I now consider myself an experienced writer of letters of recommendation. Now, this is not something that would appear on any business card (assuming I had business cards), nor is it something that is printed on the shirts available for purchase in the mall (unless I made my own shirt, or my own mall). But for the past few years, I’ve found myself writing many letters to many different colleges and not necessarily having the fun I could be having if I wrote “the letter.” That’s right, a letter so grand that it deserves to be in quotations. Not because of how flattering it is in regards to the student, but because it’s the exact opposite. And now I have decided to give myself the opportunity to fulfill my wish…

Recommendation for John P. Idiot

In my years of teaching, never has a student touched me so much as John P. Idiot. Even when I tell him that I do not want his hands on me, or anywhere close, he still touches me. Until someone else walks into the room, in which case he will touch that person instead.

But it’s not John’s ability to touch people that has earned him his primary reputation at our school. Even more notable is his title as the person who has asked out the most girls and subsequently been turned down the most. While this might not seem relevant to a college recommendation at first thought, I believe it shows that he is able to overcome adversity again and again and again — and again — and still isn’t a changed person as a result. And that’s unfortunate because there is much to be changed about John. I don’t mean that in a negative way, of course. It is just that John has more issues than a standard newspaper archive, and maybe only two or three less than a fenceless zoo.

Aside from being able to see John develop as a person (probably more than I would have liked, thanks to a mooning incident), I’ve also had the opportunity to see John develop as a scholar. When he handed in his first essay during his sophomore year, for example, it wasn’t very good. In fact, it was the worst essay I’ve ever read, real or fictional. But his next essay a couple of weeks later was one of the best in the class. In fact, the words jumped off of the page like basketball players, and the message shot out like it was in a bottle for many years. And while I later found this exact essay on the Internet, this plagiarism doesn’t take away from the fact that John was able to identify a good essay and steal it accordingly. I can’t say the same for other students, who would rather have their mothers do their work. John would never ask his parents for help, at least not after that incident with the ammonia and the match a few months ago. But that’s not important to this evaluation.

What’s truly important is that John was a stellar classroom participant. There were times when students were in the middle of a great discussion about a novel, and John would chime in, “I need to go to the bathroom.” While this completely ruined the momentum of the conversation, it showed me that John knows what he wants, and is able to identify these needs when the time arises. I noticed that when John came back, usually 15 minutes later and smelling of smoke, he seemed content in the sense that he had accomplished his goal, which is important in our goal-oriented society. Another example of his ability to achieve his goals is when I heard him proclaim, “Oh my gosh, I am totally going to fail this test” and he did exactly that.

Outside of the classroom, John is known for his involvement in extra-curricular activities, none of which should be mentioned in this letter, although they do reveal him as both a leader and a “people person.” He also attends most school functions, and will always come back into the building when he is kicked out.

In summary, John will have a major impact on your college next year if you only give him the opportunity to do so. As your college is located many miles away from where I teach, I believe it is an ideal fit for him.

Sincerely,

Gregory Gagliardi

Do you want to become a volunteer teacher? You will find this to be an enriching experience both for yourself and the child. This proves to be beneficial for the teachers too because the routine activities are carried on by the volunteers. The instructors were relieved of the usual activities can concentrate on the learning requirements of children.

Role and Responsibilities

Many people find the role of volunteer teachers in China to be a rewarding experience. They are not accountable to any employee of an organization. Let us discuss some of the responsibilities of volunteer teachers.

Teach them to think critically

If you join as volunteer teachers in China even for a temporary period, you can use this opportunity to help students start thinking critically. You can devise ways to make them put on their thinking caps instead of spoon feeding every concept. The pupils should be encouraged to solve problems independently instead of looking on the display board for answers.

Quality of teaching

Since they take care of routine tasks which would otherwise have to be performed by the teachers, they can now focus entirely on the academic needs of children. The faculty gets more time to carry out their teaching assignments uninterruptedly. So there is an improvement in the quality of instruction.

