Saturday, August 16, 2003
It's what you learn after you know it all that counts. ~John Wooden
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. Bedford
Get over the idea that only children should spend their time in study. Be a student so long as you still have something to learn, and this will mean all your life. ~Henry L. Doherty
I am learning all the time. The tombstone will be my diploma. ~Eartha Kitt
The ink of the scholar is more sacred than the blood of the martyr. ~Mohammed
Learning is a treasure that will follow its owner everywhere. ~Chinese Proverb
The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live. ~Mortimer Adler
I am defeated, and know it, if I meet any human being from whom I find myself unable to learn anything. ~George Herbert Palmer
Beware of the man who works hard to learn something, learns it, and finds himself no wiser than before. ~Kurt Vonnegut, Jr.
No matter how one may think himself accomplished, when he sets out to learn a new language, science, or the bicycle, he has entered a new realm as truly as if he were a child newly born into the world. ~Frances Willard, How I Learned to Ride the Bicycle
Anyone who stops learning is old, whether at twenty or eighty. ~Henry Ford
His studies were pursued but never effectually overtaken. ~H.G. Wells
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ~Alvin Toffler
Learning without thought is labor lost. ~Confucius
The best of my education has come from the public library... my tuition fee is a bus fare and once in a while, five cents a day for an overdue book. You don't need to know very much to start with, if you know the way to the public library. ~Lesley Conger
The man who is too old to learn was probably always too old to learn. ~Henry S. Haskins
We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself. ~Lloyd Alexander
You don't understand anything until you learn it more than one way. ~Marvin Minsky
The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. ~John Lubbock
Learning is like rowing upstream: not to advance is to drop back. ~Chinese Proverb
People learn something every day, and a lot of times it's that what they learned the day before was wrong. ~Bill Vaughan
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. Bedford
Get over the idea that only children should spend their time in study. Be a student so long as you still have something to learn, and this will mean all your life. ~Henry L. Doherty
I am learning all the time. The tombstone will be my diploma. ~Eartha Kitt
The ink of the scholar is more sacred than the blood of the martyr. ~Mohammed
Learning is a treasure that will follow its owner everywhere. ~Chinese Proverb
The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live. ~Mortimer Adler
I am defeated, and know it, if I meet any human being from whom I find myself unable to learn anything. ~George Herbert Palmer
Beware of the man who works hard to learn something, learns it, and finds himself no wiser than before. ~Kurt Vonnegut, Jr.
No matter how one may think himself accomplished, when he sets out to learn a new language, science, or the bicycle, he has entered a new realm as truly as if he were a child newly born into the world. ~Frances Willard, How I Learned to Ride the Bicycle
Anyone who stops learning is old, whether at twenty or eighty. ~Henry Ford
His studies were pursued but never effectually overtaken. ~H.G. Wells
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ~Alvin Toffler
Learning without thought is labor lost. ~Confucius
The best of my education has come from the public library... my tuition fee is a bus fare and once in a while, five cents a day for an overdue book. You don't need to know very much to start with, if you know the way to the public library. ~Lesley Conger
The man who is too old to learn was probably always too old to learn. ~Henry S. Haskins
We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself. ~Lloyd Alexander
You don't understand anything until you learn it more than one way. ~Marvin Minsky
The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. ~John Lubbock
Learning is like rowing upstream: not to advance is to drop back. ~Chinese Proverb
People learn something every day, and a lot of times it's that what they learned the day before was wrong. ~Bill Vaughan
Teaching Quotes , Teaching Quotations, Teaching Sayings - Famous Quotes and Famous Sayings Network: "Teaching people skills without giving them a vision for a better future a vision based on common values -- is only training.
--Nido Qubein
Experience is the worst teacher, it gives the test before the lesson.
--Vernon Law
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.The great teacher inspires.
--William Arthur Ward
The task of the modern educator is not to cut down jungles, But to irrigate ditches.
--C.S. Lewis
I believe that children are our future. Teach them well and let them lead the way. Show them all the beauty they possess inside.
--Whitney Houston
A master can tell you what he expects of you. A teacher, though, awakens your own expectation.
--Unknown
Example isn't another way to teach, it is the only way to teach.
--Albert Einstein
Teaching is not a lost art, but the regard for it is a lost tradition.
--Jacques Barzun
The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple.
--Amos Bronson Alcott (1799-1888) American educator, social reformer
He who dares to teach must never cease to learn.
