Monthly Archives: January 2018

Character Education and the Accidental

Character education assignees often become accidental teachers, forced against their wills to make business trips into high moral value country. Out of their comfort zones, and working with insignificant expense accounts, they visit as infrequently as possible, and remain only as long as they must. In Chapter 1 of this guidebook, we looked at what the accidental teacher should pack in a carry-on bag for such journeys. We turn attention now to lodging and dining. What are the best accommodations and restaurants in character education land?

Character education teachers can find accommodations and restaurants ranging from extravagantly luxurious to simple and economical – something for every school budget and every taste.

Take time to research all options. Discover every place character education land offers and choose carefully.

Where to Stay

Search the Internet and you will find a number of organizations willing to accommodate character education teachers. It is not the intent of this guidebook to give specific names of such organizations. They come and go as physical hotels do. It is more to your advantage to learn what to look for.

Use these hints to find that one place that will make every trek into character education country comfortable and profitable.

Know Your Options

Character education teachers will want to browse online to find the establishments that can best accommodate their needs. You will want to compare online prices and amenities to make the selection that will best meet your individual needs.

1. Big Budget Options. Some high price, opulent places offer optional group tours, taking you and your coworkers to visit six cities in character education land. True, the country has sixty-six cities, but the tours focus on only six. In addition to these tours conducting you to the six cities, they give you detailed instruction on how to conduct your business in the land. Such organizations are often very large and well-known. They appear luxurious from the outside and often contain a fancy presidential suite. The accidental teacher who is wise recognizes, however, that fame and outward appearance are not everything.

2. Small Budget Options. If you find that such accommodations in character education land cost more than you wanted to spend, or do not provide what you really need, keep looking. Consider a lesser-known establishment. Look for one that takes a personal interest in you. High value can be gotten from those who, in lieu of limited guided tours, provide detailed maps to all sixty-six of the countries cities. You will find their map notes very helpful in completing your business in every one of the country’s cities.

3. Frequent Visitor Options. Seasoned travelers to character education land have learned that an establishment offering preferred membership gives frequent visitors the most value. Preferred membership provides the best that character education land has to offer – often at a discount. Comfortable preferred membership rooms are often filled with motivating reading material that will help you save money and succeed in meeting the goals you carry with you.

Where to Eat

Accidental teachers should follow the usual advice when looking for a place to eat in character education land: ask the locals and frequent visitors.

1. Testimonials. Talk to those who have lived longest in high moral value country. Keep in mind that while not everyone likes the same eatery, testimonials help you know where to start. These are written voluntarily by the people that who have tested both the performance and success of a character education establishment.

2. Colleagues. Ask other character education teachers who have flown often to the land of high moral values. Weigh their statements carefully, looking not only for quantity of comments, but also for quality. Discard reviews that are far out of line with others.

3. Awards. Many establishments display awards and qualifications of the owners or the chefs who will be serving you. Check online for award and qualification terms such as “career educator,” “professional,” “best-selling author,” “expert author,” and “platinum author.” Be careful to note whether or not the person who earned the title is still involved in the establishment’s ongoing work.

4. Menu. Remember that good moral sustenance will be a necessity for you while visiting character education land. The most conscientious eateries will not limit the accidental teacher to fluff and froth. Look for serious nourishment. Moral brain and soul food will make your business trip more successful. Don’t be afraid to try menu items that require a lot of mental chewing. Your slogan should not be “Live to eat” but “Eat to live.” Twigs and bark may be better in the long run than chocolate cake!

Accidental teachers who use these guidelines to choose accommodations and restaurants can travel efficiently and comfortably while maintaining moral health.

Character education land travel is eagerly welcomed by those who are prepared for it. They return as frequently as they are permitted – and ask for additional excursions. You will want to take every step possible to be sure you are among them.

Character Education and the Accidental Teacher

Character education duties often hurtle downward from administrators to crash painfully into unwilling hands. Educators who contracted to teach other courses suddenly become accidental teachers of this subject, forced to make unsought trips into character education country. In Chapters 1 and 2 of this guidebook, we gave such accidental teachers travel tips on what to pack, where to stay, and where to eat when required to take such “business trips.” In this final chapter, we prepare a proactive presentation on character education – a character education lesson plan that will be both captivating and effective.

Character education presentations should be viewed as priorities – especially by the accidental teacher who has been sent to deliver them. It is important to remember that trips into the lands of mathematics, science, history, and other subjects will be unsuccessful if character education presentations fail.

Prepare your proactive presentation weeks before you must give it, working to make it so excellent that even the king of character education land will applaud. The following points should always be included. Others may be added if time and your expense account allow.

Parts of a Proactive Presentation

1. Proactive Approach. Too often, accidental teachers engage in reactive character education lesson plans. Reactive presentations look at the past instead of anticipating the future. Focusing only on weeding out undesirable bad behavior, they encourage reactivity. That is, they encourage students to change their performance or behavior just because they have become aware that they are being observed. The accidental teacher must work to avoid reactivity.

