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Unfortunately, civilization has not embraced Steiner's observation or those of countless others who have tried to call us back from our misguided devotion to materialistic, mechanistic values, values that deny the deeper essences of human life and community. We consider the computer's reinforcement of these dehumanizing values to be the most dangerous of its impacts, especially on children and young people.

We have already stated that for any child, exposure to computers should wait until high school, at which time it is imperative that an effort be undertaken to understand how computers work, how they work on us, and how we may properly work with them. But when is the ideal time? To establish this, some distinctions must be drawn. The first of these is between software and hardware. Our criticism has focused primarily on the way the computer relates to the user, which is mostly a function of the software.

Hardware, on the other hand, not only functions on an abstract level but on a physical basis as well. This leads to a second distinction. Some aspects of computer hardware can be studied phenomenologically, without the necessity of developing a conceptualization of the inner logic behind the activities observed. For instance, simple logical circuits may be introduced without previous study of physical theories of semiconductors and without connection to binary arithmetic. We believe that a phenomenological study of the computer hardware can, and should, be undertaken by students sometime between the ages of 15 and Most students are fully capable of drawing conclusions from observing the electrical and mechanical operations of the hardware of the computer by that age.

They would be learning about how a machine they see almost everyday works, starting from its simplest, most concrete activities. Due to the degree of abstraction required for using computer software, we would recommend around age 17 Grades 11 and 12 as the ideal age to cover software, from basic operations to general applications, as well as a general investigation of the effects of computers and high technology on society and the individual.

Software would only be learned after a basic understanding of computer logic and the principles behind basic programming. The rationale behind this sequence of learning, as in any other subject, is that students would be learning hardware and software in a bottom-up fashion. Furthermore, they would be following the historical evolution of computers and their use: databases were in common use only by the end of the s, word processors, spreadsheets and graphics became popular only in the s, with telecommunication taking hold in the s. We recognize that many people, even those who agree with our earlier discussion, will find this timetable disagreeably slow.

We are not unaware that young people are able to do very sophisticated work on the computer at a much earlier age. But our argument throughout has been that computer exposure should not be based on capability but on developmental appropriateness.

The "capable child" is a trap that the current technological society lays at every turn. We must always be as alert to what will be lost by the introduction of a new way of thinking into a child's life as we are about what might be gained. Before the last years of high school, few young people have the emotional maturity and, perhaps more crucially, the critical self-awareness to help protect them from sliding into the cognitive muscle-boundness that is promoted by the use of computers.

One might respond that practically speaking this strategy will not give the student the computer experience needed to enter either the workplace or higher education. As is seen from the curriculum proposed here we are hardly interested in ignoring technology. We believe that at the appropriate time, as befits its centrality in our culture, the study of technology must assume an important role in the young person's education.

But that is not the same as advocating early instruction in how to use computers or incorporating it directly into the learning experiences. The parental concern that the child will be at a disadvantage if not started on computers early is a fear - exploited shamelessly by computer companies and some computer-based commercial "educational" services - that simply does not have basis in fact.

Let's briefly look at the issue from two perspectives. Setzer taught computer science at the university level. At his institute, he recognized that those students who had lots of contacts with computers before getting to the university often had considerable difficulties: they tended to have very little patience for learning the skills that constitute real computer science - data structures, theory, development and documentation, and so forth - because they were used to using sophisticated software. Once they got into computer science they found that their homework had nothing to do with, for example, drawing spectacular figures on the screen; that it was a serious and laborious activity, requiring great effort and concentration, and that it was nothing so easy as the playing they had done with computer software.

Our experience is that early contact with computers gives a totally wrong impression of what computing and software development is, disturbing a serious study in this direction at college. It is often necessary to unteach bad habits before a really serious learning of computer science can take place. For these specialists, it is better that they build up their creativity, their disciplined thinking skills, a well-rounded grasp of the physical world, and a strong, incorruptible sense of humanity at the secondary level, than invest thousands of hours of computer time having nothing to do with the hard mathematics and labor involved in real computer science.

But most young people will never become computer scientists. What of those who need computer skills in order to use them in the work place, i. For nearly two decades Monke taught computer applications to this broad spectrum of students. Given the ease of use that is currently being built into software, even this amount of instruction is more than sufficient to develop the basic computer knowledge needed to enter the general workplace, the technical school, or the university.

We think that when it comes to software, schools should concentrate on teaching concepts and showing what may be done with computers without entering into highly specialized training activities. It has been our experience that any work beyond these fundamental aspects of computer education becomes so job specific that it cannot be justified at the secondary level. Greater details should be left for self-learning or should be provided by the enterprise or college.

This statement stands in conscious and direct contradiction to movements, such as Tech Prep, which seek to turn high schools into vocational schools. In a world that has grown more complex and difficult for children to comprehend, it takes some strange logic to justify the trend to either compress basic education into fewer years on the academic side or simply cut off basic education before it can be examined at the students' highest intellectual level on the vocational side.