--Richard Henry Dann
In truth, to attain to interior peace, one must be willing to pass through the contrary to peace; Such is the teaching of the sages
--Swami Brahmananda
Teachers open the door, but you must enter by yourself.
--Chinese Proverb "
--Nido Qubein
Experience is the worst teacher, it gives the test before the lesson.
--Vernon Law
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.The great teacher inspires.
--William Arthur Ward
The task of the modern educator is not to cut down jungles, But to irrigate ditches.
--C.S. Lewis
I believe that children are our future. Teach them well and let them lead the way. Show them all the beauty they possess inside.
--Whitney Houston
A master can tell you what he expects of you. A teacher, though, awakens your own expectation.
--Unknown
Example isn't another way to teach, it is the only way to teach.
--Albert Einstein
Teaching is not a lost art, but the regard for it is a lost tradition.
--Jacques Barzun
The true teacher defends his pupils against his own personal influence. He inspires self-distrust. He guides their eyes from himself to the spirit that quickens him. He will have no disciple.
--Amos Bronson Alcott (1799-1888) American educator, social reformer
He who dares to teach must never cease to learn.
--Richard Henry Dann
In truth, to attain to interior peace, one must be willing to pass through the contrary to peace; Such is the teaching of the sages
--Swami Brahmananda
Teachers open the door, but you must enter by yourself.
--Chinese Proverb "
Tuesday, August 12, 2003
INSP102- The Gold Wrapping Paper
Have you ever regretted the way you disciplined a student.? Here's a good lesson.
The story goes that some time ago, a man punished his 5-year-old daughter for wasting a roll of expensive old wrapping paper. Money was tight and he became even more upset when the child pasted the gold paper so as to decorate a box to put under the Christmas tree. Nevertheless, the little girl brought the gift box to her father the next morning and said, "This is for you, Daddy." The father was embarrassed by his earlier overreaction, but his anger flared again when he found the box was empty. He spoke to her in a harsh manner: "Don't you know, young lady, when you give someone a present there's supposed to be something inside the package? The little girl looked up at him with tears in her eyes and said: "Daddy, it's not empty. I blew kisses into it until it was full." The father was crushed. He fell on his knees an put his arms around his little girl, and begged her to forgive him for his unnecessary anger. An accident took the life of the child only a short time later and it is told that the father kept that gold bow by his bed for all the years of his life. And whenever he was discouraged or faced difficult problems he would open the box and take out an imaginary kiss and remember the love of the
Have you ever regretted the way you disciplined a student.? Here's a good lesson.
The story goes that some time ago, a man punished his 5-year-old daughter for wasting a roll of expensive old wrapping paper. Money was tight and he became even more upset when the child pasted the gold paper so as to decorate a box to put under the Christmas tree. Nevertheless, the little girl brought the gift box to her father the next morning and said, "This is for you, Daddy." The father was embarrassed by his earlier overreaction, but his anger flared again when he found the box was empty. He spoke to her in a harsh manner: "Don't you know, young lady, when you give someone a present there's supposed to be something inside the package? The little girl looked up at him with tears in her eyes and said: "Daddy, it's not empty. I blew kisses into it until it was full." The father was crushed. He fell on his knees an put his arms around his little girl, and begged her to forgive him for his unnecessary anger. An accident took the life of the child only a short time later and it is told that the father kept that gold bow by his bed for all the years of his life. And whenever he was discouraged or faced difficult problems he would open the box and take out an imaginary kiss and remember the love of the
Monday, August 11, 2003
By: John S. Taylor,
Superintendent of Schools for the Lancaster County School District
The Best Dentist
"Absolutely" the Best Dentist
My dentist is great! He sends me reminders so I don't forget checkups. He uses the latest techniques based on research. He never hurts me, and I've got all my teeth, so when I ran into him the other day, I was eager to see if he'd heard about the new state program. I knew he'd think it was great.
"Did you hear about the new state program to measure effectiveness of dentists with their young patients?" I said.
"No," he said. He didn't seem too thrilled. "How will they do that?"
"It's quite simple," I said. "They will just count the number of cavities each patient has at age 10, 14, and 18 and average that to determine a dentist's rating. Dentists will be rated as Excellent, Good, Average, Below Average, and Unsatisfactory. That way parents will know which are the best dentists. It will also encourage the less effective dentists to get better, " I said.
