Engaging Students Quotes

My 'morals' were sound, even a bit puritanic, but when a hidebound old deacon inveighed against dancing I rebelled. By the time of graduation I was still a 'believer' in orthodox religion, but had strong questions which were encouraged at Harvard. In Germany I became a freethinker and when I came to teach at an orthodox Methodist Negro school I was soon regarded with suspicion, especially when I refused to lead the students in public prayer. When I became head of a department at Atlanta, the engagement was held up because again I balked at leading in prayer. I refused to teach Sunday school. When Archdeacon Henry Phillips, my last rector, died, I flatly refused again to join any church or sign any church creed. From my 30th year on I have increasingly regarded the church as an institution which defended such evils as slavery, color caste, exploitation of labor and war. I think the greatest gift of the Soviet Union to modern civilization was the dethronement of the clergy and the refusal to let religion be taught in the public schools.

The purpose of school should not be to prepare students for more school. We should be seeking to have fully engaged students now.

If you spend any amount of time doing media analysis, it’s clear that the most frenzied moral panic surrounding young women’s sexuality comes from the mainstream media, which loves to report about how promiscuous girls are, whether they’re acting up on spring break, getting caught topless on camera, or catching all kinds of STIs. Unsurprisingly, these types of articles and stories generally fail to mention that women are attending college at the highest rates in history, and that we’re the majority of undergraduate and master’s students. Well-educated and socially engaged women just don’t make for good headlines, it seems.

We need students who can learn how to learn, who can discover how to push themselves and are generous enough and honest enough to engage with the outside world to make those dreams happen.

I look forward all day to evening, and then I put an "engaged" on the door and get into my nice red bath robe and furry slippers and pile all the cushions behind me on the couch, and light the brass student lamp at my elbow, and read and read and read. One book isn't enough. I have four going at once. Just now, they're Tennyson's poems and "Vanity Fair" and Kipling's "Plain Tales" and - don't laugh - "Little Women." I find that I am the only girl in college who wasn't brought up on "Little Women." I haven't told anybody though (that would stamp me as queer). I just quietly went and bought it with $1.12 of my last month's allowance; and the next time somebody mentions pickled limes, I'll know what she is talking about!

I want students to engage the way a clutch on a car gets engaged: an engine can be running, making appropriate noises, burning fuel and creating exhaust fumes, but unless the clutch is engaged, nothing moves. It's all sound and smoke, and nobody gets anywhere.

The quality of the relationships that students have in class with their peers and teachers is important to their success in school.

One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

But artists aren’t the only marginalized folks controlling real estate. Think about the colonizing role that wealthy white gay men have played in communities of color; they’re often the first group to gentrify poor and working-class neighborhoods. Harlem is a good example. Gays have moved in and driven up rents, as have renegade young white students, who want to be cool and hip. This is colonization, post-colonial-style. After all, the people who are “sent back” to recover the territory are always those who don’t mind associating with the colored people! And it’s a double bind, because some of these people could be allies. Some gay white men are proactive about racism, even while being entrepreneurial. But in the end, they take spaces, redo them, sell them for a certain amount of money, while the people who have been there are displaced. And in some cases, the people of color who are there are perceived as enemies by white newcomers.

Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.

changing an institution’s environment to increase the sense of control among its workers, students, patients, or other users was one of the most effective possible ways to increase their sense of engagement, energy, and happiness.

When you interact with someone who is fully engaged and filled with passion, it can be an overwhelming and unforgettable experience. There is no faking it…you can’t “Meg Ryan” that type of passion!

I shivered, also moving closer, irritated by the layers of clothes between us. "You're such a good teacher, you fell for your student." "Yes, I did." His beard tickled my neck as he sucked my earlobe into his mouth. “And I continue to fall, daily.

Quite simply, the Count’s father had believed that while a man should attend closely to life, he should not attend too closely to the clock. A student of both the Stoics and Montaigne, the Count’s father believed that our Creator had set aside the morning hours for industry. That is, if a man woke no later than six, engaged in a light repast, and then applied himself without interruption, by the hour of noon he should have accomplished a full day’s labor.

If you haven’t failed in the classroom lately, you aren’t pushing the envelope far enough. “Safe” lessons are a recipe for mediocrity at best.

