Teacher Motivation Quotes

The most intriguing people you will encounter in this life are the people who had insights about you, that you didn't know about yourself.

You are your master. Only you have the master keys to open the inner locks.

Why Not You? Today, many will awaken with a fresh sense of inspiration. Why not you? Today, many will open their eyes to the beauty that surrounds them. Why not you? Today, many will choose to leave the ghost of yesterday behind and seize the immeasurable power of today. Why not you? Today, many will break through the barriers of the past by looking at the blessings of the present. Why not you? Today, for many the burden of self doubt and insecurity will be lifted by the security and confidence of empowerment. Why not you? Today, many will rise above their believed limitations and make contact with their powerful innate strength. Why not you? Today, many will choose to live in such a manner that they will be a positive role model for their children. Why not you? Today, many will choose to free themselves from the personal imprisonment of their bad habits. Why not you? Today, many will choose to live free of conditions and rules governing their own happiness. Why not you? Today, many will find abundance in simplicity. Why not you? Today, many will be confronted by difficult moral choices and they will choose to do what is right instead of what is beneficial. Why not you? Today, many will decide to no longer sit back with a victim mentality, but to take charge of their lives and make positive changes. Why not you? Today, many will take the action necessary to make a difference. Why not you? Today, many will make the commitment to be a better mother, father, son, daughter, student, teacher, worker, boss, brother, sister, & so much more. Why not you? Today is a new day! Many will seize this day. Many will live it to the fullest. Why not you?

You need mountains, long staircases don't make good hikers.

Success is a poor teacher

Bliss, I don’t normally do things like that. But I was second-guessing everything about coming here, and you were everything I needed. I don’t know how many times I’ve stopped myself from coming over here and knocking on your door. And yes, seeing you with Cade was definitely motivation, but more than that... I just like you, Bliss. As a teacher. As a person. As a guy.

Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.

The librarian isn't a clerk who happens to work in a library. A librarian is a data hound, a guide, a sherpa and a teacher. The librarian is the interface between reams of data and the untrained but motivated user.

True freedom is when all the stories, all the insights, all the realizations, concepts, beliefs and positions dissolve. What remains is what you are; a vast, conscious, luminous space simply resting in itself, not knowing a thing, at the point where all things are possible.

If you don't find a good teacher, find a good book.

Travelling shouldn't be just a tour, it should be a tale.

Om is that God of love. Like a loving mother Om cleans us of our clutters collected through many incarnations.

I've been wondering if in fact ideal platonic love isn't just an intensely concentrated form of what inspires the best teachers.

Travelling the road will tell you more about the road than the google will tell you about the road.

When you are truly awakened, you have completely stopped trying to become awakened. You simply are. You know that you did not locate awakening; awakening located you.

We must never forget our teachers, our lecturers and our mentors. In their individual capacities have contributed to our academic, professional and personal development.

If you're not reaching back to help anyone then you're not building a legacy.

We must never forget our teachers and our lecturers. In their individual capacities have contributed to our academic, professional and personal development.

Who should we be trying to make the most proud? Our family? Our friends? Our teachers or bosses? What about the one who molded us out of the earth itself, who formed us like clay, and instilled within us the very breath of life that shaped the universe?

Do not worry when situations get bitter. A bitter situation is a better teacher. The greatest lessons in life can least be found in comfort and much more in uncomfortable situations of life.

a sincere promise, coupled with a helping hand, can bring hope where before there had been only despair.

For peace read books, for success read books and take actions.

Failure is the greatest teacher.

Quoting an experienced school counselor: "You can't change a bully into a flower child, but you can change him into a knight.

Be a true traveller, don't be a temporary tourist.

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.

YOU ARE JUST You are not just for the right or left, but for what is right over the wrong. You are not just rich or poor, but always wealthy in the mind and heart. You are not perfect, but flawed. You are flawed, but you are just. You may just be conscious human, but you are also a magnificent reflection of God.

Being enlightened ironically means realizing that there is no separate entity that can be enlightened or unenlightened.

