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teluguvision · 4 years ago

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Pawan Kalyan Uppena open : ఉప్పెనచిత్రం గురించి పవర్స్టార్ పవన్ కల్యాణ్ ఏమన్నాడంటే...!

Pawan Kalyan Uppena open : ఉప్పెనచిత్రం గురించి పవర్స్టార్ పవన్ కల్యాణ్ ఏమన్నాడంటే…!

Pawan Kalyan Uppena: మెగా అభిమానులు ఆసక్తికరంగా ఎదురుచూస్తోన్న చిత్రాల్లో ఉప్పెన కూడా చేరిపోయింది. ఈ సినిమా ద్వారా మెగా మేన‌ల్లుడు, సాయి ధ‌ర‌మ్ తేజ్ సోద‌రుడు వైష్ణ‌వ్ తేజ్ హీరోగా, కృతి శెట్టి హీరోయిన్లుగా వెండి తెరకు ప‌రిచ‌యం అవుతున్నారు. డైరెక్టర్ సుకుమార్ శిష్యుడు బుచ్చిబాబు సన ద‌ర్శ‌క‌త్వం వ‌హించిన ఈ సినిమా థియేట‌ర్ల‌లో విడుద‌ల ఐంది. ఇప్ప‌టికే ఈ మూవీ నుంచి వ‌చ్చిన టీజ‌ర్‌, ట్రైల‌ర్‌,…

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#Pawan Kalyan Uppena open #uppen movie #uppena in movierulz #uppena movie download #uppena movie download in telegram #uppena movie download in telugu movierulz #uppena movie review #Uppena open

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shinymoonbird · 5 years ago

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Sri Ramana Sadguru raayane - Bhagavan Sri Ramana Maharshi

🙏💚

ramaṇa sat-guru, ramaṇa sat-guru, ramaṇa sat-guru, rāyanē; ramaṇa sat-guru, ramaṇa sat-guru, ramaṇa sat-guru, rāyanē!

1. pugazhum pon-nula gattu vānavar pōṭṭṛi ninḍṛu pugazhn-diḍum; tigazhum nannila-mān tiruc-chuzhi tannil vanda dayā-paran.

Gracious Lord who was born in the famous holy Tiruchuli that the glorious gods of heaven delight to praise, Ramana Sat-Guru!

2. azhagu sundarar anbinil varum amuda vāridi aruṇai-yān; mazha-viḍaip poruḷ aruḷ paḍait-tiḍu vaḍi-vilā vaḍi vānavan.

Born of the love of Alagu and Sundara was the sea of nectar, the dweller at Arunachala. Out of love (for us), first the formless One took shape as the bull-mounted Siva. And again now as Ramana Sat-Guru!

3. amala jñāna aruṭ peruṅ-kaḍal aruñai yaṅ-giri tannilē; vimalamē vuru-vāgi vandoru virupa naṛ-guhai mēvi-nān.

Untainted Knowledge flowed as the Sea of Love to the fine Virupaksha cave on Aruna Hill and took form as this Pure Being, Ramana Sat-Guru!

4. vādu sei-diḍu māyai tannai vaḷaittu ninḍṛu midit-tavan; sūdu-sei pula nōḍu vañ-jagac chūzh vinait-togai aṭṭṛavan.

He wrestled to the ground and trampled Illusion, his challenger. He did away with the artful senses and the profusion of past karma, Ramana Sat-Guru!

5. aruṇai īsan eḍutta ṇain-diḍu anban en-guru nāya-kan; karu-ṇaiyē vaḍi-vāha ninḍṛiḍu kaṛpahat taru vāgi-nōn.

He was taken up and embraced by the Lord of Arunachala. My Lord and Master's Grace took form as this Master Who stands here as the celestial wish-fulfilling tree, Ramana Sat-Guru!

