When I was in my younger days,
I weighed a few pound less.
I needn’t hold my tummy in
To wear a belted dress.
But now that I am older,
I’ve set my body free;
There’s comfort in elastic
Where my waist used to be.
Inventor of those high-heeled shoes
My feet have not forgiven;
I have to wear a nine now,
But used to wear a seven.
And how about those pantyhose…
They’re sized by weight, you see,
So how come when I put them on,
The crotch is at my knee?
I need to wear these glasses
As the print’s been getting smaller:
And it wasn’t very long ago
I know that I was taller.
Though my hair has turned to grey
And my skin no longer fits,
On the inside, I’m the same old me,
The outside’s changed a bit.
But, on a positive note…..
I’ve learned that no matter what happens,
Or how bad it seems today,
Life goes on, and it will get better tomorrow.
I’ve learned that you can tell a lot about a person
by the way he/she handles these three things:
a rainy day, lost luggage, and tangled Christmas tree lights.
I’ve learned that regardless of your relationship with your parents,
You’ll miss Them when they’re gone from your life.
I’ve learned that making a "living" is not the same thing as making a life.
I’ve learned that life sometimes gives you a second chance.
I’ve learned that you shouldn’t go through life with a catcher’s mitt on both hands;
You need to be able to throw something back.
I’ve learned that whenever I decide something with an open heart,
I usually make the right decision.
I’ve learned that even when I have pains,
I don’t have to be one.
I’ve learned that every day you should reach out and touch someone.
People love a warm hug, or just a friendly pat on the back.
I’ve learned that I still have a lot to learn.
I’ve learned that people will forget what you did,
But people will never forget how you made them feel.
Wednesday, November 30, 2005
Monday, November 28, 2005
Waiting
I am waiting for: inspiration, permission, reassurance, my turn, more time, a better time, someone to be watching, an absence of risk, tomorrow, my ship to come in, my youth to return, my suit to come back from the cleaners, my boomerang to come back, the wind to freshen, time to run out……..procrastination….. the thief of time.
Saturday, November 26, 2005
Random quotes
There is an Ethiopian proverb which says: "When spider webs unite, they can tie up a lion"
Thursday, November 24, 2005
"… if in any doubt, talk it over with your colleagues"
Create your own network:
to exchange information
share problems
find solutions
regain perspective
get advice
give moral support
laugh together
swap stories
lessen paranoia
break the barriers
to exchange information
share problems
find solutions
regain perspective
get advice
give moral support
laugh together
swap stories
lessen paranoia
break the barriers
Wednesday, November 23, 2005
Attitude
Motivator Norman Vincent Peale says:
It is your attitude at the beginning of a task, more than anything else, that will determine success or failure.
It is your attitude toward life that will determine life’s attitude toward you.
You control your attitude.
Develop the attitude that there are more reasons why you should succeed than reasons why you should fail.
Control your thoughts and you will control your life.
It is your attitude at the beginning of a task, more than anything else, that will determine success or failure.
It is your attitude toward life that will determine life’s attitude toward you.
You control your attitude.
Develop the attitude that there are more reasons why you should succeed than reasons why you should fail.
Control your thoughts and you will control your life.
Tuesday, November 22, 2005
Communication
Dr Kelly Gerling (2000) identifies the following barriers and blockers to organizational communication:
Physical obstacles- distance, different buildings, different staff rooms
Misused authority structures- where the "chain of command" as implied by the typical organizational chart, can inhibit the flow of healthy and necessary information and connections;
Problems of rank when it is used to push particular ideas and demean the thinking of others
Defensive behaviour
Traditional organizational habits – we often need to question why things are as they are- eg when we meet, where we meet, what and how we do things. Are our activities actually achieving the best they can in terms of morale, productivity and problem-solving.
Kelly suggests the following as methods for the promotion of enhanced organizational connection, respect and learning:
Creating group conversations – through circular meetings, establishing a topic for group conversations, using a facilitator, respecting group silences for reflection, exploring assumptions to ensure the creation of new agreed courses of action, appreciate others, to apologise and restore relationships
Telling stories – stories are a great way to convey and reinforce the values, motives, strengths and origins of a community. Stories create a sense of equality among people and help enhance relationships and co-operative behaviour.
Making music, having fun and playing games – everyone within our organization has amazing talent- put them in a group, give them some bells, drums, wooden instruments and presto…. They play great improvisational music. The patterns of interaction in making music are just like the patterns needed for a good group discussion; they include careful listening, allowing pauses, letting each person be a leader at different times, using differences to create a larger, better group performance, and stopping what you are doing when it doesn’t fit with the group needs. Education Queensland at all levels needs all our dance and music to help renew the spirit of our community.
Making presentations – many of the skills of oratory and presentation when learned and used can lead a group to learning together.
Listening and sharing information by managers – leaders, again at all levels in our organization, need to listen with an open mind and heart to the requests that people make. Staff do not necessarily want a "yes" to every request or a solution to every problem; they do want to be heard, to understand and participate in guiding the organization, while being treated with dignity and respect.
Physical obstacles- distance, different buildings, different staff rooms
Misused authority structures- where the "chain of command" as implied by the typical organizational chart, can inhibit the flow of healthy and necessary information and connections;
Problems of rank when it is used to push particular ideas and demean the thinking of others
Defensive behaviour
Traditional organizational habits – we often need to question why things are as they are- eg when we meet, where we meet, what and how we do things. Are our activities actually achieving the best they can in terms of morale, productivity and problem-solving.
Kelly suggests the following as methods for the promotion of enhanced organizational connection, respect and learning:
Creating group conversations – through circular meetings, establishing a topic for group conversations, using a facilitator, respecting group silences for reflection, exploring assumptions to ensure the creation of new agreed courses of action, appreciate others, to apologise and restore relationships
Telling stories – stories are a great way to convey and reinforce the values, motives, strengths and origins of a community. Stories create a sense of equality among people and help enhance relationships and co-operative behaviour.
Making music, having fun and playing games – everyone within our organization has amazing talent- put them in a group, give them some bells, drums, wooden instruments and presto…. They play great improvisational music. The patterns of interaction in making music are just like the patterns needed for a good group discussion; they include careful listening, allowing pauses, letting each person be a leader at different times, using differences to create a larger, better group performance, and stopping what you are doing when it doesn’t fit with the group needs. Education Queensland at all levels needs all our dance and music to help renew the spirit of our community.
