Zeal To Learn Quotes

Kindness has converted more sinners than zeal, eloquence, or learning.

A people fired ... with love of their country and of liberty, a zeal for the public good, and a noble emulation of glory, will not be disheartened or dispirited by a succession of unfortunate events. But like them, may we learn by defeat the power of becoming invincible.

Cigarettes and Whiskey and Wild, Wild Women" Perhaps I was born kneeling, born coughing on the long winter, born expecting the kiss of mercy, born with a passion for quickness and yet, as things progressed, I learned early about the stockade or taken out, the fume of the enema. By two or three I learned not to kneel, not to expect, to plant my fires underground where none but the dolls, perfect and awful, could be whispered to or laid down to die. Now that I have written many words, and let out so many loves, for so many, and been altogether what I always was— a woman of excess, of zeal and greed, I find the effort useless. Do I not look in the mirror, these days, and see a drunken rat avert her eyes? Do I not feel the hunger so acutely that I would rather die than look into its face? I kneel once more, in case mercy should come in the nick of time.

Nations as well as men require time to learn, whatever may be their intelligence or zeal.

[T]hat is practicing charity, and what we have to practice today is solidarity. [Applause] We should not draw closer to the people in order to say: "Here we are. We come to give you the charity of our presence, to teach you with our science, to demonstrate your errors, your lack of refine­ment, your lack of elementary knowledge." We should go with an investigative zeal and with a humble spirit, to learn from the great source of wisdom that is the people.

The decay of belief has come about through the honest doubt, the careful and fearless thinking of highly intelligent men of science and philosophy. Moved by a zeal and reverence for facts, they have tried to see, understand, and face life as it is without wishful thinking. Yet for all that they have done to improve the conditions of life, their picture of the universe seems to leave the individual without ultimate hope. The price of their miracles in this world has been the disappearance of the world-to-come, and one is inclined to ask the old question, “What shall it profit a man if he gain the whole world and lose his soul?” Logic, intelligence, and reason are satisfied, but the heart goes hungry. For the heart has learned to feel that we live for the future. Science may, slowly and uncertainly, give us a better future—for a few years. And then, for each of us, it will end. It will all end. However long postponed, everything composed must decompose.

I was new Christian. My conversation had been sudden and dramatic, a replica for me of the Damascus Road. My life had been turned upside down,, and I was filled with zeal for the sweetness of Christ. I was consumed with a new passion. To study the Scripture. To learn hoe to pray. To conquer the vices that assaulted my character. To grow in grace. I wanted desperately to make my life count for Christ. My soul was singing, "Lord, I want to be a Christian.

Consistent branding across all touchpoints—from the school's website and social media presence to its physical environment and learning spaces—creates a cohesive and memorable experience.

Gideon isn't for sale mister. Ah, yes. Like the Louisana Purchase, or Manhattan. I see. Should I have come with a purse full of beads and a wagon of diseased blankets? ... Can't you smell the history in the air? No doubt their grandfathers rushed across these prairies in their wagons, knocking down the natives, smashing in their brains in their zeal to stake for their claim. That pioneer spirit. My, what a land! I have learned so much from you

Humanism, he continued, leaning toward his colleagues with the zeal of his conviction even as he stumbled over his words, that holds as its core value the belief that human beings can learn and grow and change, and that art—and literature—can fuel that evolution. But

One day, you muster the courage and let go of the fear. In a brief moment of insanity, you give wings to the stories you had wanted to tell; some you didn't even know were in you. In that instant, something about you changes. You are born again. That is not to say the fear and worry and second-guessing go away. They are there. But you learn to cope with them. You learn that they don't control you at all times. In those fleeting moments of freedom, you have the power. You know you are not perfect. You realize no one was born perfect. No one. Rome wasn’t built in a day either. A weird thing happens when you get a glimpse of that side of you. A child-like zeal possesses you. It is addictive. You discover your voice. You matter. Maybe not to the world, yet. You matter to yourself. You are worthy. You are alive. You can be.

Three portraits by Hans Holbein have for generations dictated the imagery of the epoch. The first shows King Henry VIII in all his swollen arrogance and finery. The second gives us Sir Thomas More, the ascetic scholar who seems willing to lay his life on a matter of principle. The third captures King Henry’s enforcer Sir Thomas Cromwell, a sallow and saturnine fellow calloused by the exercise of worldly power. The genius of Mantel’s prose lies in her reworking of this aesthetic: Look again at His Majesty and see if you do not detect something spoiled, effeminate, and insecure. Now scrutinize the face of More and notice the frigid, snobbish fanaticism that holds his dignity in place. As for Cromwell, this may be the visage of a ruthless bureaucrat, but it is the look of a man who has learned the hard way that books must be balanced, accounts settled, and zeal held firmly in check. By the end of the contest, there will be the beginnings of a serious country called England, which can debate temporal and spiritual affairs in its own language and which will vanquish Spain and give birth to Shakespeare and Marlowe and Milton.

The causes of atheism are, divisions in religion, if they be many; for any one division addeth zeal to both sides; but many divisions introduce atheism . . . . And lastly, learned times, especially with peace and prosperity; for troubles and adversities do more bow men’s minds to religion.

