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While the Tan Yan Kee foundation believes that it is merely scratching the surface relative to the gargantuan problems in the education sector, it envisions that one day it will be able to train more teachers and provide much-needed facilities that will transform schools into more conducive learning environments.
At 13, in my first year of Tonbridge, I went up for the part of Macbeth. I was up against the 17- and 18-year-olds, but for some reason I got the part. It made me incredibly unpopular with my peers, but it was the English and drama teachers who stepped in to save me when others wanted me kicked out of the school.
You always get things that teach you and steps to grow, but there is a confidence that is gained and a deep understanding of what it means to be supported by your knowledge - not by some team that is there to create confidence; it is there within you. That takes time. That takes teachers. That takes taking risks.
Culturally, I have always been part of the proletariat. I lived side by side with the sons of glassblowers, fishermen and smugglers. The stories they told were shaper satires about the hypocrisy of authority and the middle classes, the two-facedness of teachers and lawyers and politicians. I was born politicized.
Audiences of critical thinkers are my favorite kinds of audiences. There are jokes I tell in the show that don't get laughs unless I am in front of an audience of critical thinkers. Put me in front of a crowd of science teachers or astronauts! The guileless aren't our audience - it's the critical thinkers we love.
In 1975, no State or Church guidelines existed in the Republic of Ireland to assist those responding to an allegation of abuse against a minor. No training was given to priests, teachers, police officers or others who worked regularly with children about how to respond appropriately should such allegations be made.
Many parents and teachers have become irritated to the point of distraction at the way the weed-style growth of 'like' has spread through the idiom of the young. And it's true that in some cases the term has become simultaneously a crutch and a tic, driving out the rest of the vocabulary as candy expels vegetables.
Hunter High School was a real turning point for me. I found out about its existence through the music school. Nobody I knew had gone to one of these special high schools, and my teachers didn't think it was possible to get in. But Hunter sent me a practice exam, and I studied what I needed to know to pass the exam.
My first architectural project I did, I must have been fifteen, was for neighbors across the street, a couple of school teachers, and I designed a house for them. I didn't know anything about Le Corbusier or anything like that, but it ended up being a very cubistic kind of house. I always wanted to be an architect.
I knew more about produce from the sea than any of my schoolmates, and my reports in school, from kindergarten on, amused and shocked my classmates and teachers. I told them how we ate with chopsticks, had rice and seaweed for breakfast, raw fish, octopus, and sea urchin eggs for supper, and cakes made from sharks.
Children need stimulation and stability. That can come from grandparents, cousins, teachers, nannies, childcare centres - as long as they engage with the children and are really fond of them. There are also times when children need to be left alone to learn to be independent and to encourage their imaginary friends.
Uber is hardly the first company to exploit the financial vulnerability of teachers - and the desperation of public schools more broadly - to score PR points. Amazon, Boeing, Bank of America, and other corporations have played the part of school benefactor, offering everything from reward programs to school supplies.
All religious leaders and spiritual teachers emphasize finding a place within us that is true. People who obsessively follow these leaders instead of their own purpose attach to the spiritual leader and become fanatical and controlling. That's why Jesus tried to tell his followers not to get attached to outward form.
I grew up in Columbia, Maryland, a planned community built during the sixties. During the early years, it was very integrated. I grew up being taught by black teachers with black principals and vice principals and, you know, a lot of black friends. We played in mixed groups, and I kind of thought that was how it was.
When I was young, I read everything I could lay my hands on, but the Scots in my storybooks spent their time fighting glorious battles, rowing across lochs, or escaping over moors of purple heather. Even those Scots were hard to find. For at school, we recited poetry according to the set texts the teachers taught us.
Fantasy was something I'd read as a child. And, in fact, my teachers despaired a little bit because I refused to give up Enid Blyton. Then I walked through the wardrobe with C. S. Lewis, and I don't think I actually have returned fully from the wardrobe. So, fantasy was something that was in my life from quite young.