6. mūnḍṛu dēha maṛandu mup-pada vāzh-vinil kuḍi yēṛi-nān; tonḍṛum ijjaga vāzh-viniṛ kaḷi yādu ninḍṛu tōnḍ-ṛalan.

He became unmindful of the three bodies and lived through the three pure states, without delighting in this transitory worldly life, Ramana Sat-Guru!

7. piṇḍa mēviya nādanē bira māṇḍa māviya nāda-nāik; kāṇḍu ninḍṛu kaninduḷ-ēkamē kātchi-yāik kaḷi koṇḍavan.

Recognising the soul of the body to be the very Soul of the Universe, remaining still, growing ripe, his heart became one with all. Ever-blissful is this Ramana Sat-Guru!

8. ponniṛan tavazh mēni-yan pugazh ōṅgu señ-jaḍai vēṇi-yan; tan-naruṅ guru vāga vāit-tiḍu tat-tuvap poruḷ ānavan.

He who had as his guru the famed golden-hued Siva, with his beautiful matted hair, and became one with Him, Ramana Sat-Guru!

9. pañcha bhūta niṛaindu ninḍṛavan pañcha kōsama daṭṭṛavan; añjalit tiḍum anbar tunba mozhikku jñāna vidā-yagan.

He pervades the five elements. He is unbound by the five sheaths. He removes the troubles of devotees and grants them knowledge. Ramana Sat-Guru!

10. mukgu-ṇat taḍai aṭṭṛavan muda lāya dēva nirā-mayan; pakkuvat tavar vandu ninḍṛu paṇin-diḍum pada sēvai-yān.

The three gunas do not bar his way. He is the primal God free from taint. Men of merit seek him, serve him and fall at his feet, Ramana Sat-Guru!

11. ādi kāraṇa kari yaṅgaḷ aṛinda chin-maya pūraṇan; vādiyā mala māyai tannai vadaittu vīsiḍum āraṇan.

He is Perfect Awareness, fully aware of the primal cause and its effects. Of the challenger, Illusion, the vanquisher is Ramana Sat-Guru!

12. dēvar yāvarum vandu ninḍṛu tudit-tiḍum pada vaibha-van; kāva-lāgi meyñ-jñāna nāṭṭara sāga ninḍṛiḍu kāraṇan.

His glorious feet are praised by the gods who stand around him in humble devotion. He is the Way, the Door and the King of Pure Knowledge This Ramana Sat-Guru!

13. vēda nāya-kan vēda bhuṣha-ṇan vēdamē uru vāyavan; kāda lāyp-para vāzh-viniṛ kaḍi dēṛi-ninḍṛu kaḷit-tavan.

The Lord of the Vedas, the Jewel of the Vedas, He is the Vedas Incarnate. The delighter in life eternal gained by the power of his love, is Ramana Sat-Guru!

14. turiyamē vaḍi vāgit tūveḷi āḍaraṅ-gama dāgi-nōn; kariyadāi jagam ēzho ḍaṇ-ḍaṅ kalandu ninḍṛa kalap-pilān.

He is the turiya state, the pure expanse, the stage for world-play, the Witness pervading the seven worlds and the whole universe, himself remaining unstained. Transcendental is Ramana Sat-Guru!

15. chinma yat-taru viṛ-pa zhut-tiḍu tīṅganic chuvai āgi-nōn; tan-mayap poru ḷāyt tanit-tiḍu sacchidā-nandam āginon.

He is the juice of the sweet fruit ripened on the tree of Awareness. At one with That, he remains all by himself as Being-Knowledge-Bliss, Ramana Sat-Guru!

16. appil uppena en-manak guhai oppi ninḍṛiḍum aṇṇalān; appan oppavan annai yoppavan aṛbhu-dap poruḷ āna-van.

He is the dear Lord, dweller in the cavity of my heart, in union with me like salt in water. He is both father and mother to me. He is Reality Itself – Ramana Sat-Guru!