People either get this or they don't. Everyone's destiny is different. It is not so about what we carry but how we carry it that defines each one of us. There are lots of 'uncommon' factors contributing to a person not achieving his goals. We only talk about the common ones like lack of focus, commitment and all. You will agree with me that as complex as the world now is so is the human mind; if a person can learn to think in the simplest of manners he is more likely to reach his goals. No one is an exception, before you point a finger, ask, "Will my criticism contribute to the complexity in that person's life or or empower him?" Discipline nowadays is not solely based on your ability to take action but on your ability to step into greatness in the simplest of ways

The "inspired" prophet Isaiah, whose writings are venerated by both Jews and Christians, and whose prophetic utterances have so long been discussed with more zeal than discretion by the sectarians, tells us, (Isaiah xiv. 29), that "Out of the serpent's root shall come forth a Cockatrice, and his fruit shall be a fiery, flying serpent." This somewhat incoherent prediction has never been satisfactorily explained by the learned commentators who are specially educated in our colleges for solving theological enigmas, and who have failed to show, to the confusion of scientists and the admiration of a believing world, how a Cockatrice may emerge from a "serpent's root," and why a Cockatrice's "fiery and flying fruit" should have formed a theme for prophetic inspiration.—E.

It seems to me that, if the question was still posed with such zeal in the eighteenth and nineteenth centuries, it is due to a lingering sense that beauty is in fact something important, more than the mere turning of a screw in our mental machinery. If this is true, then the fact that people today seem less inclined to fight about judgments of taste, and show little interest in persuading others about what is beautiful, or learning to make good judgments, educating and forming their tastes, is something that should cause us great alarm. Our alarm ought to grow exponentially if it is in fact true that the way we experience and interpret beauty reveals an understanding of or disposition towards reality in general. In this case, to lose a sense of beauty’s connection to reality is, I suggest, to lose a sense of the reality of reality tout court.

St. Bernard, with the sharpness of his wit and zeal, has stigmatized the vices of the rebellious people. "Who is ignorant," says the monk of Clairvaux, "of the vanity and arrogance of the Romans? a nation nursed in sedition, untractable, and scorning to obey, unless they are too feeble to resist. When they promise to serve, they aspire to reign; if they swear allegiance, they watch the opportunity of revolt; yet they vent their discontent in loud clamors, if your doors, or your counsels, are shut against them. Dexterous in mischief, they have never learned the science of doing good. Odious to earth and heaven, impious to God, seditious among themselves, jealous of their neighbors, inhuman to strangers, they love no one, by no one are they beloved; and while they wish to inspire fear, they live in base and continual apprehension. They will not submit; they know not how to govern faithless to their superiors, intolerable to their equals, ungrateful to their benefactors, and alike impudent in their demands and their refusals. Lofty in promise, poor in execution; adulation and calumny, perfidy and treason, are the familiar arts of their policy

I just checked that crosshead, Alexander Vassilievich,” I told him once when he started to examine the block between a piston rod and a connecting rod just after I had done the same thing. “And I want to do it myself,” Maltsev answered, smiling, and there was a kind of sadness in his smile which startled me. I later understood the meaning of this sadness and the reason for his always holding himself aloof from us. He felt a superiority over us because he understood the locomotive better than we did and because he didn’t believe that I or anybody else could learn the secret of his skill, the secret of seeing at the same time the swallow flying by and the signal ahead, being aware at the same moment in time of the track, the whole train, and the power of the locomotive. Maltsev realized of course that we could outdo even him in our zeal, but he couldn’t imagine that we could love the engine more than he did or drive the train better - anything better, he thought, would be impossible. And this was why Maltsev was sad with us; he was lonesome with his talent, as if he lived all by himself, not knowing how to express it to us so we could understand.

[T]he great decided effective Majority is now for the Republic," he told Jefferson in late October 1792, but whether it would endure for even six months "must depend on the Form of Government which shall be presented by the Convention" and whether it could "strike out that happy Mean which secures all the Liberty which Circumstances will admit of combin'd with all the Energy which the same Circumstances require; Whether they can establish an Authority which does not exist, as a Substitute (and always a dangerous Substitute) for that Respect which cannot be restor'd after so much has been to destroy it; Whether in crying down and even ridiculing Religion they will be able on the tottering and uncertain Base of metaphisic Philosophy to establish a solid Edifice of morals, these are Questions which Time must solve." At the same time he predicted to Rufus King that "we shall have I think some sharp struggles which will make many men repent of what they have done when they find with Macbeth that they have but taught bloody Instructions which return to plague the Inventor." . . . In early December, he wrote perhaps his most eloquent appraisal of the tragic turn of the [French] Revolution, to Thomas Pinckney. "Success as you will see, continues to crown the French Arms, but it is not our Trade to judge from Success," he began. "You will soon learn that the Patriots hitherto adored were but little worthy of the Incense they received. The Enemies of those who now reign treat them as they did their Predecessors and as their Successors will be treated. Since I have been in this Country, I have seen the Worship of many Idols and but little [illegible] of the true God. I have seen many of those Idols broken, and some of them beaten to Dust. I have seen the late Constitution in one short Year admired as a stupendous Monument of human Wisdom and ridiculed as an egregious Production of Folly and Vice. I wish much, very much, the Happiness of this inconstant People. I love them. I feel grateful for their Efforts in our Cause and I consider the Establishment of a good Constitution here as the principal Means, under divine Providence, of extending the blessings of Freedom to the many millions of my fellow Men who groan in Bondage on the Continent of Europe. But I do not greatly indulge the flattering Illusions of Hope, because I do not yet perceive that Reformation of Morals without which Liberty is but an empty Sound." . . . [H]e believed religion was "the only solid Base of Morals and that Morals are the only possible Support of free governments." He described the movement as a "new Religion" whose Votaries have the Superstition of not being superstitious. They have with this as much Zeal as any other Sect and are as ready to lay Waste the World in order to make Proselytes.