I always set out to tell a good story, to create a character that young people can relate to, place them in a situation that will be interesting, intriguing, eventually suspenseful. But what I find is that after I do that, then there are themes that emerge, which teachers can then use to provoke discussion and debate.
If you've ever been to a poetry slam, you know that the highest scoring emotion is self-righteous indignation: how dare you judge me. So in that way, the poem, 'What Teachers Make,' is an absolutely formulaic slam poem designed to allow me to get up on my soap box and say, 'Let me tell you what really makes me angry.'
I always liked my teachers, and I was in a lot of after-school projects. I was a Girl Scout until my senior year, when I couldn't be a Girl Scout anymore. I was in clubs like Junior Achievement, and I ran track and field. My grades were good, but then toward 11th grade they were nothing. I always went to summer school.
Schools shouldn't have to choose between serving a student with special needs or cutting an art class, laying off teachers or using outdated textbooks. But these are the positions that far too many schools have been placed in, and only a meaningful acknowledgment of the problem can begin the process of getting them out.
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.
You can't learn to write in college. It's a very bad place for writers because the teachers always think they know more than you do - and they don't. They have prejudices. They may like Henry James, but what if you don't want to write like Henry James? They may like John Irving, for instance, who's the bore of all time.
The American Federation of Teachers has a long track record of working with administrators, parents, and communities to provide real help to struggling students and low-performing schools. We've learned that intensive interventions, proven programs, and adequate resources can transform students' lives and their schools.
Drama school was the first place I learned that looks can affect your career. It was very horrible at the time. I had a lot of very bad experiences at drama school because of that, from the teachers and the students. In the end, I think it was good for me because it hardened me to the realities of the business early on.
I just think the most important aspect in being able to have a productive relationship between the teachers' unions and the districts and the states that they're dealing with is that the person sitting across the table from them should not have received the largest campaign contributions from the teachers' union itself.
What we're doing now is we're saying that individual schools can spend the money on their own priorities, so that head teachers can decide what's truly important, because the big shift in approach on education that we're taking - which is different from what happened before - is that we trust teachers and we trust heads.
I truly believe that everything that we do and everyone that we meet is put in our path for a purpose. There are no accidents; we're all teachers - if we're willing to pay attention to the lessons we learn, trust our positive instincts and not be afraid to take risks or wait for some miracle to come knocking at our door.
The notion that Western religions are more rigid than those of Asia is overdrawn. Ours is the most permissive society history has ever known - almost the only thing that is forbidden now is to forbid - and Asian teachers and their progeny play up to this propensity by soft-pedaling Hinduism's, Buddhism's, Sufism's rules.
Taxes, well laid and well spent, insure domestic tranquility, provide for the common defense, and promote the general welfare. Taxes protect property and the environment; taxes make business possible. Taxes pay for roads and schools and bridges and police and teachers. Taxes pay for doctors and nursing homes and medicine.
Climate change denial, anti-vaccination proponents, creationist teachers, faith healers, fake bomb detector peddlers, psychic frauds, alternative medicine pushers... we need scientific thinking. We need a generation of kids who think an experiment is more important than a preconceived notion or an argument from authority.
Most blacks want school vouchers, but most liberals vehemently oppose them. Why? Because what is good for teachers' unions is of more importance to the Left than what is good for blacks. Who, then, is racist? By their own admission, and by the policies they pursue, the answer is the people who call themselves progressive.
Due process gives teachers the latitude to use their professional judgment in their classrooms, to advocate for their students, and to not fear retribution for speaking the truth or teaching controversial subjects like evolution. As political winds shift in school districts, due process also wards off patronage or nepotism.
I've got a golf scholarship for school, so they understand if I'm away. A couple of years ago they called to see why I wasn't at school, and now they're like, 'oh, she's at golf.' Sometimes I'm in class and sometimes the teachers don't realize I'm there. She goes, 'oh, Lydia's absent.' And I'm like 'no, actually, I'm here.'
My mom was very disappointed when I came out as a Republican in high school. And being a Republican in high school was really fun because all of my teachers were extremely liberal. Expressing anything that was counter to their deeply held beliefs was so easily unsettling that that form of contrarianism was very comfortable.