17. jākkiraṅ kana vōḍu chāṭṭṛu suzhutti vādai-yad aṭṭṛavan; vākki ṛandu niṛaindu ninḍ-radoṛ vākki-yap poruḷ ānavan.

Free from the troublesome waking, dream and deep sleep states, perfect, beyond the reach of speech, the meaning of the mahavakya, Is Ramana Sat-Guru!

18. sanādanap poruḷ āna vēdiya jāti bhēdama daṭṭṛa-van; anādi ninmala jñāna nāyagan anbinil varu jōtiyān.

The ever-existent Reality is this Brahmin, who is beyond caste and creed, beginningless, the untainted Lord of Knowledge, the Light revealed in Love – Ramana Sat-Guru!

19. saṛguṇak kaḍal āna naṛguṇan saṛjanar pugazh nīdi-yān; aṛbhudac chuvai āna pāginan asipadat turu vānavan.

The ocean of goodness beyond all characteristics, the righteous one in the eyes of the wise. He is the syrup of sweetness. His form is the unity of the individual and the Supreme Self, Ramana Sat-Guru!

20. bhakti yōḍu paṇindu ninḍṛiḍu bhakta kōḍiyar taṅgaḷai; mukti meik-karai kāṭṭi mūdaṛi uṭṭṛida dhvajam iṭṭavan.

For devotees bowing down in devotion, he grants the Knowledge that reveals the shore of Liberation; the one who hoists the flag announcing it is Ramana Sat-Guru!

21. aḍāda seigai aḷikkum indriya vañja-naip poṛi vāyilil; viḍādu vīzhndu viḷik-kum en manap peyai vāvena vāḷu-vāi

Destroy the spectre of my mind struggling in the open jaws of the senses with their evil ways. Make me your own, Ramana Sat-Guru!

22. aṅga mēri ahaṅ-garit tiḍum āṇavap-paḍu pāvi-yait; tuṅga jñāna-vāḷ koṇḍu chāḍu-vīr tūmaṇic chuḍar āginīr.

With the sword of pure knowledge strike down the cruel demon of ignorance, now ruling as ego in the body, O Self-effulgent Gem! Ramana Sat-Guru!

23. bhānu vamsa vinōda rama-num paṅkayap peru vāzh-vanum; mānuñ śūlam aṇinda dēvanum mādha vak kuma-rēsanum.

Sri Ramana, the delight of the Solar Race, illustrious Brahma on the lotus, Siva with His deer and spear, Kumaradeva of great tapas, all these are our Ramana Sat-Guru!

24. pōṭṭṛi en-manak kōyil uṭṭṛiḍu puṇṇiyat tiru mēniyāi; pōṭṭṛi nin-mugam pōṭṭṛi nin-manam pōṭṭṛi nin-padam aiyanē.

Praise to you, blessed Being within the sanctuary of my heart! Praised be your Face! Praised be your Heart! Praised be your Feet, Lord Ramana Sat-Guru!

25. nacchi ninḍṛu naviṭṭṛu vēṅkaṭa ramaṇa nāvilu-mēviya; ucchidac chuvai āna un-padam ucchi vait-tiḍa vēṇḍi-nēn.

Please place your feet on the head of Venkataramayyar (*), who stands praying fervently before you, singing your praises which taste nectar-sweet to his tongue, Ramana Sat-Guru!

ramaṇa sat-guru, ramaṇa sat-guru, ramaṇa sat-guru, rāyanē; ramaṇa sat-guru, ramaṇa sat-guru, ramaṇa sat-guru, rāyanē!