Making presentations – many of the skills of oratory and presentation when learned and used can lead a group to learning together.
Listening and sharing information by managers – leaders, again at all levels in our organization, need to listen with an open mind and heart to the requests that people make. Staff do not necessarily want a "yes" to every request or a solution to every problem; they do want to be heard, to understand and participate in guiding the organization, while being treated with dignity and respect.
Sunday, November 20, 2005
Random quotes
Entrepreneur Mark H McCormack in Success Secrets says:
" I love making lists but not because I need to remind myself how busy I am. I simply get a keen satisfaction and tactile thrill out of scratching out tasks that are done. To me the true sign of an organized executive is not just how many projects he or she can enumerate on a "to-do" list at the start – as if it is a legitimate symbol of their importance – but rather how many are crossed off at the close. My ideal "to do" list is unreadable at day’s end.
" I love making lists but not because I need to remind myself how busy I am. I simply get a keen satisfaction and tactile thrill out of scratching out tasks that are done. To me the true sign of an organized executive is not just how many projects he or she can enumerate on a "to-do" list at the start – as if it is a legitimate symbol of their importance – but rather how many are crossed off at the close. My ideal "to do" list is unreadable at day’s end.
Random quotes
Jeffrey J Fox in How to become CEO said:
Make your staff feel;
Asked, not questioned;
Measured, not monitored;
People, not personnel;
Instrumental, not instruments;
Contributors, not costs;
Needed and heeded.
Make your staff feel;
Asked, not questioned;
Measured, not monitored;
People, not personnel;
Instrumental, not instruments;
Contributors, not costs;
Needed and heeded.
Saturday, November 19, 2005
HOW WE TREAT PEOPLE
Five (5) lessons to make you think about the way we treat people.
1 - First Important Lesson - Cleaning Lady. During my second month of college, our professor gave us a pop quiz. I was a conscientious student and had breezed through the questions until I read the last one: "What is the first name of the woman who cleans the school?" Surely this was some kind of joke. I had seen the cleaning woman several times. She was tall, dark-haired and in her 50s, but how would I know her name? I handed in my paper, leaving the last question blank. Just before class ended, one student asked if the last question would count toward our quiz grade. "Absolutely," said the professor. "In your careers, you will meet many people. All are significant. They deserve your attention and care, even if all you do is smile and say "hello".
I've never forgotten that lesson. I also learned her name was Dorothy.
2 - Second Important Lesson - Pickup in the Rain One night, at 11.30 p.m., an older African American woman was standing on the side of an Alabama highway trying to endure a lashing rainstorm. Her car had broken down and she desperately needed a ride. Soaking wet, she decided to flag down the next car. A young white man stopped to help her, generally unheard of in those conflict-filled 1960s. The man took her to safety, helped her get assistance and put her into a taxicab. She seemed to be in a big hurry, but wrote down his address and thanked him. Seven days went by and a knock came on the man's door. To his surprise, a giant console colour TV was delivered to his home. A special note was attached.. It read: "Thank you so much for assisting me on the highway the other night. The rain drenched not only my clothes, but also my spirits. Then you came along. Because of you, I was able to make it to my dying husband's bedside just before he passed away. God bless you for helping me and unselfishly serving others" Sincerely, Mrs. Nat King Cole.
3 - Third Important Lesson - Always remember those who serve. In the days when an ice cream sundae cost much less, a 10-year-old boy entered a hotel coffee shop and sat at a table. A waitress put a glass of water in front of him. "How much is an ice cream sundae?" he asked. "Fifty cents," replied the waitress. The little boy pulled is hand out of his pocket and studied the coins in it. "Well, how much is a plain dish of ice cream?" he inquired. By now more people were waiting for a table and the waitress was growing impatient. "Thirty-five cents," she brusquely replied. The little boy again counted his coins. "I'll have the plain ice cream," he said. The waitress brought the ice cream, put the bill on the table and walked away. The boy finished the ice cream, paid the cashier and left. When the waitress came back, she began to cry as she wiped down the table, there, placed neatly beside the empty dish, were two nickels and five pennies.. You see, he couldn't have the sundae, because he had to have enough left to leave her a tip.
4 - Fourth Important Lesson. - The obstacle in Our Path. In ancient times, a King had a boulder placed on a roadway. Then he hid himself and watched to see if anyone would remove the huge rock. Some of the king's wealthiest merchants and courtiers came by and simply walked around it. Many loudly blamed the King for not keeping the roads clear, but none did anything about getting the stone out of the way. Then a peasant came along carrying a load of vegetables. Upon approaching the boulder, the peasant laid down his burden and tried to move the stone to the side of the road. After much pushing and straining, he finally succeeded. After the peasant picked up his load of vegetables, he noticed a purse lying in the road where the boulder had been. The purse contained many gold coins and a note from the King indicating that the gold was for the person who removed the boulder from the roadway. The peasant learned what many of us never understand! Every obstacle presents an opportunity to improve our condition.
5 - Fifth Important Lesson - Giving When it Counts. Many years ago, when I worked as a volunteer at a hospital, I got to know a little girl named Liz who was suffering from a rare & serious disease. Her only chance of recovery appeared to be a blood transfusion from her 5-year old brother, who had miraculously survived the same disease and had developed the antibodies needed to combat the illness The doctor explained the situation to her little brother, and asked the little boy if he would be willing to give his blood to his sister. I saw him hesitate for only a moment before taking a
deep breath and saying, "Yes I'll do it if it will save her." As the transfusion progressed, he lay in bed next to his sister and smiled, as we all did, seeing the colour returning to her cheek. Then his face grew pale and his smile faded. He looked up at the doctor and asked with a trembling voice, "Will I start to die right away". Being young, the little boy had misunderstood the doctor; he thought he was going to have to give his sister all of his blood in order to save her.
1 - First Important Lesson - Cleaning Lady. During my second month of college, our professor gave us a pop quiz. I was a conscientious student and had breezed through the questions until I read the last one: "What is the first name of the woman who cleans the school?" Surely this was some kind of joke. I had seen the cleaning woman several times. She was tall, dark-haired and in her 50s, but how would I know her name? I handed in my paper, leaving the last question blank. Just before class ended, one student asked if the last question would count toward our quiz grade. "Absolutely," said the professor. "In your careers, you will meet many people. All are significant. They deserve your attention and care, even if all you do is smile and say "hello".