Can concentrate on individual needs

Sometimes the average class size is to too big for a teacher to handle individual students appropriately. If you have a volunteer, it helps to cater to the individual requirements of students.

Field trips

The volunteers help in the extra-curricular activities of students. They sometimes accompany the students to the field trips too.

Provide extra help

They provide additional support to students with special needs and also to students whose native language is not English.

Outlining the value of education

Education is probably the most useful tool to combat poverty. In all underdeveloped countries, the importance of teaching cannot be over emphasized. So becoming a volunteer teacher in one of the schools in any of the economically challenged countries is no doubt challenging but can be an eye-opener. You can motivate the needy students and help them understand the value of education.

Provide support in particular subjects

You can provide support to children in small groups and help them develop their numerical abilities. This can be done on a classroom, group or one to one basis.

Assist in correction

Sometimes if the teacher so desires, you can opt to mark and correct the work done by students. This will help the instructors to concentrate fully on their job.

Outlining the activities

Volunteers should meet the criteria as stated by the jurisdiction of that locality. They should possess the requisite training in various teaching techniques. If you are planning to volunteer abroad, then that may include the learning of that specific language and culture of that country. The concerned schools must have specific guidelines regarding the activities of volunteers. They should provide forms to volunteers stating those rules which should be signed and submitted to the school board.

With nearly 90% of all teachers experiencing moderate to high levels of stress it is very important that teachers use stress relieving techniques to improve both their career and their health. While stress is evident in any job, teachers seem to face increased levels of stress due to their unique circumstances. Think about what a teacher must deal with day in and day out…high stakes exams, overcrowded classrooms, grading tests, grading homework, grading classwork, administrative paperwork, meeting with parents, department meetings, faculty meetings, challenging students, angry parents, an unsupportive community, and the list goes on…

Without using stress relieving techniques, teacher stress can manifest itself in many ways including headaches, back pain, frequent illness, heartburn, anger, impatience, depression, eating disorders, and insomnia. If not addressed, these manifestations may likely turn into heart disease and hypertension. Stress can even damage memory and cognitive skills.

What’s worse is that teachers often don’t know how to handle their stress and therefore it comes as no surprise that nearly 50% of all teachers quit within their first five years.

Fortunately, there are many simple stress relieving techniques that teachers can use that will help improve both their health and their career.

Here are five stress relieving techniques:

1. Get exercise! Do NOT use the excuse that you don’t have time. You must make time. Make it part of your routine everyday. While it may be tough at first, you’ll quickly find yourself with more energy and you’ll be much more efficient at work.

2. Learn to say no. This can be quite difficult…especially as a new teacher. New teachers think they must say “yes” to everything in order to keep their job, but this can quickly lead to teacher burnout.

3. Join teacher discussion boards/forums. There are many teacher forums on the internet where teachers can not only vent their frustrations, but get real advice from real teachers who have experienced the same problems.

4. Think positive. In fact, don’t just think positive thoughts, but actually say them out loud. In the morning, or on your way to work, say positive things about your job, about your students, about your colleagues. You’ll be amazed at the impact that saying these things out loud can have on the rest of your day.

5. Cool down and take breaks. Teachers have a tendency to go straight through the day (and night) without taking a break. This is unhealthy and only adds to your stress level. Make sure to NOT work through lunch. Take that time to eat a healthy meal and talk to colleagues about things other than school. In other words let yourself take a mental break from the job during the day. Also, at the end of the school day, make a to-do list for the next day and then take ten minutes to relax and cool down with some other stress relieving techniques such as deep breathing exercises, stretching, or visualization.

Why do you want to become a teacher? One common answer that you will hear from a child is, “because I want to be like my teacher, teaching children like me to learn.” I am sure most of us share the same answer. I believe as well that most of us who have achieved this academic goal are still guided by the noble ambition to teach children.

Teaching does not start and end with the basics alone. We teachers need to be competitive and innovative. And becoming one requires necessary constant retooling, because we do perform such herculean tasks from school to home work extensions. And with these, we have to meet certain expectation from being the nurturers and molders of the young minds to shapers and builders of the land. These all lie in our hands. Children depend on us equally as future servants of the nation rely on us.

