But I really thought a lot about “flow” and how it connects to teachers.

He said:

“People who seem to feel most positive about their lives possess a set of common characteristics:

1. knowing clearly what they have to do
2. getting feedback on what they are doing
3. being able to match their abilities with the opportunities for action so that skills and challenges are in balance.”

It seems like we could benefit from asking how we help teachers do better at these three things. Charlie Sposato had flow when he taught. But often these three things are not in balance for many of our teachers….

I need to reread Seligman.

In INDIA there are many religions like Hindu, Muslims, Christians, Sikhs etc. and Females are there in all religions. Religious Guru (Educators) should explain in the schools, how to identify the people of a particular religion and should explain the way to save themselves from wrong education to save child from the technology of Crime / Death in INDIA by wrong education. In INDIA so many words are there parallel to GOD & many words have been created for one word to confuse the children and are slaughtered in remote areas for blood / foods / easy money.

In the world two types of people are there i.e. one who earns by right way & progress and other is the person who traps the children or innocents for blood / food / easy money and are slaughtered by the WOMEN, who are thirsty for blood of males in remote areas. In INDIA wife is so kind to her Criminal Guru (Wrong Educator) who is thirsty for blood of males / Children / husband is slaughtered in remote areas for blood / foods / easy money by way of wrong Education (i.e. 2+2=5….>>) to females. Everybody should think to save children through right education. The best way is that everybody should do good work to reach at the best by best education as always given in schools. Children should be guided by right education in schools about the impact after marriage to save them selves from wrong education by wife / her Guru (Educator) who is thirsty for blood of males (100% truth like 2+2=4…>>>). Muslims give blood from male organ / penis in childhood as per their customs/facts.

Page no.24 (18th line) To-day the Education given to females is not good. We should give
Progressive and truth education and it is not only from the book.
Page no.68 (12th line) If we think & ask them (Females), they have nine lives in INDIA like
Cats and boys are dying like houseflies.
Above written in Hindi Book —–Bhartiya Nari
Written by SWAMI VIVEKANANDA
Page no.64 (last five lines) No proofs are required for those females who are thirsty for
Blood of Males.
Above written in Hindi Book—–Vedanta In Practical Life
Written by SWAMI VIVEKANANDA

This is the reason INDIAN SAINTS don’t marry. Except the true saints, some saints will help you to reach at Criminal Guru (women, who is thirsty for blood of males & her cruelty on children). Everybody should think & spread regularly, the best way to save children and betterment of all females by way of contribution of one rupee / donation to educate people to save children by education / competitions / exams for creating an Ideal World. Truth & proper Education before the marriage written above is 100% literacy to save the children from crime / death technology. After death a word is given i.e. terrorist / criminal / freedom fighter / social worker or so many words are there. Everybody should think to save children by true education & automatically by simple law. After the death of anyone the other person should be shifted where development work for the society / country / World is going on & maintained by government, where male / female would work separately and think to save children / everybody. No links should be established with outsiders because Criminal Guru / Educator (who is involved in separation / death) have such photos / documents & women are compelled to do work for Criminal Guru / Women (Educator) who is thirsty for blood of males (death).

To, The Head of your Institution / Country KISHAN, INDIA 0651-2200166 / 033-22597321 / 0-98318-22701

We learn, not for the first time, from an article in the New York Times,
that the highest-performing students in math and science are from
Singapore, Taiwan, South Korea, Hong Kong and Japan. Another
achievement gap. American students,…

We have over time sought to govern ourselves – at least in the United States – according to principles which better reflect our aspirations for society than our more practical understanding of human behavior. Prime among the examples supporting my point is our founding principle that all men are created equal. Even the fourth graders of below average intelligence to which Dr. Murray refers intuitively know that this principle is not supportable with facts. This unrealistic expression of hope informs our approach to many social issues, especially education.

Further support for the value of impractical social ideals can be found in an examination of the debate over the Americans with Disabilities Act (ADA). Even those who presented valid arguments against the ADA acknowledged the very noble purpose for which it was put forward. It is neither practical nor efficient for us to devote great resources to making new and existing buildings more easily accessible for the benefit of a small fraction of our population. And yet, we must all be proud that more of our fellow citizens can independently enter and work in our buildings.

If we promote the lofty ideal that we are all created equal, then it follows that we all have the ability and the right to learn. For at least the last several decades of U.S. history, advancement in economic and social status has been closely tied to obtaining a college degree. Efforts towards education are not only about social status, however. The idea that the act of learning at any level is an end in itself is a signature understanding of our best teachers. Day upon day, educators at less celebrated institutions throughout the U.S. are motivated by this understanding to keep up efforts towards engaging many students with little chance for any resulting academic success. These educators know that building up even a few students among many is a noble achievement.

A job in the trades remains an option for those of us with college degrees. Although some of the IQ-limited students Dr. Murray identifies may be better served by starting vocational training earlier, I bet most would prefer the chance to at least explore their academic potential. As several European and East-Asian countries now demonstrate, trying to determine too early whether a given student should be directed to vocational training rather than college prep tends to stunt creativity in the national economy. Here in the U.S., late bloomers are often welcome in both the laboratory and the board room.

I tend to think that many intelligent students are indeed being left behind. If the U.S. ever does reach a status in which most of our wasted efforts in education can be clearly attributed to students of low intelligence, we can then look to Dr. Murray’s observations for some guidance.

Steven Weseman
Arlington Heights, Illinois