For my success I am immensely grateful to God, my parents, my family, my friends, my teachers and to the books I read.

To visualize that which doesn't exist, yet to believe with confidence that it can be realized, is truly something miraculous.

How could we love books more than money? This is the state of book lovers.

It is possible for you to realise your dream as a scientist, you must be a passionate learner and curious enough to seek this wonderful career path.

A genuine teacher does not seek to impress you with their greatness, but instead to impress upon you that you possess the skills to discover your own.

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

It’s only the ego that wants to surrender the ego; the real meaning of surrender does not involve anything external. It means to surrender to your true nature.

Not knowing anything, not searching for anything, understanding that we can’t hold on to anything, leaves us with nothing — nothing except our original nature, pure awareness.

All paths are valid, but in the end you will find that the realization of the ultimate truth is a pathless path.

Life is a teacher. We are the student.

If an eagle is teaching you to fly, ignore the advice of turkeys.

Travel teaches as much as a teacher.

A teacher will be frustrated if she is only motivated to teach what she has learned. Yet, if she is motivated because of the students, then she will learn from them how to teach.

MENTOR signifies: M = Motivator E = Empowers N = Nurture T = Teacher O = Originator R = Role model

When you feel good you want to go out into the big wide world and make a positive difference. You feel love when you feel good and you want to give that love to everyone you meet. As you go along, you find that most others want what you have and they are usually very willing students, wanting to learn what you already learned so long ago.

Instead of labelling your emotions as problems to solve, you can see them as signals to interpret. Instead of judging your desires as shameful aberrations, you can learn to meet them in healthier ways. Instead of calling yourself critical names when you cannot build or break certain habits, you can explore your motivations. You can become a student of yourself rather than always seeking a wiser teacher.

The narrator welcomes new students to his school by offering to tell them who the easy teachers are, or who the good ones are.

The one who believes himself to be a person needs to try to find that person. This is a solution, an antidote, offered to a ghost that thinks it actually exists.

Adversities are the best teacher and challenges are the best motivator.

On the path to greatness, life teaches you to walk with stones in your shoes.

Education makes your maths better, not necessarily your manners.

Push beyond your limits and surpass your own expectations.

Every individual must be given the opportunity to unearth his/her highest potential.

Do all the work you while you still have strength.

Today I was a teacher, employed. True, I was also a teacher untried, but that could also be an advantage. I would learn, by God I’d learn. Nothing was going to stop me.

Pain is a better teacher than pleasure.

Psychological studies have recently shown that adversity can be a more powerful motivator than support. Successful people often remember being told that they could not do what they have, in fact, done brilliantly. Stubbornness drove them. Their parents or teachers have told them they will never make any money, or that they will never get a college degree, or that they will never marry and have children. The urge to prove authority wrong has often spurred human beings to unusual success.

You may know how to operate computers. You may know a lot about aliens or robots. You may be a doctor, lawyer, engineer, teacher, specialist… BUT if you don’t know how you operate, why your life is the way it is and how to increase fulfillment, love and peace in your life then all the knowledge and degrees aren’t much worth having!

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

You aren’t actually a someone, a person, who is conscious. You are the awake space of awareness itself, within which all the “thought up” entities in your world appear. Out of all these imagined entities, you have simply made the mistake of thinking that one of them is you.

The vocational approach at NOCCA (New Orleans Center for the Creative Arts) helps build grit in students. It teaches them how to be single-minded in pursuit of a goal, to sacrifice for the sake of a passion. The teachers demand hard work from their kids because they know, from personal experience, that creative success requires nothing less.

Success involves failing first. Ask any successful person. Ask any experienced person, really. It's all part of the creative process, so sit back and allow the artist within you to sprout, blossom and flourish. You must accept that your first, second, and third attempt at something might suck. It's a necessary step in improving your skill. Failure is your teacher, not your judge.

Realization includes everything, the mundane and the transcendental. In true awakening, nothing stands apart and nothing is excluded. If we find ourselves in a state where something is excluded, that state, however amazing it is, is still a dualistic state.

