should soon be able to open sixteen of these "schools within the house.

The moral panic about supposedly unpatriotic educators was driven by international war hysteria combined with agitation over the growing domestic political strength of teachers unions. In 1917 and 1918, Congress passed the Espionage and Sedition Acts, which sought to ban public speech and actions “disloyal” to the United States military and government, especially among socialists, communists, pacifists, immigrants, and other groups perceived as affiliated with European leftism. More than any other force, the American Legion, a veterans’ organization, pushed this ethos of unquestioning patriotism onto the nation’s public schools. The Legion was influential: 16 U.S. senators and 130 congressmen identified as members. It promoted the idea that the Communist Party in Moscow actively recruited American teachers in order to enlist them in brainwashing the nation’s youth. The Legion saw all left-of-center political activity as unacceptably anti-American.

The 5 Elements of Effective Thinking (Edward B. Burger;Michael Starbird) - Your Highlight on page 17 | location 251-270 | Added on Monday, 6 April 2015 03:03:56 Understand simple things deeply The most fundamental ideas in any subject can be understood with ever-increasing depth. Professional tennis players watch the ball; mathematicians understand a nuanced notion of number; successful students continue to improve their mastery of the concepts from previous chapters and courses as they move toward the more advanced material on the horizon; successful people regularly focus on the core purpose of their profession or life. True experts continually deepen their mastery of the basics. Trumpeting understanding through a note-worthy lesson. Tony Plog is an internationally acclaimed trumpet virtuoso, composer, and teacher. A few years ago we had the opportunity to observe him conducting a master class for accomplished soloists. During the class, each student played a portion of his or her selected virtuosic piece. They played wonderfully. Tony listened politely and always started his comments, “Very good, very good. That is a challenging piece, isn’t it?” As expected, he proceeded to give the students advice about how the piece could be played more beautifully, offering suggestions about physical technique and musicality. No surprise. But then he shifted gears. He asked the students to play a very easy warm-up exercise that any beginning trumpet player might be given. They played the handful of simple notes, which sounded childish compared to the dramatically fast, high notes from the earlier, more sophisticated pieces. After they played the simple phrase, Tony, for the first time during the lesson, picked up the trumpet. He played that same phrase, but when he played it, it was not childish. It was exquisite. Each note was a rich, delightful sound. He gave the small phrase a delicate shape, revealing a flowing sense of dynamics that enabled us to hear meaning in those simple notes. The students’ attempts did not come close—the contrast was astounding. The fundamental difference between the true master and the talented students clearly occurred at a far more basic level than in the intricacies of complex pieces. Tony explained that mastering an efficient, nuanced performance of simple pieces allows one to play spectacularly difficult pieces with greater control and artistry. The lesson was simple. The master teacher suggested that the advanced students focus more of their time on practicing simple pieces intensely—learning to perform them with technical efficiency and beautiful elegance. Deep work on simple, basic ideas helps to build true virtuosity—not just in music but in everything. ==========

Jerzy,” said I, turning to the Dean of Students, who was nearby, “You’re experienced in these things, and I’m not. Will you tell me whether it is an unalterable rule in this school for a teacher to lose himself in the middle of the night scrambling to find what he cannot see and what is probably not there?” “Isn’t that what we do in the classroom every day?” said Witskoc. “Yes, I’m afraid that’s how it is. I’d like to see how you can construct a pedagogical context made up of nothing but security and certainties.

Over the next three decades I conducted similar studies in a dozen countries, on all five major continents, in societies representing most of the world’s major religions. The overwhelming theme in every study was the same. The worldwide attitude, even though seldom voiced in the absence of an obviously sincere study, I now ascertain, expressed the conscious value that substantially controls all human relations, controls the existence of crime or tranquillity in domestic relations, and controls the probabilities of peace or war in international affairs. The answer was: Respect us as Equals. Did you anticipate this response? No one seemed to at that time. Currently, some school teachers guess it correctly in my seminars. Frankly, at that time, I was amazed. Most overseas Americans had been warning me that the local nationals hated us just as most overseas Americans held the foreigners in low esteem. Yet, obviously, this response, respect us, is basically pro-American (Isn’t it?). The most frequent responses making up that general category were these: Show us more respect View us as equals Treat us as equal human beings Respect our human equality Respect our women Respect our culture Don’t look down on us Don’t consider us (stuff) in the grass Don’t act like our bosses when you are not Don’t call us names Respect our lives Don’t consider our lives of less importance than your own

After I had been at my university for a year, the foreign lecturers were suddenly kicked out over our spring holiday. We returned to classes to find only the local teachers were left. We were never told the reason the lecturers went, but I could no longer study there because all my language teachers had gone. But when God shuts a window, He opens a door! My dream now was to go to the College for International Relations. The College for International Relations was the top university in our country, and I thought it was completely out of my reach. I still had the financial backing of the Bible teacher, but I had yet to pass the entry exam. I made an appointment to see the president of the university and boldly told him I wanted to study international relations. I asked if it would be possible to take the exam. I had ambitions to work as a diplomat, a peacemaker.