PARTIES, CONFERENCES AND NETWORKING EVENTS. You’ve got to be honest with yourself; this was the actual lesson you’ve been dreading, only if you are a natural extrovert, there are some things that are more stressful than going to parties and other networking activities. Today is going to be a bit tough, so you are going to have to be tougher. This is where all the lessons you’ve learnt so far will pay off. When you’re in a party, a conference or networking event, you are likely to hold one of four possible roles. How you react to the event will depend on this role. The possibilities include: Host/Greeter. Guest. Networker. Support. People will definitely come to you if you’re in the first category, making introduction moderately easy and opportunities for small talk plentiful. You may be in charge of giving a presentation or attending to a table at a convention or any similar event. Make sure to create eye contact and smile at strangers to acknowledge them, someone will approach you in no time. Topics that may outstand may include how successful the turnout was or other positive factors that craved out of the event. If you happen to be a guest or a visitor, the challenge is on you to approach and kick start conversations. The golden rule for breaking ice at events and starting small talks ate networking arena are remarkably the same. You have to keep one thing in mind; everyone attends a party with the intention of meeting a new person and talking with them. So, if you find out that your introduction is not so much an imposition as making it up to meet new people, you will find it much compelling and easy. Your best topics in this case are basically probing enquires about what brings your other party to the event and if you have mutual acquaintances. Your own work as a networker is a little bit different from being a host or guest. As a networker, you have to join groups, or even groups of groups in a cohesive way. You may need to go in to many conversations in the middle. The best way to go about this is to smile or enthusiastically go with something that was just said. When this is done, be careful not to shoehorn your conversation topics in to small talks, but try to carefully merge in to each of them as if you’re approaching from a highway on- ramp. Support is the final role, and the sad part about this is that you might find yourself at the end catering an event or working as a neutral staff. Even with that, you may still create opportunities for personal networking or even very revealing small talks during the course of the event. Conversation with other staff, special guests or even the host can turn out to invaluable connections that you can make use of later. With this at the back of your mind, always prepare for short conversations when you’re working an event just as seriously as if you were attending the event as a special guest. Maybe you’re not that kind of person that can withstand large crowd, take a break to regain who you are and review the topical assessments you prepared in the previous lessons. Don’t forget to excuse yourself so you can move around in the event centre on a regular basis, perhaps going for another role you think you’re capable of. This particular aspect does not have any other way to go about it. In fact, it might take the next 5 days before you put the whole concept together, and you may need to combine the zeal with tomorrow’s lesson. Now, you should go for a party or be the host to one yourself so you can utilize all these principles you learnt today. There’s no way to wave this, you have to learn it and be perfect. Bring your partner who has been your support all this while along to tackle the four roles and many more within the time frame. Until then, maintain the free flow with ease.

How do we learn to recognize the often-charming, always-scheming, sometimes-anxious, frequently conniving calculating self? One good way is to ask ourselves, What would have to change for me to be completely fulfilled? The answer to this question will clue us in to the conditions our calculating self finds threatening or even intolerable, and we may see that our zeal to bring about change may benefit from a lighter touch. The intolerable condition may be a place or a situation, but very often it is another person.

Teach your children to Smile when doing Tasks they consider hard. Many times, children would cry when they are asked to do a task they feel is hard. They would frown, sulk, begin to feign hunger or wee-wee. If you have been wondering what a FIXED MINDSET looks like, That's a FIXED MINDSET. Reversing a fixed mindset is about CHANGING EMOTIONS. It is changing a child's state of mind CONCERNING the SPECIFIC task to be learnt. It is changing his state DURING learning. It is changing the child's Perspective ABOUT LEARNING generally. Teach them to JUST SMILE! or even SING while they learn or practice "HARD" tasks. Keep them SMILING even when the task is so hard they want to CRY. Explain that a PERSON cannot excel at a thing he doesn't like. Explain that in life those who succeed AS A RULE, first had to be HAPPY and GRATEFUL for the opportunity to TRY. TEACH them that sadness and anger at the things they don't know makes what they don't know HARDER.

Underachievement is an emotional, motivational and or learning unreliability...causing children to function below expectations.

Underachievement is a culture. The hardest thing for a child to do is to go against his friend's way of doing things. Getting things done. Reading. Learning. Underachieving students typically WALK and WORK in groups. They may have the will even to do better, but lack the will to go against the group. Going against the group means or could mean becoming an outcast. It could mean a BIG loss...bigger than the child can handle at the moment. One of two things has to happen -either the child goes on the journey alone, or he be willing to lead the group - which both entails becoming a DIFFERENT person. Both, are unreasonable to typical Underachievers. They lack guts! And are too "lazy" to be DIFFERENT.

