Dufour Quotes

the fundamental purpose of school is learning, not teaching.

...learning always occurs in a context of taking action, and they value engagement and experience as the most effective strategies for deep learning.

Leon Dufour, a world-renowned Jesuit theologian and Scripture scholar, a year before he died at ninety-nine, confided in a Jesuit who was caring for him, "I have written so many books on God, but after all that, what do I really know? I think, in the end, God is the person you're talking to, the one right in front of you." I mantra I use often, to keep me focused in delight on the person in front of me, comes from an unlikely place. Richard Rolheiser writes that, "the opposite of depression is not happiness, it's delight." After all, we breathe in the Spirit that delights in our being. We don't breathe in the Spirit that just sort of puts up with our mess. It's about delight.

I have written so many books on God, but after all that, what do I really know? I think, in the end, God is the person you're talking to, the one right in front of you.

Madame Dufour stood at the head of the table, dressed in a severe black dress that revealed the soup spoon–sized hollow at the base of her long neck. A single diamond brooch was her only adornment (one good piece, ladies, and choose it well; everything makes a statement, nothing speaks quite so loudly as cheapness).

Inch by tantalizing inch, he brought the shirt up exposing his six pack abs. Kim’s mouth went dry as more and more of his chest was revealed to her view. Her tongue ran over her parched lips. All she could think about was licking something off those abs. It could have been poison and she would have gladly licked it and begged for more.

A halo is a cock ring for the soul.

Research has made it abundantly clear that putting the least capable and least motivated students together in a class with a curriculum that is less challenging and moves at a slower pace increases the achievement gap and is detrimental to students” (DuFour, 2010, p. 23).

Leon Dufour, a world-renowned Jesuit theologian and Scripture scholar, a year before he died at ninety-nine, confided in a Jesuit who was caring for him, “I have written so many books on God, but after all that, what do I really know? I think, in the end, God is the person you’re talking to, the one right in front of you.

High-performing districts “tended to rely more on a common culture of values to shape collective action than on bureaucratic rules and controls.

Three Big Ideas That Drive the Work of a PLC The essence of the PLC process is captured in three big ideas: 1. The purpose of our school is to ensure all students learn at high levels. 2. Helping all students learn requires a collaborative and collective effort. 3. To assess our effectiveness in helping all students learn we must focus on results—evidence of student learning—and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.

«—Ves a ese elegante joven, penetrando en la hermosa y calma mansión: se llama Duval, Dufour, Armando, Mauricio, ¿qué sé yo? Una mujer se ha consagrado a querer a ese maligno idiota: está muerta, con seguridad ahora es una santa en el cielo. Tú me matarás como él mató a esa mujer. Es nuestro destino, el destino de los corazones caritativos…» ¡Ay! algunos días se le antojaba que todos los hombres laboriosos eran juguetes de delirios grotescos; se reía largo rato, espantosamente. Luego recobraba sus modales de joven madre, de hermana querida. ¡Si fuera menos salvaje, estaríamos salvados! Pero su dulzura también es mortal. Yo estoy sometida a él. ¡Ah! ¡Si seré loca!

CELEBRATE YOUR SUCCESS The more you praise and celebrate your life, the more there is in life to celebrate. —Oprah Winfrey How do you know if your scrappy effort was successful? There’s positive movement—cause to celebrate. It either moves your intention forward or you come closer to achieving your goal. You will know it worked because you feel the win, big or small. I’m a huge believer in champagne moments (or celebratory beer, ice cream, night on the town, whatever your preference). You have to celebrate! This journey is supposed to be fun. Stop and take the time to recognize and enjoy the big wins, little wins, and everything in between. Research shows there is bonus value to celebrating. In her article “Getting Results Through Others,” Loraine Kasprzak writes, quoting her coauthor Jean Oursler, “When others have worked hard to achieve the desired results, celebrate it! ‘It’s important to celebrate because our brains need a memorable reference point—also called a reward—to make the whole journey worthwhile.’” Celebrating creates a positive benchmark in your brain for future reference. According to an article in the Journal of Staff Development by Richard DuFour: Ritual and ceremony help us experience the unseen webs of significance that tie a community together. There may be grand ceremonies for special occasions, but organizations [and individuals] also need simple rituals that infuse meaning and purpose into daily routine. Without ritual and ceremony, transitions become incomplete, a clutter of comings and goings. Life becomes an endless set of Wednesdays. An endless set of Wednesdays? Yuck. Who needs that? Whether you are an individual, a small team, or a large organization, celebrate your scrappy wins as part of the experience and enjoy the ride.

There is no way an individual teacher has all the time, all the skills, and all the knowledge necessary to meet the individual needs of every child. Applying the formula for learning as an individual is nearly impossible. But collectively, the combined knowledge and skills of an entire staff can meet the learning needs of every child. Teachers must move beyond viewing students as “my kids” and “your kids” and instead regard all the students as “our kids.” This need for a collective effort is why we believe that RTI must be built upon professional learning community practices; the only way a school staff can achieve the mission of learning for all students is by working together (DuFour et al., 2010).

every collaborative teacher team ask and answer the following four questions: What is it we want our students to learn? How will we know if each student is learning each of the essential skills, concepts, knowledge, and dispositions that we have deemed most essential? How will we respond when some of our students do not learn? How will we enrich and extend the learning for students who are already proficient? (DuFour et al., 2010)

Catherine de Médicis imagine d’appliquer la prostitution à la politique : elle s’en fait une arme pour vaincre ses ennemis ; elle s’en sert comme d’un narcotique pour les endormir, comme d’une chaîne pour les entraver, comme d’un poison pour les détruire. Jamais peut-être l’immoralité n’avait eu recours à de pareils raffinements ; jamais l’art de gouverner les hommes n’en était venu à l’emploi de si honteux moyen.

Léon-Dufour et al., Mort pour nos péchés. 256Schwager, Brauchen wir einen Sündenbock?

Are limericks serious art? Now is the best time to start. This simple form Gets a poet warm To say all that's in his or her heart.

No daban tantas explicaciones sobre las bajas iraquíes. El 14 de febrero, Kelly dijo que pensaba que «la cifra es muy elevada por el bombardeo constante». El 28 de febrero, los saudíes hablaban de unos 100.000 muertos iraquíes, mientras que un antiguo analista militar francés, el coronel Jean-Louis Dufour, calculaba que los muertos iraquíes ascendían a 15.000.4 Schwarzkopf hablo sólo de «una cifra muy, muy alta».

Montre moi le visage de ton Dieu, je connaîtrai celui de ton monde.

However, this new approach alone is not enough. Schools that are true professional learning communities, as defined by Rick and Becky DuFour, Bob Eaker, and Tom Many (2006), understand the power that comes with this kind of professional development. PLCs enhance the learning that occurs in their collaborative cultures through well-defined and focused adult learning. They define areas of growth through data analysis, and then they ensure that the adults receive the knowledge they need to make the necessary decisions for continuous growth. Through their structures and processes, these professional learning communities define, learn, and implement appropriate professional development: that which will positively impact student achievement.