"Poor dentists who don't improve could lose their licenses to practice.
"
"That's terrible," he said.
"What? That's not a good attitude," I said. "Don't you think we should try to improve children's dental health in this state?"
"Sure I do," he said, "but that's not a fair way to determine who is practicing good dentistry."
"Why not?" I said. "It makes perfect sense to me."
"Well, it's so obvious," he said. "Don't you see that dentists don't all work with the same clientele; so much depends on things we can't control? For example," he said, "I work in a rural area with a high percentage of patients from deprived homes, while some of my colleagues work in upper middle class neighborhoods. Many of the parents I work with don't bring their children to see me until there is some kind of problem and I don't get to do much preventive work. Also," he said, "many of the parents I serve let their kids eat way too much candy from an early age, unlike more educated parents who understand the relationship between sugar and decay. To top it all off," he added, "so many of my clients have well water which is untreated and has no fluoride in it. Do you have any idea how much difference early use of fluoride can make?"
"It sounds like you're making excuses," I said. I couldn't believe my dentist would be so defensive. He does a great job.
"I am not!" he said. "My best patients are as good as anyone's, my work is as good as anyone's, but my average cavity count is going to be higher than a lot of other dentists because I chose to work where I am needed most."
"Don't' get touchy," I said.
"Touchy?" he said. His face had turned red and from the way he was clenching and unclenching his jaws, I was afraid he was going to damage his teeth. "Try furious. In a system like this, I will end up being rated average, below average, or worse. My more educated patients who see these ratings may believe this so-called rating actually is a measure of my ability and proficiency as a dentist. They may leave me, and I'll be left with only the most needy patients. Any my cavity average score will get even worse. On top of that, how will I attract good dental hygienists and other excellent dentists to my practice if it is labeled below average?"
"I think you are overreacting," I said. " 'Complaining, excuse making and stonewalling won't improve dental health'...I am quoting from a leading member of the DOC," I noted.
"What's the DOC?" he asked.
"It's the Dental Oversight Committee," I said, "a group make up of mostly laypersons to make sure dentistry in this state gets improved."
"Spare me," he said, "I can't believe this. Reasonable people won't buy it," he said hopefully.
The program sounded reasonable to me, so I asked, "How else would you measure good dentistry?"
"Come watch me work," he said. "Observe my processes."
"That's too complicated and time consuming," I said.
"Cavities are the bottom line, and you can't argue with the bottom line. It's an absolute measure."
"That's what I'm afraid my parents and prospective patients will think. This can't be happening," he said despairingly.
"Now, now," I said, "don't despair. The state will help you some."
"How?" he said.
"If you're rated poorly, they'll send a dentist who is rated excellent to help straighten you out," I said brightly.
"You mean," he said, "they'll send a dentist with a wealthy clientele to show me how to work on severe juvenile dental problems with which I have probably had much more experience? Big help."
"There you go again," I said. "You aren't acting professionally at all."
"You don't get it," he said. "Doing this would be like grading schools and teachers on an average score on a test of children's progress without regard to influences outside the school, the home, the community served and stuff like that. Why would they do something so unfair to dentists? No one would ever think of doing that to schools."
I just shook my head sadly, but he had brightened. "I'm going to write my representatives and senator," he said. "I'll use the school analogy-surely they will see the point."
He walked off with that look of hope mixed with fear and suppressed anger that I see in the mirror so often lately.
------------------
Superintendent of Schools for the Lancaster County School District
The Best Dentist
"Absolutely" the Best Dentist
My dentist is great! He sends me reminders so I don't forget checkups. He uses the latest techniques based on research. He never hurts me, and I've got all my teeth, so when I ran into him the other day, I was eager to see if he'd heard about the new state program. I knew he'd think it was great.
"Did you hear about the new state program to measure effectiveness of dentists with their young patients?" I said.
"No," he said. He didn't seem too thrilled. "How will they do that?"
"It's quite simple," I said. "They will just count the number of cavities each patient has at age 10, 14, and 18 and average that to determine a dentist's rating. Dentists will be rated as Excellent, Good, Average, Below Average, and Unsatisfactory. That way parents will know which are the best dentists. It will also encourage the less effective dentists to get better, " I said.
"Poor dentists who don't improve could lose their licenses to practice.
"
"That's terrible," he said.
"What? That's not a good attitude," I said. "Don't you think we should try to improve children's dental health in this state?"