You need a Community to Parent your child. If you are the only one doing the "Parenting" trust me, you have a long way to go. Your child needs SOME skills you DON'T HAVE. If you had THOSE SKILLS, they still would need others YOU STILL WOULDN'T HAVE. My point? You ain't perfect! If you are the only one doing the parenting you are just starting. And I bet You, YOU WILL BE SO SLOW at it and their would be certain areas you can't touch. You need PARTNERS. Partners of your CHOOSING! Partners to help you reach your goal of PARENTING your child. Your pastor or imam for CERTAIN spiritual goals. Your FRIEND (who has been there, done that) for INSPIRING your child through an EXAM. Your Child's TEACHER for CERTAIN Learning objectives. A Mentor to TEACH your child (un)COMMON SENSE. A coach to SHOW your child the Way. Your Child's FRIENDS to teach him SOCIAL SKILLS. YOUR dad, to teach your child HISTORY of your FAMILY. YOUR GRANDMA to TEACH him Service to Elders. And so on like that... Small, small deliberate goals...for which you need a COMMUNITY of your CHOOSING. The key is to be DELIBERATE and PLAN ahead while sourcing for your PARENTING PARTNERS. It's your GOAL, not theirs. It's their STYLE not YOURS. It's their TIME not YOURS. AND YES, Its your CHILD, not theirs! It takes more than love to parent a child.

Your school can do much more about Potential Development. Many schools focus on grades. That's cool. You can focus on potential development. That's better! Cos you get more benefits. For one such students get good grades in line with their potential. Cos they will be learning skills that make them better in many ways. Your teachers have different abilities, skills, motivation and giftings. Many of which are very relevant for developing student potential. Many schools put those to use only during sports. They assign the "sport-ish" teachers to sports days. And leave other teachers to watch. What about listing areas you generally want your students to be developed in? Areas that are based on the school vision and mission statements. Then assign EACH teacher an area or sub area - the teacher directly or indirectly looks to develop students in his or her area. Some kind of division of labour. A focused kinda style for making students meet your expectations. Many times, you find that schools can do more.

Your WEEWEE is not a TOY Many times little boys play with their private parts. That's the time to remind them it's not a TOY. It's not a YO-YO, or a TOY CAR! And even ask JOKINGLY if you should cut it so they can play with it. And they would gladly BEG YOU NOT TO CUT IT. They will learn via play and association what you WOULD HAVE TOLD them about MASTURBATING had they been OLDER. Soon, they would come to detest PLAYING with it. And maybe even be programmed so over the years. There is always a way to teach a child a BIG thing in a small way. Find it, it can make ALL the difference.

You are responsible for any underachieving person in your Care Their failure? That's on you. Their success? That's on you. Their day to day life is on you...except if you don't WANT that! Then, It's okay to LET THEM BE. If you choose to do the work however, you are not ALLOWED to blink let alone STOP. You are practically in a RELATIONSHIP with an underachieving child, husband, wife or friend that entails you GETTING USED. And yes you may need some USING yourself. That's where it hurts. Underachieving Persons are everywhere and all over because it takes SUSTAINABLE work to get to them. Your work isn't to do everything and anything for them. Far from it. They are doing poorer than expected ONLY because they CONSCIOUSLY OR UNCONSCIOUSLY choose to. So they would BLEED you dry and tire you out until you can get them to CHOOSE to FLY instead of SINK in their real or imagined PAIN. Your efforts should be to EVOKE emotions that make them make the BEAUTIFUL CHOICE to negate the OLD CHOICE. FOR THIS, all you need is an AGREEMENT. Get them to AGREE in the presence of a witness. Consider the SKILLS they need to LEARN. Provided REQUIRED resources. GIVE them enough time to COME THROUGH. The AGREEMENT is the MOST IMPORTANT. A solid AGREEMENT. If you have the capacity to get them to AGREE you have made more progress than you ever will forcing a change in their attitudes by using CONTROL tactics. It's why sitting them down works. It's why providing guidance works. It's why punishment doesn't...especially if it doesn't elicit a SOLID AGREEMENT. Without an AGREEMENT all your effort may come to waste or still their achievement will be lower than expected. Well, a miracle could happen. Say they make the choice on their own. Or as a result of a divine encounter. And Yes, they aren't foolish. Just people who have sworn to be mediocre...unconsciously or unconsciously!

You see, because parents contribute to their children's underachievement, many teachers “Judge, Lecture and Compete” with them as a way of working on the case. Instead of this, you should Support, mentor and Partner. The idea is to Support not judge. Mentor not Lecture and Partner not Compete. Judging parents wouldn’t get you anywhere especially if those parents are underachievers themselves. Instead look out for ways to support them say by providing the needed information for them to do better. Instead of lecturing them it is better to mentor them –plus you would automatically gain a position as a mentor instead of a critic and they would look up to you as such and lastly, remember, these children are theirs so don’t compete with them on that, instead partner with them concerning these students. In Medical School, there is said to be a protocol taught to nurses and doctors and other relevant hospital personnel to deal with upset persons. It contains 6 steps or ideas , you should look into the protocol and come up with something similar. What better place is there to learn how upset persons who usually are the cause of their problems are than the hospital

Are Class Captains and School Prefects managers or leaders? Schools miss it when they assign a student to discipline other students. Class captains and school prefects are leaders not managers. A Leader is on A MISSION not on A DUTY. And being a leader goes beyond expecting compliance from others, which is what managers do. If your school assigns prefect to enforce compliance in any way you are doing it all wrong. For one, seeking compliance from anyone is complicated and it comes with a position that "demands" respect and thus you are putting such children at a risk of being hated by their peers. Prefect should be examples not authority figures, plus they should be trained to act like leaders should, if you also don't train them, you are doing it too wrong. Here are some of those "things" you should train your prefect: 1. Active listening 2. How to help their peers and other students find meaning in learning 3. How to make others students wellbeing and safety their priority. 4. How to inspire others and lead by example. Charity begins from school too. Your prefects can learn people skills that can guarantee their future right from your school. Your prefects should be assets to your school because of what they can learn to do now to become better in future not because of what they can do for your school now, which obviously is very little.

