Tutorial Class Quotes

It was the excitement, the richness of the whole experience, the mixture of pleasure and danger and freedom and the sun. You know, when we came back here, for a long while I still went on living in Euphoria inside my head. Outwardly I returned to my old routine. I got up in the morning, put on a tweed suit, read the Guardian over breakfast, walked into the University, gave the same old tutorials on the same old texts... and all the while I was leading a completely different life inside my head. Inside my head, I had decided not to come back to England, so I was waking up in Plotinus, sitting in the sun in my happi-coat, looking out over the Bay, putting on Levis and a sports shirt, reading the Euphoric Times over breakfast, and wondering what would happen today, would there be a protest, a demonstration, would my class have to fight their way through teargas and picket lines or should we meet off-campus in somebody's apartment, sitting on the floor surrounded by posters and leaflets and paperbacks about encounter groups and avant garde theatre and Viet Nam.

By the time they'd finished their tea, they were almost in love with each other — not quite yet, because true love took time and memories, but as close to love as first impressions could take them. The days had not yet come when Ramy wore Victoire's sloppily knitted scarves with pride, when Robin learned exactly how long Ramy liked his tea steeped so he could have it ready when he inevitably came to the Buttery late from his Arabic tutorial, or when they all knew Letty was about to come to class with a paper bag full of lemon biscuits because it was a Wednesday morning and Taylor's bakery put out lemon biscuits on Wednesdays. But that afternoon they could see with certainty the kind of friends they would be, and loving that vision was close enough.

Bodisham insisted upon a series of conferences with practically all the Group present and participating. The egg of the world revolution was indeed incubated in meetings very like tutorial classes. Our dramatic and romantic dispositions would have it otherwise, but that was the course reality chose to take. It was begotten of a sentence, it was fostered in talk. In the beginning was the Word. There is no strong, silent man in the history of the world renascence. "I've got so little to say," said Dreed, and he was the nearest approach to speechlessness in the Group. "All the more reason for coming to listen," said Rud. They had to understand each other, Bodisham urged, and to keep on understanding each other. "You have to talk a movement into being," he said, "and you have to keep it alert by talk. You have to write and keep on writing memoranda on the different expressions of our fundamental ideas, as fact challenges them. It is laborious but absolutely necessary." So long as Lenin lived, Bodisham argued, he wrote and talked and explained, and when he died progress in Russia turned its face to the wall. The hope went out of the Russian experiment. "You have to play the role of Lenin in our movement," said Bodisham. The Common-sense Party had to keep alive mentally even if it risked serious internal conflicts. Rigidity was a sign of death. Fixed creeds were the coffins of belief.

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

To gain a first was to receive a passkey that was supposed to open doors at the top — especially in the Civil Service, in the Diplomatic Service, and in similar public careers. Historical research was only one of those many doors, and by no means the most important one. Here, the English preference for the talented all-rounder — the adaptable and gentlemanly member of a ruling class — made itself plain. Most holders of firsts did not expect to stay in Oxford or in other centers of research and teaching. They made their way to the wider world. Nor was the final examination itself — and the undergraduate teaching that prepared for it — designed to foster any special skills in research. The essays that were written for tutors every week were usually read out to them at the beginning of the tutorial. They were twenty minutes to half an hour long and were expected to be successful rhetorical performances. They were trial runs for the answers that were expected in the final examination. One was encouraged to "think on ones feet" — to give quick (even entertaining) answers to complex questions, even if these answers bordered on the flip and the facile. These were the virtues of civil servants and journalists.

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Mrs. Shepherd stood at the head of the table as she delivered her annual tutorial on "foods of the world." This was Italy day, and when Mrs. Shepherd said something about the "pungent power of Mediterranean spices," Mary Dawn leaned towards Rosie and wrinkled her nose "Your people like garlic, right?" she said. Rosie couldn't believe she was talking to her. "Yeah," she said, sliding her elbows off the table and sitting up straighter. "For sauce, mostly." "Uh-huh," Mary Dawn said, her voice growing louder. "My mother refuses to cook with it. Says garlic has a way of staying with you. Seeps out of your pores." She flashed an exaggerated frown of sympathy as the girls started exchanging glances. "You must be so embarrassed to smell like your mother's kitchen all the time." All of them started flapping their hands in front of their noses, pretending to wave away the stink. Rosie stared straight ahead. I will not cry. I will not cry. "Okay, girls," Mrs. Shepherd finally said. "Quiet down." No defense of Rosie. No detention for them. Why couldn't her mother cook ring around the chicken or Boston baked beans like the other mothers? Why didn't she ever use Crisco like they did in class, instead of smelly olive oil? At the sound of the bell, she dashed out of the room.

They all speak the same language, these women who make their millions with snappy lip gloss tutorials and guided tours of their make-up collections, their thrift store hauls, detailed inventories of the contents of their handbags and their fridges. They post pictures advertising online classes and teeth-whitening kits and vitamin-infused gummy bears that promise to make your hair grow thicker and faster, all marked with the ubiquitous #ad.

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Then he turned to Rosemary Barr. “Meanwhile we’ll put you somewhere safe,” he told her. “Your tutorials will start as soon as the soldier is buried.” The outer western suburbs were bedroom communities for people who worked in the city, so the traffic stayed bad all the way out. The houses were much grander than in the east. They were all two-story, all varied, all well maintained. They all had big lots and pools and ambitious evergreen landscaping. With the last of the sunset behind them they looked like pictures in a brochure. “Tight-ass middle class,” Reacher said. “What we all aspire to,” Yanni said. “They won’t want to talk,” Reacher said. “Not their style.” “They’ll talk,” Yanni said. “Everyone talks to me.” They drove past the Archer place slowly. There was a cast-metal sign on thin chains under the mailbox: Ted and Oline Archer. Beyond it, across a broad open lawn, the house looked closed-up and dark and silent. It was a big Tudor place. Dull brown beams, cream stucco. Three-car garage. Nobody home, Reacher thought. The neighbor they were looking for lived across the street and one lot to the north. Hers was a place about the same size as the Archers’ but done in an Italianate style. Stone accents, little crenellated towers, dark green sun awnings on the south-facing ground-floor windows. The evening light was fading away to darkness and lamps were coming on behind draped windows. The whole street looked warm and rested and quiet and very satisfied with itself. Reacher said, “They sleep safely in their beds because rough men stand ready in the night to visit violence on those who would do them harm.” “You know George Orwell?” Yanni asked. “I went to college,” Reacher said. “West Point is technically a college.” Yanni said, “The existing social order is a swindle and its cherished beliefs mostly delusions.” “It is not possible for any thinking person to live in such a society as our own without wanting to change it,” Reacher said. “I’m sure these are perfectly nice people,” Helen said. “But will they talk to us?” “They’ll talk,” Yanni said. “Everyone talks.” Helen pulled into a long limestone driveway and parked about twenty feet behind an imported SUV that had big chrome wheels. The front door of the house was made of ancient gray weathered oak with iron banding that had nail heads as big as golf balls. It felt like you could step through it straight into the Renaissance. “Property is theft,” Reacher said. “Proudhon,” Yanni said. “Property is desirable, is a positive good in the world.” “Abraham Lincoln,” Reacher said. “In his first State of the Union.” There was an iron knocker shaped like