It’s not supposed to be easy—it’s supposed to be worth it.

teaching is no longer about relaying the content standard…it’s about transforming lives.

Teachers’ beliefs created self-fulfilling prophecies. When teachers believed their students were bloomers, they set high expectations for their success. As a result, the teachers engaged in more supportive behaviors that boosted the students’ confidence and enhanced their learning and development

Yeah, God forbid that we incorporate artistic elements and creativity into a class outside of the art department. Next thing you know, kids might start enjoying school and become well-rounded individuals.

I have filed a lawsuit; I am not engaged in a legislative battle. I am very proud my son will help spearhead an effort to put forth a survivor’s legislative agenda with many of his fellow students, teachers, and other survivors of this tragedy. Kenny and his colleagues are now voting age or will be before the next election. Pro-gun politicians need to address the problem, or they may find themselves looking for work.

My only comfort was the knowledge that I was not alone. Huddled in the hallways and making the most of our pathetic French, my fellow students and I engaged in the sort of conversation commonly overheard in refugee camps. "Sometime me cry alone at night." "That be common for I, also, but be more strong, you. Much work and someday you talk pretty. People start love you soon. Maybe tomorrow, okay.

Poets are excellent students of blizzards and salt and broken statuary, but they are always elsewhere for the test. Any intention in the writing of poetry besides the aim to make a poem, of engaging the materials, SHOULD be disappointed. If the poet does not have the chutzpah to jeopardize habituated assumptions and practices, what will be produced will be sleep without dream, a copy of a copy of a copy.

Impulsivity is commonly misdiagnosed as AD/HD, but it is actually an exaggerated response to stress that serves as a survival mechanism:

Building rapport is all about interacting with your students as fellow human beings, not just as subordinates.

If you can't explain why someone should pay attention to what you're saying, maybe you shouldn't be saying it.

At some point in your career you have to decide if you care more about teaching to tests or teaching kids. My decision was made a long time ago. I teach kids.

Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.

Education shouldn’t be about raising statistics. It should be about raising and fulfilling human potential. Focusing on the stats leads to a lost perspective of what is truly important—the game.

Across the grades, when instruction was challenging, relevant, and academically demanding, then all students had higher engagement and teachers talked less – and the greatest beneficiaries were at-risk students.

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

Why have so many schools reduced the time and emphasis they place on art, music, and physical education? The answer is beyond simple: those areas aren’t measured on the all-important tests. You know where those areas are measured… in life! Art, music, and a healthy lifestyle help us develop a richer, deeper, and more balanced perspective. Never before have we needed more of an emphasis on the development of creativity, but schools have gone the exact opposite direction in an effort to make the best test-taking automatons possible. Our economy no longer rewards people for blindly following rules and becoming a cog in the machine. We need risk-takers, outside-the-box thinkers, and entrepreneurs; our school systems do the next generation a great disservice by discouraging these very skills and attitudes. Instead of helping and encouraging them to find and develop their unique strengths, they're told to shut up, put the cell phones away, memorize these facts and fill in the bubbles.

These days, students struggle with conversation. What makes sense is to engage them in it. The more you think about educational technology, with all its bells and whistles, the more you circle back to the simple power of conversation.

Teachers should encourage students’ creativity. That means that it’s okay for class to get a little wild sometimes. You can’t have creativity without getting a little wild sometimes. That means in our classrooms we should hear lively discussions, insightful debates, engaging conversations, exchanges of ideas, and informative play.

Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity-- to pose their own problems, to make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs-- you deny them mathematics itself.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.

[Olin] formed a culture of student ownership and engagement…students are not consumers but rather are partners in their education.

You can't effectively teach anything to students who are asleep.

Thinking is the hardest work there is, which is the probable reason why so few people engage in

Education shouldn’t be about raising statistics. It should be about raising and fulfilling human potential.

I can walk by the open door of a classroom and tell you after a couple of minutes whether the teacher is a lifeguard or a swimmer.

Anytime you make the work public, set the bar high, and are transparent about the steps to make a high-quality product, kids will deliver.

Light yourself on fire with enthusiasm and people will come from miles around just to watch you burn!

Regardless of your subject matter, there are ways to engage students in critical thinking about racism which are relevant to your discipline.