A true student is like a sponge. Absorbing what goes on around him, filtering it, latching on to what he can hold. A student is self-critical and self-motivated, always trying to improve his understanding so that he can move on to the next topic, the next challenge. A real student is also his own teacher and his own critic. There is no room for ego there.

Looking forward” to what you think enlightenment might be at some grand point in the future keeps you from seeing the truth of its presence right now.

A doctor, a teacher and a politician have no caste.

An ambitious amateur will rise above a complacent master.

Keep on exploring. Keep on evolving. Keep on experimenting.

The past is your teacher. The present is your opportunity. The future is your reward.

Learn more than others. Work more than others. Succeed more than others. Give more than others.

Our troubles begin the moment our teachers believe they know it all, and our learners think they are not teachable.

Experience is the teacher of true education.

I had begun to see a new map of the world, one that was frightening in its simplicity, suffocating in its implications. We were always playing on the white man's court, Ray had told me, by the white man's rules. If the principal, or the coach, or a teacher, or Kurt, wanted to spit in your face, he could, because he had power and you didn't. If he decided not to, if he treated you like a man or came to your defense, it was because he knew that the words you spoke, the clothes you wore, the books you read, your ambitions and desires, were already his. Whatever he decided to do, it was his decision to make, not yours, and because of that fundamental power he held over you, because it preceded and would outlast his individual motives and inclinations, any distinction between good and bad whites held negligible meaning.

don't worry when situations get bitter. A bitter situation is a better teacher. The greatest lessons in life cannot only be found in comfort but also in the uncomfortable situations of life

Awareness is that which is reading these words right now, whatever “that” is. You know without a doubt that there is something reading these words right now and awareness is precisely what that is.

What is constant? Is the mind anything more than a conglomeration of thoughts? Where is the mind apart from thought? If there is no thought, can there be a mind? They cancel each other out, do they not?

Realization is not about you, the wave, realizing it is ocean. The ocean realizes itself in you and reveals itself to have never been just a wave. Nothing changes except the falling away of a false belief.

One of the hardest things for a teacher is to know when to keep quiet and when to let go. It is a terrible thing to hold someone back from success, or to insist on sharing credit, or to tie someone to your apron strings. We need to have faith that we have done all we can, and then we need to kick our birds out of the nest.

At the moment of enlightenment, everything is dropped—body, mind, all states, all things—everything. At that moment, there is no separate entity that can become enlightened, because there is no I that can experience it.

What these motivational teachers are saying (as I’ve realized after a long time) is that if something is really important to you, you will do everything necessary to ensure that it comes into your life. This teaching, if applied within the current framework, means that you’ll work on your inner state, no matter what it takes. You’ll focus exclusively on how you feel on the inside to the exclusion of everything else. You’ll not allow yourself to be bogged down by fear or negative thoughts. You’ll be persistent in your practice and overcoming your past conditioning. You’ll be determined. But notice that all our determination is channeled and focused on letting go of negative and fear thoughts. They are not focused upon outer directed actions to get what we want.

You were born a giver, don't die a taker. You were born an earner, don't die a begger. You were born a sharer, don't die a hoader. You were born a lover, don't die a hater. You were born a builder, don't die a destroyer. You were born a creator, don't die an immitator. You were born a leader, don't die a follower. You were born a learner, don't die a teacher. You were born a doer, don't die a talker. You were born a dreamer, don't die a doubter. You were born a winner, don't die a loser. You were born an encourager, don't die a shamer. You were born a defender, don't die an aggressor. You were born a liberator, don't die an executioner. You were born a soldier, don't die a murderer. You were born an angel, don't die a monster. You were born a protecter, don't die an attacker. You were born an originator, don't die a repeater. You were born an achiever, don't die a quitter. You were born a victor, don't die a failure. You were born a conqueror, don't die a warrior. You were born a contender, don't die a joker. You were born a producer, don't die a user. You were born a motivator, don't die a discourager. You were born a master, don't die an amateur. You were born an intessessor, don't die an accusor. You were born an emancipator, don't die a backstabber. You were born a sympathizer, don't die a provoker. You were born a healer, don't die a killer. You were born a peacemaker, don't die an instigater. You were born a deliverer, don't die a collaborator. You were born a savior, don't die a plunderer. You were born a believer, don't die a sinner.

