Teachers Motivational 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

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

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.

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.

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

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

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

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.

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

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

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.

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

Failure is the greatest teacher.

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.

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.

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

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.

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

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

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.

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

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.

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.

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.

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

Life is a teacher. We are the student.

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.

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

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

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.

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!

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.

Push beyond your limits and surpass your own expectations.

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

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.

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.

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

Do all the work you while you still have strength.

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

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

Education makes your maths better, not necessarily your manners.

Pain is a better teacher than pleasure.

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

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.

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.

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.

For the ones who were told their dreams were too dreamy but who went on to make them come true anyway. And for my awful high school English teacher, Mr. C, who looked me in the eye at sixteen years old and told me I’d never be a good writer. Thanks for the motivation.

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.

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.

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.

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.

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.

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

Experience is the teacher of true education.

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.

The real motivation for teachers is to play with you like puppets. You have to do everything they say!

An ambitious amateur will rise above a complacent master.

Every great soul had a great mentor.

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

To teach you need books, to educate you need heart.

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

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

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.

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.

That's not a particularly useful measure of your enemies, motive. If there's one thing I've learned, it's that harm done with explicit conscious intention of doing another person harm accounts for about two percent of all harm inflicted. That descriptor pretty much only applies to dictators in banana republics, serial killers, and PE teachers.

Anything that appears and disappears cannot actually be you because it is being observed by you. By removing the attention from these things and noticing what remains, you are left only with what is permanent — the truth of who you are.

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!

If you wish to be a great teacher, be a great student first. If you wish to be a great leader, be a great follower first.

Great teachers are never born in silent classrooms.

Failure is the ultimate motivator, the supreme teacher, and the definitive guarantee of life. Failure is what makes success so addictive.

We seek excellence before we seek understanding, wisdom before we gain knowledge, success before we understand hardwork; for this reason we need great teachers and leaders.

All I want is to be at service of humanity, rather than being a teacher. I cannot teach anyone anything I can only make them think.

Only a handful of individuals in human history can be truly hailed as Christians, such as Tolstoy, Gandhi, Mother Teresa, Rumi, Martin Luther King Jr. and a few others.

All our sentiments - religious, romantic or any other - are born in the neurons.

EFFECT OF A TRUE TEACHER GOES UP TO ETERNITY THROUGH HIS STUDENTS.

The One that experiences itself as your body-mind is the same One that experiences itself in every other body-mind, form, or appearance that exists.

Just knowing that there is no gate to pass through doesn’t mean that we are at the end of the search, not if we are still standing outside that gateless gate.

Failure gives the bald hairs; equips the novice with experience. The learner, sooner or later, becomes a teacher by it.

I don't imagine book elitists as my audience when writing. I dream about teachers, morticians and garbage men instead.

Roses do not bloom the same time as daisies.

Failure is a teacher, success, a motivator

We must keep on learning for self-development.

If you put your heart into everything you do, you will recreate yourself.

Self education is holy mission.

Trekking means a travelling experience with a thrilling excitement.

There is no great teacher like God.

Don’t be afraid to fail because failure can be one of the best teachers you’ll ever have.

With great inspiration, every man can reach their highest potential.

We are all teachers, we all have knowledge and experiences that can teach others.

Any training is initially difficult, but with persistence practice, we can master the art.

Experience is not the best teacher. The consequence from experience is the best teacher. No consequence no lesson.

A teacher teaches best by becoming an example for the student to follow.

Teaching may be your beginning as a Rohingya teacher, but your skills can write the next chapter of your success.

Nothing can be the total truth in the worlds of manifestation and the more solid your concepts, the more likely they are going to sink you, sooner or later.

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.

As teachers, we often promote the idea that process is more important than the end product, yet it is often the product itself that provides context and motivates students to learn.

Even amazing states of bliss, peace, clarity and spaciousness have nothing to do with awakening as these are just experiences coming and going in the impersonal awareness that you are.

Teachers do not need gifts They need appreciation Warm Words of love Are their motivation They are heroes Who never give up on you They inspire and guide you Their dedication is true

English teachers want to see essays written down in black and white , following the rules of grammar and spelling which directly conflicts with the freedom inherent in the act of thinking

Anyone who utters “salvation only through Christ” inadvertently commits to the greatest blasphemy of all, which is differentiation, and this in turn diminishes the very essence of the title Christian.

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.

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

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.

The moment the religious population of the world begins to see the prophets what they really were - mortal teachers of the mortal world, a great portion of the world's religious conflicts shall vanish into thin air.

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.

Once you’re out of the classroom, you might vow never to open another book, after being force-fed their contents for so many years. But know this: Books are the most worthy companions to take with you on this bitter-sweet journey known as life.

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

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

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.

Whether it is in a sales situation, love at first sight, a husband and wife having an important conversation, a parent disciplining a child, or a teacher instructing her students, eye contact is a powerful body language for enriching engagement, focus, and communication.

The road of life can be tough at times. when the road gets bumpy and rough you must buckle up and go for the ride. Every road in life is a teacher if you are willing to learn from it. In order to grow and prosper you must take the ride, just buckle up put on your sunglasses and enjoy the ride.

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.