I've never forgotten that lesson. I also learned her name was Dorothy.
2 - Second Important Lesson - Pickup in the Rain One night, at 11.30 p.m., an older African American woman was standing on the side of an Alabama highway trying to endure a lashing rainstorm. Her car had broken down and she desperately needed a ride. Soaking wet, she decided to flag down the next car. A young white man stopped to help her, generally unheard of in those conflict-filled 1960s. The man took her to safety, helped her get assistance and put her into a taxicab. She seemed to be in a big hurry, but wrote down his address and thanked him. Seven days went by and a knock came on the man's door. To his surprise, a giant console colour TV was delivered to his home. A special note was attached.. It read: "Thank you so much for assisting me on the highway the other night. The rain drenched not only my clothes, but also my spirits. Then you came along. Because of you, I was able to make it to my dying husband's bedside just before he passed away. God bless you for helping me and unselfishly serving others" Sincerely, Mrs. Nat King Cole.
3 - Third Important Lesson - Always remember those who serve. In the days when an ice cream sundae cost much less, a 10-year-old boy entered a hotel coffee shop and sat at a table. A waitress put a glass of water in front of him. "How much is an ice cream sundae?" he asked. "Fifty cents," replied the waitress. The little boy pulled is hand out of his pocket and studied the coins in it. "Well, how much is a plain dish of ice cream?" he inquired. By now more people were waiting for a table and the waitress was growing impatient. "Thirty-five cents," she brusquely replied. The little boy again counted his coins. "I'll have the plain ice cream," he said. The waitress brought the ice cream, put the bill on the table and walked away. The boy finished the ice cream, paid the cashier and left. When the waitress came back, she began to cry as she wiped down the table, there, placed neatly beside the empty dish, were two nickels and five pennies.. You see, he couldn't have the sundae, because he had to have enough left to leave her a tip.
4 - Fourth Important Lesson. - The obstacle in Our Path. In ancient times, a King had a boulder placed on a roadway. Then he hid himself and watched to see if anyone would remove the huge rock. Some of the king's wealthiest merchants and courtiers came by and simply walked around it. Many loudly blamed the King for not keeping the roads clear, but none did anything about getting the stone out of the way. Then a peasant came along carrying a load of vegetables. Upon approaching the boulder, the peasant laid down his burden and tried to move the stone to the side of the road. After much pushing and straining, he finally succeeded. After the peasant picked up his load of vegetables, he noticed a purse lying in the road where the boulder had been. The purse contained many gold coins and a note from the King indicating that the gold was for the person who removed the boulder from the roadway. The peasant learned what many of us never understand! Every obstacle presents an opportunity to improve our condition.
5 - Fifth Important Lesson - Giving When it Counts. Many years ago, when I worked as a volunteer at a hospital, I got to know a little girl named Liz who was suffering from a rare & serious disease. Her only chance of recovery appeared to be a blood transfusion from her 5-year old brother, who had miraculously survived the same disease and had developed the antibodies needed to combat the illness The doctor explained the situation to her little brother, and asked the little boy if he would be willing to give his blood to his sister. I saw him hesitate for only a moment before taking a
deep breath and saying, "Yes I'll do it if it will save her." As the transfusion progressed, he lay in bed next to his sister and smiled, as we all did, seeing the colour returning to her cheek. Then his face grew pale and his smile faded. He looked up at the doctor and asked with a trembling voice, "Will I start to die right away". Being young, the little boy had misunderstood the doctor; he thought he was going to have to give his sister all of his blood in order to save her.
Friday, November 18, 2005
What Makes A Good Teacher
This was the heading on part of a major article on boys in schooling, published in The Australian on 6 January. The points made by the boys were:
Listens to what you have to say.
Respects you as a person; treats you like a friend and adult.
Is relaxed, enjoys their day, and is able to laugh, especially at mistakes.
Is flexible, adjusting rules and expectations to meet the needs of individuals and particular circumstances.
Explains the work. Makes the work interesting. Finds interesting things to do.
Does not humiliate you in front of the class.
Does not write slabs of work on the board to be copied.
Lets you talk and move about in the classroom.
Does not favour girls, or boys who do what they are told.
Does not keep picking on people who have a reputation, pushing them to retaliate.
Does not mark you down because of your behaviour.
Gives you a chance to muck up and learn from it.
does not keep telling you that you're no good and should leave school.
In most schools, fewer than 10% of their teachers were thought to meet the above criteria.
Listens to what you have to say.
Respects you as a person; treats you like a friend and adult.
Is relaxed, enjoys their day, and is able to laugh, especially at mistakes.
Is flexible, adjusting rules and expectations to meet the needs of individuals and particular circumstances.
Explains the work. Makes the work interesting. Finds interesting things to do.
Does not humiliate you in front of the class.
Does not write slabs of work on the board to be copied.
Lets you talk and move about in the classroom.
Does not favour girls, or boys who do what they are told.
Does not keep picking on people who have a reputation, pushing them to retaliate.
Does not mark you down because of your behaviour.
Gives you a chance to muck up and learn from it.
does not keep telling you that you're no good and should leave school.
In most schools, fewer than 10% of their teachers were thought to meet the above criteria.
Thursday, November 17, 2005
Hug
There is something in a simple hug
that alway warms the heart;
it welcomes us back home
and makes it easier to part."-Jill Wolf
Success is almost totally dependant upon drive, focus and persistence. The extra energy required to make an extra effort, to try another approach, to concentrate on the desired outcome, is the secret.
that alway warms the heart;
it welcomes us back home
and makes it easier to part."-Jill Wolf
Success is almost totally dependant upon drive, focus and persistence. The extra energy required to make an extra effort, to try another approach, to concentrate on the desired outcome, is the secret.
Tuesday, November 15, 2005
Integrity:
integrity means that one’s thoughts and feelings are completely integrated with one’s actions. It is the quality of being true to one’s self. As school leaders, dishonesty of any sought will slowly erode our integrity, and once shattered, it is very slow to be repaired. With integrity, we can inspire our staff into action; they will follow us because they understand and trust us. Errors in competency can be overcome, but errors in integrity cannot- we cannot hide the truth.