We all have our unique careers that differ from one another, but the fact is that we must become "teachers and learners" at the end of it all! By the "learning career", we know what other people know; by the "teaching career", we make other people to know what we know!

you were a kid and couldn’t defend yourself. Girls wear pink, boys wear blue. Boys are tough. Girls are sweet. Women are caregivers with soft bodies. Men are leaders with hard muscles. Girls get looked at. Guys do the looking. Hairy armpits. Pretty fingernails. This one can but that one can’t. The Gender Commandments were endless, once you started thinking about them, and they were enforced 24/7 by a highly motivated volunteer army of parents, neighbors, teachers, coaches, other kids, and total strangers—basically, the whole human race.

Silence is not always complacency. It is contemplation and forethought taking place in the minds of those who would be careful with their words and actions, unwilling to contribute to negativity that is fed by rashly-spoken comments. Quiet contemplation is a powerful tool for change because those thoughts, though silent, become actions built on conscientious pondering. Those actions then become examples. And quiet example is the greatest teacher, the most effective behavior modification tool of all. I am not listening to what you say half as closely as I am watching what you do. Think about that.

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.

There is a mirror in which you can see yourself entirely - not your face, but all that you think, all that you feel, your motives, your appetites, your urges and fears. That mirror is the mirror of relationship: the relationship between you and your parents, between you and your teachers, between you and the river, the trees, the earth, between you and your thoughts. Relationship is a mirror in which you can see yourself, not as you would wish to be, but as you are.

The subject of karma is of great fascination to many cultural explorers, philosophers and mystics. Essentially the word karma means 'action' which includes both negative and positive effects. On the positive slant, when you help another, you help yourself. This is cause and effect, from attitudes, motivations and behavior. That which you do, you get back. And so, in the everyday world, when one exercises (action) and builds up muscle tone, this too is karma. Yes, this does not seem so esoteric. Studying is also action, and by focusing on a topic or skill one improves; Mental muscles are built up, and one graduates from the student to become a journeyman, and then an expert, and eventually a teacher.

Every teacher are once a student, Every professional are once an amateur, Every rich are once a poor, Every motorist are once a learner, Every friend are once a stranger, Every ex are once a lover, Every today are once a tomorrow, Every emigrate are once a citizen, Every dead are once alive, Every house are once a land, Every super star are once an upcoming, Every winner are once a dreamer and every start always have an end. Stay humble and Positive, afterall life is vanity- Goals Rider

You want me to teach you all the dirty words?” I looked up at him and wiggled my eyebrows. Aaron gave me a lopsided smile that would have made my panties drop to the floor had they been resting on my hips. “Well, you are in luck; I’m a wonderful teacher.” “And I’m a highly dedicated student.” He winked. And that goddamn wink disrupted the beating of my heart. “Although I might get a little distracted every now and then.” “I see.” I placed my index finger against his chest, watching Aaron’s eyes dive down quickly before returning to my face. “Maybe you need the right kind of motivation to keep your attention on the subject.” I trailed that finger up, traveling across his pec and then up his neck, following the line of his jaw until reaching his lips. They parted with a shallow breath. “This …” I pushed myself up and kissed his lips gently. “This is a six-letter word in Spanish. Labios. Tus labios. Your lips.” The only answer he gave me was taking my mouth in his again. As if the only way he’d learn the word was tasting it. “And this,” I said before parting his lips and making the kiss deeper, our tongues dancing together, “is another six-letter word. Lengua—tongue.” “I think I really like that one.” Aaron’s head dipped low, his new favorite word reaching my breast. “And this? What do you call this?” he said, grazing his mouth over the peak. A giggle that soon turned into a moan left my mouth before I was able to answer. “That’s a five-letter word. Pezón. Nipple.