Among people who have autism and speech challenges, I think there will always be individuals whose “verbal blocks” come from the same place as mine. They too, I believe, can unlock language by referencing common points between memory scenes and the moment they’re in. This might take a great deal of practice, but their family, helpers and teachers mustn’t give up on them. The person with special needs will sense that resignation, lose their motivation and stop trying to speak. This can erode even their will to live. Believe me. Communication is the person, to a major degree. Please don’t be the first to walk away.

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?

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.

...[M]oral instruction, although containing much that is convincing for the reason, ...accomplishes... little... [because] the teachers themselves have not got their own notions clear, and when they endeavor to make up for this by raking up motives of moral goodness from every quarter, trying to make their physic right strong, they spoil it.

That’s not a particularly useful measure of your enemies, motive. If there’s one thing I’ve learned, it’s that harm done with explicit conscious intention of doing another person harm accounts for about two per cent of all harm inflicted. That descriptor pretty much only applies to dictators in banana republics, serial killers and PE teachers.

Everything we do, then, as teachers, has moral overtones. Through dialogue, modeling, the provision of practice, and the attribution of best motive, the one-caring as teacher nurtures the ethical idea. She cannot nurture the student intellectually without regard for the ethical ideal unless she is willing to risk producing a monster" (p. 179).

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 . . .

The spreading of the Gospel, regardless of the motives or the integrity or the heroism of some of the missionaries, was an absolutely indispensable justification for the planting of the flag. Priests and nuns and school-teachers helped to protect and sanctify the power that was so ruthlessly being used by people who were indeed seeking a city, but not one in the heavens, and one to be made, very definitely, by captive hands. The Christian church itself—again, as distinguished from some of its ministers—sanctified and rejoiced in the conquests of the flag, and encouraged, if it did not formulate, the belief that conquest, with the resulting relative well-being of the Western populations, was proof of the favor of God.

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.

Suddenly the ground seemed to give way beneath me, and I found myself in quite another region. Within five minutes I went through some such reflections as the following: the loneliness of the human soul is unendurable; nothing can penetrate it except the highest intensity of the sort of love that religious teachers have preached; whatever does not spring from this motive is harmful, or at best useless; it follows that war is wrong, that a public school education is abominable, that the use of force is to be deprecated, and that in human relations one should penetrate to the core of loneliness in each person and speak to that … At the end of those five minutes I had become a completely different person. For a time, a sort of mystic illumination possessed me

Unlike my brother, I had no respect for authority. Very early on, Uncle Georg had told me the truth about teachers: that they were moral cowards who took out on their pupils all the frustrations they could not take out on their wives. When I was very young Uncle Georg impressed upon me that among the educated classes teachers were the basest and most dangerous people, on a par with judges, who were the lowest form of human life. Teachers and judges, he said, are the meanest slaves of the state--remember that. He was right, as I have discovered not just hundreds but thousands of times. No teacher and no judge can be trusted as far as you can throw him. Without scruple or compunction they daily destroy many of the existences that are thrown upon their mercy, being motivated by base caprice and a desire to avenge themselves for their miserable, twisted lives--and they are actually paid for doing so. The supposed objectivity of teachers and judges is a piece of shabby mendacity, Uncle Georg said--and he was right. Talking to a teacher we soon discover that he is a destructive individual with whom no one and nothing is safe, and the same is true when we talk to a judge.

The teacher gave up yelling encouragement and tried insults instead. He was an old man but a fit, flinty one, a Scottish shinty champion in his day. When they banned the cane a few years before he thought he might give up teaching altogether. In the end it made little difference; after all the years of peering into the dark corners of little boys’ souls, he knew where real pain and motivation lay.

Encouragement during the early years is crucial because beginners are still figuring out whether they want to commit or cut bait. Accordingly, Bloom and his research team found that the best mentors at this stage were especially warm ans supportive: 'perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. much of the introduction to the field was as playful activity, and the learning at the beginning of this stage was like a game'. A degree of autonomy during the early years is also important. Longitudinal studies tracking learners confirm that overbearing parents and teachers erode intrinsic motivation. Kids whose parents let them make their own choices about what they like are more likely to develop interests later identified as a passion.

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!!

Preachers in the pulpit peddling their wares, while beggars in the street wonder if anyone cares. Teachers in our schools talking bout math, while students are deciding which will be their path. Faithful in their pews listening to the Word, while losers on the corner hope they’ll practice what they’ve heard. Leaders in their meetings trying to save our nation, while voters ponder their true motivation. With people filled with hate and doubt, God is in our boxes waiting to be let out!

I am criticizing the professionalization of teaching children because these young human beings are not cogs in a machine, And I am trying to identify the root of the problem for all those wonderful adults who went into teaching thinking that they could commit to nurturing the lives of many children only to end up having the system squash their excellent motives. Our current school system replicates factories and requires classroom managers more than teachers. Teachers are appreciably frustrated.

I suspect that at its best your education’s main motive is to fuel your curiosity and teach you how to find out things for yourself. This is adequately simpleminded to cover the situation. Nothing much is remembered without the emotion of curiosity. Even your dogs and cats are full of it. You are unlikely to feel emotion for material unless your teacher has it. The educationists seem to think in terms of methodical steps but a teacher brimming with passion for the subject is what actually works.

a study by Marie Guilloteaux and Zoltán Dörnyei (2008) who explored the links between teachers’ motivational practice and students’ motivation for L2 learning. It was a large-scale study with 27 teachers and over 1,300 learners in English as a Foreign Language (EFL) classrooms in Korea. The teachers’ motivational strategies were described using a classroom observation scheme—the Motivation Orientation of Language Teaching (MOLT). MOLT identified 25 motivational practices used by the teachers that were relatively easy to define and to observe.