ૐ

(*) Satyamangalam Sri Venkataramier. Should have been a great yogi and scholar. Sang this hymn in praise of Bhagavan when shri Ramana was in Virupakshsa cave. Will stand for eternity. Om Namo Bhagavathe Sri Ramanaya

ૐ

#Bhagavan Sri Ramana Maharshi #Sri Ramana Sadguru raayane #bhakti #devotion #bliss without limit #the feet of the lord

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clevercase · 4 years ago

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Uppena teaser: Simple yet beautiful

Uppena teaser: Simple yet beautiful Young mega hero Panja Vaishnav Tej is making his debut with the movie Uppena. The movie has completed its shooting long back but wasn’t released due to the pandemic situation. Uppena makers are now thinking to release the movie soon as theaters were opened. Today, on this festive occasion Uppena teaser got released. Vaishnav Tej and Krithi Shetty both look…

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idhinijamnews · 5 years ago

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బ్రేకింగ్... రాయపాటి నివాసంలో సీబీఐ సోదాలు!

బ్రేకింగ్… రాయపాటి నివాసంలో సీబీఐ సోదాలు!

పోలవరం కాంట్రాక్టును దక్కించుకున్న ట్రాన్స్ ట్రాయ్ ఆపై సబ్ కాంట్రాక్టులకు పనులు బ్యాంకుల నుంచి భారీగా రుణం తిరిగి చెల్లించకపోవడంతో ఇండియన్ బ్యాంక్ ఫిర్యాదు రాయపాటి ఇల్లు, సంస్థ కార్యాలయాల్లో సోదాలు

తెలుగుదేశం పార్టీ మాజీ పార్లమెంట్ సభ్యుడు, సీనియర్ నేత రాయపాటి సాంబశివరావు ఇంటితో పాటు ఆయన సంస్థలపై ఈ ఉదయం నుంచి సీబీఐ అధికారుల దాడులు జరుగుతున్నాయి. హైదరాబాద్, గుంటూరు నగరాల్లోని రాయపాటి ఇల్లు,…

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mirrortoday · 5 years ago

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బ్రేకింగ్... రాయపాటి నివాసంలో సీబీఐ సోదాలు!

బ్రేకింగ్… రాయపాటి నివాసంలో సీబీఐ సోదాలు!

పోలవరం కాంట్రాక్టును దక్కించుకున్న ట్రాన్స్ ట్రాయ్ ఆపై సబ్ కాంట్రాక్టులకు పనులు బ్యాంకుల నుంచి భారీగా రుణం తిరిగి చెల్లించకపోవడంతో ఇండియన్ బ్యాంక్ ఫిర్యాదు రాయపాటి ఇల్లు, సంస్థ కార్యాలయాల్లో సోదాలు

తెలుగుదేశం పార్టీ మాజీ పార్లమెంట్ సభ్యుడు, సీనియర్ నేత రాయపాటి సాంబశివరావు ఇంటితో పాటు ఆయన సంస్థలపై ఈ ఉదయం నుంచి సీబీఐ అధికారుల దాడులు జరుగుతున్నాయి. హైదరాబాద్, గుంటూరు నగరాల్లోని రాయపాటి ఇల్లు,…

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#CBI Raids #Rayapati #Telugudesam

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ralph31ortiz · 7 years ago

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Searching for the Ability to Think: Training our Kids to Go Past Google

5 Ways to Teach Students to Think

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Next week, my tenth graders will have to invent a new way to access the Internet. It doesn’t have to work, mind you, but it does have to include plausible technology. We’ve been doing this project eight years now.

The first time I saw the “tile” product that we now use to locate keys and phones, it was my student’s invention. I’ve seen smart basketballs that keep score, and smart jackets and pants that charge phones or that you try on and buy wearing a green-chroma key body suit. I’ve seen drones following a birthday boy around and taking pictures. I’ve even seen contact lenses that take photographs. But what I haven’t seen is kids Googling anything to help them with this project.

A video my student, Rebekah, created for the Invention Project. Her talent won her an internship with a company in Atlanta (she telecommuted as a sophomore and junior in high school.) She starts this fall as a freshman at Savannah College of Art and Design.