But why would one want to become a teacher? Opportunity for job access, one may again answer. Children are increasing. Schools are growing too. The need for teachers is even rising. Hiring can be now and then.

But beyond just teaching children to learn is another call for us teachers and a huge challenge to take. Some would enroll for a masters study, others for doctorate degree while there are still those who would just focus on attending trainings and seminars. We may admit it or not, it is a must for us teachers to continue pursuing professional growth and development because teaching is a continuous learning.

However, in our recent days, many of us view earning a post-graduate degree more of a stepping stone for promotion and least for the advancement of one’s professional skills. As a matter of fact, I am afraid that one day if I ask my pupils the same question “Why do you want to become a teacher?” they will answer me “because the opportunity to land a job is high if you are a teacher.”

We understand the practicality of life yet let us not stop inspiring ourselves to put dedication as our top priority. After all, we owe from these children our existence as teachers. Let our love for them reign, a commitment to carry through. Let it not cease from way back then, when we were said to be and we shall live to be the so-called “My Teacher, My Hero.”

There are different types of teaching styles, many of which are not employed in the everyday classroom. When considering styles of teaching that are employed at universities, one often sees either learner-oriented or teacher-oriented styles of teaching.

For instance, when education is focused on the learner, the teacher’s role is often to be the seller or demonstrator for the student. The teacher provides information and creates an easy learning environment for the student. The teacher often takes on the role of a facilitator or coach. A university teacher that is focused on the learner will often strive to guide students to create new skills and be able to apply the skill sets that they learn at their universities to outside jobs. The knowledge that students acquire should be able to be applied to work-related outcome without exorbitant learning curves once they enter the job market. This style of teaching can help the student to understand and even come to recognize their own potential in the work force.

Teacher-focused teaching styles generally establish the teacher’s role as an authority. This creates an easy environment for the student to be able to learn and feel safe doing so. A teacher’s role in this style of teaching is often seen as an entertainer or the person who delegates information. In many cases the teacher is able to develop a relationship with the student, helping them to strive for a better learning environment. The teacher collaborates with the learner.

By using learning different teaching styles and employing learning techniques such as traditional lectures for students to understand and be able to be present for and participate in, as well as using online learning as part of the course, allows the student to experience collaborative learning in which each student is able to express his or her learning styles. By utilizing a variety of teaching methods over the duration of the semester, a teacher can ensure that all of the students are able to have an opportunity to learn in their own way.

Using different ways of teaching to fit the specific needs of students is a great way to allow students to further understand themselves and to create a unique learning environment for students that caters to the specific learning curve that they are given. It can also facilitate important teacher-student relationships.

All students need special kinds of attention, and choosing a university that is able to cater to the needs of each specific student is important in the long run. The student and teacher relationship can improve a young adult’s chance of succeeding in the real world through different aspects of understanding their own learning styles.

Student teaching provides students with a hands-on opportunity to get a taste of teaching before they begin their career as an educator and creates opportunities for individuals to work not only with the students in the school, but the staff as well. Educators need to know how to act around students, but a student teacher must also learn how to act around fellow teachers, support staff, administrators, and parents.

Here I will reflected on ideal interpersonal relationships within the school, problems that they hope would not develop, and strategies for solving problems. The importance of maintaining positive relationships at school needs to be in the mind of every student teacher. Things may not always go smoothly, yet a professional should have some ideas on how to handle tricky situations.

Ideal relationships at school help make each day a pleasant day for everyone…teachers, students, support staff, administrators, and parents. Ideal relationships involve the exchange of kind words, good manners, teamwork, and positive attitudes. If such relationships are in place in the school setting, staff can work together in a supportive way to solve problems and to help each other. The staff would care about others and not just their own well-being. Lines of communication would be maintained. The entire staff of the school would work together for the good of the students and to sustain hardworking, dedicated employees. The students would be sure to thrive in such a positive, supportive environment. Furthermore, parents might be more apt to be involved in their child’s education if they felt welcomed and appreciated. This is a brief example of what some ideal relationships within the school setting; however, this is not always the reality.