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

The researchers found that when students were given problems to solve, and they did not know methods to solve them, but they were given opportunity to explore the problems, they became curious, and their brains were primed to learn new methods, so that when teachers taught the methods, students paid greater attention to them and were more motivated to learn them. The researchers published their results with the title “A Time for Telling,” and they argued that the question is not “Should we tell or explain methods?” but “When is the best time do this?

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.

Life and Time Life can be wonderful and exciting one minute and blissful the next. Time is a teacher as time goes on you should realize that Some of your best advice will come from your instincts. If your instincts tell you someplace, person or thing is right don't let it pass by you grab it by the horns if you must sometimes it's just one chance if it's good or bad just smile and accept it just as it is.. Never forget the time spent with people, places and things because they all will come and go. We are all different our opinions, beliefs and the ways we deal with Life. Know who you are and what you want.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

For those teachers I have mentioned, and also for me, teaching is much more than a job. It is a responsibility to those under my supervision—a responsibility to teach them. And how can I tell if I’ve taught them, if I’ve been successful? Right. Only if they’ve learned. Therefore, I have learned to focus on studying people, especially young people. I study the way they react, the way they are motivated, the way they are frustrated, and the way they work. This will help me discover the way they learn and when I discover that, I’m half way there. The methods I learned, both for the classroom and for the court, were created from and for my students.” - John Wooden

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?

Questioner: How can we know ourselves? Krishnamurti: You know your face because you have often looked at it reflected in the mirror. Now, 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. I may wish, when looking in an ordinary mirror, that it would show me to be beautiful, but that does not happen because the mirror reflects my face exactly as it is and I cannot deceive myself. Similarly, I can see myself exactly as I am in the mirror of my relationship with others. I can observe how I talk to people: most politely to those who I think can give me something, and rudely or contemptuously to those who cannot. I am attentive to those I am afraid of. I get up when important people come in, but when the servant enters I pay no attention. So, by observing myself in relationship, I have found out how falsely I respect people, have I not? And I can also discover myself as I am in my relationship with the trees and the birds, with ideas and books.

One of the greatest tragedies of our culture is that millions of young people spend many hours, days, weeks and years listening to lectures, reading books and writing papers with a constantly increasing resistance. This has become such a widespread phenomenon that teachers on all levels, from grade school to graduate school, are complimented and praised when they can get the attention of their students and motivate them to do their work. Practically every student perceives his education as a long endless row of obligations to be fulfilled. If there is any culture that has succeeded in killing the natural spontaneous curiosity of people and dulling the human desire to know, it is our technocratic society.

That impulse, which rules equally in the noblest and the ignoblest, the impulse to the conservation of the species, breaks forth from time to time as reason and passion of spirit; it has then a brilliant train of motives about it, and tries with all its power to make us forget that fundamentally it is just impulse, instinct, folly and baselessness. Life should be loved, for . . .! Man should benefit himself and his neighbour, for . . .! And whatever all these shoulds and fors imply, and may imply in future! In order that that which necessarily and always happens of itself and without design, may henceforth appear to be done by design, and may appeal to men as reason and ultimate command, for that purpose the ethi-culturist comes forward as the teacher of design in existence;

(Saying groaning!) Do you remember your fifth-grade classes? The only thing that I recall is my teachers saying one word over and over again. The hair, the face, and the fiery eyes, still creeps into my mind. This person makes my skin crawl. Let’s go way on back then… Welcome to classroom 202 that I called ‘The Mind Warp.’ Miss. Caballero's teaching style was to hand me a worksheet that I did not know how to do, at the time. Then scream at me saying quote- ‘fix, fix, and fix.’ ‘How do I fix something that I never learned how to do?’ How about instead of playing Solitaire on your computer, why don’t you do your task, to motivate and educate. This is your obligation and occupation to do so! So, damn-it just do it already, and stop wasting my time, because, in all honesty, I don’t give a shit…! Fix- it is just a dick-faced word!

Some terrorism analysts have seen the southern insurgency as an Islamic jihad that forms part of the broader network of AQ-linked extremism, with Islamic theology and religious aspirations (for shari’a law or an Islamic emirate) as a key motivator.73 This surface impression is reinforced by the facts that the violence is led by ustadz74 and other religious teachers, that the mosques and ponoh (Islamic schools) have a central role as recruiting and training bases, and that militants repeatedly state that they are fighting a legitimate defensive jihad against the encroachment of the kafir (infidel) Buddhist Thai government. Clearly, also, the AQ affiliate Jema’ah Islamiyah (JI) has used Thailand as a venue for key meetings, financial transfers, acquisition of forged documents,75 and money laundering and as a transit hub for operators.