We don't need mandatory, non-sectarian prayers read over the loudspeaker to 'put God back in schools.' God never left the schools. God is still at work through the hundreds of thousands of gifted teachers and administrators, committed parents, and passionate volunteers who seek to help give our children 'a future with hope.'
We need quantitative assessments of the success of education. We need certification and qualifications both for teachers and for pupils. It is not a choice between quantity and quality, between access and excellence. Both of these will happen together if people really do believe in the importance of education to change lives.
In refugee camps around the world, I met people who were gone. They were still walking around but had lost so much that they were unable to claim any sort of identity. Others I met found who they truly were, and they generally found it through service to others. They became teachers when there was no school, books or pencils.
Logically, taking Scripture seriously means being passionately concerned about interpreting it correctly and thus welcoming any evidence that exposes erroneous understandings of the biblical text. Unfortunately, many zealous Bible students and teachers confuse their favorite interpretations of the Bible with the Bible itself.
It would be good if teachers could genuinely understand that black English is not mistakes, it's just different English, and that what you want to do is add an additional dialect to black students' repertoire rather than teaching them out of what's thought of as a bad habit, like sloppy posture or chewing with your mouth open.
My education in the public schools of New York City between 1932 and 1944 was an excellent preparation for a life in science. Because of the Depression, these schools were able to attract a remarkably talented and dedicated collection of teachers who encouraged their students to strive for the highest levels of accomplishment.
Good teachers have joined Presidency from different parts of the country and even abroad. We have got idealistic teachers, and we are relying on their idealism. But state universities pay their teachers less than the central ones. If salary is not on a par with central institutes, teachers would tend to leave for those places.
Online education, then, can serve two goals. For students lucky enough to have access to great teachers, blended learning can mean even better outcomes at the same or lower cost. And for the millions here and abroad who lack access to good, in-person education, online learning can open doors that would otherwise remain closed.
Athletes and musicians make astronomical amounts of money. People get paid $100 million to throw a baseball! Shouldn't we all take less and pass some of that money onto others? Think about firefighters, teachers and policemen. We should celebrate people that are intellectually smart and trying to make this world a better place.
In preparing my thesis, I have had the pleasure of collecting testimonies from colleagues such as Placido Domingo but also from singing teachers and musicologists. The entire course of study has confirmed what I already thought, that the value and meaning of opera singing, at the beginning of the third millennium, remain intact.
I always found the extraordinary loss of life in the First World War very moving. I remember learning about it as a very young child, as an eight- or nine-year-old, asking my teachers what poppies were for. Every year the teachers would suddenly wear these red paper flowers in their lapels, and I would say 'What does that mean?'
The education process is moving beyond the traditional classroom/lecture setting. More and more teachers are seeking tools and techniques to engage their classes and enrich their lessons. Video calling is one of these tools, as it removes barriers to communication and lets students move beyond the boundaries of their classrooms.
I see the root of the education crisis in the primary and secondary schools. Academia is doing a fairly good job. The root of the problem is the teachers. Some are great. But too many of them are not capable of being good role models. They can't control the classes. They lose too much time trying to create a learning environment.
I loathe the trivialization of poetry that happens in creative writing classes. Teachers set exercises to stimulate subject matter: Write a poem about an imaginary landscape with real people in it. Write about a place your parents lived in before you were born. We have enough terrible poetry around without encouraging more of it.
My family supported me. I wasn't hot-housed at all as a young child; I didn't go to any kind of gifted school. They didn't exist in the very poor parts of England when I grew up in the 1980s. I had a great time to learn, had access to libraries and teachers who were patient and enthusiastic when I showed ability in some subjects.
You use words like 'introvert' and 'extrovert,' various traits of a personality. A lot of that stuff, we used in drama school, and that was kind of interesting, to realize my teachers sort of ripped off a lot of Jung. And how much of it is part of our society now, these phrases, introvert and extrovert, where it actually came from.