It is quite probable that the most original problem solving activity students engage in school is related to the invention of systems for beating the system.

In testing, being required to supply an answer rather than select from multiple choice options often provides stronger learning benefits. Having to write a short essay makes them stronger still. Overcoming these mild difficulties is a form of active learning, where students engage in higher-order thinking tasks rather than passively receiving knowledge conferred by others.

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

We routinely put the less experienced teachers with the neediest students. No other profession does this. A challenging medical case gets the attention of top specialists and skilled surgeons. It would be considered malpractice to put someone unskilled or new to the profession on a complicated medical case. Yet, in education, we subject our neediest dependent learners to inadequate instruction given their needs, or we allow them to lose valuable instructional time because of questionable discipline practices.

The old adage we usually hear is that “practice makes perfect.” Based on what we know about neuroplasticity and deliberate practice, we should rephrase that to read, “practice makes permanent.” As you organize yourself for this self-reflective prep work, remember that it is not about being perfect but about creating new neural pathways that shift your default cultural programming as you grow in awareness and skill.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

When people are skilled at adopting free traits, it can be hard to believe that they’re acting out of character. Professor Little’s students are usually incredulous when he claims to be an introvert. But Little is far from unique; many people, especially those in leadership roles, engage in a certain level of pretend-extroversion.

Pirates are daring, adventurous, and willing to set forth into uncharted territories with no guarantee of success. They reject the status quo and refuse to conform to any society that stifles creativity and independence. They are entrepreneurs who take risks and are willing to travel to the ends of the earth for that which they value.

The exact same principle holds true when we turn school into a twisted version of fantasy sports and over-emphasize standardized testing. An intense focus on test scores can lead to a shallow and narrow view of what is important.

Professional passion is an absolute treasure chest filled with everything we need to steadfastly refuse to enter the classroom with anything less than a burning hot passion for the awesome job and responsibility that lies before us.

I argue here and throughout this book that if we engage students in real writing tasks and we use technology in such a way that it complements their innate need to find purposes and audiences for their work, we can have them engaged in a digital writing process that focuses first on the writer, then on the writing, and lastly on the technology” (8).

Culture, it turns out, is the way that every brain makes sense of the world. That is why everyone, regardless of race or ethnicity, has a culture. Think of culture as software for the brain’s hardware. The brain uses cultural information to turn everyday happenings into meaningful events. If we want to help dependent learners do more higher order thinking and problem solving, then we have to access their brain’s cognitive structures to deliver culturally responsive instruction.

George Bernard Shaw said in Man and Superman: “This is the true joy in life: the being used for a purpose recognized by yourself as a mighty one; the being thoroughly worn out before you are thrown on the scrap heap; the being a force of nature instead of a feverish, selfish little clod of ailments and grievances complaining that the world will not devote itself to making you happy.

And many years later, as an adult student of history, Knecht was to perceive more distinctly that history cannot come into being without the substance and the dynamism of this sinful world of egoism and instinctuality, and that even such sublime creations as the Order were born in this cloudy torrent and sooner or later will be swallowed up by it again...Nor was this ever merely an intellectual problem for him. Rather, it engaged his innermost self more than any other problem, and he felt it as partly his responsibility. His was one of those natures which can sicken, languish, and die when they see an ideal they have believed in, or the country and community they love, afflicted with ills.

No one ever seems to question why the burden is all on the teacher to do the engaging, when we ask so little of the students, or for that matter, their parents.” Her vehemence startled me. “I never thought of it that way,” I told her. “No,” she said, not unkindly. “But I promise, you will.