Finland had required a matriculation test for 160 years; it was a way to motivate kids and teachers toward a clear, common goal, and it made a high school diploma mean something. Korea rerouted air traffic for their graduation test. Polish kids studied for their tests on nights and weekends, and they arrived for the exam wearing suits, ties, and dresses. In America, however, many people still believed in a different standard, one that explained a great deal about the country’s enduring mediocrity in education: According to this logic, students who passed the required classes and came to school the required number of days should receive their diplomas, regardless of what they had learned or what would happen to them when they tried to get a job at the Bama Companies. Those kids deserved a chance to fail later, not now. It was a perverse sort of compassion designed for a different century.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

Montessori believed that if children were exposed to a safe, experiential learning environment (as opposed to a structured classroom), with access to specific learning materials and supplies, and if they were supervised by a gentle and attentive teacher, they would become self-motivated to learn. She discovered that, in this environment, older children readily worked with younger children, helping them to learn from, and cooperate with, each other. Montessori advocated teaching practical skills, like cooking, carpentry, and domestic arts, as an integrated part of a classical education in literature, science, and math. To her surprise, teenagers seemed to benefit from this approach the most; it built confidence, and the students became less resistant to traditional educational goals. Through this method, each child could reach his or her potential, regardless of age and intellectual ability.

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.

The unreal is the illogical. And this age seems to have a capacity for surpassing even the acme of illogicality, of anti-logicality: it is as if the monstrous reality of the war had blotted out the reality of the world. Fantasy has become logical reality, but reality evolves the most a-logical phantasmagoria. An age that is softer and more cowardly than any preceding age suffocates in waves of blood and poison-gas; nations of bank clerks and profiteers hurl themselves upon barbed wire; a well-organized humanitarianism avails to hinder nothing, but calls itself the Red Cross and prepares artificial limbs for the victims; towns starve and coin money out of their own hunger; spectacled school-teachers lead storm-troops; city dwellers live in caves; factory hands and other civilians crawl out on their artificial limbs once more to the making of profits. Amid a blurring of all forms, in a twilight of apathetic uncertainty brooding over a ghostly world, man like a lost child gropes his way by the help of a small frail thread of logic through a dream landscape that he calls reality and that is nothing but a nightmare to him. The melodramatic revulsion which characterizes this age as insane, the melodramatic enthusiasm which calls it great, are both justified by the swollen incomprehensibility and illogicality of the events that apparently make up its reality. Apparently! For insane or great are terms that can never be applied to an age, but only to an individual destiny. Our individual destinies, however, are as normal as they ever were. Our common destiny is the sum of our single lives, and each of these single lives is developing quite normally, in accordance, as it were, with its private logicality. We feel the totality to be insane, but for each single life we can easily discover logical guiding motives. Are we, then, insane because we have not gone mad?

Pleasure is worth silver. Contentment is worth gold. Freedom is worth diamonds. Peace is worth priceless treasure. Hope is worth silver. Faith is worth gold. Joy is worth diamonds. Love is worth priceless treasure. Truth is worth silver. Knowledge is worth gold. Understanding is worth diamonds. Wisdom is worth priceless treasure. Charm is worth silver. Reputation is worth gold. Honor is worth diamonds. Character is worth priceless treasure. Friendship is worth silver. Companionship is worth gold. Individuality is worth diamonds. Unity is worth priceless treasure. Books are worth silver. Teachers are worth gold. Experience is worth diamonds. Enlightenment is worth priceless treasure. Days are worth silver. Months are worth gold. Years are worth diamonds. Decades are worth priceless treasure. Existence is worth silver. Time is worth gold. Life is worth diamonds. Eternity is worth priceless treasure. Creation is worth silver. Nature is worth gold. Mankind is worth diamonds. God is worth priceless treasure.

Grades can also be profoundly unfair, especially for students who are unable to keep up, because the level of the exams usually increases from week to week. Let’s take the analogy of video games. When you discover a new game, you initially have no idea how to progress effectively. Above all, you don’t want to be constantly reminded of how bad you are! That’s why video game designers start with extremely easy levels, where you are almost sure to win. Very gradually, the difficulty increases and, with it, the risk of failure and frustration—but programmers know how to mitigate this by mixing the easy with the difficult, and by leaving you free to retry the same level as many times as you need. You see your score steadily increase . . . and finally, the joyous day comes when you successfully pass the final level, where you were stuck for so long. Now compare this with the report cards of “bad” students: they start the year off with a bad grade, and instead of motivating them by letting them take the same test again until they pass, the teacher gives them a new exercise every week, almost always beyond their abilities. Week after week, their “score” hovers around zero. In the video game market, such a design would be a complete disaster. All too often, schools use grades as punishments.

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

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

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.

Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.

Kathy’s teachers view her as a good student who always does her homework but rarely participates in class. Her close friends see her as a loyal and trustworthy person who is a lot of fun once you get to know her. The other students in school think she is shy and very quiet. None of them realize how much Kathy struggles with everyday life. When teachers call on her in class, her heart races, her face gets red and hot, and she forgets what she wants to say. Kathy believes that people think she is stupid and inadequate. She imagines that classmates and teachers talk behind her back about the silly things she says. She makes excuses not to go to social events because she is terrified she will do something awkward. Staying home while her friends are out having a good time also upsets her. “Why can’t I just act like other people?” she often thinks. Although Kathy feels isolated, she has a very common problem--social anxiety. Literally millions of people are so affected by self-consciousness that they have difficulties in social situations. For some, the anxiety occurs during very specific events, such as giving a speech or eating in public. For others, like Kathy, social anxiety is part of everyday life. Unfortunately, social anxiety is not an easily diagnosed condition. Instead, it is often viewed as the far edge of a continuum of behaviors and feelings that occur during social situations. Although you may not have as much difficulty as Kathy, shyness may still be causing you distress, affecting your relationships, or making you act in ways with which you are not happy. If this is the case, you will benefit from the advice and techniques provided in this book. The good news is that it is possible to change your thinking and behavior. However, there are no easy solutions. It takes strong motivation and time to overcome social anxiety. It might even be necessary to see a professional therapist or take medication. Eventually, becoming free of your anxiety will make the hard work well worth the effort. This book will help you understand social anxiety and the impact it can have on your life, now and in the future. You will find out how the disorder is diagnosed, you will receive information on professional guidance, and you will learn ways to cope with and manage the symptoms. Becoming an extroverted person is probably unlikely, but you can become more confident in social situations and increase your self-esteem.