"Sure I do," he said, "but that's not a fair way to determine who is practicing good dentistry."
"Why not?" I said. "It makes perfect sense to me."
"Well, it's so obvious," he said. "Don't you see that dentists don't all work with the same clientele; so much depends on things we can't control? For example," he said, "I work in a rural area with a high percentage of patients from deprived homes, while some of my colleagues work in upper middle class neighborhoods. Many of the parents I work with don't bring their children to see me until there is some kind of problem and I don't get to do much preventive work. Also," he said, "many of the parents I serve let their kids eat way too much candy from an early age, unlike more educated parents who understand the relationship between sugar and decay. To top it all off," he added, "so many of my clients have well water which is untreated and has no fluoride in it. Do you have any idea how much difference early use of fluoride can make?"
"It sounds like you're making excuses," I said. I couldn't believe my dentist would be so defensive. He does a great job.
"I am not!" he said. "My best patients are as good as anyone's, my work is as good as anyone's, but my average cavity count is going to be higher than a lot of other dentists because I chose to work where I am needed most."
"Don't' get touchy," I said.
"Touchy?" he said. His face had turned red and from the way he was clenching and unclenching his jaws, I was afraid he was going to damage his teeth. "Try furious. In a system like this, I will end up being rated average, below average, or worse. My more educated patients who see these ratings may believe this so-called rating actually is a measure of my ability and proficiency as a dentist. They may leave me, and I'll be left with only the most needy patients. Any my cavity average score will get even worse. On top of that, how will I attract good dental hygienists and other excellent dentists to my practice if it is labeled below average?"
"I think you are overreacting," I said. " 'Complaining, excuse making and stonewalling won't improve dental health'...I am quoting from a leading member of the DOC," I noted.
"What's the DOC?" he asked.
"It's the Dental Oversight Committee," I said, "a group make up of mostly laypersons to make sure dentistry in this state gets improved."
"Spare me," he said, "I can't believe this. Reasonable people won't buy it," he said hopefully.
The program sounded reasonable to me, so I asked, "How else would you measure good dentistry?"
"Come watch me work," he said. "Observe my processes."
"That's too complicated and time consuming," I said.
"Cavities are the bottom line, and you can't argue with the bottom line. It's an absolute measure."
"That's what I'm afraid my parents and prospective patients will think. This can't be happening," he said despairingly.
"Now, now," I said, "don't despair. The state will help you some."
"How?" he said.
"If you're rated poorly, they'll send a dentist who is rated excellent to help straighten you out," I said brightly.
"You mean," he said, "they'll send a dentist with a wealthy clientele to show me how to work on severe juvenile dental problems with which I have probably had much more experience? Big help."
"There you go again," I said. "You aren't acting professionally at all."
"You don't get it," he said. "Doing this would be like grading schools and teachers on an average score on a test of children's progress without regard to influences outside the school, the home, the community served and stuff like that. Why would they do something so unfair to dentists? No one would ever think of doing that to schools."
I just shook my head sadly, but he had brightened. "I'm going to write my representatives and senator," he said. "I'll use the school analogy-surely they will see the point."
He walked off with that look of hope mixed with fear and suppressed anger that I see in the mirror so often lately.
------------------
THE TEACHER
This story was passed along to me on the internet. I believe that it has been circulating for a while and I think that the full story may be in the original Chicken Soup for the Soul. I hope you enjoy it and are inspired!
One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then she told them to think of the nicest thing they could say about each of
their classmates and write it down. It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual.
On Monday she gave each student his or her list. Before long, the entire class was smiling. "Really?" she heard whispered. "I never knew that I meant anything to anyone!" and, "I didn't know others liked me so much." were most of the comments.
No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose.The students were happy with themselves and one another.
That group of students moved on. Several years later, one of the students was killed in Vietnam and his teacher attended the funeral of that special student.
She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed! with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.
As she stood there, one of the soldiers who acted as pallbearer came up to her. Were you Mark's math teacher?" he asked. She nodded: "yes." Then he said: "Mark talked about you a lot."
After the funeral, most of Mark's former classmates went together to a luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher.
"We want to show you something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it."
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him.
"Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it."
All of Mark's former classmates started to gather around. Charlie smiled rather sheepishly and said, "I still have my list It's in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put his in our wedding album." I have mine too," Marilyn said. "It's in my diary." Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. "I carry this with me at all times, " Vicki said and without batting an eyelash, she continued: "I think we all saved our lists."