While student teaching, problems between the pre-service teacher and administrator, support staff, students, colleagues, cooperating teacher, and/or faculty advisor can develop. For instance, one hopes that the issue of differing educational philosophies will not hurt a pre-service teacher; however, a student teacher’s philosophy may be subject to scrutiny, as s/he does not have the experience that other staff members might have. Another possible issue of contention is that many teachers deal with an enormous number of tasks and issues and often need to vent their frustrations.

Unfortunately, this negative energy may get a student teacher into trouble if s/he partakes in these conversations. Communication barriers may be another problem that can develop between support staff, the cooperating teacher, administrators, and so many more. Some people do not have interpersonal skills, and student teachers need to make sure that s/he does not prejudge based on a look. Additionally, one always hopes not to run into the staff member who just does not care anymore, as this can be harmful to all involved. Finally, not establishing effective classroom management techniques from the beginning with students is a problem that can develop, and one that teachers should avoid at all costs.

Several strategies can and should be implemented when solving problems. First, when dealing with administrators, support staff, colleagues, cooperating teachers, and faculty advisors, confrontations must not occur while a student teacher is emotional. Furthermore, as stated previously, many individuals will express their frustrations to others as a way to cool down. This should not occur in the workplace. The student teacher should ask to speak to the person privately. When solving problems, a student teacher should never use you statements. “You made me mad when…” should be “I felt upset when….” Numerous problems arise due to miscommunication. A student teacher should be willing to listen actively and to try to see the situation from the other person’s viewpoint.

When dealing with students, student teachers must first know the expectations and rules of their cooperating teacher. If a cooperating teacher gives permission to actively work through problems with students, a student teacher must maintain composure. Students can sense when a teacher is frustrated, and this will potentially create an explosive situation. The student teacher should talk to the student in private and try to see the problem from the perspective of the student. The student teacher should not be afraid to talk the problem over with his/her cooperating teacher, and when deemed appropriate, the student’s parents and/or the school counselor. Many times a fresh viewpoint provides a solution. If a student has a child study team, the child study team should be made aware of the problem, and depending on the severity of the problem, the administrator should also be notified.

This paper was an attempt to reflect on ideal interpersonal relationships within one’s school, problems that they hope will not develop, and strategies for solving problems. When dealing with other individuals, problems will occur. Humans are innately different and possess differing viewpoints and perspectives. This can and will lead to conflict. Everyone has an opinion of an ideal relationship, but an ideal relationship is different from a real relationship. When working with people, whether they are adults or children, a student teacher must pick his/her battles. Not all battles are meant to be fought, and not all battles will be won.

The battles worth fighting for are those with the goal to make both sides better for having fought and to create a win-win situation for all parties involved. A student teacher must remember that s/he is not only in the classroom to teach but to be taught. Student teachers should see problems as doorways to learning and growth and not as hurdles to be charged through and overcome.

When you love children and have a strong faith in God then you may be naturally drawn to teach Sunday school. Teaching is fun, and you can share your passion and knowledge with others. Besides, churches always need great Sunday school teachers. Even if you have never been a teacher before, you can succeed.

So, what does it take to be a great Sunday school teacher? You don’t have to know the Bible inside and out, and you don’t have to be an expert in religion. You can be a great teacher doing what you enjoy doing most, having fun with kids. Here is what makes a great Sunday school teacher.

Have Passion

The best Sunday school teachers may not know the Bible from cover to cover, but they all have one thing in common, they have a passion for what they are doing. They love teaching and spending time with kids. Passion is defined as boundless enthusiasm and that is one of the most important aspects of being a great Sunday school teacher.