It is beyond the scope of this chapter to even outline a full program of basic education. It will have to suffice to say that we believe that there is far too much fundamental learning about life and the world around us that needs to take place to compress into 14 or 15 years of life. And that only in the last 4 years of secondary school do young people have the full range of mental powers necessary to pull all the pieces together. Yes, young people can learn vocational skills and exhibit college-level writing and math skills. But again this is a mistake of choosing what students are capable of cognitively over what they need developmentally.

Choosing the former may accomplish the goal of greasing the gears of industry with youngsters who can manage the demands of work, but at the expense of knowing how to live. Learning how to live should be the object of all K education, with concern for employment coming, as philosopher John Stuart Mill said, "At a late and convenient hour" quoted in Postman , p.

We recognize that a public education system that fully reflected this philosophy would require substantial changes, not only in the public schools themselves, but in higher education and the business community as well. Our proposal is not meant to be simply inserted into a system that otherwise continues to ignore the overall needs of children. Remember, we are here considering what would be ideal. But practically, it is still possible to adhere fairly closely to the principles we have outlined even without a dramatic overhaul of other areas of school and society.

If in-depth vocational training remains in the high schools, then as much as possible we should refrain from computer-mediated activities until the final years, after or in conjunction with the students' exploration of the effects, good and bad, that computers may bring to their lives. This would give those students whose vocational goals demand it the potential of a year of general computer applications training and a second year of work in their specialized area.

Even in vocational terms it makes no sense to teach specialized computer content more than two years before graduation as the rate of change in computer technology, coupled with the schools' inability to upgrade at the pace of industry, almost assures that what such a student would learn would be outdated by the time the student enters the workforce anyway. Certainly, whatever a grade school child might learn in elementary school about operating a computer will be woefully obsolete by graduation.

So it is our judgment that not only does later exposure to computers protect young people from its crippling effects, it really puts them at no disadvantage in the workplace. At this later age, according to our wide range of experience, students may appreciate objectively and critically what computers should be - just useful instruments, that bring us problems as well as benefits, like any machine - and not become psychologically chained to them. They should have the maturity to realistically appreciate the practical applications of these machines to daily life and work.

And some may come to appreciate the professional and future study possibilities presented by those machines. One of Monke's former math students, who is a successful computer engineer, recently told him, "My college advisor could never understand why I wanted to get a minor in philosophy. As it was, he never touched a computer until he entered the university and he has never narrowed his wide-ranging interests. His situation reminds us that the vast majority of currently successful computer scientists, engineers, and general users did not have experience with computers at home while they were children, or at the elementary school.

The necessity of early computer use is, quite simply, a myth. In this section we propose a full curriculum for the introduction of computers in high school, from what they are through how they may be used for general applications, as well as their impact. Most U. For reasons just stated, we stand adamantly against the common practice of gradually pushing the curriculum down into the lower grade levels.

We also want to stress that this is not just a reshuffling of the current curricular deck. Much of what is included in this program does not currently exist in the common public school curriculum. Thus, many of the topics and activities may be unfamiliar and therefore seem exotic. We do not intend to try to explain these activities in full here.

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Experience has shown that if presented properly they are very much within the reach of typical high school students. They are designed to be included in an overall investigation of how the major technologies work, how they can be usefully employed, and how they affect us individually and as a society. Many of the activities can, and should, be incorporated into existing classes, whereas other aspects cut so much across curricular lines, or lie outside of them, that they will require a separate course. Following Steiner's lead, we propose the installation of "Technology Laboratories" in high schools, where students learn how machines work: those stressed by Steiner such as the telephone and the steam engine, plus combustion engines and electric motors, radio, TV and, obviously, computers.

A strictly practical approach should be followed in these classes, leaving theories for the normal science physics, chemistry classes. As we have already said, teaching the fundamentals of computer - and calculator - hardware involves physical realities, and may be given stressing the phenomenological aspects, with very little theory. The important properties of circuits and components may be deduced from simple experiments performed by the students; that is why we are proposing these classes for younger ages.

We believe that this lab experience should be part of the core curriculum for all students. Without at least a fundamental knowledge of how a technology works a person has no chance to assert control over it and will be prone to the apathy discussed earlier. As the inner workings of everyday devices become more and more opaque it is essential that the educational experience shed some light on how these things operate.

Simple applications, like a circuit with different switches for the same purpose e. One step in demystifying computers is understanding some of the fundamental differences in natural language and the language we use in talking about, and working with, computers. Therefore, we invented the terminology "all" and "one or more" for "and," and "or" gates because the latter are ambiguous in natural languages and computers cannot deal with ambiguity.

For instance, one says "I will visit her and return. They will be important for binary arithmetic, but are not essential when constructing logical gates. In mathematics, after progressions and logarithms, introduce binary and decimal numerical bases, base conversion and binary addition and multiplication. In the Technology Lab, redefine logical gates with "0" and "1"; implement half - without "carry" and full-adders; introduce "flip-flop" with a relay and show how it may be used for storing binary digits; introduce diodes and transistors, redo adders and storing devices with them.