That the life of Man is but a dream has been sensed by many a one, and I too am never free of the feeling. When I consider the restrictions that are placed on the active, inquiring energies of Man; when I see that all our efforts have no other result than to satisfy needs which in turn serve no purpose but to prolong our wretched existence, and then see that all our reassurance concerning the particular questions we probe is no more than dreamy resignation, since all we are doing is to paint our prison walls with colourful figures and bright views – all of this, Wilhelm, leaves me silent. I withdraw into myself, and discover a world, albeit a notional world of dark desire rather than one of actuality and vital strength. And everything swims before my senses, and I go my way in the world wearing the smile of the dreamer. All our learned teachers and educators are agreed that children do not know why they want what they want; but no one is willing to believe that adults too, like children, wander about this earth in a daze and, like children, do not know where they come from or where they are going, act as rarely as they do according to genuine motives, and are as thoroughly governed as they are by biscuits and cake and the rod. And yet it seems palpably clear to me. I gladly confess, since I know the reply you would want to make, that they are the happiest who, like children, live for the present moment, drag their dolls around and dress and undress them, and watchfully steal by the drawer where Mama has locked away the cake, and, when at last they get their hands on what they want, devour it with their cheeks crammed full and cry, ‘More!’ – They are happy creatures. And those others, who give pompous titles to their beggarly pursuits and even to their passions, and chalk them up as vast enterprises for the good and well-being of mankind, they too are happy. – It is all very well for those who can be like that! But he who humbly perceives where it is all leading, who sees how prettily the happy man makes an Eden of his garden, and how even the unhappy man goes willingly on his weary way, panting beneath his burden, and that all are equally interested in seeing the light of the sun for one minute more – he indeed will be silent, and will create a world from within for himself, and be happy because he is a man. And then, confined as he may be, he none the less still preserves in his heart the sweet sensation of freedom, and the knowledge he can quit this prison whenever he wishes.

Until knowledge becomes part of you, it is not possible to talk about awareness, or true understanding. Everything must come from and into an organism. Theories are only valid when made organic — ”organic” as in "part of the body". The knowledge that has to be learned and followed like a discipline is useless. It doesn't matter which amount of knowledge you absorb or in which variety. Knowledge can’t be remembered all the time in the same proportion that is kept, not all of it, and not all of it at the same time. As a matter of fact, when knowledge is not assimilated above personal interests, that same knowledge is already corrupted. When knowledge is seen as a means to a goal, either it is in obtaining something from the outside world, or passing some test, this knowledge has not become organic but merely used as a tool. That's why so many people avoid being confronted with their ignorance and react angrily when faced with their contradictions, which is quite obvious when we compare what they learn and what they say. You see this everywhere, in teachers, politicians, religious groups, and so on. And then you wonder why are people not honest. But they can’t understand honesty as much as they can’t understand their own ignorance. The stupid are not aware they are stupid, and that’s what really makes them stupid. When someone is too stupid, ignorance is replaced by arrogance. And then this person feels like the world is a bit threat to survival at an individual level. We call this attitude being egotistic. But you can’t stop being an egotistic when suppressing your emotions, or imagining that everyone is a source of negative energy but you. As a matter of fact, you commonly see the egotistic drop into apathy precisely because they confuse the work they must do on themselves with the anger they feel for the world as a whole. Have you ever noticed how easily people turn to anger when you ask them a question? That’s a reaction of someone moving from apathy to fear. On the surface this person is acting like a rude individual, but the emotions behind this behavior are those one feels when watching a horror movie. They are afraid of their own feelings, and project this fear as an aggression. Now comes the interesting part: Who are they attacking? They are attacking precisely the one that can help them, because only such individual will ask the right questions. An individual on apathy and lack of interest, can’t ask anything that is interesting or motivating. So we come to an interesting paradox in society, that those who can uplift others, end up being perceived as a threat to them. And that’s the simplest way to explain insanity.