That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again.
The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be.
Remember, you reap what you sow, what you put into the lives of others comes back into your own.
This story was passed along to me on the internet. I believe that it has been circulating for a while and I think that the full story may be in the original Chicken Soup for the Soul. I hope you enjoy it and are inspired!
One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then she told them to think of the nicest thing they could say about each of
their classmates and write it down. It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual.
On Monday she gave each student his or her list. Before long, the entire class was smiling. "Really?" she heard whispered. "I never knew that I meant anything to anyone!" and, "I didn't know others liked me so much." were most of the comments.
No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose.The students were happy with themselves and one another.
That group of students moved on. Several years later, one of the students was killed in Vietnam and his teacher attended the funeral of that special student.
She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed! with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.
As she stood there, one of the soldiers who acted as pallbearer came up to her. Were you Mark's math teacher?" he asked. She nodded: "yes." Then he said: "Mark talked about you a lot."
After the funeral, most of Mark's former classmates went together to a luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher.
"We want to show you something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it."
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him.
"Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it."
All of Mark's former classmates started to gather around. Charlie smiled rather sheepishly and said, "I still have my list It's in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put his in our wedding album." I have mine too," Marilyn said. "It's in my diary." Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. "I carry this with me at all times, " Vicki said and without batting an eyelash, she continued: "I think we all saved our lists."
That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again.
The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be.
Remember, you reap what you sow, what you put into the lives of others comes back into your own.
The Teacher....
This story was passed along to me on the internet. I believe that it has been circulating for a while and I think that the full story may be in the original Chicken Soup for the Soul. I hope you enjoy it and are inspired!
One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then she told them to think of the nicest thing they could say about each of their classmates and write it down. It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual. On Monday she gave each student his or her list. Before long, the entire class was smiling. "Really?" she heard whispered. "I never knew that I meant anything to anyone!" and, "I didn't know others liked me so much." were most of the comments.
No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose.The students were happy with themselves and one another.
That group of students moved on. Several years later, one of the students was killed in Vietnam and his teacher attended the funeral of that special student. She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed! with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.
As she stood there, one of the soldiers who acted as pallbearer came up to her.
Were you Mark's math teacher?" he asked. She nodded: "yes."
Then he said: "Mark talked about you a lot."
After the funeral, most of Mark's former classmates went together to a
luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher. "We want to show you something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it."
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him.
"Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it." All of Mark's former classmates started to gather around. Charlie smiled rather sheepishly and said, "I still have my list It's in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put his in our wedding album." I have mine too," Marilyn said. "It's in my diary."
Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. "I carry this with me at all times, " Vicki said and without batting an eyelash, she continued: "I think we all saved our lists."
That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again. The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be.
Remember, you reap what you sow, what you put into the lives of others comes back into your own.
This story was passed along to me on the internet. I believe that it has been circulating for a while and I think that the full story may be in the original Chicken Soup for the Soul. I hope you enjoy it and are inspired!
One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then she told them to think of the nicest thing they could say about each of their classmates and write it down. It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual. On Monday she gave each student his or her list. Before long, the entire class was smiling. "Really?" she heard whispered. "I never knew that I meant anything to anyone!" and, "I didn't know others liked me so much." were most of the comments.
No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose.The students were happy with themselves and one another.
That group of students moved on. Several years later, one of the students was killed in Vietnam and his teacher attended the funeral of that special student. She had never seen a serviceman in a military coffin before. He looked so handsome, so mature. The church was packed! with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.
As she stood there, one of the soldiers who acted as pallbearer came up to her.
Were you Mark's math teacher?" he asked. She nodded: "yes."
Then he said: "Mark talked about you a lot."
After the funeral, most of Mark's former classmates went together to a
luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher. "We want to show you something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it."
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him.
"Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it." All of Mark's former classmates started to gather around. Charlie smiled rather sheepishly and said, "I still have my list It's in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put his in our wedding album." I have mine too," Marilyn said. "It's in my diary."
Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. "I carry this with me at all times, " Vicki said and without batting an eyelash, she continued: "I think we all saved our lists."
That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again. The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be.
Remember, you reap what you sow, what you put into the lives of others comes back into your own.