After this, introduce in the Computer Lab the computer's basic components and Machine Language; execute and modify simple Machine Language programs simulated in a computer. To illustrate how such concepts - often considered far too complex for average high school students - can be taught, we go into detail on an activity Setzer applied pertaining to software at his department computer science. The activity was called the "Computer Day.

This course began with a theater play in which the students simulated a computer, acting as its various units CPU, accumulator, instruction pointer, each storage position, printer, etc. The program "loaded" into this "computer" had Machine Language instructions written as natural language phrases, like "add the contents of storage Position 15 to the accumulator. Later these instructions were coded into a fixed-word, decimal machine code, and the students went to the computer lab, where they played with this "computer," now simulated in microcomputers.

They made small modifications to given programs, thus learning the most important structural concepts of computers and programs: stored instruction, storage addresses, the difference between instructions and data, conditional jump instructions, loops, input-output, etc. After this, students were given brief introductions to word processors, electronic spreadsheets and database systems, with practical sessions of each in the computer lab.

The day was finished with a lecture on what an algorithm is and what are the individual and social problems which may be caused by computers, as was seen earlier. The results were always excellent, as testified by students' evaluations. Computer Lab: introduce programming languages such as BASIC, Pascal or LOGO , not in an effort to develop skills in programming but in order to understand how they work; teach the fundamentals of word processors, spreadsheets, graphics and database systems, explaining internal structures when possible; notions of computer networks; practice with Internet browsers, chat systems, usenets, electronic mail, remote file transference and remote access to general databases.

In mathematics, introduce the notion of algorithms, stressing the necessary quantification of data and programs introduced into computers. We believe that it is essential that in social studies or another subject matter philosophy? It should be clear from this sketch that we are not at all opposed to instructing students in the last year of high school in a wide variety of computer activities - after a careful foundation for understanding them has been laid.

It is at this time that many innovative computer-assisted activities can be carried out in the students' regular classes. An example of this is the use of electronic mail and information gathering as part of the education process. At the time that these students are preparing to move out into the larger world they should be ready to experience this new mode of personal communication and appreciate what it means, what electronic lists and access to remote, general-interest databases may signify to one's own development.

Monke participated in an activity in which senior high school students from several continents followed the development of the elections in South Africa through e-mail. They discussed the matter with colleagues and teachers from the other country's schools, and followed the dramas and dangers the South Africans were facing.

Interest in foreign languages may also be a byproduct, albeit more applicable to non-English-speaking students, because of the universality of the English usage in e-mail correspondence. But we do not believe e-mail should be used by students unaware of the implications of the technology.

Like all media, e-mail shapes as well as conveys communication. It is necessary to have some maturity to cover really interesting and informative subjects. Students should be mature enough to understand not only the benefits of telecommunication but the negative aspects involved with this new communication medium as well. For example, they should be able to and asked to reflect on the tendency to send quick, telegraphic, superficial messages and recognize how easily misunderstandings can arise when the contexts of facial and body expressions, culture, and common experience are stripped away.

Other activities should be undertaken that give the student a more accurate impression of what the various branches of computer studies and work are about. For example, students will get a taste of what basic computer science is concerned with by examining the nature of algorithms. Students first must sort the numbers working under the same limitations as a computer not being able to pull out more than two numbers, compare and exchange more than just two numbers, etc.

Usually the students discover one or two of the most common methods on their own. But they generally have quite a bit of difficulty describing procedures in a formal way. By discussing these problems and looking at other sorting methods the investigation can move in a variety of directions that encompass mathematics, logic, and program design.

With such an activity, the students gain, through simple examples, insights into how computers function and also a more realistic understanding of the nature of computer science: an intellectual activity in which coding an algorithm in some programming language is relatively trivial - the main problem residing in developing the algorithm. In other words, the intellectual part of computing is more important than dealing with the machine. Aside from the mathematics, logic and general thinking skills involved which are appropriate for this age group , this is an example of an activity that we feel would also contribute to the essential task of clarifying what professions connected to data processing really are about.

Young people have been subjected to all sorts of myths about computers, including the impression that programmers and systems analysts have spectacular professions. We believe that a more realistic picture needs to be painted not just for potential computer professionals but for all students so that those who do not pursue computer studies are better able to determine what level of authority and social power to invest in the computer "experts. We have attempted to summarize our ideas on the use of computers in education. Computers have penetrated every human activity. Problems caused by them are often neither direct nor visible.

Computers not only aid and replace thinking but can shape it. For all these reasons we have to be extremely careful in using them in education. We have to educate for their use with much more care than other machines. We have stated a case for reserving the gradual introduction to computers for the last years of high school.

Obviously, we do not see computers as the savior of education. School systems are doing a very poor job of preparing young people to lead meaningful lives, but this universal problem is a human one, not a technological one. The school of the future need not be a more technological school, but it must be a more humane school. Rather than discarding ancient traditions out of arrogant disregard for the past, the school of the future must honor those traditions as the foundation of humane education; building on them through our deep observations and understanding of the present human condition to reorganize and improve old structures and institutions.

