Lark Ascending

-George Meredith


...For singing till his heaven fills,
’Tis love of earth that he instills,
And ever winging up and up,
Our valley is his golden cup,
And he the wine which overflows
To lift us with him as he goes…








The New Millennium


Ingredients For Life



      Curiosity Quotient    +   Passion Quotient    >   Intelligence Quotient




                               "Hurt No Living Thing"

Hurt no living thing:
                                               Ladybird, nor butterfly,
                                               Nor moth with dusty wing,
                                               Nor cricket chirping cheerily,
                                               Nor grasshopper so light of leap,
                                               Nor dancing gnat, nor beetle fat,
                                               Nor harmless worms that creep.

                                                           - Christina Rossetti


         We all live downstream!




"Every man I meet is my superior in some way. Of that I must learn of him."

-Ralph Waldo Emerson


                           The Classroom 


1. What the students learn is personally meaningful.

2. The material is appropriate to their developmental level.

3. The students are challenged by the curriculum.

4. The classroom provides a positive environment.

5. The children know the lesson objectives and evaluation criteria before  

    the lesson starts.

6. The children learn in their own way, have choices and feel in control.

7. The students interact with each other and the material.

8. They acquire and utilize strategies.

9. They receive constructive feedback at each stage of the lesson.

10. They review learned materials at each stage of the lesson. 

11. They use what they learn, thereby constructing new knowledge.

12. The students are emboldened to take leadership roles.

13. The children are inspired to become lifelong learners.


"What Color is the Paint When It Dries?"




   The Lesson 


Before each lesson begins, the teacher knows:


            1. What the students will learn.

            2. Why the material is important.

            3. How they will learn it.

            4. How the students will demonstrate what they have learned.

            5. How the quality of their work will be evaluated.





 The Student 


Teachers are aware of each student's particular learning mode, which may be comprised of one or more of the following multiple intelligences, developed by Herb Gardner


What are the types of Multiple Intelligence?

bluebullet.gif (326 bytes) Visual/Spatial Intelligence

ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies.

Their skills include:

puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.

Possible career interests:

navigators, sculptors, visual artists, inventors, architects, interior designers, mechanics, engineers

images/bluebullet.gif (326 bytes) Verbal/Linguistic Intelligence

ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures.

Their skills include:

listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.

Possible career interests:

Poet, journalist, writer, teacher, lawyer, politician, translator

bluebullet.gif (326 bytes) Logical/Mathematical Intelligence

ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments.

Their skills include:

problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes

Possible career paths:

Scientists, engineers, computer programmers, researchers, accountants, mathematicians

images/bluebullet.gif (326 bytes)  Bodily/Kinesthetic Intelligence

ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information.

Their skills include:

dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body

Possible career paths:

Athletes, physical education teachers, dancers, actors, firefighters, artisans

images/bluebullet.gif (326 bytes) Musical/Rhythmic Intelligence

ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps).

Their skills include:

singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music

Possible career paths:

musician, disc jockey, singer, composer

images/bluebullet.gif (326 bytes) Interpersonal Intelligence

ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language)  to open communication channels with others.

Their skills include:

seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.

Possible Career Paths:

Counselor, salesperson, politician, business person

images/bluebullet.gif (326 bytes) Intrapersonal Intelligence

ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses.

Their Skills include:

Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

Possible Career Paths:

Researchers, theorists, philosophers

-Howard Gardner







Discipline = Repetition + Time + Consistency


"He who learns to obey will learn to command"

















  1.                    A sudden change in the personality of the student. He or she may become very 
                       withdrawn or extremely animated.

  2.                     Signs of physical problems in a student who is generally healthy.

  3.                    Open hostility to classmates and teachers.








             Time Out Lesson         

                                                                                   (Grades 5 and 6)

       Instruction to the Student


Copy this lesson onto a blank piece of paper. Follow that by writing in  your  own words, how you intend to improve your behavior in the future. Make sure you title this page "Time Out Lesson"  and put your name in the top right corner of your paper. 

I understand that school is a place for learning. Every student in the United States is offered 13 years of education. Not many other countries in the world offer this opportunity to their young people. I understand that I choose how to use this time. I can get an education and learn more about myself and the world around me, or I can waste this time.

I understand that the teacher is responsible for many things. He/she  needs to plan the lesson and then do everything possible to help students understand the material. The teacher has a big job because it is not easy to help a class full of students, who have a variety of skills, talents and previous knowledge.  When I behave disruptively, I am making it hard for the teacher to do his/her job. This is not fair and I have no right to do this.

I understand that the other students in my class have a right to the best education possible. When I behave disruptively, I not only keep the teacher from doing his job, I am also keeping students from getting the best education possible. This is not fair and I do not have a right to do this.

I understand that I have the power to make good or bad decisions. When I make good decisions, I am rewarded. In school this means getting a good education and feeling good about myself as a student. I understand that I deserve a good education and I have the power and responsibility to make this happen.

In the future I will:







Parent Signature (Optional) ________________________________________________






Rudyard Kipling

If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you
But make allowance for their doubting too,
If you can wait and not be tired by waiting,
Or being lied about, don't deal in lies,
Or being hated, don't give way to hating,
And yet don't look too good, nor talk too wise:

If you can dream--and not make dreams your master,
If you can think--and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build 'em up with worn-out tools:

If you can make one heap of all your winnings
And risk it all on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breath a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on!"

If you can talk with crowds and keep your virtue,
Or walk with kings--nor lose the common touch,
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much,
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
Yours is the Earth and everything that's in it,
And--which is more--you'll be a Man, my son!