Givers are worth more than takers. Earners are worth more than beggars. Sharers are worth more than hoarders. Lovers are worth more than haters. Builders are worth more than destroyers. Creators are worth more than imitators. Leaders are worth more than followers. Learners are worth more than teachers. Doers are worth more than talkers. Dreamers are worth more than doubters. Winners are worth more than losers. Encouragers are worth more than detractors. Defenders are worth more than aggressors. Liberators are worth more than jailers. Soldiers are worth more than murderers. Angels are worth more than monsters. Protectors are worth more than attackers. Originators are worth more than copiers. Achievers are worth more than quitters. Victors are worth more than failures. Conquerors are worth more than warriors. Contenders are worth more than spectators. Producers are worth more than users. Motivators are worth more than discouragers. Masters are worth more than amateurs. Intercessors are worth more than accusers. Emancipators are worth more than backstabbers. Sympathizers are worth more than provokers. Healers are worth more than killers. Peacemakers are worth more than instigators. Deliverers are worth more than collaborators. Saviors are worth more than invaders. Believers are worth more than sinners.

Most such criticism and confrontation, usually made impulsively in anger or annoyance, does more to increase the amount of confusion in the world than the amount of enlightenment. For the truly loving person the act of criticism or confrontation does not come easily; to such a person it is evident that the act has great potential for arrogance. To confront one’s beloved is to assume a position of moral or intellectual superiority over the loved one, at least so far as the issue at hand is concerned. Yet genuine love recognizes and respects the unique individuality and separate identity of the other person. (I will say more about this later.) The truly loving person, valuing the uniqueness and differentness of his or her beloved, will be reluctant indeed to assume, “I am right, you are wrong; I know better than you what is good for you.” But the reality of life is such that at times one person does know better than the other what is good for the other, and in actuality is in a position of superior knowledge or wisdom in regard to the matter at hand. Under these circumstances the wiser of the two does in fact have an obligation to confront the other with the problem. The loving person, therefore, is frequently in a dilemma, caught between a loving respect for the beloved’s own path in life and a responsibility to exercise loving leadership when the beloved appears to need such leadership. The dilemma can be resolved only by painstaking self-scrutiny, in which the lover examines stringently the worth of his or her “wisdom” and the motives behind this need to assume leadership. “Do I really see things clearly or am I operating on murky assumptions? Do I really understand my beloved? Could it not be that the path my beloved is taking is wise and that my perception of it as unwise is the result of limited vision on my part? Am I being self-serving in believing that my beloved needs redirection?” These are questions that those who truly love must continually ask themselves. This self-scrutiny, as objective as possible, is the essence of humility or meekness. In the words of an anonymous fourteenth-century British monk and spiritual teacher, “Meekness in itself is nothing else than a true knowing and feeling of

Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.

In no particular order, I read what I could, sometimes with Fadiman as my docent, sometimes not: Flaubert, Twain, Kerouac, Brontë, Kafka, Camus, Ibsen, James, Thurber, Shakespeare. But in the course of reading great books, something happened. My reading molded me, the tool hammering its hand into shape. By some miracle—and by miracle, I mean great teachers—I pushed past the shallowness and stupidity of my own motivations. I fell in love with the actual literature and the actual ideas of great literature. As an immigrant, as a Vietnamese kid, as a poor kid, I had collected so many scarlet letters of alienation that I connected profoundly to the great works. As I read, I began to understand that all the great works wrangled with big questions, important questions: our place in the world, the value of our experience, the fairness and meaning of our suffering, our quest for love and belonging. Universal themes bound these great works together, and they bound me to their oaky, yellowed pages like Odysseus lashed to the mast of his ship. I felt a connective and humanizing resonance in books: I wasn’t alone in my aloneness. I wasn’t alone in my longing for love. I wasn’t alone in my fear of being rejected, my fear of never finding my place, my fear of failing. The snarl of my journey was untangled and laid out clearly by books.

