Teaching Towards Tomorrow

May 31

How to change your reality and be happy

blua:

This is an excerpt from one of my favorite books, The Book of Secrets: Unlocking the Hidden Dimensions of Your Life by Deepak Chopra.

Higher purpose: I am here to serve. I am here to inspire. I am here to love. I am here to live my truth.

Communion: I will appreciate someone who doesn’t know that I feel that way. I will overlook the tension and be friendly to someone who has ignored me. I will express at least one feeling that was made me feel guilty or embarrassed.

Awareness: I will spend ten minutes observing instead of speaking. I will sit quietly by myself just to sense how my body feels. If someone irritates me, I will ask myself what I really feel beneath the anger—and I won’t stop paying attention until the anger is gone.

Acceptance: I will spend five minutes thinking about the best qualities of someone I really dislike. I will read about a group that I consider totally intolerant and try to see the world as they do. 

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wildj0neseyappeared:

gowithgodsatan:

heysammy:

gay-men:

The future.





SUDDEN OVERWHELMING HOPE FOR HUMANITY

wildj0neseyappeared:

gowithgodsatan:

heysammy:

gay-men:

The future.

SUDDEN OVERWHELMING HOPE FOR HUMANITY

(via helltothenaw)

May 30

gjmueller:

Technology in the Classroom: Assets and Liabilities

It is my contention that as educational and classroom leaders we have a responsibility to set clear expectations, which is Job One of all good leaders. I’d like to share one practical strategy we used to do just that in terms of communicating our expectations for using technology in the classroom.
 First we gathered all our small group facilitators (we use clinicians, basic and social scientists and student fellows) for an hour-long event in which we asked them to work together to do three things: 1) identify the assets of these tools; 2) identify the liabilities of these tools; and 3) establish some reasonable ground rules to maximize the assets and minimize the liabilities.

gjmueller:

Technology in the Classroom: Assets and Liabilities

It is my contention that as educational and classroom leaders we have a responsibility to set clear expectations, which is Job One of all good leaders. I’d like to share one practical strategy we used to do just that in terms of communicating our expectations for using technology in the classroom.

First we gathered all our small group facilitators (we use clinicians, basic and social scientists and student fellows) for an hour-long event in which we asked them to work together to do three things: 1) identify the assets of these tools; 2) identify the liabilities of these tools; and 3) establish some reasonable ground rules to maximize the assets and minimize the liabilities.

(Source: thefluffysheep, via jbizzle329)

“Depression is humiliating. It turns intelligent, kind people into zombies who can’t wash a dish or change their socks. It affects the ability to think clearly, to feel anything, to ascribe value to your children, your lifelong passions, your relative good fortune. It scoops out your normal healthy ability to cope with bad days and bad news, and replaces it with an unrecognizable sludge that finds no pleasure, no delight, no point in anything outside of bed. You alienate your friends because you can’t comport yourself socially, you risk your job because you can’t concentrate, you live in moderate squalor because you have no energy to stand up, let alone take out the garbage. You become pathetic and you know it. And you have no capacity to stop the downward plunge. You have no perspective, no emotional reserves, no faith that it will get better. So you feel guilty and ashamed of your inability to deal with life like a regular human, which exacerbates the depression and the isolation. If you’ve never been depressed, thank your lucky stars and back off the folks who take a pill so they can make eye contact with the grocery store cashier. No one on earth would choose the nightmare of depression over an averagely turbulent normal life.
It’s not an incapacity to cope with day to day living in the modern world. It’s an incapacity to function. At all. If you and your loved ones have been spared, every blessing to you. If depression has taken root in you or your loved ones, every blessing to you, too. No one chooses it. No one deserves it. It runs in families, it ruins families. You cannot imagine what it takes to feign normalcy, to show up to work, to make a dentist appointment, to pay bills, to walk your dog, to return library books on time, to keep enough toilet paper on hand, when you are exerting most of your capacity on trying not to kill yourself. Depression is real. Just because you’ve never had it doesn’t make it imaginary. Compassion is also real. And a depressed person may cling desperately to it until they are out of the woods and they may remember your compassion for the rest of their lives as a force greater than their depression. Have a heart. Judge not lest ye be judged.” —

EVERYONE NEEDS TO READ THIS.

Depression is not a synonym for being sad or having a bad day/bad week.

(via finncrestas)

The next person who tells me that I can choose how I feel gets punched. 

(via soidreamtiwasastarfleetcommander)

(Source: sherunsfromdarkness, via gloryorhumiliation)

Reblogged the first Cards Against Humanity post I saw on my dash….then came back and kept scrolling and LOVED how many tumblr teachers reblogged this, which makes me so very happy and amused.

As a student I would have died to know that my teachers possessed such a dark sense of humor.

[video]

[video]

ilovecharts:

-christina-n-weber 

ilovecharts:

-christina-n-weber 

(via teachingtoday)

“As we all know, tests don’t measure the performance of schools. They measure (however imperfectly) the performance of students.” — Three Important Distinctions In How We Talk About Test Scores (via gjmueller)

(via gjmueller)

May 29

(Source: vahnine, via helltothenaw)

May 27

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May 26

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(via philphys)