Love Kids

The next thing that you can do to be a great teacher is to have a love for kids. Kids seem to know people who really enjoy kids and they are drawn to those people. If you are like that, then you can be a successful teacher. You will also want to think about the ages you feel the most comfortable with when teaching kids. Some people love the little ones, while other may have a special connection with teens. All ages benefit from Sunday school, so no matter what age you love, there is a place for you.

Make a Commitment

Of course, when you want to be a great Sunday school teacher, then you will have to make a commitment of your time. As a Sunday school teacher, you will be asked to plan and carry out regular lessons and teach your class each and every Sunday. If you cannot commit to a weekly class, then you may be better off helping instead of teaching.

Stay Organized

Also, a good Sunday school teacher will want to stay organized. You will need to take the time to organize your lessons and find the materials you will need when you teach. Even if you don’t feel comfortable making lesson plans, you can find great info in books and online that will help you.

Have Fun

The last tip for being a great Sunday school teacher is to have fun! If you have fun and you enjoy what you are doing each week, the kids will have fun, too. You will be a success.

New teachers often put in 12-16 hour days during their first year of teaching. This daily routine can be incredibly stressful during the first year.

Since so much of lesson planning depends on what happened during the previous lessons, it’s difficult to plan a lesson too much in advance. But there are long and short term strategies that new teachers can easily use to help them cope in their first year before teaching takes over their lives.

Lesson Planning – Long Term Strategies

Long term strategies are those lesson decisions that relate to academic goals. For example, where does the teacher want his/her students to be in a month’s time? Two months time? Using the curriculum and the textbook are excellent starting points for helping to raise the standards and close the gaps of students’ knowledge. Again, it also important to plan the week’s lesson around what students can actually do keeping the long term target in mind.

Long term strategies also relate to educational decisions. Perhaps, new teachers may want to train his/her students to work more cooperatively. Over time, he or she may start to feel more comfortable implementing pair or group work to help foster certain educational values such as tolerance and accepting differences.

Other Long Term Decisions

Take time at the end of the week or month, to catch up on “where you are” with regard to long term lesson planning decisions. What supplementary material should you add?

• If there is no book, what material should you teach? (4th grade, special education)
• How should you divide material between semesters?
• How should you deal with specific areas such as extensive reading?

Consult frequently a mentor or work with a teacher who teaches similar classes. You’ll be glad you did!

Let’s take a quick look at the technology adapted teacher operating in the future (the near future!)

It’s Monday morning, another day and another fun week in the tech supported classroom.

Mrs. Apple (Psst! That’s you!) walks into her classroom, quickly turns on her laptop and reviews the daily news program and podcasts that the students will soon be watching. She then proceeds to check out the schools web community where there are some announcements and where her students have been busy overnight finishing their online activities.

She answers a few of their questions about an upcoming project and addresses a few concerns from a parent about their son’s math marks. T he parent is traveling on business in the southern US but has been keeping an eye on her son’s progress in the schools password protected virtual community.

A journal, a science quiz and a French crossword were assigned for homework. Mrs. Apple reviews marks and comments on the activities quickly and efficiently without shuffling a page. She smiles as she notices that the students’ Space Glossary has grown to over 100 words. The morning news program will feature the return of the Space Shuttle so this may extract some additional space words. She reviews the latest entries and approves them to be posted on the website.

As the school day begins a student that loves working with technology enters early to set up the classroom projector, digital whiteboard and electronic tablet. He tests the equipment and the student response systems to make sure they will be ready for the days work. Meanwhile, the teacher loads several digital lessons, Power Points and websites that she will be using throughout the school day.

The students enter and participate in the schools opening exercises which are played over the schools multimedia system. The national anthem’s words run across the bottom of the screen as pictures of their country’s landscape and images for its history appear on the classroom monitor. Following the anthem a recorded inspirational message is given on the screen by a popular figure in order to give the students a positive start to the day and lessons that they will remember throughout their lives.