You will encounter resentful, sneering non-readers who will look at you from their beery, leery eyes, as they might some form of sub-hominid anomaly, bookimus maximus. You will encounter redditters, youtubers, blogspotters, wordpressers, twitterers, and facebookers with wired-open eyes who will shout at from you from their crazy hectoring mouths about the liberal poison of literature. You will encounter the gamers with their twitching fingers who will look upon you as a character to lock crosshairs on and blow to smithereens. You will encounter the stoners and pill-poppers who will ignore you, and ask you if you have read Jack Keroauc’s On the Road, and if you haven’t, will lecture you for two hours on that novel and refuse to acknowledge any other books written by anyone ever. You will encounter the provincial retirees, who have spent a year reading War & Peace, who strike the attitude that completing that novel is a greater achievement than the thousands of books you have read, even though they lost themselves constantly throughout the book and hated the whole experience. You will encounter the self-obsessed students whose radical interpretations of Agnes Grey and The Idiot are the most important utterance anyone anywhere has ever made with their mouths, while ignoring the thousands of novels you have read. You will encounter the parents and siblings who take every literary reference you make back to the several books they enjoyed reading as a child, and then redirect the conversation to what TV shows they have been watching. You will encounter the teachers and lecturers, for whom any text not on their syllabus is a waste of time, and look upon you as a wayward student in need of their salvation. You will encounter the travellers and backpackers who will take pity on you for wasting your life, then tell you about the Paulo Coelho they read while hostelling across Europe en route to their spiritual pilgrimage to New Delhi. You will encounter the hard-working moaners who will tell you they are too busy working for a living to sit and read all day, and when they come home from a hard day’s toil, they don’t want to sit and read pretentious rubbish. You will encounter the voracious readers who loathe competition, and who will challenge you to a literary duel, rather than engage you in friendly conversation about your latest reading. You will encounter the slack intellectuals who will immediately ask you if you have read Finnegans Wake, and when you say you have, will ask if you if you understood every line, and when you say of course not, will make some point that generally alludes to you being a halfwit. Fuck those fuckers.

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

At the beginning of the semester, Ulla wanted to pose only for the 'new trends' - a flea that Meiter, her Easter egg painter had put in her ear; his engagement present to her had been a vocabulary which she tried out in conversations with me. She spoke of relationships, constellations, actions, perspectives, granular structures, processes of fusion, phenomena of erosion. She, whose daily fare consisted exclusively of bananas and tomato juice, spoke of proto-cells, color atoms which in their dynamic flat trajectories found their natural positions in their fields of forces, but did not stop there; no, they went on and on... This was the tone of the conversation with me during our rest periods or when we went out for an occasional cup of coffee in Ratinger-Strasse. Even when her engagement to the dynamic painter of Easter eggs had ceased to be, even when after a brief episode with a Lesbian she took up with one of Kuchen's students and returned to the objective world, she retained this vocabulary which so strained her little face that two sharp, rather fanatical creases formed on either side of her mouth.

If there are significant differences in the surveys to be found, they frequently suggest that whites, particularly white youth, are more likely to engage in illegal drug dealing than people of color.11 One study, for example, published in 2000 by the National Institute on Drug Abuse reported that white students use cocaine at seven times the rate of black students, use crack cocaine at eight times the rate of black students, and use heroin at seven times the rate of black students.12 That same survey revealed that nearly identical percentages of white and black high school seniors use marijuana. The National Household Survey on Drug Abuse reported in 2000 that white youth aged 12–17 are more than a third more likely to have sold illegal drugs than African American youth.13 Thus

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

The moment I entered the bright, buzzing lobby of Men’s House I was overcome by a sense of alienation and hostility … The lobby was the meeting place for various groups still caught up in the illusions that had just been boomeranged out of my head: college boys working to return to school down South; older advocates of racial progress with utopian schemes for building black business empires; preachers ordained by no authority except their own, without church or congregation, without bread or wine, body or blood; the community “leaders” without followers; old men of sixty or more still caught up in post-Civil War dreams of freedom within segregation; the pathetic ones who possessed noting beyond their dreams of being gentlemen, who held small jobs or drew small pensions, and all pretending to be engaged in some vast, though obscure, enterprise, who affected the pseudo-courtly manners of certain southern congressmen and bowed and nodded as they passed like senile old roosters in a barnyard; they younger crowd for whom I now felt a contempt such as only a disillusioned dreamer feels for those still unaware that they dream—the business students from southern colleges, for whom business was a vague, abstract game with rules as obsolete as Noah’s Ark but who yet were drunk on finance.