Thursday, August 07, 2003
Love: The One Creative Force
by Eric Butterworth
A college professor had his sociology class go into the Baltimore slums to get case histories of 200 young bodys. There were asked to write an evaluation of each boy’s future. In every case the students wrote, “He hasn’t got a chance.” Twenty-five years later another sociology professor came across the earlier study. He had his students follow up on the project to see what had happened to these boys. With the exception of 20 boys who had moved away or died, the student learned that 176 of the remaining 180 had achieved more than ordinary success as lawyers, doctors and businesmen.
The professor was astounded and decided to pursue the matter further. Fortunately, all the men were in the area and he was able to ask each one, “How do you account for your success?” In each case the reply came with feeling, “There was this teacher.”
The teacher was still alive, so he sought her out and asked the old but still alert lady what magic formula she had used to pull these boys out of the slums into successful achievement.
The teacher’s eyes sparkled and her lips broke into a gentle smile. “It’s really very simple,” she said. “I loved those boys.”
From: Chicken Soup for the Soul™ © 1993
by Jack Canfield and Mark Victor Hansen
Health Communications, Inc.
by Eric Butterworth
A college professor had his sociology class go into the Baltimore slums to get case histories of 200 young bodys. There were asked to write an evaluation of each boy’s future. In every case the students wrote, “He hasn’t got a chance.” Twenty-five years later another sociology professor came across the earlier study. He had his students follow up on the project to see what had happened to these boys. With the exception of 20 boys who had moved away or died, the student learned that 176 of the remaining 180 had achieved more than ordinary success as lawyers, doctors and businesmen.
The professor was astounded and decided to pursue the matter further. Fortunately, all the men were in the area and he was able to ask each one, “How do you account for your success?” In each case the reply came with feeling, “There was this teacher.”
The teacher was still alive, so he sought her out and asked the old but still alert lady what magic formula she had used to pull these boys out of the slums into successful achievement.
The teacher’s eyes sparkled and her lips broke into a gentle smile. “It’s really very simple,” she said. “I loved those boys.”
From: Chicken Soup for the Soul™ © 1993
by Jack Canfield and Mark Victor Hansen
Health Communications, Inc.
From Chicken Soup for the Tennage Soul
by Jack Canfield, Mark Hanse, and Kimberly Kirberger
© 1997 Health Communications, Inc.
pp.192-193
SPARKY
For Sparky, school was all but impossible. He failed every subject in the eight grade. He flunked physics in high school, getting a grade of zero. Sparky also flunked Latin, algebra and English. He didn’t do much better in sports. Although he did manage to make the school’s golf team, he promptly lost the only important match of the season. There was a consolation match; he lost that, too.
Throughout his youth Sparky was awkward socially. He was not actually disliked by the other students; no on cared that much. He was astonished if a classmate ever said hello to him outside of school hours. There’s no way to tell how he might have done at dating. Sparky never once asked a girl to go out in high school. He was too afraaid of being turned down.
Sparky was a loser. He, his classmates....everyone knew it. So he rolled with it. Sparky had made up his mind early in life that if things were meant to work out, they would. Otherwise he would content himself with what appeared to be his inevitable mediocrity.
However, one thing was important to Sparky - drawing. He was pround of his artwork. Of course no one appreciated it. In his senior year of high school, he submitted some cartoons to the editors of the yearbook. The cartoons were turned down. Despite this particular rejection, Sparky was so convinced of his ability that he decided to become a professional artist.
After completing high school, he wrote a aletter to Walt Disney Studios. He was told to send some samples of his artwoork, and the subject for a cartoon was suggested. Sparky drew the proposed cartoon. He spent a great deal of time on it and on all the other drawings he submitted. Finally, the replay came from Disney Sutdios. He had been rejected once again. Another loss for the loser....
So Sparky decided to write his own autobiography in cartoons. He described his childhood self - a little boy loser and chronic underachiever. The cartoon character would soon become famous worldwide. For Sparky, the boy who had such lack of success in school and whose work was rejected again and again, was Charles Schultz. He created the “Peanuts” comic strip and the little cartoon character whose kite would never fly and who never succeeded in kicking a fooball, Charlie Brown.
Bits & Pieces...
by Jack Canfield, Mark Hanse, and Kimberly Kirberger
© 1997 Health Communications, Inc.
pp.192-193
SPARKY
For Sparky, school was all but impossible. He failed every subject in the eight grade. He flunked physics in high school, getting a grade of zero. Sparky also flunked Latin, algebra and English. He didn’t do much better in sports. Although he did manage to make the school’s golf team, he promptly lost the only important match of the season. There was a consolation match; he lost that, too.