Two things must be considered JUST BEFORE teaching students who are doing below their potentials - the content to be taught and the students' mindset. And two other things that must be considered LONG BEFORE they are taught are their motivation to learn and level of attainment.

The first job or duty of a parent is to provide the emotional needs of a child, the second is to provide the learning needs of the child and the last job is the motivational needs of the child. If as a parent you don't get these three duties right, you wouldn't get every other duty (inbetween) right

Ancient Master Requirements: Talent attribute two or more Tiers above lowest-Tier attribute Know three or more forms of Magic Race: Most Focus: Magic Zeal or Conviction one Tier lower than Willpower Restrictions: Must never reject an opportunity to learn a new type of magic (but see below). May not voluntarily increase Zeal or Conviction May not use or learn Divine Magic Some part of him was impressed at the depth of the class system, but that part was small indeed. Most of him was howling “get to the kewl powerz.” The knowledge slid into his mind, and he began to smile. Passive Abilities: Calculate aether-derived %RESOURCE% using an improved formula: 50+(Talent*50) Increased facility with improvised magic Decreased ability to use known spellforms Base aether to %RESOURCE% conversion ratio is 100% Basic Abilities: %RESOURCE%bolt (3 %RESOURCE% / damage, global cooldown, attack spell) Fires a bolt of %RESOURCE% energy at the target Gnostic Reflection (100 %RESOURCE%, 30s cooldown, mental trigger) Absorbs the energy of one spell targeting the caster, then targets the spell’s source with an identical spell using the caster’s parameters. Unknown magic types will not be replicated but can contribute to learning that type of magic. %RESOURCE% Metamorphosis (100 percent of current %RESOURCE%, 1/day, mental trigger) Converts all surrounding energy in a (Tier*Talent) meter radius as well as the caster’s physical form into %RESOURCE% for up to 60 seconds. During this time, damage to Health is applied to %RESOURCE%, only abilities or effects which use %RESOURCE% will function within the ability’s

Adventures are a way to learn and have fun, ideal for the ignorant less than seven year old child who needs to gain understanding via play and unseriousness. The arrogant child needs conviction borne of out of an understanding of life - the wise are seldom arrogant and blabbermouths. Bombarding the arrogant seven to fourteen year old child with things to think about works wonders - advice, good books, guidiance, a vision. The young adult needs purpose and skills. It's time to see things take form. By fourteen a child should understand the many ways things are created such as how sex creates babies, how money is made and how houses are designed and built. Verily, it takes more than love to parent a child.

. It is an illusion of false zeal, and a temptation of the enemy, for young novices to begin to teach before they have learned themselves how to practise

That's the thing, isn't it, when you grow with Time, you learn to value your Time more than anything in this world. You safeguard your peace from literally anything that seems to pull it down, even if that means transient happiness. I learnt long back that Life is a series of lessons, some bitter and well some very very bitter, but all of them assimilate into something so serene, so beautiful actually when looked from a distance. Because each time you're broken, you're made once again, some from the pieces that lay scattered on the ground while some entirely new coming from all across the Sky where He Smiles at You, knowing that your fall was nothing but a blur in the Time that would clutch you later in Life into understanding the Truest Meaning of Life, the virtue of Patience and Perseverance, the lesson on Time, that Time alone has the biggest Smile and if you evolve with it you would walk the fire with the Zeal of your Soul that never ages, you will find wrinkles and scars but those are like battle ropes that get you motivated to walk this Earth one more time, to know that you're still alive, only your core never changes, You in your heart is always that child, the one who is always eager to embrace as much colour from this moment as your senses can. I am not hushing the child but patting it with the serenity of a grey hair, knowing that Life has been kind even at the battles that were thrown along the way, and eventually letting my heart know that the biggest war I'd ever face is within, the war that demands me to hold on too tightly all while letting go too spontaneously, the least I could find is a victory of Knowing I have done it all with an Honest Heart and a Soul that thrives on Faith. If colours were hued on my Soul, let Integrity be my Sun and as for the Moon, I'd always be Kindness' arm. Thank You, Life And to every momentary transient passerby of this beautiful journey, no matter where we left off, I wish your journey finds the course it's meant to walk.

School administrators play a pivotal role in curriculum development, student well-being, staff management, and crisis handling.

From principals to superintendents, school administrators oversee operations, set educational goals, and shape the future of students and schools.

School administrators are leaders with decision-making authority, crucial for the effective functioning and success of schools.

As the driving force behind schools, administrators exhibit strong leadership skills and a commitment to fostering positive and inclusive learning environments.

School administrators balance strategic planning with day-to-day management to create a conducive learning environment.

School administrators must engage with stakeholders, support student well-being, and mentor staff to promote a conducive learning environment.

School administrators facilitate staff professional development opportunities, emphasizing the importance of ongoing growth and learning within the school community.