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

Life can surround you with music, with books, with talents, with teachers, with all types of materials for opportunity. Life will not, however, make you sing or read or work or learn. Though the books are provided, you still must read them. Though the music plays, you still must sing along. People come and go, but you must reach out and make them your friends. Education is available, but you must study and learn. Life will not force you to take advantage of the opportunities around you. Life will not make you work to learn, to develop, to progress as required until you succeed. In the simplest terms, life pours water into your glass but it will not drink for you. You, and you alone, must pick up the cup and take a sip.

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?

You are the TEACHER. Some people are so stuck on what you did in the past, that they don't realize that you forgave yourself, matured, and graduated from what happened. Yet here they are stuck on that memory..wondering how you were able to move on. Time waits for no one and life keeps going. When haters try to remind you of your past, starve their attention with silence..Just realize that you don't have time to supervise adults. You got things to do and individuals to mentor. What was designed to crush you just strengthened your walk, put confidence in your talk, and encouraged you to be content with You. Their presence or opinion is only entertainment in the bleachers, tolerated decorations on the wall, and the uncelebrated clown at your events. Remember you are the teacher and they are the student...take charge of your classroom!!

She also taught me to write, by which I mean not simply organizing a set of sentences into a series of paragraphs, but organizing them as a means of investigation. When I was in trouble at school (which was quite often) she would make me write about it. The writing had to answer a series of questions: Why did I feel the need to talk at the same time as my teacher? Why did I not believe that my teacher was entitled to respect? How would I want someone to behave while I was talking? What would I do the next time I felt the urge to talk to my friends during a lesson? I have given you these same assignments. I gave them to you not because I thought they would curb your behavior—they certainly did not curb mine—but because these were the earliest acts of interrogation, of drawing myself into consciousness. Your grandmother was not teaching me how to behave in class. She was teaching me how to ruthlessly interrogate the subject that elicited the most sympathy and rationalizing—myself. Here was the lesson: I was not an innocent. My impulses were not filled with unfailing virtue. And feeling that I was as human as anyone, this must be true for other humans. If I was not innocent, then they were not innocent. Could this mix of motivation also affect the stories they tell? The cities they built? The country they claimed as given to them by God?

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.

Is it not very important, while we are young, to be loved and to love? It seems to me that most of us neither love nor are loved. And I think it is essential, while we are young, to understand this problem very seriously because it may be that while we are young, we can be sensitive enough to feel it, to know its quality, to know its perfume and perhaps, when we grow older, it will not be entirely destroyed. So, let us consider the question—that is, not that you should not be loved, but that you should love. What does it mean? Is it an ideal? Is it something far away, unattainable? Or is it something that can be felt by each one at odd moments of the day? To feel it, to be aware, to know the quality of sympathy, the quality of understanding, to help naturally, to aid another without any motive, to be kind, to be generous, to have sympathy, to care for something, to care for a dog, to be sympathetic to the villager, to be generous to your friend, to be forgiving, is that what we mean by love? Or is love something in which there is no sense of resentment, something which is everlasting forgiveness? And is it not possible while we are young, to feel it? Most of us, while we are young, do feel it—a sense of outward agony, sympathy to the villager, to the dog, to those who are little. And should it not be constantly tended? Should you not always have some part of the day when you are helping another or tending a tree or garden or helping in the house or in the hostel so that as you grow into maturity, you will know what it is to be considerate naturally—not with an enforced considerateness that is merely a negative word for one’s own happiness, but with that considerateness that is without motive. So, should you not when you are young, know this quality of real affection? It cannot be brought into being; you have to have it, and those who are in charge of you, like your guardian, your parents, your teachers, must also have it. Most people have not got it. They are concerned with their achievements, with their longings, with their success, with their knowledge, and with what they have done. They have built up their past into such colossal importance that it ultimately destroys them. So, should you not, while you are young, know what it is to take care of the rooms, to care for a number of trees that you yourself dig and plant so that there is a feeling, a subtle feeling of sympathy, of care, of generosity, the actual generosity—not the generosity of the mere mind—that means you give to somebody the little that you may have? If that is not so, if you do not feel that while you are young, it will be very difficult to feel that when you are old. So, if you have that feeling of love, of generosity, of kindness, of gentleness, then perhaps you can awaken that in others.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.