This is not a radical proposal. Movements such as Waldorf Education have been doing this for decades. It is common practice in Waldorf Schools to not introduce computers until high school. We think the school of the future should have human teachers and classrooms, but teachers will have to fight courageously to resist the pressures - by bureaucrats, by commercial interests, by psychologists and by politicians - to turn them into technicians, information repositories, transmitters and facilitators or that horrible new expression "liveware". They will have to relate to their students as human beings in development, and not as storing and sorting machines; as real individuals, and not as collective abstractions.

Whereas computers handle all their users exactly in the same impersonal, cold manner - as machines - only a human being can respond to a child out of a deep personal knowledge and intuition of the individual needs, aspirations and moods. Students need understanding, compassion, love and sacrifice from their teachers far more than they need access to billions of bits of information. They are in urgent need to admire their teachers as individuals with knowledge, life experience, and insight, i. More than mere trainers of skills they need teachers who can help them develop and appreciate those noble qualities that have always formed the core of what is best about being human - qualities such as social responsibility and sensitivity, compassion, courage, love, sacrifice, honor, and justice.

This cannot happen as long as schools regard teaching as a science, technique, industry or commerce, instead of an art. The technological mentality has already transformed our view of the child into a product, to be assembled, fine-tuned, quality-controlled and packaged to fit into a stress-ladened, dehumanized working environment. Schools are working feverishly to restructure the learning environment, trying to jump from turn-of-theth-century factory model, to turn-of-thest-century data processing model; from mechanization of the body to mechanization of the mind.

In establishing the first Waldorf school Rudolf Steiner warned, in , of this trend not only in education but society as a whole:. The state the authorities impose bad educational aims and bad graduation standards upon us. These aims are the worst imaginable and people will be under the illusion that they are of the highest value. Political activity will express itself from now onwards in that it will deal with human beings according to pattern, that it will attempt in a far more extensive manner than heretofore to press man into a mold.

Human beings will be dealt with as objects, dangling from strings and one will imagine that thereby the greatest possible progress has been achieved. The introduction of computers into education, at home or school, has only served to accelerate this perverse "progress," with the promise that soon all of our children will be dangling, not from strings, but from fiber optic cables. We believe that early computer use and an emphasis on computerlike thinking, is leading children's development to be dominated by the rigid, logical, algorithmic thinking, bereft of moral, ethical or spiritual content, that is characteristic of computer interaction.

This accelerated, but isolated intellectual development brings a child's mental abilities to an adult level long before the emotional, psychological, spiritual and moral sensibilities have grown strong enough to restrain it and give it humane direction. What will be the consequences of this disrespect toward children's nature?

We fear that as these children are evaluated and encouraged to see themselves more and more according to these limited cognitive qualities, their respect for themselves and the human race will be further eroded. For humans cannot compete with the computers in this one narrow range of mental activity.

This is, perhaps, the most frightening consequence of the advent of using computers in education: the inducement to admire, venerate, depend upon and finally raise above ourselves the machine; to view them as superior to ourselves and to view ourselves as merely imperfect machines. A future based on such a world view is terrifying, for ethics, morality, justice, mercy are all irrelevant to the machine.

As needed they may all be "logically" sacrificed in the name of the gods of technology: efficiency and productivity. Our hope is that the introduction of computers only after a childhood environment steeped in love, beauty and respect for children's natural, holistic growth may make it possible for them to put these machines in their proper place. We have tried to outline a framework for handling that introduction with hopes that others will refine it, adapt it, and make it a viable program for their schools.

We recognize that it will take courage to withstand the pressures against it. Perhaps the most important thing is to try. Right now more than anything else we need more voices challenging the trend toward technological dominance of education. We hope that the ideas in this essay can provide support and encouragement for that endeavor.

Bowers, C. New York: Teachers College Press. Elkind, D. Reading: Addison-Wesley. Finser, T. Hudson, New York: Anthroposophic Press. Gabert, E. Private edition: Stuttgart, translation unknown. Kline, M. New York: St. Papert, S. New York: Basic Books. Mindstorms - Children, Computers and Powerful Ideas.

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Postman, N. The Disappearance of Childhood. In Conscientious Objections pp. New York: A. He deceived me, made me unconscious and brought me here, then tied me up. I even had to get into some fight with Oluo. Even so, I understand his reasons. I still have no idea whether Levi likes me at least. Reader] Ch3 From last chapter: I raised my head. I needed energy, and I needed to compose myself. I was still too nervous. No weapon, nothing that could help me escape.

So in conclusion… I have to get out of here, the attic. But how? I heard Levi lock the trapdoor carefully. Therefore - I continued thinking — I have to wait until someone checks on me or something. The other thing was that I had no idea how. I let my face be buried in his shoulder. And if you think you did something glorious which will make it easier to outbreak, I should tell you that you only made it more difficult. It was so soft. I yawned, my eyes still closed. I stretched my limbs. Ah, my body is so stiff. But…why does is hurt everywhere? I hissed quietly.