This can best be done by consciously adopting a proactive approach. Anticipate the moral needs of your listeners in character education country. For example, give a presentation on responsibility before, not after, listeners prove themselves irresponsible. The control you exercise with such a presentation will cause listeners to build and exercise responsibility immediately. Irresponsibility is avoided or greatly reduced through proactive presentation of the trait.

Be enthusiastically proactive in your speaking. If you aren’t interested in what you have to say, your listeners will not be interested either.

2. Story Power. Have you noticed how often dynamic public speakers use stories in their presentations? Storytelling is considered by many to be the key to business communications. It is the key to character education communications, too. Even the great teachers of ancient Greek and Rome recognized that fact. They used story power to teach high moral values – and the accidental teacher will want to do the same.

Listeners get caught up in story-powered presentations. They identify with the central figures of stories, their attention riveted on your presentation to learn what happens to those figures. Stories are non-threatening. Stories don’t point the finger, or shake it in listeners’ faces. Stories in character education presentations link powerful emotions with information – a key way to drive knowledge deep into your listeners. Stories, and the understanding they impart, are retained long after lecture have disappeared in a memory dump.

So base your presentations on books, but not just any books. Choose books that are purpose-written for inhabitants of character education land. For young listeners, select books that provide clear definitions of moral traits, and weave explanations of those qualities into exciting fiction. For more mature listeners, choose how-to books written specifically for character education country.

3. Professional Input. Proactive presentations link professional input to story power. Give your presentation maximum clout by using character education lesson plans prepared by the author of the book on which you base it. An author who is a professional in both the educational and literary worlds will deliver the kind of input that keeps listeners captivated while conveying accurate knowledge.

The materials you carry with you should speak to every type of learner in character education land. Auditory learners will benefit from listening to the story and your discussion of it. Visual learners will benefit from visual aids you use as well as the images supplied by their own imaginations during your presentation. Kinesthetic learners will need the interaction described below to get full benefit out of your meetings in character education land. Professional input should include materials that appeal to these and other learning styles.

Professional input should also include evaluation for use at the end of your presentation. It would never do to leave a presentation without evaluating whether or not you were effective – whether or not you attained the end for which you were sent on your journey. You want results, and should test for them in a variety of ways.

4. Interactive Time. Get listeners involved in your presentation. Have them sing along with you, tying the music to your presentation theme. Get some up on stage to perform a skit that will help them remember. Many speakers use tactics such as these to be sure listeners are alert, and so should the accidental teacher. Add a workshop to your presentation, introduce a craft or other project, and you will push your information into sometimes recalcitrant minds.

5. Take-Away Bags. You may have attended a seminar at which every participant received a bag of “goodies” to take away at the end of the meeting. The bag held items that served as incentives, motivators to make you eager to do what the speaker urged. It held reminders, too, that helped you recall what you learned for months after the speaker left town.

Make sure your presentation has provision for the distribution of take-away bags. You don’t need an actual bag or even a bagful for each attendee, but be sure everyone has at least one or two items. You could even use your interactive time to create take-away bag items with participants.

6. Closing Awards. Yes, seminars do give awards to participants, and the inhabitants of character education land will be happy to receive awards for their exercise of the qualities you urge on them. You won’t need awards for your first trip to the country, but be sure you work them into your presentation for succeeding journeys.

Remember, a proactive presentation must anticipate the moral needs of your listeners in character education country. It must help them build high moral values before anyone observes a damaging lack of those values. It must plant good trees instead of trying to knock bad fruit off of sick trees.

Character Education That Excites

Character education in many primary schools bores children. It affects them the way Freshman History affected my college friends and me. We vowed that no one could make history more boring than our professor made it. On special occasions, however, the professor changed gears. He employed a teaching method that turned insipid to thrilling in an instant. That same method can convert character education into a subject that excites young children. In fact, character education teachers can make young children beg for more by using regularly the method our college professor saved for special occasions.

Teachers can readily transform today’s blah into tomorrow’s bling.

Today’s Blah

Character education lesson plans often begin with our college history professor’s regular, blah teaching method.

The teacher talks. In this case, the teacher talks about character education. Teachers grab free character education lesson plans wherever they can find them, and follow instructions such as these found on the Internet:

· Talk about how respect sounds.

· Talk to students about how respect looks.

· Talk about respectful facial expressions

· Talk to them about tone of voice that shows respect.

· Talk to students about respectful body language.

Character education teachers talk, and talk, and talk. While they talk, young children react as we did regularly in college history class. They assume bored positions, wishing the subject didn’t exist.