Class begins with a ten minute synopsis of world and national events delivered in a format that is appropriate for students. After a short discussion and activities related to the current events the students prepare to find out more about their world from people their own age. The class links up via video link with their digital pen pals on the other side of the world and a student moderated discussion begins that allows both classes to ask questions and gain a human perspective about their pen pals country which help them on their upcoming projects.

Once the online conference is complete, each student writes a formal letter to their pen pal and sends it via their school email. A few students attach their animated short movie which they created in computer class, while others send their video skits which they preformed in drama class and uploaded to their personal hard drives.

As it nears noon hours the excitement begins to mount as students prepare their questions for today’s special virtual guest; a real astronaut. Several other classes across the continent link into a video conference with the astronaut to hear about the training he underwent and the Science he performed while in space. Once they are inspired and informed by their newest hero they continue to work on their space websites which they have been developing over the past few weeks.

A few keen student web designers decide to put their skills to the test and enter a youth web design contest that is sponsored by a multinational technology company. The students get so engrossed in the project that they spend their lunch hour and weekends attempting to win the big prize.

After lunch, the teacher has the students answer questions using their electronic student response systems in order to gain instant information about the student understanding or lack thereof of the previous day’s lesson. After a quick scan of the quiz results the instructor uploads a few pages from the previous day’s lesson in order to give the students the necessary clarification they need.

Now that the teacher is confident that the class has a good grasp of yesterday’s lesson, he introduces the new topic using video, interactive software, the electronic whiteboard activities and constantly monitors their understanding using the student response systems. Once the lesson is complete students complete their assignments and a couple of students review the lesson again using a visual software program.

At the end of the day the class decides to add to Wikipedia. They have been updating information about the history of their town. One student has brought in an old history book belonging to her grandmother which will help the class find new information for their entry.

This is how the day and year continues in this technology supported classroom. Interactive lessons, professional online presentations, conferences, hands on activities and digital assessments are all used in an interesting, efficient and effective format. The only question left is…are you heading towards this type of classroom?

Who are you? Where are you going? Is it a noble journey? These questions are posed at all times, in my classroom and out, since that classroom is a training ground for the real world. My purpose is to help equip people to answer these questions for themselves; it is also to fight a daily battle against ignorance and mindlessness, to lead people out of the dark of meaninglessness, purposelessness, drift, and over-indulgence… up a hazardous mountain where there can be gained the truth that makes them free.

My name is Hunter… Lebensjaeger: life-hunter, and Liebensjaeger: love-hunter (in the universal sense). I know who and what I am; I know where I am going; the journey, though one of great risks and pitfalls, is well worth the effort. I work to survive and flourish in a hostile and challenging environment, remaining enthusiastic and energetic ( most of the time). It is my chosen work to teach the individual how to teach himself/herself, to provide an environment in which to help the individual to do good work and widen his range of wholesome options in the present and future.

Enabling people of all ages and circumstances to discover themselves and their place in the world, and to assimilate growth skills that are useful and satisfying… is what I do as a teacher, guide, and change agent. By creating an environment (often under alien conditions) in which an individual feels comfortable, accepted, and willing to stretch and grow… by exercising my self as a wholesome and viable example, I set the tone for the joy of learning, for each individual. I show others how to teach themselves, and others, such that they can produce good work, become self-reliant and learn how those three questions apply to each of them within the group… as individuals.

Each person’s strength and ultimate survival depend not upon an ability to manipulate and control, but upon an ability to harmonize with nature as an integral part of the holistic system of life. There is a law of nature that causes all things to be balanced; it says that nothing comes free, that all things must be paid for, that all wrongs must be made right.

Attitudes create atmospheres. A practiced instructor can create a tangible atmosphere of confidence in a classroom through direct outward projection from his own mind… of a conscious state of clarity and a feeling of calm. The current systems often work to negate the elucidative effect of such effort, unfortunately… just as an unresponsive and inanely resisting person can do… by projecting a state of confusion and unnecessary control. Without autonomy… it does become a battle. However, out of a good teacher’s perception, an unusual sense of communication, and a straight and simple manner, come words and gestures and expression superbly suited to creating a strong feeling of confidence and an attitude of cooperation.