It was a dull pain. Slowly, I opened my eyes. I peered. Reader]Ch11 Suppose you had to be killed. No escape, no excuses, you just have to. Not simply to die, but to be a victim of a murder. Now the question is: how would you like to be killed? Let the person be… a serial killer, for instance. How do you want the killer to treat you? Or… would you prefer a cold murder? No feelings, nothing personal. The icy fear immediately invaded my heart. I held my breath but I already knew I was late. My vision started becoming blurry and my body was going numb. I have to push away his hand with the tissue…I…have to… I struggled weakly but I was only getting slower and slower.

Finally, I gave in and surrendered to the darkness. I whimpered and slowly opened my eyes. Then I froze. I had no idea where I was. Well, on the floor, and my back was resting against the wall, that was all I knew. My head ached. I looked around, feeling a bit nauseous. I was in an attic. Some light came in from a little window, but nothing more. I have to do something soon enough, or else they will notice the missing cutlery. I closed my eyes.

‘teacher student’ stories

Well, at least not in the conventional meaning. I did have to use force. I stared at the disgusting mess in front of me: the half-chewed meat that Oluo spat out and the smashed potatoes. I needed to do something more radical in order to leave this attic. I crawled forward, avoiding the di. View Gallery. Levi x Reader x Rivaille How the fuck does one tell the difference between identical twins? You met them at a bar one night. Your ex-boyfriend had been bugging you again, sending you countless text messages bitching and moaning about how you should give him another chance.

Gods, as if. You were so frustrated that you felt like downing a bottle of vodka or seven, and so, you came to your favourite bar. You met a short — but incredibly attractive — man there, Levi his name was. And good fucking god were you hooked the moment you spoke to him. There was just something about his crappy sense of humour that really intrigued you. The two of you w. Levi x Teen! Reader Being here was going to ruin his reputation, he was sure of it. No one really wanted to mess with him, which he greatly appreciated.

The last thing he wanted was to be approached by a bunch of assholes he wanted nothing to do with. But… the bad part about repelling so many people was that you were among them. It was disheartening, especially considering you were the one person he actually wanted to approach him. Despite that, Levi was always distant from others, he never went to parties or did anything with anyone outside of school — it gave him that mysterious sort of aura that people were intimidated by.

He just had t. Handcuffed Cop! They were starring. You shifted your hand over the fleshy bruise encompassing your left eye. It was so embarrassing to even be here. You could handle yourself, you didn't need any damn police officer giving you fake sympathy. The entirety of the bullpen seemed to be giving you the eye. Hardened criminals were handcuffed to benches, waiting for lawyers to arrive. Witnesses and bail bondsmen chatted with the officers at desks.

And here you were, a young woman stranded on a cushy chair, looking like you had been in a bar brawl. You ignored the curious looks and concentrated on the desk facing you. Not much to look at there. In fact, almost nothing. It was completely spotless, save a manilla folder positioned dead center. A singular black pen was positioned parallel to the document. If you had a ruler on you, which would be incredibly odd or coincidental, you would find everything spaced by exac. Levi by soobuns [Teacher!

Levi x Student! Reader] Our Little Secret [Teacher! Not so loud! Knowing what was to come, you were reluctant to turn around, but there wasn't much you could do at this point. Resigned to your fate, you and your best friend slowly turned to meet the clearly pissed off face of your home room teacher. You gave your best smile to hide your apparent nervousness, but to no avail.

Good afternoon, sir Now who exactly is "the worst possible decision for a teacher in the history of forever"? Not like he was ever playing around though. Levi Ackerman was the harshest and most serious person alive. That fact, as well as his vulgar vocabulary, was one of the many reasons why students such as yourself saw him unfit to be a high school English teacher. Before you had a chanc. A Learning Experience - AU!

Little over a month ago, your parents noticed your ever-slipping grades in school and decided to hire on a tutor to give you the extra education you clearly needed. Your grades just continued to get worse with him around! You would watch him like a ravenous tigress, fantasising about what you wanted him to do to you — or what you wanted to do to him. For all his gall and smart-mouthed comments, he never could get the answers to simple problems. Truthfully, he was actually kind of an idiot. And illegal. It was simply a matter of him being a teacher and you being a high school student. His high school student.

Levi was a fairly new teacher in the school — he only came in last year — but he struck an interest in you right away. He taught mathematics, and he definitely did not seem like your average maths teacher. First and foremost, what purpose could he have with being so physically fit. Attck on titan by KikiLynnhedgehog Enough - [Punk! Levi x Prostitute! Reader] [AU] You slid down the cold metallic pole. The music faded, and the stuffy, dark room erupted into cheers, catcalls and whistles. Immediately, you turned a heel and concealed yourself behind the thick curtains as the next performers strutted their way out.