Throughout his youth Sparky was awkward socially. He was not actually disliked by the other students; no on cared that much. He was astonished if a classmate ever said hello to him outside of school hours. There’s no way to tell how he might have done at dating. Sparky never once asked a girl to go out in high school. He was too afraaid of being turned down.
Sparky was a loser. He, his classmates....everyone knew it. So he rolled with it. Sparky had made up his mind early in life that if things were meant to work out, they would. Otherwise he would content himself with what appeared to be his inevitable mediocrity.
However, one thing was important to Sparky - drawing. He was pround of his artwork. Of course no one appreciated it. In his senior year of high school, he submitted some cartoons to the editors of the yearbook. The cartoons were turned down. Despite this particular rejection, Sparky was so convinced of his ability that he decided to become a professional artist.
After completing high school, he wrote a aletter to Walt Disney Studios. He was told to send some samples of his artwoork, and the subject for a cartoon was suggested. Sparky drew the proposed cartoon. He spent a great deal of time on it and on all the other drawings he submitted. Finally, the replay came from Disney Sutdios. He had been rejected once again. Another loss for the loser....
So Sparky decided to write his own autobiography in cartoons. He described his childhood self - a little boy loser and chronic underachiever. The cartoon character would soon become famous worldwide. For Sparky, the boy who had such lack of success in school and whose work was rejected again and again, was Charles Schultz. He created the “Peanuts” comic strip and the little cartoon character whose kite would never fly and who never succeeded in kicking a fooball, Charlie Brown.
Bits & Pieces...
Abraham Lincoln Didn’t Quit - Chicken Soup for the Soul
The sense of obligation to continue is present in all of us. A duty to strive is the duty of us all. I felt a call to that duty.
A. Lincoln.
Probably the greatest example of persistence is Abraham Lincoln. If you want to learn somebody who didn’t quit, look no further.
Born into poverty, Lincoln was faced with defeat throughout his life. He lost eight elections, twice failed in business and suffered a nervous breakdown.
He could have quit many times - but he didn’t and because he didn’t quit. He became one of the greatest presidents in the history of our county.
• 1816 His family was forced out of their home. He had to work to support them.
• 1818 His mother died.
• 1831 Failed in business
• 1832 - Ran for state legislature - lost
• 1832 - Also lost his job - applied for law school but could not get in.
• 1833 - Borrowed some money from a friend to begin a business and by the end of the year he was bankrupt. He spent the next 17 years of his life paying off this debt.
• 1834 - Ran for state legislature again - won
• 1835 - Was engaged to be married, sweetheart died and his heart was broken
• 1836 - Had a total nervous breakwon and was in bed for six months.
• 1838 - Sought to become speaker of the state legislature - defeated.
• 1840 - Sought to become elector - defeated.
• 1843 - Ran for Congress - lost.
• 1846 - Ran for Congress again - won - went to Washington and did a good job.
• 1848 - Ran for Congress - lost.
• 1849 Sought the job of land officer in his home state - rejected
• 1854 - Ran for Senate of the United States - lost.
• 1856 - Sought the Vice-Presential nomination at his party’s national convention - got less than 100 votes.
• 1858 - Ran for US Senate again - lost again
• 1860 - Elected president of the United States.
“The path was worn and slippery, my foot slipped from under me, knocking the other out of the way, but I recovered and said to myself, “it’s a slip and not a fall.”
The sense of obligation to continue is present in all of us. A duty to strive is the duty of us all. I felt a call to that duty.
A. Lincoln.
Probably the greatest example of persistence is Abraham Lincoln. If you want to learn somebody who didn’t quit, look no further.
Born into poverty, Lincoln was faced with defeat throughout his life. He lost eight elections, twice failed in business and suffered a nervous breakdown.
He could have quit many times - but he didn’t and because he didn’t quit. He became one of the greatest presidents in the history of our county.
• 1816 His family was forced out of their home. He had to work to support them.
• 1818 His mother died.
• 1831 Failed in business
• 1832 - Ran for state legislature - lost
• 1832 - Also lost his job - applied for law school but could not get in.
• 1833 - Borrowed some money from a friend to begin a business and by the end of the year he was bankrupt. He spent the next 17 years of his life paying off this debt.