In the United States, more than a quarter of people over eighteen reported that they engaged in binge drinking during the previous month. This pattern is even more prevalent among college students, nearly 40 percent of whom reported binge drinking in the previous month. Whether cause or effect, about half of these students (20 percent) meet the criteria for an alcohol use disorder, and 25 percent report academic consequences from drinking. Binge drinking is risky for anyone, but particularly for those whose brains are still developing. The impact of high alcohol concentrations during this “plastic” period leads to lasting alterations in brain structure and function and is more likely to result in an alcohol use disorder. The converse is also true: one of the most effective ways to curtail the risk of addiction is to avoid intoxication during periods of rapid brain development.

Avoidants often use sex to distance themselves from their partner. It doesn’t necessarily mean they will cheat on their partner, although studies have shown that they are more likely to do so than other attachment types. Phillip Shaver, in a study with then University of California-Davis graduate student Dory Schachner, found that of the three styles, avoidants would more readily make a pass at someone else’s partner or respond to such a proposition. Intriguingly, they also found that avoidant men and women were more likely to engage in less sex if their partner had an anxious attachment style! Researchers believe that in relationships like Marsha and Craig’s, there is less lovemaking because the anxious partner wants a great deal of physical closeness and this in turn causes the avoidant partner to withdraw further. What better way to avoid intimacy than by reducing sex to a bare minimum.

The sudden and total disappearance of Mawlana aroused resentment among his disciples and students, some of them becoming highly critical of Hazrat Shams, even threatening him. They believed Hazrat Shams had ruined their spiritual circle and prevented them from listening to Mawlana's sermons. In March of 1246 he left Konya and went to Syria without warning. After he left, Mawlana was grief stricken, secluding himself even more rather than engaging with his disciples and students. He was without a doubt furious with them. Realising the error of their ways, they repeatedly repented before Mawlana. Some months later, news arrived that Hazrat Shams had been seen in Damascus and a letter was sent to him with apologising for the behaviour of these disciples. Hazrat Sultan Walad and a search party were sent to Damascus to invite him back and in April 1247, he made his return. During the return journey, he invited Hazrat Sultan Walad to ride on horseback although he declined, choosing instead to walk alongside him, explaining that as a servant, he could not ride in the presence of such a king. Hazrat Shams was received back with joyous celebration with sama ceremonies being held for several days, and all those that had shown him resentment tearfully asked for his forgiveness. He reserved special praise for Hazrat Sultan Walad for his selflessness, which greatly pleased Mawlana. As he originally had no intention to return to Konya, he most likely would not have returned if Hazrat Sultan Walad had not himself gone to Damascus in search of him. After his return, he and Mawlana Rumi returned to their intense discussions. Referring to the disciples, Hazrat Shams narrates that their new found love for him was motivated only by desperation: “ They felt jealous because they supposed, "If he were not here, Mowlana would be happy with us." Now [that I am back] he belongs to all. They gave it a try and things got worse, and they got no consolation from Mowlana. They lost even what they had, so that even the enmity (hava, against Shams) that had swirled in their heads disappeared. And now they are happy and they show me honor and pray for me. (Maqalat 72) ” Referring to his absence, he explains that he left for the sake of Mawlana Rumi's development: “ I'd go away fifty times for your betterment. My going away is all for the sake of your development. Otherwise it makes no difference to me whether I'm in Anatolia or Syria, at the Kaaba or in Istanbul, except, of course, that separation matures and refines you. (Maqalat 164) ” After a while, by the end of 1247, he was married to Kimia, a young woman who’d grown up in Mawlana Rumi's household. Sadly, Kimia did not live long after the marriage and passed away upon falling ill after a stroll in the garden

When you have a high enough calling, it is much easier to commit yourself to doing whatever it takes to accomplish your life’s purpose. You have to decide if what you’re doing is worth your complete effort and full attention. If it is, don’t let anything stop you. The word “decide” has an interesting etymology. It means, literally, to cut off. When you truly decide, truly commit, you are cutting off all other options. Making a decision about your life’s purpose isn’t something to be done

I wasn’t going to medical school—what did I care? I didn’t think the grades mattered. They weren’t a systematic appraisal of what I knew. I was more interested in hanging out with someone like Aristotle Skalides, a wandering intellectual and would-be academic who wasn’t a student but who liked to engage young people in the coffee shop in discussions about philosophy. Spending an hour with him at the coffee shop was like going and spending an hour in the classroom. I was more interested in my general education than the courses.