Whether the army was capable of carrying out such an operation was a question never asked. The officer corps had been repeatedly purged, those ousted replaced by some 2,000 Ba’thist-indoctrinated ‘educators.’ “I worked as a teacher in the staff college,” remembered Ibrahim Isma’il Khahya who, in 1966, became commander of the 8th Infantry Brigade. “My officers were mostly teachers, too. They weren’t ready for war.” The head of intelligence for the Golan district, Col. Nash’at Habash, had been kicked out and replaced by a mere captain, brother of a high-ranking Ba’th official. Ahmad Suweidani, the former military attaché in Beijing, had been boosted from colonel to lieutenant general and chief of staff. Though Syria’s 250 tanks and 250 artillery pieces were generally of more recent vintage than Israel’s, their maintenance was minimal. Supply, too, could be erratic; deprived of food, front-line troops had been known to desert their posts. The air force was particularly substandard. An internal army report rated only 45 percent of Syria’s pilots as “good,” 32 percent as “average,”‘ and the remainder “below average.” Only thirty-four of the forty-two jets at the Dmair and Saiqal airfields were operational. Yet, within the ranks, morale had never been higher. Capt. Muhammad ‘Ammar, an infantry officer serving in the fortress of Tel Fakhr, recalled: “We thought we were stronger, that we could cling to our land, and that the Golan was impenetrable. We were especially heartened by the unity between Syria, Egypt, and Jordan.” Another captain, Marwan Hamdan al-Khuli, heard that “we were much stronger and would defeat the enemy easily.

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way.

Why didn’t I know this was going on?” or “Why is no one talking about this?

teacher licensure requirements have been altered and reduced.

The U.S. government has long been a proponent of easing what it calls “barriers” to certification (Paige, 2002), and as a result, states and universities have created alternative preparation programs designed to expedite

During his tenure as Secretary of Education under President George W. Bush, Rod Paige (2002) championed the development of alternative certification routes, which would alleviate “burdensome requirements” of teacher education and bring “thousands of talented soldiers of democracy into our schools” (p.

Arne Duncan have followed his lead and championed alternative routes. Most notably, Duncan, speaking to a group of teacher educators and future students, claimed that traditional teacher education was doing a “mediocre job” and needed “revolutionary change” to meet the needs of today’s schools.

most have not been educated about U.S. school history, culture, or curriculum.

teachers’ subject matter knowledge and verbal ability are the main determinants of teaching success

many teacher training classes’ themes and methods could be better learned through on-the-job training

students’ funds of knowledge

I called the U.S. Department of Education and was greeted with the automated message, “Thank you for calling the U.S. Department of Education, where we aim to serve our customers well” (March 29, 2010).

this study did not reveal any evidence of the casting of leaders or enemies

distinction between onstage and backstage action.

a distinction between onstage and backstage action.

when the district first began recruiting international teachers around 2000,

Where would I find people who are willing to come out and say they want to exploit others for profit and destroy the teaching profession?

Tolstoy (1995) wrote that “there are no conditions of life to which a man cannot get accustomed,

DARKNESS DOESN'T MEAN THE LIGHT DOESN'T EXIST 16 May International Day of Light 5 Sep National Teachers Day 5 Oct International Teachers Day

If they are going to take it easy,” Samina said of her Indian students, “they are going to land up somewhere [bad]. So it makes sense to keep them under pressure.

In the United States, Aleeza was given $50 at the start of the school year;

[In India] they have to retain the concept because they have essay type of questions on their test….

He was just 5 when I left the country and now he wants me to come back

All those words come to my mind.

That attention to a conspicuous problem may reduce interest in a more troubling one is sometimes consciously recognized but more often subconsciously sensed. (p. 27) Smith (2004) aptly applies Edelman’s theory

neoliberalism “the universalization of the enterprise ethic” (p. 39). Schools will improve, too, according to this philosophy, if they are in competition with one another and we allow market forces to commodify education, thus, as Chomsky says, valuing profit over people (Apple, 2001; Chomsky, 1999; Giroux, 2004; Saltman, 2007).

One provision of the contract was that teachers could be fired “with or without cause” for any reason, at any time, by either Glendale or IRI.

One provision of the contract was that teachers could be fired 'with or without cause' for any reason, at any time, by either Glendale or IRI.

The U.S. Department of Homeland Security (2010) estimated that in January 2010 10.8 million undocumented immigrants were living in the United States,