• 1834 - Ran for state legislature again - won
• 1835 - Was engaged to be married, sweetheart died and his heart was broken
• 1836 - Had a total nervous breakwon and was in bed for six months.
• 1838 - Sought to become speaker of the state legislature - defeated.
• 1840 - Sought to become elector - defeated.
• 1843 - Ran for Congress - lost.
• 1846 - Ran for Congress again - won - went to Washington and did a good job.
• 1848 - Ran for Congress - lost.
• 1849 Sought the job of land officer in his home state - rejected
• 1854 - Ran for Senate of the United States - lost.
• 1856 - Sought the Vice-Presential nomination at his party’s national convention - got less than 100 votes.
• 1858 - Ran for US Senate again - lost again
• 1860 - Elected president of the United States.
“The path was worn and slippery, my foot slipped from under me, knocking the other out of the way, but I recovered and said to myself, “it’s a slip and not a fall.”
Friday, August 01, 2003
Value Clarification:
VALUE CLARIFICATION EXERCISE
The River Crossing - Tarzan and Jane
One day in darkest Africa a young maiden named Jane sat on the side of a river and was told that the man - Tarzan was sick and needed instant care or else he would die.
She went to the boatman and asked his help to cross the river which was infested with crocadiles. The boatman listened attentively and said "I have been in love with you my whole life and now you want me to take you across the river to another man. I will do it but only if you will have sex with me."
Jane debated with herself and her options. She finally went to the boatman and after a long discussion he took her across the river the next day.
Jane rushed to Tarzan side and and after treating him for many days restored him to health. Tarzan asked Jane "How did you get across the river?" Jane told him everything after which Tarzan said "Tarzan no love Jane anymore - Jane go away."
Jane cried in disbelief and left Tarzan alone.
TEACHER:
Have the students (secondary student & above) rank the three individuals in the order that they admire most. (Jane, Tarzan, Boatman). You can ask them to assemble in groups of the person most admired.
Next ask one person from each group to explain why they think their person was the most admired. (Do not comment on their choices.)
Allow students (one at a time) to try and convert people from the other groups.
Closure questions:
Did Jane have sex with the boatman? While the boatman initially requested sex with Jane all that was said "that following a long discussion the next day he took her across the river." You can infer that sex took place but there is no proof.
Did Tarzan believe Jane had sex with the boatman? All that was said was "How did you get across the river?" Jane told him everything after which Tarzan said "Tarzan no love Jane anymore - Jane go away."
Did the boatman have sex with Jane? All that was said was “She finally went to the boatman and after a long discussion he took her across the river the next day.”
A good closure might be a discussion of “assumptions” in problem solving.... ASS U ME....
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VALUE CLARIFICATION EXERCISE
The River Crossing - Tarzan and Jane
One day in darkest Africa a young maiden named Jane sat on the side of a river and was told that the man - Tarzan was sick and needed instant care or else he would die.
She went to the boatman and asked his help to cross the river which was infested with crocadiles. The boatman listened attentively and said "I have been in love with you my whole life and now you want me to take you across the river to another man. I will do it but only if you will have sex with me."
Jane debated with herself and her options. She finally went to the boatman and after a long discussion he took her across the river the next day.
Jane rushed to Tarzan side and and after treating him for many days restored him to health. Tarzan asked Jane "How did you get across the river?" Jane told him everything after which Tarzan said "Tarzan no love Jane anymore - Jane go away."
Jane cried in disbelief and left Tarzan alone.
TEACHER:
Have the students (secondary student & above) rank the three individuals in the order that they admire most. (Jane, Tarzan, Boatman). You can ask them to assemble in groups of the person most admired.
Next ask one person from each group to explain why they think their person was the most admired. (Do not comment on their choices.)
Allow students (one at a time) to try and convert people from the other groups.
Closure questions:
Did Jane have sex with the boatman? While the boatman initially requested sex with Jane all that was said "that following a long discussion the next day he took her across the river." You can infer that sex took place but there is no proof.
Did Tarzan believe Jane had sex with the boatman? All that was said was "How did you get across the river?" Jane told him everything after which Tarzan said "Tarzan no love Jane anymore - Jane go away."
Did the boatman have sex with Jane? All that was said was “She finally went to the boatman and after a long discussion he took her across the river the next day.”
A good closure might be a discussion of “assumptions” in problem solving.... ASS U ME....
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