Parental efforts to gain leverage generally take two forms: bribery or coercion. If a simple direction such as “I'd like you to set the table” doesn't do, we may add an incentive, for example, “If you set the table for me, I'll let you have your favorite dessert.” Or if it isn't enough to remind the child that it is time to do homework, we may threaten to withdraw some privilege. Or we may add a coercive tone to our voice or assume a more authoritarian demeanor. The search for leverage is never-ending: sanctions, rewards, abrogation of privileges; the forbidding of computer time, toys, or allowance; separation from the parent or separation from friends; the limitation or abolition of television time, car privileges, and so on and so on. It is not uncommon to hear someone complain about having run out of ideas for what still might remain to be taken away from the child. As our power to parent decreases, our preoccupation with leverage increases. Euphemisms abound: bribes are called variously rewards, incentives, and positive reinforcement; threats and punishments are rechristened warnings, natural consequences, and negative reinforcements; applying psychological force is often referred to as modifying behavior or teaching a lesson. These euphemisms camouflage attempts to motivate the child by external pressure because his intrinsic motivation is deemed inadequate. Attachment is natural and arises from within; leverage is contrived and imposed from without. In any other realm, we would see the use of leverage as manipulation. In parenting, such means of getting a child to follow our will have become embraced by many as normal and appropriate. All attempts to use leverage to motivate a child involve the use of psychological force, whether we employ “positive” force as in rewards or “negative” force as in punishments. We apply force whenever we trade on a child's likes or when we exploit a child's dislikes and insecurities in order to get her to do our will. We resort to leverage when we have nothing else to work with — no intrinsic motivation to tap, no attachment for us to lean on. Such tactics, if they are ever to be employed, should be a last resort, not our first response and certainly not our modus operandi. Unfortunately, when children become peer-oriented, we as parents are driven to leverage-seeking in desperation. Manipulation, whether in the form of rewards or punishments, may succeed in getting the child to comply temporarily, but we cannot by this method make the desired behavior become part of anyone's intrinsic personality. Whether it is to say thank-you or sorry, to share with another, to create a gift or card, to clean up a room, to be appreciative, to do homework, or to practice piano, the more the behavior has been coerced, the less likely it is to occur voluntarily. And the less the behavior occurs spontaneously, the more inclined parents and teachers are to contrive some leverage. Thus begins a spiraling cycle of force and counterwill that necessitates the use of more and more leverage. The true power base for parenting is eroded.

A school bus is many things. A school bus is a substitute for a limousine. More class. A school bus is a classroom with a substitute teacher. A school bus is the students' version of a teachers' lounge. A school bus is the principal's desk. A school bus is the nurse's cot. A school bus is an office with all the phones ringing. A school bus is a command center. A school bus is a pillow fort that rolls. A school bus is a tank reshaped- hot dogs and baloney are the same meat. A school bus is a science lab- hot dogs and baloney are the same meat. A school bus is a safe zone. A school bus is a war zone. A school bus is a concert hall. A school bus is a food court. A school bus is a court of law, all judges, all jury. A school bus is a magic show full of disappearing acts. Saw someone in half. Pick a card, any card. Pass it on to the person next to you. He like you. She like you. K-i-s-s-i . . . s-s-i-p-p-i is only funny on a school bus. A school bus is a stage. A school bus is a stage play. A school bus is a spelling bee. A speaking bee. A get your hand out of my face bee. A your breath smell like sour turnips bee. A you don't even know what a turnip bee is. A maybe not, but I know what a turn up is and your breath smell all the way turnt up bee. A school bus is a bumblebee, buzzing around with a bunch of stingers on the inside of it. Windows for wings that flutter up and down like the windows inside Chinese restaurants and post offices in neighborhoods where school bus is a book of stamps. Passing mail through windows. Notes in the form of candy wrappers telling the street something sweet came by. Notes in the form of sneaky middle fingers. Notes in the form of fingers pointing at the world zooming by. A school bus is a paintbrush painting the world a blurry brushstroke. A school bus is also wet paint. Good for adding an extra coat, but it will dirty you if you lean against it, if you get too comfortable. A school bus is a reclining chair. In the kitchen. Nothing cool about it but makes perfect sense. A school bus is a dirty fridge. A school bus is cheese. A school bus is a ketchup packet with a tiny hole in it. Left on the seat. A plastic fork-knife-spoon. A paper tube around a straw. That straw will puncture the lid on things, make the world drink something with some fizz and fight. Something delightful and uncomfortable. Something that will stain. And cause gas. A school bus is a fast food joint with extra value and no food. Order taken. Take a number. Send a text to the person sitting next to you. There is so much trouble to get into. Have you ever thought about opening the back door? My mother not home till five thirty. I can't. I got dance practice at four. A school bus is a talent show. I got dance practice right now. On this bus. A school bus is a microphone. A beat machine. A recording booth. A school bus is a horn section. A rhythm section. An orchestra pit. A balcony to shot paper ball three-pointers from. A school bus is a basketball court. A football stadium. A soccer field. Sometimes a boxing ring. A school bus is a movie set. Actors, directors, producers, script. Scenes. Settings. Motivations. Action! Cut. Your fake tears look real. These are real tears. But I thought we were making a comedy. A school bus is a misunderstanding. A school bus is a masterpiece that everyone pretends to understand. A school bus is the mountain range behind Mona Lisa. The Sphinx's nose. An unknown wonder of the world. An unknown wonder to Canton Post, who heard bus riders talk about their journeys to and from school. But to Canton, a school bus is also a cannonball. A thing that almost destroyed him. Almost made him motherless.