Right-wing influence on sex education has played an equal, if not greater role. Federally mandated abstinence-only programs, which began in the early 1980s, not only reinforced that intercourse was the line in the sand of chastity, but also, using the threat of AIDS as justification, hammered home the idea that it might well kill you. Oral sex, then, was the obvious work-around. I doubt, though, that social conservatives would consider it a victory that, across a range of studies, college students who identify as religious are even more likely than others to say oral sex is not “sex,” or that over a third of teenagers included it in their definition of “abstinence” (nearly a quarter included anal sex), or that roughly 70 percent agreed that someone who engages in oral sex is still a virgin.

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

Today, everybody expects to be entertained, and they expect to be entertained all the time. Business meetings must be snappy, with bullet lists and animated graphics, so executives aren’t bored. Malls and stores must be engaging, so they amuse as well as sell us. Politicians must have pleasing video personalities and tell us only what we want to hear. Schools must be careful not to bore young minds that expect the speed and complexity of television. Students must be amused—everyone must be amused, or they will switch: switch brands, switch channels, switch parties, switch loyalties.

In consequence, the National General Assembly of the People of Cuba proclaims before America: the right of peasants to land; the right of the worker to the fruit of his labor; the right of children to receive education; the right of the sick to receive medical and hospital care; the right of the young to work; the right of students to receive free instruction, practical and scientific; the right of Negroes and Indians to 'a full measure of human dignity'; the right of woman to civil, social and political equality; the right of the aged to secure old age; the right of intellectuals, artists and scientists to fight through their work for a better world; the right of States to nationalize imperialist monopolies as a means of recovering national wealth and resources; the right of countries to engage freely in trade with all other countries of the world; the right of nations to full sovereignty; the right of people to convert their fortresses into schools and to arm their workers, peasants, students, intellectuals, Negroes, Indians, women, the young, the old, all the oppressed and exploited; that they may better defend, with their own hands, their rights and their future.

You’re saying your mother engaged in unprotected sex outside her primary relationship?’ ‘With some other student,’ replied Rosie. ‘While she was dating my’ – at this point Rosie raised her hands and made a downwards movement, twice, with the index and middle fingers of both hands – ‘father. My real dad’s a doctor. I just don’t know which one. Really, really pisses me off.’ I was fascinated by the hand movements and silent for a while as I tried to work them out. Were they a sign of distress at not knowing who her father was? If so, it was not one I was familiar with. And why had she chosen to punctuate her speech at that point … of course! Punctuation! ‘Quotation marks,’ I said aloud as the idea hit me. ‘What?’ ‘You made quotation marks around “father” to draw attention to the fact that the word should not be interpreted in the usual way. Very clever.’ ‘Well, there you go,’ she said. ‘And there I was thinking you were reflecting on my minor problem with my whole fucking life. And might have something intelligent to say.’ I corrected her. ‘It’s not a minor problem at all!’ I pointed my finger in the air to indicate an exclamation mark. ‘You should insist on being informed.’ I stabbed the same finger to indicate a full stop. This was quite fun.

When people are skilled at adopting free traits, it can be hard to believe that they’re acting out of character. Professor Little’s students are usually incredulous when he claims to be an introvert. But Little is far from unique; many people, especially those in leadership roles, engage in a certain level of pretend-extroversion. Consider, for example, my friend Alex, the socially adept head of a financial services company, who agreed to give a candid interview on the condition of sealed-in-blood anonymity. Alex told me that pretend-extroversion was something he taught himself in the seventh grade, when he decided that other kids were taking advantage of him. “I was the nicest person you’d ever want to know,” Alex recalls, “but the world wasn’t that way. The problem was that if you were just a nice person, you’d get crushed. I refused to live a life where people could do that stuff to me. I was like, OK, what’s the policy prescription here?...

In culturally responsive teaching, rapport is connected to the idea of affirmation. Affirmation simply means that we acknowledge the personhood of our students through words and actions that say to them, “I care about you.” Too often, we confuse affirmation with building up a student’s self-esteem. As educators, we think it’s our job to make students of color, English learners, or poor students feel good about themselves. That’s a deficit view of affirmation. In reality, most parents of culturally and linguistically diverse students do a good job of helping their children develop positive self-esteem. It is when they come to school that many students of color begin to feel marginalized, unseen, and silenced.

