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Read through the most famous quotes by topic #teaching
everything in our culture tells men and boys to avoid any interest, activity or community dominated by women - and when article after article insists that boys are reading less than girls; when the pop cultural discourse shies away from portraying boys as readers, or closely associates male reading with male unpopularity and outcastness; when the humanities is widely touted as being the feminine alternative to the masculine sciences; when finally, after centuries of exclusion, girls are actually getting a break at something, the consequence is that boys are keeping away in droves. [...]Having been raised to exclude girls from manly pursuits, boys are also reluctant to pursue female ones. If that means reading – and in some cases, sadly, it does, reading and other sedentary or indoor hobbies being viewed as the antithesis of sports, and therefore by extension the enemy of all things masculine – then writing more boy-centric books won’t help. (Unless, of course, your ultimate long-term plan is to take reading away from girls and return it to boys, in which case, you fail everything.) If, on the other hand, you want boys and girls to be reading with equal passion and in equal numbers, then a very clear alternative presents itself: teach your boys that there’s nothing wrong with girls, or girl things, period. Take away the stigma, and let everyone read without judgement. Stories are genderless, no matter who writes or stars in them. And if we can’t bear to teach our teenagers that, then we need to seriously rethink our sstatus as an equal and fair society. ↗
#equality #gender #rasiing-boys #stories #teaching-boys-to-read
My mother was the first woman in the county in Indiana where we were born, in Jay County, to have a college degree. She was educated as a pianist and she wanted to concertize, but when the war came she was married, had a family, so she started teaching. ↗
The first task in teaching is to bring to consciousness what the students already believe by virtue of their personal experiences about themselves and society. ↗
Advice? Fail constantly. Because the word doesn't mean what you think it means, especially when you're an artist. I use the word artist to mean everything from songwriting to writing a novel to even writing video games. Anything that tells a story, which is almost any medium. Gotta take risks, you gotta go through multiple drafts which means you have to FAIL, a lot. So you won't always get the reaction you always want from every single person, so when you lose that fear of failure, when you stop even thinking of it as failure, and you push yourself farther, you'll take bigger risks, and eventually, after about six or seven hundred rejections, you'll find success. And you'll find a way of conveying what you really want to say, in the best manner. ↗
It may take a decade or two before the extent of Shakespeare's collaboration passes from the graduate seminar to the undergraduate lecture, and finally to popular biography, by which time it will be one of those things about Shakespeare that we thought we knew all along. Right now, though, for those who teach the plays and write about his life, it hasn't been easy abandoning old habits of mind. I know that I am not alone in struggling to come to terms with how profoundly it alters one's sense of how Shakespeare wrote, especially toward the end of his career when he coauthored half of his last ten plays. For intermixed with five that he wrote alone, Antony and Cleopatra, Coriolanus, The Winter's Tale, Cymbeline, and The Tempest, are Timon of Athens (written with Thomas Middleton), Pericles (written with George Wilkins), and Henry the Eighth, the lost Cardenio, and The Two Noble Kinsmen (all written with John Fletcher). ↗
#collaboration #history-of-thought #shakespeare #teaching #life
Our musicians in residence carry this belief into the classroom. They don't think of children's self-esteem as so fragile that it will be shattered by the suggestion that the child guessed wrong or jumped to an invalid conclusion. They make corrections matter-of-factly, with no feeling that a chid is a failure because she has made an error, but with ocnfidence that the feedback will help the child learn and be accurate the next time. ↗