Cathy Rubin in her Global Search for Education has posed these questions in my inbox for this month’s global search for education column: “What should we teach young people in an age where Dr. Google has an answer for everything?” According to the Center for Curriculum Redesign (CCR) “We must deeply redesign curriculum to be relevant to the knowledge skills, character qualities, and met-learning students need in their lives.” If you had the power to change the school curriculum, what would you do? This blog post is my answer.

There’s a reason why this Invention project is a Google-free zone. One requirement is that if students have seen the technology in action, it’s disqualified from being the topic of their video — a commercial pretending that their invented technology actually exists.

Donnie Piercey’s students use a backpack they created to update the Google Street view of their city and school.

This is just one of the many un-Googleable projects that I like to assign my students. Today’s students have come to depend upon Google as an external brain of sorts. They often take the first few search results as gospel and rarely look deeper. What’s the point of memorizing something when they can Google it? As our Internet search tools get closer and closer to our eyeglasses and contacts, we’re sure to see our dependence on them increase.

In previous centuries, students had to build their own Google. In other words, they learned and built their own knowledge base. To expand their knowledge, they had to assemble a library and know how to find books in it. The focus was on learning.

Now, it seems to be on finding. But it shouldn’t be. We need to teach people how to think.

5 Essential Ingredients for Teaching Thinking

What use is an Internet full of knowledge if no one can pick it up and harness it for good? I can have shingles popping off my roof and a hammer and nail sitting on my kitchen table, but if I don’t know how to get on the roof and hammer in that nail, my roof is going to leak.

Right now, we have leaky roofs when it comes to connecting, thinking, and acting on knowledge in different spaces. Many students see science, history, literature, technology, and math as totally different subjects without understanding the connections. If we want students to think, we need them to link the knowledge they find and understand the creative thought processes available within their own minds. I believe the following five things are essential to helping our students think and not just type in search keywords:

1- Complex real-world problems.

The student is programming a video game in a maker space using Bloxels.

Students should invent, create, and solve problems. Let’s take them out into the community to observe, consult, and brainstorm to make things better. If there’s a problem at school, let our in-house consultants (our students) tackle it with the advice of a great teacher.

When students meet a problem that they can’t Google, they must venture forth with teamwork, creativity, and tenacity — all things that they need to be successful. We let kids work problems in math. They should “work problems” in every course, because life is full of problems seeking solutions.

2 – Creative materials.

Classrooms need well-stocked maker spaces and creativity stations. Librarians like Micki Uppena and Chad Lehman are stocking everything from paper roller coasters and Mandala coloring books to green screens. Josh Stumpenhorst has students flying drones in his library.

Micki Uppena says green screen is one of the most important things for a modern library to have.

3 – Space and time to create.

Today in class, we had some time for making and inventing. One group of students used Bloxels to create pixel characters for a video game. Another group learned how to fingerprint with a CSI fingerprinting kit. Others built robots or drove my Dash Wonderbot. We had students finding light reading apps for the solar eclipse, and another student let her imagination run wild with a cartoon creation kit.

Without the 30 minutes of “genius time,” these students wouldn’t have been able to explore and invent. Granted, I had some structure and guidance for this time. You can’t have teachers prop their feet up, say “play,” and expect kids to learn. Teachers are still needed in this process. But if students don’t have spaces to create, they won’t be able to use the creative materials.

4 – Empowering and guiding adults.

Chad Lehman’s maker space includes challenges and lots of choices for students. Chad presents those choices to students so they aren’t overwhelmed.

As teachers, we should watch and guide students as they explore and learn. Many times, real-world problems require teachers to play more of a consulting role. Incorporating real-world problems requires risk taking and ingenuity to flex each year’s curriculum.

You can’t standardize creativity, and therein lies a problem. Factory-like schools will get factory-like results with a pretty high failure rate. But individualizing teachers and schools can help each child reach his or her own potential.

Children are unique, so our approach to them must be unique as well.

5 – Willingness to relate even if it looks eccentric.