Most young children, like many college Freshmen, have not yet developed the skills needed to learn by the talking-teacher method. They did not learn to walk by having Mother talk to them about how walking looks. They did not learn to talk by having Father explain about how talking sounds. Talking did not potty train them either. Yet, character education lesson plans urge the teacher to talk – and talk – and talk.

“After you have explained,” continue character education lesson plans like the above, “discuss respect with your students.”

The teacher discusses. Our college professor tried that, too. After talking about history, he tried to engage us in discussion. Many of us, awakened from talking-induced cat naps, were neither ready nor able to participate in discussion.

Three-to-eight-year-old children will be no more ready to discuss character education after your teacher-talk. Did they learn to walk, to talk, and to feed themselves by discussing it with their parents? No. In spite of that, character education lesson plans urge the teacher to discuss – and discuss – and discuss.

Such an approach is boring to any age. It is blah, and nobody enjoys blah character education.

Tomorrow’s Bling

Character education lesson plans can be changed overnight if teachers are willing. If you are a character education teacher, and you truly care about your students, you can make that change happen. How?

Introduce our history professor’s “special occasion” method, and blah is transformed into bling. History catches the light, sparkles, and becomes desirable.

What method can work such a transformation? What secret weapon made history exciting on special occasions?

· Did he show a video? No. He could have, but history videos can be as tedious as history lectures.

· Did he ask us to role play historical moments? No. We were bored with historical figures as he had presented them, and would have had no heart for role playing.

Our college professor used a story book.

Picture it. Our history professor read from a story book on special occasions. He didn’t reach for just any book and try to extract history from it. He used a book that was purpose-written to express accurate history in easy-to-swallow format. The book was ambrosia to students who viewed history as a dull, lifeless subject. We loved stories such as the one about Columbus that began this way.

“On September 9, 1492, as the last land dropped below the horizon, Christopher Columbus began keeping two logs. One log, which he kept secret, was a true reckoning of his course and distance. The other was a falsified account of the ship’s location written so the crew would not be frightened at sailing so far from land.” Source: Samuel E. Morison, Christopher Columbus (Boston: Mentor, 1955), p. 36.

We got excited about history when it was packaged in story format – and character education excites young children when it is packaged in purpose-written stories.

Tried-and-True Technique

Stories have long been considered a tried-and-true technique for presenting information. The technique has been proven especially good and desirable for use with young children. Stories help them learn – and remember – valuable information.

Visit a famous Internet bookseller, type in the word “potty” and what do you find? You find dozens of books that use stories to teach young children how to use the toilet and graduate from diapers. Search for books on “brushing teeth” and you get similar results. Type in “swimming” and a little duck named Stewie will teach them water safety.

Humans Beings As Characters in a Spiritual Computer

When a horse breaks its leg people will shoot it to get it out of its misery but when a human being suffers prolonged unbearable pain with no relief in sight, people are forbidden to do the same to the poor suffering human being. Why is that? In my opinion it is because the souls in humans must learn the principles of good and evil; and constant suffering is one result of the aspect of evil.

Jesus, presently as spirit but having experience as human being, understands the suffering people go through yet he does nothing. Also; why is that?

The answer lies in the fact that Jesus, as spirit, does not see the virtual human being because he is not playing a game in virtual physical reality any more. He did that- -been there. The spirit in Jesus is in reality and cannot see, nor does he want to see humans in any manner. He came to earth to get in contact with soul; soul that was dead to true spirit, by its own actions. Human creatures, projections of deceived spirit as souls, are in the virtual universe to learn about the principles of spiritual good and evil. You, as human being, simply do not exist in spirit. Remember, we (as souls) are dead to positive spirit because we embraced negative spirit, the spirit of deceit. My wife, a constant sufferer of unexplained pain cannot see Jesus or the comforter as friend and comforter. Spirit is concerned with spirit, and humans are not spirit. There is a magnificent lesson to be learned by me and my wife as souls in spirit about the suffering of human beings, but the lesson must be learned in spirit, not in the physical flesh.

Let me ask Christians a question and, really, every religious person; if Jesus, as spirit and as god, is so concerned with humans as religious people why does he not continue to be among us? Why is he so aloof from us humans? He is aloof because he could not give a hoot about virtual creatures. Religions are concepts based on deceit.

Jesus told us that the comforter will come and lead you into all truth. I now understands what he means. The spirit in Jesus is not concerned with human beings, but with the soul projecting the physical human form. My wife is in terrible pain and discomfort and she is very angry with gods and comforters because she feels so abandoned.

However, soul, in its coma, is experiencing this terrible nightmare of the ordeal Carol is going through, non-stop. When a totter is having a nightmare, its mother will be comforting her; lightly shaking her to wake the child up in order to release her from her bad dream. This is what Jesus’ comforter does with a comatose soul in paradise. The Comforter sits by comatose Adam and Woman and waits for signs of these showing signs of being in the bad throws of a nightmare (like Carol’s inhuman experiences with constant pain). The comforter then tries to awaken the soul and when the Comforter is successful, will lead her into all truth- -true reality from whence the soul has been absent for a long, long time. But in waking soul up from its coma, carol’s pain will have instantly stopped; in fact, carol will not be part of our mutual nightmare any longer. By soul waking up carol’s virtual existence comes to an abrupt halt. She will be no more part of physical reality.