School administrators play a key role in curriculum collaboration, ensuring alignment with educational goals and standards to enhance student learning outcomes.

The principles of classroom management guide teachers in creating environments where every student can thrive, learn, and succeed.

Excessive use of rewards and punishments may lead to a focus on compliance rather than genuine learning, hindering students' intrinsic motivation and long-term growth.

Public humiliation and verbal abuse have lasting effects on students' self-esteem and mental well-being, undermining the very foundation of a supportive learning environment

Discrimination and biased treatment perpetuate inequity and injustice, creating barriers to learning and undermining the principles of fairness and equality in the classroom.

Curriculum development is the foundation upon which a school's educational philosophy and mission are built, shaping the learning experiences of every student.

The curriculum is not just about what students learn; it's about how they learn and how their learning experiences can shape their identities and aspirations.

Psychological principles in teaching, such as cognitive and behavioural theories, provide valuable insights into how students learn and process information, complementing transformative teaching theories and enhancing educators' ability to create engaging and effective learning experiences.

By integrating humanistic theories, inclusive education principles, and feminist pedagogy into transformative teaching practices, educators can create learning environments that honour the unique identities and experiences of every student, fostering a culture of respect, empathy, and social justice.

The integration of psychological principles into transformative teaching offers educators a deeper understanding of student behaviour, cognition, and motivation, enabling them to tailor their instructional strategies to meet individual learning needs and foster transformative learning experiences.

By incorporating humanistic, inclusive, and feminist pedagogical principles into transformative teaching practices, educators can create learning environments that prioritize student well-being, equity, and empowerment, fostering meaningful connections and transformative growth for all learners.

In transformative teaching, understanding motivation theories such as intrinsic and extrinsic motivation is essential for fostering students' internal drive and interest in learning.

Cognitive development principles, including Piaget's Stages of Cognitive Development and Vygotsky's Zone of Proximal Development, guide transformative teaching by recognizing that students progress through distinct cognitive stages and thus require tailored instruction and support to advance their learning effectively.

Social Cognitive Theory, as proposed by Albert Bandura, highlights the importance of modelling and observational learning in transformative teaching, emphasizing the role of social interactions and peer influences in shaping students' behaviours and attitudes towards learning.

Attention and focus play a crucial role in transformative teaching, so teachers must learn to capture and maintain students' engagement throughout the learning process.

Embracing social and emotional principles, including the development of emotional intelligence and consideration of Maslow's Hierarchy of Needs, enables transformative teaching to address students' holistic well-being, promoting positive relationships and creating a supportive atmosphere for learning.

Transformative teaching plants the seeds of innovation and nurtures students to be thinkers, creators, and leaders.

Transformative teaching causes a paradigm shift, and instills in students the profound belief that they possess the agency to effectuate profound personal and societal change.

Every step we take towards our dreams leads us to unlock our infinite potential.

Encouraging enquiry-based learning empowers students to take ownership of their education by fostering curiosity, independence, and a lifelong love of learning, preparing them to thrive in an ever-evolving world.

By incorporating gamification elements into lesson plans, educators can harness the power of play to increase student motivation, participation, and retention, transforming the learning process into an engaging and immersive experience.

In the transformative classroom, students are active participants, not passive recipients of knowledge, fostering a culture of engagement and empowerment.

Providing experiential learning opportunities through internships, field trips, and service learning projects immerses students in real-world contexts, deepening their understanding and appreciation of academic concepts and preparing them for the future.

Analysing success stories and case studies equips students with critical thinking skills and inspires them to think creatively and strategically when faced with challenges in their own lives and careers.

Implementing problem-based learning through real-world projects and interdisciplinary collaborations empowers students to tackle complex challenges, think critically, and develop innovative solutions that address pressing issues in society and beyond.

Transformative teaching empowers underachievers to rewrite their stories and transform their perceived limitations into stepping stones towards success.

Transformative learning is intricate and multifaceted, and is influenced by internal and external factors such as persistence, openness to new perspectives, and the surrounding context.

To unlock one's potential is to embark on a journey of clarity and self-discovery and uncover the treasures hidden within the depths of our being.

In the transformative classroom, Constructivist theories come to life as students actively construct their understanding through interaction with their environment, deep learning and meaningful connections.

Experiential Learning Theory encourages learners to actively engage in experiences and reflect on them, promoting deeper understanding and personal growth in the transformative teaching process.

With transformative teaching, learning is not just about acquiring facts; it's about challenging assumptions, questioning norms, and redefining perspectives, empowering students to become critical thinkers and lifelong learners.

By embracing Gardner's Multiple Intelligences Theory, educators become architects of personalized learning experiences that honour the unique talents and abilities of every student. Through tailored instruction and diverse assessment methods, classrooms become vibrant ecosystems where each intelligence is valued and cultivated.

Inclusive education principles advocate for learning environments that embrace and celebrate diversity and foster a sense of belonging and equity among all students.

By integrating theories like Transformative Learning, Constructivism, Critical Pedagogy, and Experiential Learning, educators can create a transformative classroom environment where students are active participants in their own learning journey.

