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To a Point: Part II

I love my senseis because they don’t care if I haven’t come to practice, or if I won’t in the future. They can’t. When they see me, they only just see me; an entity blinding the rest of illusion. There I am asking for specific help, and they can’t help but teach. This unmistakable focusing of mind, so pure, is the center of the painting. And yet it is not the only part. All else flows from this center of honest movement in a direction, creating a background of elaborate detail. It is like a mountain; all of the initial focus gravitates without reserve towards the peak, though it has an elaborate base of rock and vegetation, and an infinitely greater space of sky surrounding it.

I am a teacher and am the same way with my students. I mostly teach young elementary school kids a language they don’t completely (and often hardly) understand. They are just kids. Their behavior is very often counter towards the kind that is desired in a classroom. In fact, when kids have “bad behavior”, they are just going to get worse. …

Geez, I realize now why I never talk about teaching English on this blog. Though it’s a goldmine for relevant material, it’s steeped in political correctedness; what I’m supposed to say, or at least how I am supposed to go about doing so. So, I’m just going to write giving you the image I have straight from the source. Forgive any offenses for the sake of brevity and artistic license. I am honest and if you have an issue I will write you a book on my ideas complete in proper decorum.

Anyway…

When kids are bad they are only going to get worse. So very incredibly rarely are you going to have a bad kid come in one day and be good. They are the way they are, and if they are bad enough to get my attention, they are really bad, and probably that way because an overwhelming amount of things in life which are affecting them to be so. So all of these kids of varying levels of misbehavior are like little moles in the dirt digging around. If left alone, these moles will have their feet in the air behind them while they just dig down to hell. It’s my job as a teacher to spank them on the ass to get them to turn around, and then dance to keep their attention, hopefully foster genuine interest through fun, and eventually create a habit of good behavior which maximizes their ability to learn English while also being successful parts of their societies and making my life fun too in the experience of teaching. If they are showing me their ass while digging downward, I don’t care who they are, where they’ve been, or where they’re going, they need to turn around immediately, and so I am concerned only with the object of getting them to do so. After that, if I have their attention, I am only concerned about maintaining that connection. Afterwards, I only care about helping them upwards, out of the hole, and into some ideal space of learning they can float towards.

Whatever is happening at that particular moment requires all of my energy. We are all looking at the same point, though in different directions: a point of focus.

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