Monday, November 14, 2005
The Middle Wife
by an Anonymous 2nd grade teacher
I've been teaching now for about fifteen years. I have two kids myself, but the best birth story I know is the one I saw in my own second-grade classroom a few years back.
When I was a kid, I loved show-and-tell. So I always have a few sessions with my students. It helps them get over shyness and usually, show-and-tell is pretty tame. Kids bring in pet turtles, model airplanes, pictures of fish they catch, stuff like that. And I never, ever place any boundaries or limitations on them. If they want to lug it to school and talk about it, they're welcome.
Well, one day this little girl, Erica, a very bright, very outgoing kid, takes her turn and waddles up to the front of the class with a pillow stuffed under her sweater. She holds up a snapshot of an infant. "This is Luke, my baby brother, and I'm going to tell you about his birthday."
"First, Mum and Dad made him as a symbol of their love, and then Dad put a seed in my Mum's stomach, and Luke grew in there. He ate for nine months through an umbrella cord." She's standing there with her hands on the pillow, and I'm trying not to laugh and wishing I had my camcorder with me. The kids are watching her in amazement. "Then, about two Saturdays ago, my Mum starts saying and going, 'Oh, oh, oh!' Erica puts a hand behind her back and groans. "She walked around the house for like an hour, 'Oh, oh, oh!'"
Now the kid's doing this hysterical duck walk, holding her back and groaning. "My Dad called the middle wife. She delivers babies, but she doesn't have a sign on the car like the Domino's man." "They got my Mum to lie down in bed like this."
Then Erica lies down with her back against the wall. "And then, pop! My Mum had this bag of water she kept in there in case he got thirsty, and it just blew up and spilled all over the bed, like psshhheew!"
This kid has her legs spread and with her little hands are miming water flowing away. It was too much!
"Then the middle wife starts saying 'push, push, and breathe, breathe.'" "They started counting, but never even got past ten." Then, all of a sudden, out comes my brother. He was covered in yucky stuff, they all said it was from Mum's play-centre, so there must be a lot of stuff inside there."
Then Erica stood up, took a big theatrical bow and returned to her seat. I'm sure I applauded the loudest. Ever since then, if it's show-and-tell day, I bring my camcorder, just in case another Erica comes along.
I've been teaching now for about fifteen years. I have two kids myself, but the best birth story I know is the one I saw in my own second-grade classroom a few years back.
When I was a kid, I loved show-and-tell. So I always have a few sessions with my students. It helps them get over shyness and usually, show-and-tell is pretty tame. Kids bring in pet turtles, model airplanes, pictures of fish they catch, stuff like that. And I never, ever place any boundaries or limitations on them. If they want to lug it to school and talk about it, they're welcome.
Well, one day this little girl, Erica, a very bright, very outgoing kid, takes her turn and waddles up to the front of the class with a pillow stuffed under her sweater. She holds up a snapshot of an infant. "This is Luke, my baby brother, and I'm going to tell you about his birthday."
"First, Mum and Dad made him as a symbol of their love, and then Dad put a seed in my Mum's stomach, and Luke grew in there. He ate for nine months through an umbrella cord." She's standing there with her hands on the pillow, and I'm trying not to laugh and wishing I had my camcorder with me. The kids are watching her in amazement. "Then, about two Saturdays ago, my Mum starts saying and going, 'Oh, oh, oh!' Erica puts a hand behind her back and groans. "She walked around the house for like an hour, 'Oh, oh, oh!'"
Now the kid's doing this hysterical duck walk, holding her back and groaning. "My Dad called the middle wife. She delivers babies, but she doesn't have a sign on the car like the Domino's man." "They got my Mum to lie down in bed like this."
Then Erica lies down with her back against the wall. "And then, pop! My Mum had this bag of water she kept in there in case he got thirsty, and it just blew up and spilled all over the bed, like psshhheew!"
This kid has her legs spread and with her little hands are miming water flowing away. It was too much!
"Then the middle wife starts saying 'push, push, and breathe, breathe.'" "They started counting, but never even got past ten." Then, all of a sudden, out comes my brother. He was covered in yucky stuff, they all said it was from Mum's play-centre, so there must be a lot of stuff inside there."
Then Erica stood up, took a big theatrical bow and returned to her seat. I'm sure I applauded the loudest. Ever since then, if it's show-and-tell day, I bring my camcorder, just in case another Erica comes along.
Sunday, November 13, 2005
"rules from the male side."
Learn to work the toilet seat. You’re a big girl. If it’s up, put it down. We need it up, you need it down. You don’t hear us complaining about you leaving it down.
Saturday= sports. It’s like the full moon or the changing of the tides. Let it be.
Shopping is not a sport. And NO, we are never going to think of it that way.
Crying is blackmail.
Ask for what you want. Let us be clear on this one. Subtle hints do not work! Strong hints do not work! Obvious hints do not work! JUST SAY IT.
"Yes" and "No" are perfectly acceptable answers to almost every question.
Come to us with a problem only if you want help solving it. That’s what we do. Sympathy is what your girlfriends are for.
A headache that lasts for 17 months is a problem See a doctor.
Anything we said 6 months ago is inadmissible in an argument. In fact, all comments become null and void after 7 days.
If you think you are fat, you probably are. Don’t ask us.
If something we said can be interpreted two ways, and one of the ways makes you sad or angry, we meant the other one.
You can either ask us to do something or tell us how you want it done. NOT BOTH. If you already know best how to do it, just do it yourself.
Whenever possible, please say whatever you have to say during commercials.
Christopher Columbus did not need directions and nor do we.
All men see in only 16 colours, like Windows default settings. Peach, for example, is a fruit, not a colour. Pumpkin is also a fruit. We have no idea what mauve is.
If we ask what is wrong and you say "nothing," we will act like nothing’s wrong. We know you are lying, but it is just not worth the hassle.
If you ask a question you don’t want an answer to, expect an answer you don’t want to hear.
When we have to go somewhere, absolutely anything you wear is fine, really.
You have enough clothes and too many shoes.
I am in shape. Round is a shape.
Thank you for reading this. Yes, I know I have to sleep on the couch tonight, but did you know men really don’t mind that, it’s like camping.
Saturday= sports. It’s like the full moon or the changing of the tides. Let it be.
Shopping is not a sport. And NO, we are never going to think of it that way.
Crying is blackmail.