Great teachers are a different breed. Sarah Reed, a Kentucky State Teacher of the Year, described dressing like an endangered bumblebee for her students. When I asked how her colleagues felt about that, she said,

Sarah Reed dresses up to help kids want to save the Rusty Patch Bumblebee.

“I’m going to be a little eccentric because I’m here for the students, not for the adults.”

Too many educators are playing to the wrong audience. To reach kids, to truly empower and guide them, sometimes we have to risk looking odd. I’ve dressed like a zombie and done crazy things to relate to kids — if adults think I’m weird, I’m OK with that.

The Search Commences

It’s time for educators to start approaching school differently — and many of us already are.

In today’s world, we’re searching for answers to many problems. And those answers won’t be found in a Google search box. Only when some genius starts putting together all that knowledge will we start finding the novel solutions that the world really needs. Those answers won’t show up on Google because they haven’t been invented yet.

So the search commences.

It’s our mission to connect the human brain with all this knowledge in a way that will truly unleash the search inside every child to do good, seek the truth, and create a better way for the world to behave.

Maybe that will click.

Recently, I’ve begun using an awesome editor to help me on some of my biggest projects. While he doesn’t like attention drawn to his work (he wants authors to shine), I want to give a shout out to Alan K. Lipton https://www.fictioneer.biz/ for his tremendous editing work on this piece.

The post Searching for the Ability to Think: Training our Kids to Go Past Google appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/searching-ability-think-training-kids-go-past-google/

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patriciaanderson357-blog · 7 years ago

Text

Searching for the Ability to Think: Training our Kids to Go Past Google

5 Ways to Teach Students to Think

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Next week, my tenth graders will have to invent a new way to access the Internet. It doesn’t have to work, mind you, but it does have to include plausible technology. We’ve been doing this project eight years now.

The first time I saw the “tile” product that we now use to locate keys and phones, it was my student’s invention. I’ve seen smart basketballs that keep score, and smart jackets and pants that charge phones or that you try on and buy wearing a green-chroma key body suit. I’ve seen drones following a birthday boy around and taking pictures. I’ve even seen contact lenses that take photographs. But what I haven’t seen is kids Googling anything to help them with this project.

A video my student, Rebekah, created for the Invention Project. Her talent won her an internship with a company in Atlanta (she telecommuted as a sophomore and junior in high school.) She starts this fall as a freshman at Savannah College of Art and Design.

Cathy Rubin in her Global Search for Education has posed these questions in my inbox for this month’s global search for education column: “What should we teach young people in an age where Dr. Google has an answer for everything?” According to the Center for Curriculum Redesign (CCR) “We must deeply redesign curriculum to be relevant to the knowledge skills, character qualities, and met-learning students need in their lives.” If you had the power to change the school curriculum, what would you do? This blog post is my answer.

There’s a reason why this Invention project is a Google-free zone. One requirement is that if students have seen the technology in action, it’s disqualified from being the topic of their video — a commercial pretending that their invented technology actually exists.

Donnie Piercey’s students use a backpack they created to update the Google Street view of their city and school.

This is just one of the many un-Googleable projects that I like to assign my students. Today’s students have come to depend upon Google as an external brain of sorts. They often take the first few search results as gospel and rarely look deeper. What’s the point of memorizing something when they can Google it? As our Internet search tools get closer and closer to our eyeglasses and contacts, we’re sure to see our dependence on them increase.

In previous centuries, students had to build their own Google. In other words, they learned and built their own knowledge base. To expand their knowledge, they had to assemble a library and know how to find books in it. The focus was on learning.

Now, it seems to be on finding. But it shouldn’t be. We need to teach people how to think.

5 Essential Ingredients for Teaching Thinking

What use is an Internet full of knowledge if no one can pick it up and harness it for good? I can have shingles popping off my roof and a hammer and nail sitting on my kitchen table, but if I don’t know how to get on the roof and hammer in that nail, my roof is going to leak.