The choreographer, the sweet little ginger, Petra Ral, clasped her hands in delight, as your boss naturally looked unimpressed as usual. They seemed to like it okay. She did great even without their approval! I could get you fired for that! Seven Minutes in Heaven - AU! Levi x Reader You heard some arguing going on in the main room — clearly whoever you were paired with was getting cold feet.

But nonetheless you made yourself as small as you could before they arrived. The sudden bright light flooded the room too fast for your eyes to adjust to, and before you could properly see who had just entered everything had gone dark again. The cleaners usually have their own. Connie, satisfied with your response, leaned back in his chair, crossing his arms behind his head.

A shit-eating grin spread across his face, and he responded with a haughty tone: "Eyup. I heard him the other day, he was cursing in french at something that had gotten on his boot. How do we know you aren't lying? I don't beleive you. Your gaze turned towards Armin, who's brow was scrunched in thought. I'm pretty sure Corporal has french heritage. View More. God the teacher was late. You switched your crossed legs noticing a few glances from various males such as Reiner and Jean as the skirt rode up with the movement. You simply rolled your eyes at the boys Thomas Szasz.

All are agreed, that the increase of learning and good morals are great blessings to society. Joseph Lancaster. The purpose of learning is growth , and our minds, unlike our bodies, can continue growing as we continue to live. Mortimer Adler. Never, never stop learning. Lester Holt. The gateways to wisdom and learning are always open, and more and more I am choosing to walk through them. Barriers, blocks, obstacles, and problems are personal teachers giving me the opportunity to move out of the past and into the Totality of Possibilities.

Louise L. If we learn not humility, we learn nothing. John Jewel Click to tweet. You should put time into learning your craft. Lucinda Williams. It was about teaching, or learning. Maya Lin. One of the bigger misconceptions of learning is that many skills take a lifetime to get world-class at, or 10, hours to become world-class at. Tim Ferriss. Bill Vaughan.


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Children just need the time, the space, and the permission to be kids. Angela Hanscom. In order to help another effectively, I must understand what he understands. If I do not know that, my greater understanding will be of no help to him… instruction begins when you put yourself in his place so that you may understand what he understands and in the way he understands it.

Soren Kierkegaard. As a teacher, my strategy is to encourage questioning. Niall Ferguson. Our job is not to prepare students for something. Our job is to help students prepare themselves for anything. Marianne Stenger. Humor activates our sense of wonder, which is where learning begins. Sarah Henderson. Developing a desire to learn is the kindling point of all classroom achievement. Robert John Meehan Click to tweet.

The most important thing I think teachers can do for young people is to make them inquiring, is to ensure that they know how to gather information, that they check information and they take their information from a multiplicity of sources. David Puttnam. The first condition of education is being able to put someone to wholesome and meaningful work. John Ruskin. Art in the classroom not only spurs creativity, it also inspires learning. Mickey Hart. Dan Rather. The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.

Khalil Gibran. When the atmosphere encourages learning, the learning is inevitable. Elizabeth Foss. Martin Click to tweet. Teachers started recognizing me and praising me for being smart in science and that made me want to be even smarter in science! Steve Wozniak. The job of the teacher is to inspired, to challenge, to excite their students to want to learn. Yes, they also do explain and demonstrate and show things, but fundamentally that is beside the point.

The most important thing a teacher is make every student feel like they are important, to make them feel accountable for doing the work of learning. Derek Alexander Muller. Raymond and Dorothy Moore. When the teacher regards each student as a unique individual and therefore not to be compared with any other, he is then not concerned with system or method. Jiddu Krishnamurti. Treat people as if they were what they ought to be, and you help them to become what they are capable of becoming.

Johann Wolfgang von Goethe. The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards. Anatole France. One of the main focuses of my training sessions is to help individuals find their unique voices in the learning process. We all have our strengths, our weaknesses, our styles of learning, our personalities. Developing introspective sensitivity to these issues is critical to long-term success. You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.

Clay P. Robert Frost. The average teacher explains complexity; the gifted teacher reveals simplicity. Robert Brault. An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art.

All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

Thomas Moore. The surest way to corrupt a youth is to instruct him to hold in higher regard those who think alike than those who think differently. Friedrich Nietzsche. Noam Chomsky. Please stop teaching my children that everyone gets a trophy just for participating. What is this, the Nobel Prize? Not everybody gets a trophy. Glenn Beck. Hilary Swank. A child cannot be taught by anyone who despises him. James Baldwin Click to tweet. Much education today is monumentally ineffective.

All too often we are giving young people cut flowers when we should be teaching them to grow their own plants. Franz Cizek. Robert Sternberg. Great teachers are earnest learners. Rebecca Alber. A teacher is never a giver of truth — he is a guide, a pointer to the truth that each student must find for himself. A good teacher is merely a catalyst.

