Pastoral Resources

I prefer ordinary girls - you know, college students, waitresses, that sort of thing. Most of the girls I go out with are just good friends. Just because I go out to the cinema with a girl, it doesn't mean we are dating.

The students that, like the wild animal being prepared for its tricks in the circus called 'life', expects only training as sketched above, will be severely disappointed: by his standards he will learn next to nothing.

It is practically impossible to teach good programming to students that have had a prior exposure to BASIC: as potential programmers they are mentally mutilated beyond hope of regeneration.

Children are amazing, and while I go to places like Princeton and Harvard and Yale, and of course I teach at Columbia, NYU, and that's nice and I love students, but the most fun of all are the real little ones, the young ones.

Pell Grants are, and have been, critically important tools in making higher education a possibility for lower- and middle-income students.

At a time when going to college has never been more important, it's never been more expensive, and our nation's families haven't been in this kind of financial duress since the great depression. And so what we have is just sort of a miraculous opportunity simply by stopping the subsidy to banks when we already have the risk of loans. We can plow those savings into our students. And we can make college dramatically more affordable, tens of billions of dollars over the next decade.

In my introductory course, Anthropology 160, the Forms of Folklore, I try to show the students what the major and minor genres of folklore are, and how they can be analyzed.

I have a great advantage over many of my colleagues inasmuch as my students bring with them to class their own personal knowledge of national, regional, religious, ethnic, occupational, and family folklore traditions.

Aside from a few master teachers that we have had over the years, this has been a completely local talent development. But people have started to come now from Chicago, we have a number of students from Chicago and different places of the country and even in the world.

Until these college students came into town, we were all very poor and didn't have money to do anything.

My mother would take groups of students to different countries and always brought us along, so by the time I was 10, I had been to Russia, China, Nicaragua and several other countries.

And what we were trying to offer every day was one-on-one attention. The goal was to have a one-to-one ratio with every one of these students.

You can do and use the skills that you have. The schools need you. The teachers need you. Students and parents need you. They need your actual person: your physical personhood and your open minds and open ears and boundless compassion, sitting next to them, listening and nodding and asking questions for hours at a time.

And that's actually the brunt of what we do is, people going straight from their workplace, straight from home, straight into the classroom and working directly with the students. So then we're able to work with thousands and thousands more students.

So this is the space during tutoring hours. It's very busy. Same principles: one-on-one attention, complete devotion to the students' work and a boundless optimism and sort of a possibility of creativity and ideas.

The key thing is, even if you only have a couple of hours a month, those two hours shoulder-to-shoulder, next to one student, concentrated attention, shining this beam of light on their work, on their thoughts and their self-expression, is going to be absolutely transformative, because so many of the students have not had that ever before.

Our students learn more in 30 days than one could learn in 30 years without our training. To really maximize your potential as an umpire, you need to get a solid foundation as soon as you can.

During the final two weeks of training, our students work simulated game situations in which our staff members role-play as players, managers, and coaches. They are given immediate feedback following each camp game.

I find it shameful that in nearly all the universities of Europe, Palestinian students sponsor and nurture anti-Semitism.

'No Child Left Behind' requires states and school districts to ensure that all students are learning and are reaching their highest potential. Special education students should not be left out of these accountability mechanisms.