Right now, we have leaky roofs when it comes to connecting, thinking, and acting on knowledge in different spaces. Many students see science, history, literature, technology, and math as totally different subjects without understanding the connections. If we want students to think, we need them to link the knowledge they find and understand the creative thought processes available within their own minds. I believe the following five things are essential to helping our students think and not just type in search keywords:

1- Complex real-world problems.

The student is programming a video game in a maker space using Bloxels.

Students should invent, create, and solve problems. Let’s take them out into the community to observe, consult, and brainstorm to make things better. If there’s a problem at school, let our in-house consultants (our students) tackle it with the advice of a great teacher.

When students meet a problem that they can’t Google, they must venture forth with teamwork, creativity, and tenacity — all things that they need to be successful. We let kids work problems in math. They should “work problems” in every course, because life is full of problems seeking solutions.

2 – Creative materials.

Classrooms need well-stocked maker spaces and creativity stations. Librarians like Micki Uppena and Chad Lehman are stocking everything from paper roller coasters and Mandala coloring books to green screens. Josh Stumpenhorst has students flying drones in his library.

Micki Uppena says green screen is one of the most important things for a modern library to have.

3 – Space and time to create.

Today in class, we had some time for making and inventing. One group of students used Bloxels to create pixel characters for a video game. Another group learned how to fingerprint with a CSI fingerprinting kit. Others built robots or drove my Dash Wonderbot. We had students finding light reading apps for the solar eclipse, and another student let her imagination run wild with a cartoon creation kit.

Without the 30 minutes of “genius time,” these students wouldn’t have been able to explore and invent. Granted, I had some structure and guidance for this time. You can’t have teachers prop their feet up, say “play,” and expect kids to learn. Teachers are still needed in this process. But if students don’t have spaces to create, they won’t be able to use the creative materials.

4 – Empowering and guiding adults.

Chad Lehman’s maker space includes challenges and lots of choices for students. Chad presents those choices to students so they aren’t overwhelmed.

As teachers, we should watch and guide students as they explore and learn. Many times, real-world problems require teachers to play more of a consulting role. Incorporating real-world problems requires risk taking and ingenuity to flex each year’s curriculum.

You can’t standardize creativity, and therein lies a problem. Factory-like schools will get factory-like results with a pretty high failure rate. But individualizing teachers and schools can help each child reach his or her own potential.

Children are unique, so our approach to them must be unique as well.

5 – Willingness to relate even if it looks eccentric.

Great teachers are a different breed. Sarah Reed, a Kentucky State Teacher of the Year, described dressing like an endangered bumblebee for her students. When I asked how her colleagues felt about that, she said,

Sarah Reed dresses up to help kids want to save the Rusty Patch Bumblebee.

“I’m going to be a little eccentric because I’m here for the students, not for the adults.”

Too many educators are playing to the wrong audience. To reach kids, to truly empower and guide them, sometimes we have to risk looking odd. I’ve dressed like a zombie and done crazy things to relate to kids — if adults think I’m weird, I’m OK with that.

The Search Commences

It’s time for educators to start approaching school differently — and many of us already are.

In today’s world, we’re searching for answers to many problems. And those answers won’t be found in a Google search box. Only when some genius starts putting together all that knowledge will we start finding the novel solutions that the world really needs. Those answers won’t show up on Google because they haven’t been invented yet.

So the search commences.

It’s our mission to connect the human brain with all this knowledge in a way that will truly unleash the search inside every child to do good, seek the truth, and create a better way for the world to behave.

Maybe that will click.

Recently, I’ve begun using an awesome editor to help me on some of my biggest projects. While he doesn’t like attention drawn to his work (he wants authors to shine), I want to give a shout out to Alan K. Lipton https://www.fictioneer.biz/ for his tremendous editing work on this piece.

The post Searching for the Ability to Think: Training our Kids to Go Past Google appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!

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athena29stone · 7 years ago