Ask for what you want. Let us be clear on this one. Subtle hints do not work! Strong hints do not work! Obvious hints do not work! JUST SAY IT.
"Yes" and "No" are perfectly acceptable answers to almost every question.
Come to us with a problem only if you want help solving it. That’s what we do. Sympathy is what your girlfriends are for.
A headache that lasts for 17 months is a problem See a doctor.
Anything we said 6 months ago is inadmissible in an argument. In fact, all comments become null and void after 7 days.
If you think you are fat, you probably are. Don’t ask us.
If something we said can be interpreted two ways, and one of the ways makes you sad or angry, we meant the other one.
You can either ask us to do something or tell us how you want it done. NOT BOTH. If you already know best how to do it, just do it yourself.
Whenever possible, please say whatever you have to say during commercials.
Christopher Columbus did not need directions and nor do we.
All men see in only 16 colours, like Windows default settings. Peach, for example, is a fruit, not a colour. Pumpkin is also a fruit. We have no idea what mauve is.
If we ask what is wrong and you say "nothing," we will act like nothing’s wrong. We know you are lying, but it is just not worth the hassle.
If you ask a question you don’t want an answer to, expect an answer you don’t want to hear.
When we have to go somewhere, absolutely anything you wear is fine, really.
You have enough clothes and too many shoes.
I am in shape. Round is a shape.
Thank you for reading this. Yes, I know I have to sleep on the couch tonight, but did you know men really don’t mind that, it’s like camping.
Saturday, November 12, 2005
Friday, November 11, 2005
RISK IT
To laugh is to risk
being a fool.
To weep is to risk
appearing sentimental.
To reach out to another
is to risk involvement.
To express feelings is to risk
exposing your true self.
To place your ideas, your dreams, before the crowd
Is to risk their loss.
To love is to risk
not being loved in return.
To live is to risk
dying.
To hope is to risk
despair.To try is to risk
failure.
The person who risks nothing,
Does nothing,
Has nothing
and is nothing.
They may avoid suffering and sorrow,
But they simply cannot learn,
Feel,
change,
grow,
love or live.
Risks must be taken because,
the greatest hazard in life
is to risk nothing.
Only a person who risks is free." ~Leo Buscalia
being a fool.
To weep is to risk
appearing sentimental.
To reach out to another
is to risk involvement.
To express feelings is to risk
exposing your true self.
To place your ideas, your dreams, before the crowd
Is to risk their loss.
To love is to risk
not being loved in return.
To live is to risk
dying.
To hope is to risk
despair.To try is to risk
failure.
The person who risks nothing,
Does nothing,
Has nothing
and is nothing.
They may avoid suffering and sorrow,
But they simply cannot learn,
Feel,
change,
grow,
love or live.
Risks must be taken because,
the greatest hazard in life
is to risk nothing.
Only a person who risks is free." ~Leo Buscalia
Wednesday, November 09, 2005
The Missing Assignment
(by Art Stiles - The Reading Teacher Vol.48, no.6 March 1995 )
Yes, ma'am;I'm sorry,
I fell asleep.
No, ma'am,
I ain't had nothing to eat
Yes, ma'am.
I know that
I should eat good,
and stay awake.
I know I should.
Well, last night
there was lots of noise,
'cause someone shot
the neighbour's boys.
And Mum came home
with a boyfriend,a
nd he got drunk
and beat her up again.
And he made me
go out and play
while the neighbours tried
to wash the blood away.
And I went in
about two o'clock
after the police asked me
why the boys was shot.
And when I got up
there wasn't no food;
and my Mum cussed me out.
She was in a bad mood.
But I'll stay awake;
and I'll pay attention.
No, ma'am. I don't
want to be in detention.
Yes, ma'am;I'm sorry,
I fell asleep.
No, ma'am,
I ain't had nothing to eat
Yes, ma'am.
I know that
I should eat good,
and stay awake.
I know I should.
Well, last night
there was lots of noise,
'cause someone shot
the neighbour's boys.
And Mum came home
with a boyfriend,a
nd he got drunk
and beat her up again.
And he made me
go out and play
while the neighbours tried
to wash the blood away.
And I went in
about two o'clock
after the police asked me
why the boys was shot.
And when I got up
there wasn't no food;
and my Mum cussed me out.
She was in a bad mood.
But I'll stay awake;
and I'll pay attention.
No, ma'am. I don't
want to be in detention.
Monday, November 07, 2005
Twelve Rules for Raising Delinquent Children."
IN TEXAS, the police department has issued a leaflet entitled "Twelve Rules for Raising Delinquent Children." Here they are, as printed in the local Chamber of Commerce publication, "Business":
1. Begin with infancy to give the child everything he wants. In this way he will grow up to believe the world owes him a living.
2. When he picks up bad words, laugh at him. This will make him think he's cute. It will also encourage him to pick up "cuter phrases" that will blow off the top of your head later.
3. Never give him any spiritual training. Wait until he is 21, and then let him "decide for himself."
4. Avoid the use of the word "wrong." It may develop a guilt complex. This will condition him to believe later, when he is arrested for stealing a car, that society is against him and he is being persecuted.
5. Pick up everything he leaves lying around--books, shoes, or clothes. Do everything for him so that he will be experienced in throwing all responsibility on others.
6. Let him read any printed matter he can get his hands on. Be careful that the silverware and drinking glasses are sterilized, but don't worry about his mind feasting on garbage.
7. Quarrel frequently in the presence of your children. In this way they will not be too shocked when the home is broken up later.
8. Give the child all the spending money he wants. Never let him earn his. Why should he have things as tough as you did?
9. Satisfy his every craving for food, drink, and comfort. See that every sensual desire is gratified. Denial may lead to harmful frustration.
10. Take his part against neighbors, teachers, police men. They are all prejudiced against your child.
11. When he gets into real trouble, apologize to yourself by saying, "I never could do anything with him!"
12. Prepare yourself for a life of grief. You'll surely have it.
1. Begin with infancy to give the child everything he wants. In this way he will grow up to believe the world owes him a living.
2. When he picks up bad words, laugh at him. This will make him think he's cute. It will also encourage him to pick up "cuter phrases" that will blow off the top of your head later.
3. Never give him any spiritual training. Wait until he is 21, and then let him "decide for himself."
4. Avoid the use of the word "wrong." It may develop a guilt complex. This will condition him to believe later, when he is arrested for stealing a car, that society is against him and he is being persecuted.