The twanging of life Fifth part : EDC The journey of happiness is a lot of sadness, the voyage of having money is a lot of work and the way of moving on in this life is a lot of contributions so what is it, that gives us the strength, the power and the motivation to continue when we are tired, sad and contributed ?!. Sometimes an inspirational or a helpful environment such as EDC's environment can help us to renew ourselves and be filled with strength to face our life's difficulties and sadness because the environment has elements and the elements of EDC are the teachers and students who they come in many forms of happiness and enjoying, however the root of EDC is the idea that, what the teachers and students are doing over there is meaningful because when you have the feeling that your actions in a such environment are meaningful and have a value definitely you will become filled with strength and vigor to fulfill your life's purpose, when I am in EDC looking at the people over there especially in the office of teachers, I see that, it is possible for EDC to be a home and not a place, the home of laughing, enjoying, making relationships and building the people's personalities and then I have learned the greatest lesson in my life which is, "home is people, not a house of family and job is friends, not a place of working" .. EDC is not where you go to learn English language, it is where you find the light when the tree of your life grows in darkness because I do think what you notice most when you haven't been in EDC for a while is, how much the trees of EDC have grown around your memories in your mind, how much the trees of EDC have played a certain feeling in your heart, actually I do strongly believe that, this what happens for those who are far away from EDC. When time passes in EDC, it is the teachers and students who knew, you whom you want to be with, you whom you want to see because they are the ones you can talk to, you can trust and you can find happiness with, so when enough time passes, what is it matter what they did to you  ?!.

Have you noticed how many religions encourage adherents to evangelize their faith? Missionary work is a way to grow the number of adherents, but, psychologically speaking, there’s more to proselytizing than getting nonbelievers to join the fold. According to several recent studies, preaching to others can have a great impact on the motivation and adherence of the teacher.

The motive of the ego is always self-centred. The love of less-developed teachers is not as unselfish as it may, sometimes, seem. Teachers can love our dedication to them rather than our dedication to the Truth. We dedicate ourselves to Truth, not to a material personality. We learn to lean on the sustaining Infinite and, in this way, we trust not human persons but we trust the goodness of the Divine presence. A true teacher will encourage this. The spirit of the teacher is everything. Words are cheap. Many teachers who have large followings are internally misaligned.

The external teacher figure in Tibetan Buddhism is considered more of a friend than a mentor. Your esoteric teacher, by contrast, is one you imagine and visualize to be indivisible from the Buddha himself, someone who is a living exemplar of enlightenment. You use your mental power of imagination to propel you toward the enlightened state, to mobilize you to become like your teacher. This altered focus makes the teaching more accessible and immediate. It gives you a personal guide from the outset, a companion on the path but one who is always ahead of you, motivating you. The mentor figure empowers you, not just to play at self-transformation but actually to realize the teaching, to experience the higher goal state. Thus, „mentor devotion“ is a practice of acknowledging or worshiping the Buddha in a model figure of your choice. (p. 9)

It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. Academics were incentivized...by knowing that other scholars could - and would - point out evidence of bias or motivating reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were.

Adolescence is an inside job. In the 1990s, Suniya S. Luthar, Ph.D., studied adolescents and found that ninth-graders with an internal locus of control - those who felt they had some command over the forces shaping their lives - handled stress better than kids with an external orientation - those who felt others had control over forces shaping their lives...Locus of control is not an all-or-nothing concept. None of us are entirely reliant on one or the other...But more and more often, the teenagers I observe aren't even partially internally motivated. They persistently turn outward toward coaches, teachers, and parents...A startlingly large number of these teens are behaving like younger children. They're stuck performing the chief psychosocial tasks of childhood - being good and doing things right to please adults - instead of taking on the developmental work of separation and independence that is appropriate for their age. When faced with teenage-sized problems, they often have nothing more than the skills of a child.

When teachers doubt your potential, show them how wrong they truly are. Don’t just practice until you get it right, PRACTICE UNTIL YOU CAN’T GET IT WRONG.

The beggar who can write and read requires proper motivation than daily support from others.

When I stand in front of my students and tell my students to never give up their passion to chase dreams in life, I speak with conviction and purpose. And I try to live up to my words. And that's why I am here to struggle for my passion. I am here to keep believing in myself and keep trying to achieve my dreams in life. Live your dreams. Breathe your dreams. Never give up on your dreams.

Degradation of work. Compelling the people in an organization to focus their efforts on the narrow range of what gets measured leads to a degradation of the experience of work. Edmund Phelps, a Nobel Prize winning economist, claims in his book Mass Flourishing: How Grassroots Innovation Created Jobs, Challenge, and Change that one of the virtues of capitalism is its ability to provide “the experience of mental stimulation, the challenge of new problems to solve, the chance to try the new, and the excitement of venturing into the unknown.”9 That is indeed a possibility under capitalism. But those subject to performance metrics are forced to focus their efforts on limited goals, imposed by others, who may not understand the work that they do. For the workers under scrutiny, mental stimulation is dulled, they decide neither the problems to be solved nor how to solve them, and there is no excitement of venturing into the unknown because the unknown is beyond the measureable. In short, the entrepreneurial element of human nature—which extends beyond the owners of enterprises—may be stifled by metric fixation.10 One result is to motivate those with greater initiative and enterprise to move out of mainstream, large-scale organizations where the culture of accountable performance prevails. Teachers move out of public schools to private schools and charter schools. Engineers move out of large corporations to boutique firms. Enterprising government employees become consultants. There is a healthy element in this. But surely the large-scale organizations of our society are the poorer for driving out those most likely to innovate and initiate. The more that work becomes a matter of filling in the boxes by which performance is to be measured and rewarded, the more it will repel those who think outside the box.