Here you can see why what you believe to be good for you in this physical reality is bad in spirit for soul and what is bad for you as a physical being is meant for good in spirit for soul. Jesus talked about that principle a lot. Another way of phrasing this would be:
The devil always disguises himself to us in earth as an angel of light.

The spirit of Jesus came to us in the flesh once because that was the only manner he could get in contact with the spirit of his lost souls- -souls lost in a comatose dream state while dreaming to be present in a physical universe. The universe does not exist in true spirit. It is only a virtual realm created by ground rules, laws, regions, protocol and dogma, etc., etc. in a spiritual computer game environment. He came to bring good news to dead souls (in spirit) about the fact that by embracing truth again they could be real (participate in true reality) again in truth/true reality. Once he clearly brought that message to the human races he has absolutely no more reason to come among us.

Jesus’ spirit wants to discourage his presence among humans as a computer game character so that we, as souls, will not continue to think that physical reality is true reality; and also because the object of the game is for soul to grow desperate about Jesus’ true love for us. He loves us not as humans but as spiritual entities. I hope you can see that. No one can be too concerned what happens to a character you are playing/representing in some computer game.

Souls must learn to understand that their participation as human characters in a virtual educational reality is not true reality but that through playing the game they can get insight that the game environment is not reality; and that they, themselves, presently cannot be in reality because they believed a lie about true reality. Souls are the lost sons of god in paradise who left home (became comatose through believing a system of lies about the realm of truth – -a set of artificial rules that creates a fictitious game environment). This artificial reality (in the parable of the prodigal son this environment is represented as an underfed pigsty cleaner in a cruel kingdom far away from home) was created to allow comatose souls to again learn the truth of true reality so that souls can again wake up from the deceit believed and return home as real beings (as prodigal sons and not as mere game characters in a virtual reality; or, really, quit being in a comatose dream reality).

Now I must more precisely define what a soul is.

Biological creatures such as mammals consist of billions of living, intelligently interconnected cells. Spiritual beings as Adam and Woman, also, consist of billions, if not trillions, of intelligently interconnected entities. Paul, the apostle, correctly referred to these entities as souls in a spiritual being. According to Paul these entities represented in physical life as humans become again living stones in a spiritual temple of carefully arranged living cells/stones when they again wake up from their deceived state.

What the spiritual liar has done is rearrange the interconnectedness of all these entities/souls in the lie-believing spiritual beings so that a new type of computer system or awareness emerged that allowed each cell to be a computer chip in this computer and simultaneously allowed these cells to become active members/game characters in this newly devised computer game environment that the liar introduced into the computer system as a computer game. The potential on which that computer runs of course are the potentials of trust and lie-believed in soul and the computer systems manager is the liar, the god of this universe. This entity is not really evil but part of good to allow us to become true sons of god. I see this liar thus as God’s wife. It is her and her actions that allow spiritual beings to be born again in spirit as true son of the living true god.

We must see this reorientation of the entities that make up comatose spiritual beings as to what the armed forces do to randomly inducted people. Through propaganda, brainwashing and discipline the armed forces’ management rearranges the people’s priorities to that of importance to the military whenever these trained people are under military discipline; or, maybe, as US propaganda and education reorient new-born babies into people singularly oriented to be enthusiastic Americans in outlook, loyalty, and international purpose.
Training-all types of training = indoctrination = brainwashing

Brainwashing is always in subjection and loyalty to a lord and focused against the lord’s present and future enemies.

These things happen in this virtual reality by, really, introducing into the minds of these people/babes sets of lies that make them Americans or America soldiers instead of French people or Chinese soldiers. It depends on the propaganda and brainwashing inculcated into the subjects as to what they believe themselves to be for the rest of their lives and for what purpose they dedicate themselves.

One could reinterpret this system of lies as being the truth about being Americans or soldiers. What, thus, Americans believe is to them the truth of being American is what make Chinese people loyal to the Chinese communist regime as indoctrinated Chinese citizens; and also why Chinese soldiers take the propaganda instilled in them to be their truth. All these outlooks depend on the system of propaganda or lies the people are made to believe during the transition of them as babes knowing nothing to people indoctrinated to believe what government and society has made them to believe.

In truth, there can be only one truth. If different people believe different sort of truth according to their individual system of interpretation than these interpretations are far from any truth! Instead these are all different sets of lies. This hold equally true for the system of religion to which one has been indoctrinated; it all depends on the system of lies believed.