There are thousands today echoing the same rebellious complaint against God. They do not see that to deprive man of the freedom of choice would be to rob him of his prerogative as an intelligent being, and make him a mere automaton. It is not God’s purpose to coerce the will. Man was created a free moral [332] agent. Like the inhabitants of all other worlds, he must be subjected to the test of obedience; but he is never brought into such a position that yielding to evil becomes a matter of necessity. No temptation or trial is permitted to come to him which he is unable to resist. God made such ample provision that man need never have been defeated in the conflict with Satan. As men increased upon the earth, almost the whole world joined the ranks of rebellion. Once more Satan seemed to have gained the victory. But omnipotent power again cut short the working of iniquity, and the earth was cleansed by the Flood from its moral pollution. Says the prophet, “When Thy judgments are in the earth, the inhabitants of the world will learn righteousness. Let favor be showed to the wicked, yet will he not learn righteousness, ...and will not behold the majesty of Jehovah.” Isaiah 26:9, 10. Thus it was after the Flood. Released from his judgments, the inhabitants of the earth again rebelled against the Lord. Twice God’s covenant and his statutes had been rejected by the world. Both the people before the Flood and the descendants of Noah cast off the divine authority. Then God entered into covenant with Abraham, and took to himself a people to become the depositaries of his law. To seduce and destroy this people, Satan began at once to lay his snares. The children of Jacob were tempted to contract marriages with the heathen and to worship their idols. But Joseph was faithful to God, and his fidelity was a constant testimony to the true faith. It was to quench this light that Satan worked through the envy of Joseph’s brothers to cause him to be sold as a slave in a heathen land. God overruled events, however, so that the knowledge of himself should be given to the people of Egypt. Both in the house of Potiphar and in the prison Joseph received an education and training that, with the fear of God, prepared him for his high position as prime minister of the nation. From the palace of the Pharaohs his influence was felt throughout the land, and the knowledge of God spread far and wide. The Israelites in Egypt also became prosperous and wealthy, and such as were true to God exerted a widespread influence. The idolatrous priests were filled with alarm as they saw the new religion finding favor. Inspired by Satan with his own enmity toward the God of heaven, they set themselves to quench the light. To the priests was committed [333] the education of the heir to the throne, and it was this spirit of determined opposition to God and zeal for idolatry that molded the character of the future monarch, and led to cruelty and oppression toward the hebrews.

Whether you sweep the toilet of a school or you make cloths. Whether you take pictures of dancers or you are a full-time house wife. Whether you are a village jester or the president of a company, never trivialize what you do. Your work, no matter how small you think it is can make a difference in someone's life. It all begins with you. It's not what you do, it's how you do it. I have seen a traffic police bring minutes of joy and happiness to people's lives in a way that Presidents of nations cannot. Anytime you trivialize what gives you an income, you sell yourself cheap and lose your dignity. Do your work with all excitement, joy and positivity. Learn and grow from it. And if you haven't found a job to do, look for one with the same zeal as you would do the actual work. Good morning and may God bless our efforts. Emi Iyalla

Zeal without knowledge is not more spiritual. It is less spiritual. Zeal without knowledge is in fact prideful, because it is saying, “I don’t need that knowledge that God took a lot of time to sit down in His Word. I am just going to live the Christian life.” And God didn’t design us to work that way. He designed us to understand His Word and to operate from the base of His Word in Christian living. So we must burn in our hearts to worship the Lord even in our pursuit of knowledge. To glorify Him as we pursue knowledge that we might learn and obey.

November 16: Saint Gertrude   Gertrude was born of a noble family at Eisleben, in Saxony.  At five years of age, she offered her virginity and herself to Jesus Christ, in the Benedictine nunnery at Rodersdorf.  From that time forth she was utterly estranged from earthly things, ever striving for things higher, and began to lead a kind of heavenly life.  To learning in human letters she added knowledge of the things of God.  In the thought thereof she earnestly desired, and soon reached, the perfection of a Christian soul.  Of Christ, and of the things in his life, she spake oftentimes with movings of spirit.  The glory of God was the one end of all her thoughts, and to that her every longing and her every act were given.  Though God had crowned her with so many and so noble gifts both of nature and of grace, her belief regarding herself was so humble that she was used to number as among the greatest of the wonders of his goodness that he had always in his mercy borne with one who was so utterly unworthy. In the thirtieth year of her age she was elected Abbess of Rodersdorf, where she had professed herself in the religious life, and afterwards of Helfta.  This office she bore for forty years in love, wisdom, and zeal for strict observance, so that the house seemed like an ideal ensample of a sisterhood of perfect nuns.  To each one she was a mother and a teacher, and yet would be as the least of all, being in sooth in all lowliness among them as she that served.  That she might be more utterly God's only, she tormented her body with sleeplessness, hunger, and other afflictions, but withal ever true to herself, stood forth a pattern of innocency, gentleness, and long-suffering.  The salvation of her neighbours was her constant earnest endeavour, and her godly toil bore abundant fruit.  The love of God oftentimes threw her into trances, and she was given the grace of the deepest contemplation, even to union of spirit with God. Christ himself, to shew what such a bride was to him, revealed that he had in the heart of Gertrude a pleasant dwelling-place.  The Virgin Mother of God she ever sought with deep reverence as a mother and warden whom she had received from Jesus himself, and from her she had many benefits.  Toward the most Divine Sacrament of the Eucharist, and the sufferings of the Lord, her soul was moved with love and gratitude, so that she sometimes wept abundantly.  She helped with daily gifts and prayers the souls of the just condemned to the purifying fire.  She wrote much for the fostering of godliness.  She was glorified also by revelations from God, and by the gift of prophecy.  Her last illness was rather the wasting of a home-sickness to be with God than a decay of the flesh, and she left this life in the year of our Lord 1292.  God made her bright with miracles both during her life and after her death.