5. Pick up everything he leaves lying around--books, shoes, or clothes. Do everything for him so that he will be experienced in throwing all responsibility on others.
6. Let him read any printed matter he can get his hands on. Be careful that the silverware and drinking glasses are sterilized, but don't worry about his mind feasting on garbage.
7. Quarrel frequently in the presence of your children. In this way they will not be too shocked when the home is broken up later.
8. Give the child all the spending money he wants. Never let him earn his. Why should he have things as tough as you did?
9. Satisfy his every craving for food, drink, and comfort. See that every sensual desire is gratified. Denial may lead to harmful frustration.
10. Take his part against neighbors, teachers, police men. They are all prejudiced against your child.
11. When he gets into real trouble, apologize to yourself by saying, "I never could do anything with him!"
12. Prepare yourself for a life of grief. You'll surely have it.
Sunday, November 06, 2005
Random quotes
Learn to enjoy every minute of your life. Be happy now. Don't wait for something outside of yourself to make you happy in the future. Think how really precious is the time you have to spend, whether it's at work or with your family. Every minute should be enjoyed and savoured. ~ Earl Nightingale ~
Random quotes
"Beauty is eternity gazing at itself in a mirror. But you are an eternity and you are the mirror." Gibran Kahlil
Saturday, November 05, 2005
Checkout
We went towards the checkout line,
All were very long,
It didn’t matter which one we picked,
They all seemed equally wrong.
As we approached our chosen isle,
A man rushed in before us first,
He was keen to save himself some time,
And had an ego-driven thirst.
The aisle was 15 items or less,
He had 24 at my count,
He shouldn’t be in the aisle,
As his daughter pointed out.
He yelled abuse back at her,
And glared a challenge at me,
I pretended not to notice,
As there were other sights to see.
A lady lined up behind my spot,
Two tubes of toothpaste in her hand,
I invited her to go before us,
She didn’t understand.
I just said that it was silly,
For her to wait for me,
She thanked me quite fondly,
With compassionate sympathy.
The cranky man before her,
Refused to do the same,
People can be so sad and angry,
I think it is a shame.
Just as I was musing these impressions,
A worker came to me,
She invited us to come to the side,
She was opening a new isle, you see.
I asked the lady with the toothpaste,
To come over with us too,
She could go before us,
And then her job was through.
So, we both went through the checkout,
And looked for the angry man,
He was still five people from being served,
And at him I waved my hand.
I’m not a spiritual kind of person,
Such faith over before it begins,
But it’s nice to see that occasionally,
The good guy also wins.
Cheers
All were very long,
It didn’t matter which one we picked,
They all seemed equally wrong.
As we approached our chosen isle,
A man rushed in before us first,
He was keen to save himself some time,
And had an ego-driven thirst.
The aisle was 15 items or less,
He had 24 at my count,
He shouldn’t be in the aisle,
As his daughter pointed out.
He yelled abuse back at her,
And glared a challenge at me,
I pretended not to notice,
As there were other sights to see.
A lady lined up behind my spot,
Two tubes of toothpaste in her hand,
I invited her to go before us,
She didn’t understand.
I just said that it was silly,
For her to wait for me,
She thanked me quite fondly,
With compassionate sympathy.
The cranky man before her,
Refused to do the same,
People can be so sad and angry,
I think it is a shame.
Just as I was musing these impressions,
A worker came to me,
She invited us to come to the side,
She was opening a new isle, you see.
I asked the lady with the toothpaste,
To come over with us too,
She could go before us,
And then her job was through.
So, we both went through the checkout,
And looked for the angry man,
He was still five people from being served,
And at him I waved my hand.
I’m not a spiritual kind of person,
Such faith over before it begins,
But it’s nice to see that occasionally,
The good guy also wins.
Cheers
14 Ways to Build Self Esteem In Kids
1. Respond to each child individually-call him by name.
2. Take time to talk with the child about what's important to him/her.
3. Use positive guidance and suggestions whenever possible. Reinforce the behaviour you like.
4. Keep your expectations consistent with the child's stage of development and ability--be realistic
5. Give a child an opportunity to make choices and take responsibilities that fit his stage of development.
6. Provide opportunities for the child to succeed--challenge him/her when the chances of success are good.
7. Give a child quality time--it's more important than quantity
8. Compare a child's skills against his previous accomplishments--avoid comparing him to other children, especially brothers, sisters, and fellow classmates.
9. Avoid shaming or labelling a child.
10. Be a good model--children learn through watching adults.
11. React to the behaviour instead of the personality. ("I don't want the classroom cluttered with materials" instead of "You're a messy, bad boy.")
12. Give a child your recognition for his accomplishments
13. Accept the child's feelings--negative and positive--without judging him
14. Be your students’ mentor and cheerleader!
2. Take time to talk with the child about what's important to him/her.
3. Use positive guidance and suggestions whenever possible. Reinforce the behaviour you like.
4. Keep your expectations consistent with the child's stage of development and ability--be realistic
5. Give a child an opportunity to make choices and take responsibilities that fit his stage of development.
6. Provide opportunities for the child to succeed--challenge him/her when the chances of success are good.
7. Give a child quality time--it's more important than quantity
8. Compare a child's skills against his previous accomplishments--avoid comparing him to other children, especially brothers, sisters, and fellow classmates.
9. Avoid shaming or labelling a child.
10. Be a good model--children learn through watching adults.
11. React to the behaviour instead of the personality. ("I don't want the classroom cluttered with materials" instead of "You're a messy, bad boy.")
12. Give a child your recognition for his accomplishments
13. Accept the child's feelings--negative and positive--without judging him
14. Be your students’ mentor and cheerleader!
I'm not a gun fan, but I was more than a little impressed? disturbed? by the owrk of a person to develop a sentry gun, based around a gun and some old computer parts:
Find it at:
http://www.usmechatronics.com/old_page/turret.htm
Friday, November 04, 2005
Somebody said
Somebody said it takes about six weeks to get back to normal after you've had a baby . somebody doesn't know that once you're a mother, "Normal," is history.
Somebody said you learn how to be a mother by instinct . Somebody never took a three-year-old shopping.
Somebody said being a mother is boring ...... Somebody never rode in a car driven by a teenager with a driver's permit.