Worse, tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They focus on short-term rewards through cramming to compensate for a failure in long-term development of value. It is no wonder we have financial meltdowns caused by successful students. We have to swallow a hard pill. The issue is not how do we make tests better? Or how can we have more or different types of tests? Or how do we arrange for more parts of a school program (such as a teacher’s worth) to be based on tests? The reality is, tests don’t work except as a blunt control-and-motivation mechanism for the classroom, the academic equivalent of MSG or sugar in processed food. In place of schools as testing centers, we have to begin imagining and setting up learning environments that involve no tests at all, that rely on real assessment and the creation of genuine value instead.

This probably all sounds strange. Where Isocrates and Shakespeare wished us to be self-contained, self-motivated, and ruled by principle, most of us have been trained to do the opposite. Our cultural values almost try to make us dependent on validation, entitled, and ruled by our emotions. For a generation, parents and teachers have focused on building up everyone’s self-esteem. From there, the themes of our gurus and public figures have been almost exclusively aimed at inspiring, encouraging, and assuring us that we can do whatever we set our minds to.

What to Do Tonight Practice asking, “Who is responsible for this?” “Whose problem is it?” Determine if your home is a safe base. Do you fight frequently about food or screen time? What’s the emotional temperature? If you are feeling frustrated with your kid, chances are he is with you as well. Ask him. If a kid hates or resists homework, suggest a homework club at school, find older kids to work with him, or approach your child’s teacher about minimizing mandatory homework. If your child’s strong negative reactions to homework are out of character, have your child evaluated to rule out a problem like a learning disability. Help your child create an effective learning environment and, if necessary, develop her own system of rewards for completing goals. If she does not meet a goal, respond with compassion: “I’m sorry you weren’t able to meet your goals tonight.” Don’t get angry or threaten punishment. Your job is to help her develop ways to motivate herself. Express confidence in your child’s ability to figure things out.

What to Do Tonight Teach your kids that they are responsible for their own education. Kids should feel in charge, not that school is being done “to them.” Note this is very different from blaming kids who are struggling. If your child is not learning from his teacher, acknowledge this without blaming the teacher. “Mr. Cooper is doing the best he can. He just doesn’t know how to teach you the way you learn.” Encourage your child to think of what will motivate him to master the material being taught in the class anyway. Remind your child of the big picture, that grades matter less than the ways he or she develops as a student and person. Resist the pressure to push your child if he’s not ready, be it reading in kindergarten, algebra in eighth grade, or AP classes in high school. Create an advocacy group made of up teachers, parents, and kids to talk about what you can all do to make school a less stressful experience. Consider advocating for brain-friendly experiences in school such as exercise, the arts, and meditation.

The gifted teacher is the one who helps develop children's eagerness to look and touch into a hunger to understand. Children motivated from within have a powerful capacity to concentrate, persevere, and succeed.

The lust that drives others to enslave an empire, had become, in her limits, a passion for power over him. She had set out to break him, as if, unable to equal his value, she could surpass it by destroying it, as if the measure of his greatness would thus become the measure of hers, as if—he thought with a shudder—as if the vandal who smashed a statue were greater than the artist who had made it, as if the murderer who killed a child were greater than the mother who had given it birth. He remembered her hammering derision of his work, his mills, his Metal, his success, he remembered her desire to see him drunk, just once, her attempts to push him into infidelity, her pleasure at the thought that he had fallen to the level of some sordid romance, her terror on discovering that that romance had been an attainment, not a degradation. Her line of attack, which he had found so baffling, had been constant and clear—it was his self-esteem she had sought to destroy, knowing that a man who surrenders his value is at the mercy of anyone’s will; it was his moral purity she had struggled to breach, it was his confident rectitude she had wanted to shatter by means of the poison of guilt—as if, were he to collapse, his depravity would give her a right to hers. For the same purpose and motive, for the same satisfaction, as others weave complex systems of philosophy to destroy generations, or establish dictatorships to destroy a country, so she, possessing no weapons except femininity, had made it her goal to destroy one man. Yours was the code of life—he remembered the voice of his lost young teacher—what, then, is theirs?

Whenever you rebel against causality, your motive is the fraudulent desire, not to escape it, but worse: to reverse it. You want unearned love, as if love, the effect, could give you personal value, the cause—you want unearned admiration, as if admiration, the effect, could give you virtue, the cause—you want unearned wealth, as if wealth, the effect, could give you ability, the cause—you plead for mercy, mercy, not justice, as if an unearned forgiveness could wipe out the cause of your plea. And to indulge your ugly little shams, you support the doctrines of your teachers, while they run hog-wild proclaiming that spending, the effect, creates riches, the cause, that machinery, the effect, creates intelligence, the cause, that your sexual desires, the effect, create your philosophical values, the cause.

Gratitude is the heartfelt appreciation for the teachers and parents whose guidance and sacrifice have shaped our future.’ On this Teacher’s Day, we thank you for lighting the path of knowledge and love, forever illuminating our journey.

To all the MBA Gurus / Motivational Gurus/ Teachers/ Trainers - don't use students for your need to increase your followers or your need to earn more money. Give service and to those students who need it. - Avijeet Rabindranath Das My Dad, Dr Rabindranath Das, is a doctor who never cheated any of the people just to become rich. He still lives in his old house in my hometown.

Instead of using one exam as the primary summative assessment, he told teachers to use multiple formative assessments along the way—assignments, discussions, observations, and conversations—to inform semester grades. Instead of focusing on getting a grade on a specific exam, he wants students to focus on doing interesting work and teachers to focus on providing meaningful feedback throughout the semester.