You court the heav’nly muse with ceaseless zeal, And seek to open all the varied stores Of high philosophy. And

Patriot writers attempted to inculcate civic virtue through allusions to classical history, frequently Greek but even more often Roman, and ancient glory. A revolutionary writer in the Virginia Gazette, wishing to “secure this valuable blessing [of classical virtue], and learn the greatness of its worth,” wished to recommend to his “countrymen, especially the younger part of it, a thorough acquaintance with these records of illustrious liberty, the histories of Greece and Rome.” The writer intended this recommendation not as a theoretical or academic exercise, but rather as a spur to urge Americans to “a glorious emulation of those virtues, which have immortalized their names.” Classical examples would surely instill Americans with “a just hatred of tyranny and zeal for freedom,” and induce them to follow “the godlike actions of those heroes and patriots, whose lives are delivered down to us by Plutarch.

March 2 MORNING “But all the Israelites went down to the Philistines, to sharpen every man his share, and his coulter, and his ax, and his mattock.” — 1 Samuel 13:20 WE are engaged in a great war with the Philistines of evil. Every weapon within our reach must be used. Preaching, teaching, praying, giving, all must be brought into action, and talents which have been thought too mean for service, must now be employed. Coulter, and axe, and mattock, may all be useful in slaying Philistines; rough tools may deal hard blows, and killing need not be elegantly done, so long as it is done effectually. Each moment of time, in season or out of season; each fragment of ability, educated or untutored; each opportunity, favourable or unfavourable, must be used, for our foes are many and our force but slender. Most of our tools want sharpening; we need quickness of perception, tact, energy, promptness, in a word, complete adaptation for the Lord’s work. Practical common sense is a very scarce thing among the conductors of Christian enterprises. We might learn from our enemies if we would, and so make the Philistines sharpen our weapons. This morning let us note enough to sharpen our zeal during this day by the aid of the Holy Spirit. See the energy of the Papists, how they compass sea and land to make one proselyte, are they to monopolize all the earnestness? Mark the heathen devotees, what tortures they endure in the service of their idols! are they alone to exhibit patience and self-sacrifice? Observe the prince of darkness, how persevering in his endeavours, how unabashed in his attempts, how daring in his plans, how thoughtful in his plots, how energetic in all! The devils are united as one man in their infamous rebellion, while we believers in Jesus are divided in our service of God, and scarcely ever work with unanimity. O that from Satan’s infernal industry we may learn to go about like good Samaritans, seeking whom we may bless!

Acknowledging the principles of individual differences, such as Howard Gardner's Multiple Intelligences theory and the recognition of diverse learning styles, allows transformative teaching to cater to the varied strengths and preferences of students, fostering a more inclusive and effective learning environment.

Encouraging self-regulated learning through the development of metacognitive skills empowers students to take ownership of their learning journey, fostering independence, responsibility, and a deeper understanding of their own learning processes.

Drawing from Skinner’s behaviourism theory, transformative teaching utilizes reinforcement and effective feedback to shape students' behaviour and learning outcomes, encouraging positive engagement and progress.

Incorporating principles of emotional intelligence into transformative teaching practices equips students with essential skills for navigating social interactions, managing stress, and cultivating empathy, thus promoting a positive classroom culture conducive to learning.

By recognizing and accommodating individual differences in learning styles and preferences, transformative teaching ensures that every student has the opportunity to engage with the material in a way that resonates with them, leading to deeper understanding and retention of knowledge.

By fostering self-regulated learning skills, transformative teaching empowers students to become active participants in their own education, enabling them to set goals, monitor their progress, and adapt their learning strategies to achieve success.

Through the application of behavioural theories, transformative teaching emphasizes the importance of providing consistent reinforcement and constructive feedback to encourage desired behaviours and academic growth in students.

By integrating principles of multiple intelligences theory, transformative teaching acknowledges and celebrates the diverse talents and strengths of students, fostering a culture of appreciation for individual differences and promoting holistic development.

Transformative teaching harnesses social cognitive theory to promote observational learning and modelling behaviours, allowing students to learn from their peers and role models, enriching their understanding and enhancing collaborative learning experiences.

Implementing the flipped classroom model allows for more interactive and engaging in-class activities that promote deeper understanding and peer collaboration.

Embracing active learning methodologies such as Problem-Based Learning (PBL) empowers students to tackle real-world challenges head-on, fostering critical thinking, collaboration, and practical problem-solving skills.

Integrating digital tools and online learning platforms into the curriculum expands educational opportunities beyond the confines of the traditional classroom.

Utilizing collaborative learning strategies creates an inclusive and dynamic classroom environment where students actively engage with course material, exchange ideas, and learn from one another, enhancing both academic achievement and interpersonal skills.

Transformative teaching epitomizes numerous educational philosophies and innovations, emboldening students to transcend mere absorption of facts, and instead, become architects of their destinies.

The measure of our potential lies not in our limitations but in our willingness to embrace the unknown, to venture boldly into uncharted territories for growth and self-realization.

Personalized empowerment plans are the cornerstone of transformative teaching, fostering a sense of ownership and agency in every student.