Somebody said if you're a "good" mother, your child will "turn out good." Somebody thinks a child comes with directions and a guarantee.
Somebody said "good" mothers never raise their voices ..... Somebody never came out the back door just in time to see her child hit a golf ball through the neighbour's kitchen window.
Somebody said you don't need an education to be a mother…...Somebody never helped a fourth grade child with her maths.
Somebody said you can't love the fifth child as much as you love the first…..Somebody doesn't have five children.
Somebody said a mother can find all the answers to her child-rearing questions in the books ...... Somebody never had a child stuff beans up his nose or in his ears.
Somebody said the hardest part of being a mother is labour and delivery .... Somebody never watched her "baby" get on the bus for the first day of kindergarten, or on a plane headed for military "boot camp."
Somebody said a mother can do her job with her eyes closed and one hand tied behind her back ..... somebody never organized four giggling Brownies to sell cookies.
Somebody said a mother can stop worrying after her child gets married….... Somebody doesn't know that marriage adds a new son or daughter-in- law to a mother's heartstrings.
Somebody said a mother's job is done when her last child leaves home .... Somebody never had grandchildren.
Somebody said your mother knows you love her, so you don't need to tell her . Somebody isn't a mother.
Somebody said you learn how to be a mother by instinct . Somebody never took a three-year-old shopping.
Somebody said being a mother is boring ...... Somebody never rode in a car driven by a teenager with a driver's permit.
Somebody said if you're a "good" mother, your child will "turn out good." Somebody thinks a child comes with directions and a guarantee.
Somebody said "good" mothers never raise their voices ..... Somebody never came out the back door just in time to see her child hit a golf ball through the neighbour's kitchen window.
Somebody said you don't need an education to be a mother…...Somebody never helped a fourth grade child with her maths.
Somebody said you can't love the fifth child as much as you love the first…..Somebody doesn't have five children.
Somebody said a mother can find all the answers to her child-rearing questions in the books ...... Somebody never had a child stuff beans up his nose or in his ears.
Somebody said the hardest part of being a mother is labour and delivery .... Somebody never watched her "baby" get on the bus for the first day of kindergarten, or on a plane headed for military "boot camp."
Somebody said a mother can do her job with her eyes closed and one hand tied behind her back ..... somebody never organized four giggling Brownies to sell cookies.
Somebody said a mother can stop worrying after her child gets married….... Somebody doesn't know that marriage adds a new son or daughter-in- law to a mother's heartstrings.
Somebody said a mother's job is done when her last child leaves home .... Somebody never had grandchildren.
Somebody said your mother knows you love her, so you don't need to tell her . Somebody isn't a mother.
Internal Voices
A word of encouragement during a failure is worth more than an hour of success. Anon.
Tim Gallwey, college professor-turned tennis pro-turned corporate consultant, focuses his theory on the workplace. He says we have two internal voices:
Self 1 is the teacher voice: "Do this. Don’t do that. What a lousy shot!"
Self 2 is our human potential. We had it as children, learning to walk, for example, without any formal instruction. For most of us, our command-and-control Self 1 shouts down Self 2.
Gallwey proposes that our potential to learn and work productively, with enjoyment, comes only when we stop interfering with the process. To accomplish that, Gallwey offers three principles for learning and coaching: awareness, trust, and choice.
The Power of Nonjudgmental Awareness Rather than perceive an approaching ball—or work situation—as a threat, maintain a nonjudgmental focus on things as they are.
Trust in Self 2 Trust yourself and your natural capacity to learn. Let go of Self 1’s inferior control system. The heart of Gallwey’s process, this principle must be learned "over and over in each new situation."
Keep Choice with the Choice-maker As coach or principal, you realize that A) command-and-control will meet with resistance, and B) "when choices for learning and change are allowed to be self-initiated and self-regulated, they become more comprehensive as well as more enjoyable."
Tim Gallwey, college professor-turned tennis pro-turned corporate consultant, focuses his theory on the workplace. He says we have two internal voices:
Self 1 is the teacher voice: "Do this. Don’t do that. What a lousy shot!"
Self 2 is our human potential. We had it as children, learning to walk, for example, without any formal instruction. For most of us, our command-and-control Self 1 shouts down Self 2.
Gallwey proposes that our potential to learn and work productively, with enjoyment, comes only when we stop interfering with the process. To accomplish that, Gallwey offers three principles for learning and coaching: awareness, trust, and choice.
The Power of Nonjudgmental Awareness Rather than perceive an approaching ball—or work situation—as a threat, maintain a nonjudgmental focus on things as they are.
Trust in Self 2 Trust yourself and your natural capacity to learn. Let go of Self 1’s inferior control system. The heart of Gallwey’s process, this principle must be learned "over and over in each new situation."
Keep Choice with the Choice-maker As coach or principal, you realize that A) command-and-control will meet with resistance, and B) "when choices for learning and change are allowed to be self-initiated and self-regulated, they become more comprehensive as well as more enjoyable."
Thursday, November 03, 2005
Always look on the bright side of life
Always look on the bright side of life (song from the movie 'Life of Brian')
In his book, Optimism: The Biology of Hope, Lionel Tiger (Tiger, 1995) argues cogently that optimism is not an optional characteristic in humans; it is as 'natural to man as his eyes that see, and as irreplaceable as hair.' Through evolution we have developed a species-wide tendency to overestimate moderately, the odds in our favour. In other words, optimism is a biological phenomenon. It seems that optimism has been central to the process of evolution. It has greatly influenced the way humans think, work, play and respond to fundamental issues such as birth and death. It is a force that has been used as a lever in the hand of politicians and a weapon in the hands of dictators. Both groups use optimism as a way of controlling people and harnessing them to a cause. If indeed, Tiger's belief that optimism is a biological phenomenon rooted in the genes is true, then it gives us another technique to use in people management processes.
Optimism appears to be socially desirable in all communities. Purveyors of optimism are generally accepted whereas those who spread doom and gloom, panic and hysteria, are treated with contempt. Many of the world's religions are adherents to the doctrine of optimism. The sufferings of this world, the vicissitudes of life, the pain of disease and death are all mitigated by the expectancy of some future favorable outcome, maybe not in this world but certainly in some other. Religions allow communities to organize their fears and their futures by establishing a set of rules and beliefs for everyone to follow. In this way earthly fears are relegated to the arena of trivia and society becomes more manageable.