Once an individual recognizes and accepts the inherent valuable possibilities that can be achieved by doing good work (and you can not force someone to do this, nor can it be done through fear of authority or punishment), then one begins to establish his own clear sense of himself, his direction, and his value. He/she can then align himself with his own identity, and with the will and energy of his present life within a larger picture. He can then become aware of those with whom he has already associated and with those who are now a part of his life and work. It can then achieve a good change in one’s thoughts, feelings, and actions. They can only be shown; they can not be forced.

At that point, the individual can answer these questions and become totally free. All apprehension and anxiety are gone. One loses a sense of “importance”. There is nothing to be driven to do, or even to succeed in. I have not yet reached this point entirely… but I am going in the right direction.

PART TWO

There are three things healthy people most need (and want) to do, and education ought to prepare them for those things:

To act as spiritual beings, that is to say, to act in accordance with moral impulses… man as a divine being.

To act as neighbors, to render service (through good work) to his fellows… man as a social being.

To act as persons, as autonomous centers of power and responsibility, that is, to be creatively engaged, using and developing the gifts that we have been blessed with… man himself and herself.

In the fulfillment of the human being’s three fundamental needs lies happiness. In their unfulfillment, their frustration, lies unhappiness.

I often have my students respond to introspective and philosophical statements; it is one of our daily thinking and writing exercises they enjoy most, because they are challenged and invited to think, to consider, to relate, to communicate clearly their response, through language skills. They are offered a knowledge of the tools with which to respond, and the freedom and opportunities to use those tools.

The choice is theirs, and the capability is theirs (once they realize it, and are willing to work and exercise these skills).

Ponder these statements:

There can be no joy of life without joy of work.

Laziness is the sadness of the soul.

Just watch a bit; if you get too many useful machines, you will get too many useless people.

So how do we prepare young people for the future world of work? First, we must prepare them to be able to distinguish between good work and bad work, and encourage them not to accept the latter. In other words, they should be encouraged to reject meaningless, boring, stultifying, or nerve-wracking work in which a man or woman is made the servant of a machine or system. They should be taught that work is the joy of life and is needed for our development, but that meaningless work is an abomination.

What about a person’s soul and spirit, in addition to the nourishment and good health of his body? How much of educational thought goes into the development of his soul and spirit? Education for the sake of leading them out of the dark wood of egocentricity, pettiness, and worldly ignorance. Call me a fanciful dreamer, but I have thirty-four plus years of effectiveness to prove otherwise; the working person needs work for the development and perfection of his soul… his spirit, his energies. “It is not as if the artist were a special kind of man; every man is a special kind of artist.” This is the essence of good work. It is my chosen direction to help others recognize this fact, and activate it in their own lives, often against great odds.

Traditionally, our ancestors knew the wisdom of good work, but our materialistic scientism/ technology look at this concept with contempt. Who can afford to do good work now? Modern systems leave no room for spiritual guidance or design, thus wantonly creating conflicts and confusion in all people so conditioned.

Education for good work, then, can begin with a systematic study of traditional wisdom (not pap or pedantic, boring, useless dogma), but the source from which are to be found the answers to the questions “what is a man? Where does he come from? What is the purpose of his life?” The goal then emerges and there is indeed a path to the goal; in fact, there are many paths. The goal is described as “perfection, wisdom, understanding, fulfillment, happiness, enlightenment, harmony, balance”, and so forth. And the path to the goal? Good Work! “Work out your salvation with diligence.” It’s so simple and pure in its essence that it is also exciting and motivating. This is what individuals need… a wholesome sense of exciting, motivating possibilities that will lead them to personal fulfillment in life. That’s what I offer, and work for. And it is good work for Hunter; it works for me!

“Invitation”

Give to me a moment

Of your time, dear kindred soul,

And I will show you mysteries

Of life as they unfold… An invitation granted

From the messengers of light,

Where man is but a welcome guest

Evolving while in flight.