Bruce Lee. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur Ward. Maria Callas. Good teachers know how to bring out the best in students. Charles Kuralt. A good teacher will appreciate the good qualities of his students. If one good quality is allowed to emerge, a world of good qualities will emerge from that one. Maharishi Mahesh Yogi. The best teacher is the one who suggests rather than dogmatizes, and inspires his listener with the wish to teach himself.

Edward G. Good teaching is more a giving of right questions than a giving of right answers. Josef Albers Click to tweet. Tragedy is a hell of a teacher. Harlan Coben. Our best teachers do more than impart facts and figures — they inspire and encourage students and instill a true desire to learn. Sonny Perdue. Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great.

The great moral teachers of humanity were, in a way, artistic geniuses in the art of living. If you have to put someone on a pedestal, put teachers. Guy Kawasaki. Anyone who does anything to help a child in his life is a hero to me. Fred Rodgers Click to tweet. I like a teacher who gives you something to take home to think about besides homework. Lily Tomlin. Teachers appreciate being appreciated, for teacher appreciation is their highest award. Prince William.

Adam Hamilton. Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system. Sidney Hook. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.

Carl Jung. Teachers are our greatest public servants; they spend their lives educating our young people and shaping our Nation for tomorrow. Solomon Ortiz. Teachers have the hardest and most important jobs in America. And we should appreciate them, respect them, and pay them well. Jim Hunt. Teachers have a chance to mold someone, inspire them. I hope all teachers realize that. Kevin James. It is invisible and remains so, maybe for twenty years. Jacques Barzun. The best teachers are the ones that know that. Morley Safer. Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.

I think eventually I want to become a teacher, like my father wanted to be, and hopefully positively influence the next generation. Ann Curry. When I ask teachers why they teach, they almost always say that it is because they want to make a difference in the lives of children. Arne Duncan. What the teacher is , is more important than what he teaches. Karl Menninger. The teacher is the one who gets the most out of the lessons, and the true teacher is the learner. Elbert Hubbard. It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Without any doubt at all, teacher quality is the fundamental differentiator. Not just, incidentally, of education, but I would argue, probably the biggest single differentiator of success for the nations of the 21st Century. We teachers can only help the work going on, as servants wait upon a master. Maria Montessori Click to tweet. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

Haim G. You have people looking up to you, so whether you choose to accept it or not is a different question. Talib Kweli. Teaching is an instinctual art, mindful of potential, craving of realizations, a pausing, seamless process. Bartlett Giamatti. Parents: let your kids fail. Jenny Anderson. Alvin Price. And you know, life is a constant learning experience. I learn so much with my kids.

Reese Witherspoon. I got a lot of support from my parents. Jim Carrey. On his father: He spent a lot of time with me… teaching me how to build things, how to take things apart, put things back together. If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning.

Carol Dweck Click to tweet. My parents never talked to me like I was a kid. Dakota Fanning. I see my upbringing as a great success story. By disciplining me, my parents inculcated self-discipline. And by restricting my choices as a child, they gave me so many choices in my life as an adult. Because of what they did then, I get to do the work I love now. Amy Chua. Parents can lay the foundations for their teenage children to take good decisions, for example by promoting their ability to retain and elaborate information, or to balance the desire for immediate reward with the one for greater, long-term goals since a young age.

Andrea Danese. I agree that a love of reading is a great gift for a parent to pass on to his or her child.

STUDENT-CENTERED LITERATURE CIRCLES - High School English Teacher

Ann Brashares. Perhaps the most important thing is to step back and let your child stumble. Jamie M. I was raised by my parents to believe that you had a moral obligation to try and help save the world. Anne Lamott. My parents were very supportive. They went to every show. And they never told me not to do what I was doing. Annette Bening. My theory is that one needs to be loved completely, unconditionally, and unfettered by parental disapproval, if one is to get happily through life which, after all, presents its own hurdles.

Arabella Weir. David Soul. Maria Montessori. The child should live in an environment of beauty. My parents encouraged thought. Holly Near. I take parenting incredibly seriously. Joan Cusack. It is time for parents to teach young people early on that in diversity there is beauty and there is strength. Maya Angelou. If you are a parent, open doors to unknown directions to the child so he can explore. Mama was my greatest teacher, a teacher of compassion, love and fearlessness.

If love is sweet as a flower, then my mother is that sweet flower of love. Stevie Wonder. Educate your children to self-control, to the habit of holding passion and prejudice and evil tendencies subject to an upright and reasoning will, and you have done much to abolish misery from their future and crimes from society. Benjamin Franklin. Rabindranath Tagore. It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.

Leo Buscaglia. Knowledge which is acquired under compulsion has no hold on the mind. Plato Click to tweet. The parents have to learn that the child should not be insulted, humiliated, condemned. If you want to help him, love him more. Appreciate what is good in him rather than emphasizing what is bad. Talk about his goodness. Let the whole neighborhood know how nice and beautiful a boy he is. You may be able to shift his energy from the bad side to the good side, from the dark side to the lighted side, because you will make him aware that this is the way to get respect, this is the way to be honored.

