Our musicians in residence carry this belief into the classroom. They don't think of children's self-esteem as so fragile that it will be shattered by the suggestion that the child guessed wrong or jumped to an invalid conclusion. They make corrections matter-of-factly, with no feeling that a chid is a failure because she has made an error, but with ocnfidence that the feedback will help the child learn and be accurate the next time.
...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)
Each time I walk into a classroom, I can choose the place within myself from which my teaching will come, just as I can choose the place within my students toward which my teaching will be aimed. I need not teach from a fearful place: I can teach from my curiosity or hope or empathy or honesty, places that are as real within me as are my fears. I can have fear, but I need not be fear - if I am willing to stand somewhere else in my inner landscape.
I’m not sure I ever met an American teacher in Korea that hadn’t volunteered at an orphanage at least once—even our resident idiot could be surprisingly decent on occasion—but I’ve also visited foreign countries where children are taught hatred. I’ve seen it up close and personal. It’s antithetical to everything I believe in as a teacher. The mandate for all teachers is to instill hope, not fear and hatred.
I wrote a song called "Stinky Sodomite." It isn't a pop song, a historical song, or a song condemning homosexuality. Rather, it is a children's song that teaches them how to count. In fact, the only time the words "Stinky Sodomite" appear in the song is in the title. Other tracks on the educational CD include "The Ratio of Fellatio," "Thomas Jefferson's Johnson," and "It's Never Too Early to Ask Your Father About His First Erection.
I have been given the rare opportunity to teach Jiu Jitsu for a living. This is a privilege that I wake up everyday grateful for, and a responsibility that I hold dearly. I understand how rare it is to be employed through a labor you genuinely love, and one which can be used as a vehicle for positive change in the lives of others. Even rarer still, I am often reminded of the quality of Jiu Jitsu I have learned, and the opportunity to have learned it.
The commonest error of the gifted scholar, inexperienced in teaching, is to expect pupils to know what they have been told. But telling is not teaching. The expression of facts that are in one's mind is a natural impulse when one wishes others to know these facts, just as to cuddle and pat a sick child is a natural impulse. But telling a fact to a child may not cure his ignorance of it any more than patting him will cure his scarlet fever. (p. 61)
The most effective learning takes place in the classroom, where you can easily raise your hand, engage in spontaneous discussions with classmates and faculty, turn to the person next to you to ask for clarification, or approach the professor after class or during office hours to ask questions or exchange viewpoints in a way that practically guarantees an instant response and is not constrained by typing, software interfaces, or waiting for a response.
To benefit from what the best teachers do, however, we must embrace a different model, one in which teaching occurs only when learning takes place. Most fundamentally, teaching in this conception is creating those conditions in which most--if not all--of our students will realize their potential to learn. That sounds like hard work, and it is a little scary because we don't have complete control over who we are, but it is highly rewarding and obtainable.
The sun appeared between the twin spires of the cathedral as its light reflected off the crescent and star that rose out of the dome on top of the mosque. It was beautiful, and surreal. In one instant, the bells rang out from the cathedral and if I closed my eyes then I could easily imagine that I was back home in Europe, but in the next, the call to morning prayer sounded from the mosque, and it was a stark reminder of how far away I actually was from my true home.
Helping teacher leaders come to understand their gifts is the first step in developing a specialty. Some leaders are great coaches and should focus on instructional leadership in a district or network where that is valued and supported. Great conceptual thinkers are good in startup mode but the daily grind of leading a school doesn't suit them. Other leaders thrive on the turnaround challenge. The dynamic blended future of education will allow more role specialization.
[On famous Nobel Laureate Niels Bohr][Niels] Bohr's sort of humor, use of parables and stories, tolerance, dependence on family, feelings of indebtedness, obligation, and guilt, and his sense of responsibility for science, community, and, ultimately, humankind in general, are common traits of the Jewish intellectual. So too is a well-fortified atheism. Bohr ended with no religious belief and a dislike of all religions that claimed to base their teachings on revelations.
This irritated or puzzled such students of literature and their professors as were accustomed to ‘serious’ courses replete with ‘trends ’ and ‘schools ’ and ‘myths ’ and ‘symbols ’ and ‘social comment ’ and something unspeakably spooky called ‘climate of thought.’ Actually these ‘serious’ courses were quite easy ones with the students required to know not the books but about the books.
... Genesis 18 calls fathers to direct their children to keep the way of the Lord by doing what is right and just. Being a parent means working in God's behalf to provide direction for your children. Directors are in charge. It involves knowing and helping them to understand God's standard for children's behavior. It means teaching them that they are sinners by nature. It includes pointing them to the mercy and grace of God shown in Christ's life and death for sinners.
A person can learn a lot from a dog, even a loopy one like ours. Marley taught me about living each day with unbridled exuberance and joy, about seizing the moment and following your heart. He taught me to appreciate the simple things-a walk in the woods, a fresh snowfall, a nap in a shaft of winter sunlight. And as he grew old and achy, he taught me about optimism in the face of adversity. Mostly, he taught me about friendship and selflessness and, above all else, unwavering loyalty.