Seligman (1991) has spent many years researching the concept of optimism and pessimism through his work on attributional styles. He has found that people with an optimistic attributional style will attribute negative events differently to those with a pessimistic explanatory style. When setbacks occur, pessimists blame themselves. 'I am just no good,' or 'Nobody wants me,' are phrases that soon flow from the lips of such people. They believe the cause of their misfortune lies within them rather than being due to external or extenuating circumstances. Pessimists also believe that misfortune is long lasting ('Things will never get better') or repetitive ('If I have failed once, it will happen again'). It is also global or 'pervasive', that is, 'If misfortune befalls me in one part of my life, then it will happen to my whole life.' These three characteristics of the pessimistic explanatory style for negative events are known as the three Ps – Personal, Permanent and Pervasive.
Positive Imaging
One of the most effective ways to prevent rumination is to replace it with positive self-talk, together with imaginal thinking or 'image-ination'. Imaginal thinking involves constructing a desired future model of a situation you would like to experience and then running that model several times over so that it is programmed into your mind. The 'movie' you create should also have a sound track containing the words you would like to hear yourself saying. The trick is to become your own 'Steven Spielberg' and create the blockbuster movie of all time, starring yourself! As well as vision and sound, your internal movie must also create a feeling for you. You need to decide how you would like to be feeling during the future event you are creating. Do you want to feel relaxed, confident, powerful, happy, forceful etc? If you want to be confident and relaxed throughout the 'movie' then you need to edit into your sound track a repetitive 'feelings' track where your movie-self repeats over and over again, "I am relaxed. I am confident…."
In his book, Optimism: The Biology of Hope, Lionel Tiger (Tiger, 1995) argues cogently that optimism is not an optional characteristic in humans; it is as 'natural to man as his eyes that see, and as irreplaceable as hair.' Through evolution we have developed a species-wide tendency to overestimate moderately, the odds in our favour. In other words, optimism is a biological phenomenon. It seems that optimism has been central to the process of evolution. It has greatly influenced the way humans think, work, play and respond to fundamental issues such as birth and death. It is a force that has been used as a lever in the hand of politicians and a weapon in the hands of dictators. Both groups use optimism as a way of controlling people and harnessing them to a cause. If indeed, Tiger's belief that optimism is a biological phenomenon rooted in the genes is true, then it gives us another technique to use in people management processes.
Optimism appears to be socially desirable in all communities. Purveyors of optimism are generally accepted whereas those who spread doom and gloom, panic and hysteria, are treated with contempt. Many of the world's religions are adherents to the doctrine of optimism. The sufferings of this world, the vicissitudes of life, the pain of disease and death are all mitigated by the expectancy of some future favorable outcome, maybe not in this world but certainly in some other. Religions allow communities to organize their fears and their futures by establishing a set of rules and beliefs for everyone to follow. In this way earthly fears are relegated to the arena of trivia and society becomes more manageable.
Seligman (1991) has spent many years researching the concept of optimism and pessimism through his work on attributional styles. He has found that people with an optimistic attributional style will attribute negative events differently to those with a pessimistic explanatory style. When setbacks occur, pessimists blame themselves. 'I am just no good,' or 'Nobody wants me,' are phrases that soon flow from the lips of such people. They believe the cause of their misfortune lies within them rather than being due to external or extenuating circumstances. Pessimists also believe that misfortune is long lasting ('Things will never get better') or repetitive ('If I have failed once, it will happen again'). It is also global or 'pervasive', that is, 'If misfortune befalls me in one part of my life, then it will happen to my whole life.' These three characteristics of the pessimistic explanatory style for negative events are known as the three Ps – Personal, Permanent and Pervasive.
Positive Imaging
One of the most effective ways to prevent rumination is to replace it with positive self-talk, together with imaginal thinking or 'image-ination'. Imaginal thinking involves constructing a desired future model of a situation you would like to experience and then running that model several times over so that it is programmed into your mind. The 'movie' you create should also have a sound track containing the words you would like to hear yourself saying. The trick is to become your own 'Steven Spielberg' and create the blockbuster movie of all time, starring yourself! As well as vision and sound, your internal movie must also create a feeling for you. You need to decide how you would like to be feeling during the future event you are creating. Do you want to feel relaxed, confident, powerful, happy, forceful etc? If you want to be confident and relaxed throughout the 'movie' then you need to edit into your sound track a repetitive 'feelings' track where your movie-self repeats over and over again, "I am relaxed. I am confident…."
Random quotes
"What the mind can conceive and believe it can achieve."Napoleon Hill (Author of Think and Grow Rich)
Wednesday, November 02, 2005
Ass essment :)
Scriven in 1995 provides a sense of the different levels of student involvement in assessment. Starting with very superficial involvement, each level brings students further into the actual assessment equation. Students can do the following:
Take the test and receive the grade;
Be invited to offer the teacher comments on how to improve the test;
Suggest possible assessment exercises;
Actually develop assessment exercises;
Assist the teacher in devising the scoring criteria;
Create the scoring criteria on their own;
Apply scoring criteria to the evaluation of their own performance;
Come to understand how assessment and evaluation affect their own academic success;
Come and see how their own self-assessment relates to the teacher’s assessment and to their own academic success.
Take the test and receive the grade;
Be invited to offer the teacher comments on how to improve the test;
Suggest possible assessment exercises;
Actually develop assessment exercises;
Assist the teacher in devising the scoring criteria;
Create the scoring criteria on their own;
Apply scoring criteria to the evaluation of their own performance;
Come to understand how assessment and evaluation affect their own academic success;
Come and see how their own self-assessment relates to the teacher’s assessment and to their own academic success.
Tuesday, November 01, 2005
Time warp
Once upon a time an unsuspecting person fell into a space-time warp and ended up in a place where complex jargon is used in place of everyday words, where huge concepts are meant to be communicated to unreceptive groups in exasperatingly short periods of time, and, most maddening, where the people expected to work under these conditions get no respect. In other words, the person fell right into the shoes of a modern teacher!
What is a leader?
In their landmark study of visionary companies, James Collins and Jerry Porras (1997) define leaders as individuals who "displayed high levels of persistence, overcame significant obstacles, attracted dedicated people, influenced groups of people toward the achievement of goals, and played key roles in guiding their companies through crucial episodes in their history."
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