I was raised by extremely strict — but also extremely loving — Chinese immigrant parents, and I had the most wonderful childhood! I remember laughing constantly with my parents — my dad is a real character and very funny. I certainly did wish they allowed to me do more things! Parenting is the hardest thing I have ever done. I tried to find the balance between the strict, traditional Chinese way I was raised, which I think can be too harsh, and what I see as a tendency in the West to be too permissive and indulgent.

If I could do it all again, I would, with some adjustments. Hillary Clinton Click to tweet. Joaquin Phoenix. Parents lend children their experience and a vicarious memory; children endow their parents with a vicarious immortality. George Santayana. There is no school equal to a decent home and no teacher equal to a virtuous parent. Mahatma Gandhi. Be kind to your children. Unless you raise them in a cardboard box without any stimulation or interaction, then they will probably be just fine.

Bruce Hood. With every word we utter, with every action we take, we know our kids are watching us. Parenting is not for sissies. You have to sacrifice and grow up. Jillian Michaels Click to tweet. Being a parent is not a reasonable thing. It is a very hard thing.

Education Quotes That Will Make You Love Learning Again

I am a parent and I know. Dee Snider. I get home and my son is smiling or he comes running to me. It has just made me grow as an individual and grow as a man. LeBron James. When you become a parent, you look at your parents differently. You look at being a child differently. Philip Seymour Hoffman. You know, parenting is so personal. And it feels like the stakes are so high. By we — what if we made a mistake?

Katey Sagal Even. Children are educated by what the grown-up is and not by his talk. Connie Matthiessen. When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning.

Children have never been very good at listening to their elders, but they have never failed to imitate them. My coach and my parents both had this relationship to what I was doing, which was allowing me to express myself with chess. And so I could love it. I had a passion for it. I was expressing myself through chess, and I was learning about myself through chess. It is true that my parents were worried because I began to speak relatively late, so much so that they consulted a doctor.

But, in fact, there is nothing that can bring you closer to fearlessness about everything else in the world than being a parent — because everyday fears — like not being approved of — pale by comparison to the fears you have about your children. Arianna Huffington. I learned from my parents the idea that, if you are devoted enough and you want to study something enough, you can really teach yourself anything.

Brit Marling. Melinda Wenner Moyer. To educate the intelligence is to expand the horizon of its wants and desires. James Russell Lowell. Education begins at home and I applaud the parents who recognize that they — not someone else — must take responsibility to assure that their children are well educated. Ernest Istook. Andy Rooney. Recommended article 25 ways on how to help your child succeed in school. Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits.

Education is the most powerful weapon which you can use to change the world. Nelson Mandela. Education is our passport to the future, for tomorrow belongs to the people who prepare for it today. Malcolm X. Education is light. Ignorance is darkness. Ziauddin Yousafzai Click to tweet. Education is simply the soul of a society as it passes from one generation to another. Gilbert K. Education is the leading of human souls to what is best, and making what is best out of them.

Education is not to reform students or amuse them or to make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think straight, if possible. Robert M. Education is a human right with immense power to transform. On its foundation rest the cornerstones of freedom, democracy and sustainable human development.

Kofi Annan. Education is the ability to listen to almost anything without losing your temper or your self-confidence. Education is our greatest opportunity to give an irrevocable gift to the next generation. Ernie Fletcher. Education is the best solution to fight many other issues as well. Through education you can fight child labor. Through education you can fight child trafficking. Through education you can also fight poverty. Education: that which reveals to the wise, and conceals from the stupid, the vast limits of their knowledge.

Education is a vital human right and plays a key role in human, social, and economic development. Global Partnership For Education. Sir Anthony Seldon. Getting a job is not the purpose of school. Terry Heick. Intelligence plus character — that is the goal of true education. Martin Luther King Jr. The aim of education should be to teach us rather how to think, than what to think — rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.

Bill Beattie. My idea of education is to unsettle the minds of the young and inflame their intellects. Robert Maynard Hutchins. The one real object of education is to have a man in the condition of continually asking questions. Mandell Creighton. Education must provide the opportunities for self-fulfillment; it can at best provide a rich and challenging environment for the individual to explore, in his own way.

Education builds on itself, creating greater capacity to educate others and nurture a culture that values learning. Sydney J. If teaching has any purpose, it is to implant true insight and responsibility. Education must lead us from irresponsible opinion to true responsible judgement. It must lead us from chance and arbitrariness to rational clarity and intellectual order.

Ludwig Mies van der Rohe. An education which does not cultivate the will is an education that depraves the mind. Anatole France Click to tweet. Real education should educate us out of self into something far finer; into a selflessness which links us with all humanity. Nancy Astor. Respect for the fragility and importance of an individual life is still the mark of an educated man.

Norman Cousins. It seems our schools need to find the self-confidence and determination to push ahead with an idea that goes back decades. Mark Easton. An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious — just dead wrong. Russell Baker. The object of education is to prepare the young to educate themselves throughout their lives. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

The aim of a college education is to teach you to know a good man when you see one.