What did they say to you? He told me a story about how he teased a classmate. Click here for the full story. CR (Christopher Reynolds) took me aside the next day and told me to put an end to this and made me see that what I thought was teasing and joking around was psychological bullying and that it could make the victim's life a misery.
What were you doing at that moment? I was thinking about a recent bullying incident in a local school.
Why did those words hit you so strongly? I saw in that moment that bullying starts with "friendly" and "harmless" teasing.
What meaning do you extract from those words? I don't have to accept teasing. There is a reason why we say, "No Put Downs" in the five rules from New City School in St. Louis, Mo. (Tom Hoerr is the principal). Active Listening, Personal Best, Trust and Truth are the other four rules.
What did they say to you? He told me about his chemistry teacher Gustavo Fraga
What were you doing at that moment? I was telling Mario about some teachers who gave me words to live by.
Why did those words hit you so strongly? I saw that the flipped classroom was used in the past. Old procedures need to be reinforced and saved from innovation.
What meaning do you extract from those words? "Fraga would do almost anything to motivate the teenager to learn." Wow... What can I do today in preparing this website to motivate students?
What did they say to you? "I want to know what's happening in my son's head. What does he experience?"
What were you doing at that moment? I was engrossed in tutoring teenagers and prepping them for the SAT test. Then my friend Mario told me to watch a video presentation by Dimitri Christiakis and -- BAM! -- I had information for Saul. I was amazed at the data that Dr. Dimitri gave in his talk. SEE THE VIDEO 164K views in November 2013
CLICK HERE (and leave a comment, please)
Why did those words hit you so strongly? As a teacher, I assume that I have to work with what is in front of me. Instead, I should be learning how to prepare parents for the young growing brain that they have invited into their lives. Their work at home makes my work in high school so much easier.
What meaning do you extract from those words? I wouldn't have been as open to this idea if Saul had not been open about his concerns about his son Michael. I saw in his questions that I (as a teacher) have the power to help with brain building.
What did they say to you? "You went to a different school."
What were you doing at that moment? I was amazed at the stories that John was telling me ... while I was grubbing for higher grades, he was in the town, meeting locals, improving his French, engaged in the present.
Why did those words hit you so strongly? As a teacher, how much emphasis do I put on the present work and ignore the more important issues inside the heads of individual students? Oops.
What meaning do you extract from those words? There is another side to classwork. I have the power to alter the experience of any kid in that classroom.
Pulling out the essence of JC's thoughts and communicating them so that they are understood in today's world is an important and valuable task. -- John P. Vornle, '76
This is what one "old boy" wrote about JC's meditation read by Chris Reynolds:
...this meditation was very inspiring, indeed. In my mind I can still see J.C. delivering such a meditation on stage in Belvedere House back in the mid to late 60's. How fortunate we were to have such a brilliantly insightful man enrich our lives with his grace, strength of character, and wisdom.
It was also wonderful hearing Chris Reynolds read this meditation. Chris was not only one of Aiglon's great Housemasters (Alpina) and Aiglon teachers, but also the very first of two Aiglon students back in 1949. He was my first French teacher back in the 4th form in 1965, and I also enjoyed a day expedition with him up into the Mont Blanc range in the late 60's a few years after he left Aiglon. In later years, Chris joined the alumni for several of Aiglon's big five reunions, where we last walked from Solalex to Auszanda (sp?) as a group. A very colourful character, indeed. -- Louis Snyder
THE DAILY WORK
1. click on something that I have pointed to.
2. Every day... please write at least one paragraph about SOMETHING that has annoyed you or about a problem that you sees in the world or something BEAUTIFUL that you notice... Why did you notice it? What action will you take to share that beauty or work to fix that problem?
That is the support work that will make the GED possible ....
What did they say to you? There is a forgetting curve. If you memorize ten words, within a week you will probably forget five of them. The way to overcoming the loss is to review.
What were you doing at that moment? I was in class and I remember drawing that curve in my notebook.
Why did those words hit you so strongly? It struck me at the time that "hearing and learning something once is not enough. I really need to review whatever I hear in class."
What meaning do you extract from those words? I have chased that idea and I found confirmation of the process in the work of Richard E. Clark, John Sweller and Kirschner in their landmark articles (2006 and 2012).
Clark consented to allow the article to be excerpted and translated into Spanish, Portuguese and Turkish.
What did they say to you? He didn't say anything. He picked up litter.
What were you doing at that moment? Walking behind him.
Why did those words hit you so strongly? The action struck me. "I could do that, too." And so I started to pick up litter.
What meaning do you extract from those words? Each of us has the power of one. One is a powerful number when others can see what the one person did and said.
More stories... There is space here for more stories.
These posters come from discussions with Mario Llorente about Gustavo Fraga. I hope these posters inspire you to ask a friend to tell you about a teacher who inspired learning.
Why not print these posters? Why not copy them and hang them in your home? In your classroom?
What did they say to you? "What happens if the fellow is innocent? What can you do to reverse your decision?"
What were you doing at that moment? My classmates were discussing the best way to punish a murderer. We were not discussing lengthy prison sentences.
Why did those words hit you so strongly? Our 15-year-old brains didn't consider the possibility that the murderer in fact did not kill the victim. Oops.
What meaning do you extract from those words? There is another side of capital punishment ... a side that I continue to struggle with today. Perhaps if I stop struggling with the issue, I will revert to my 15-year-old brain. Perhaps I will always struggle with this issue.
There are more people... but I think most of us can slow down enough to thank a mentor, even six mentors, for their guiding words. A great gift for a teacher is to see that his words continue to guide a former teenager.
This page is dedicated to Mario, Gustavo Fraga, Tony Hyde, Fritz Koch, David Rhodes and Iain Barraclough.... and the others whose words will be added here over time.
What time do you get up and what do you do in the early morning?
Click here to find out about other important links to click
Learn phrases in other languages
Memorize poems (lyrics, too) and use the lyrics to change our mood
SOME OF the work by Richard Clark about Short Term and Long-Term memory builds on and deepens the understanding that David Rhodes gave me about short and long term memory.
Online GED Course >
Six People Who Inspired Me
ACTION: Tell me about people who inspired you or guided you or gave you an important quote that you remember.
What did they say to you? WRITE your memory.
What were you doing at that moment? TELL ME your memory. RETURN
Why did those words hit you so strongly? DRAW your memory.
What meaning do you extract from those words? MAKE IT PERMANENT. Post your work on a web page.