Teaching English is (as professorial jobs go) unusually labor-intensive and draining. To do it well, you have to spend a lot of time coaching students individually on their writing and thinking. Strangely enough, I still had a lot of energy for this student-oriented part of the job. Rather, it was _books_ that no longer interested me, drama and fiction in particular. It was as though a priest, in midcareer, had come to doubt the reality of transubstantiation. I could still engage with poems and expository prose, but most fiction seemed the product of extremities I no longer wished to visit. So many years of Zen training had reiterated, 'Don't get lost in the drama of life,' and here I had to stand around in a classroom defending Oedipus.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

You can believe the Bible or you can believe evolution," a favorite professor told the student body in chapel one morning, "but you can't believe both. You have to choose." That recurring choice- between faith and science, Christianity and feminism, the Bible and historical criticism, doctrine and compassion- kept tripping me up like roots on a forest trail. I wanted to believe, of course, but I wanted to believe with my intellectual integrity and intuition intact, with both my head and my heart fully engaged. The more I was asked to choose, the more fragmented and frayed my faith became, the more it stretched the gossamer of belief that held my world view together. And that's when the real doubt crept in, like an invasive species, like kudzu trellising the brain: What if none of this is true? What if it's all one big lie?

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

while a man should attend closely to life, he should not attend too closely to the clock. A student of both the Stoics and Montaigne, the Count’s father believed that our Creator had set aside the morning hours for industry. That is, if a man woke no later than six, engaged in a light repast, and then applied himself without interruption, by the hour of noon he should have accomplished a full day’s labor. Thus, in his father’s view, the toll of twelve was a moment of reckoning. When the noon bell sounded, the diligent man could take pride in having made good use of the morning and sit down to his lunch with a clear conscience. But when it sounded for the frivolous man—the man who had squandered his morning in bed, or on breakfast with three papers, or on idle chatter in the sitting room—he had no choice but to ask for his Lord’s forgiveness. In the afternoon, the Count’s father believed that a man should take care not to live by the watch in his waistcoat—marking the minutes as if the events of one’s life were stations on a railway line. Rather, having been suitably industrious before lunch, he should spend his afternoon in wise liberty. That is, he should walk among the willows, read a timeless text, converse with a friend beneath the pergola, or reflect before the fire—engaging in those endeavors that have no appointed hour, and that dictate their own beginnings and ends.

What is it about a future time perspective that is so beneficial? Researchers believe that people who can project themselves into the future are more optimistic, have a stronger sense of purpose, and are able to press past petty disappointments. They see the big picture and avoid being weighed down by the strains of their present circumstances. As in the study of college students, they feel more engaged in what they're doing because they see where it's leading them.

My mother doesn't even notice, she's jovial and curious and delighted and oblivious to snottiness. She's a bit loud because of her mild deafness and she laughs a lot and has questions about everything and no embarrassment in asking. In her mind there is no reason she and a group of beautiful film students hanging out at the Communist's Daughter could not party together every night of the week. She is the antithesis of what the Queen West crowd would like themselves to be. She's comfortable in her XXL pink cotton shorts and the T-shirt she won at a Scrabble tournament in Rhode Island. She would like to engage these pale, thin retail workers in conversation, she'd like to get their story, she'd like to know where the products come from, how they are chosen, how does one wear this, how does it wash, she's trying to learn more about her new home and to become acquainted with her new world, which makes their cold bony shoulder treatment of her that much more heartbreaking.

The fifth principle emphasizes another human strength: whenever possible, we should take measures to re-spatialize the information we think about. We inherited “a mind on the hoof,” as Andy Clark puts it: a brain that was built to pick a path through a landscape and to find the way back home. Neuroscientific research indicates that our brains process and store information—even, or especially, abstract information—in the form of mental maps. We can work in concert with the brain’s natural spatial orientation by placing the information we encounter into expressly spatial formats: creating memory palaces, for example, or designing concept maps. In the realm of education research, experts now speak of “spatializing the curriculum”—that is, simultaneously drawing on and strengthening students’ spatial capacities by having them employ spatial language and gestures, engage in sketching and mapmaking, and learn to interpret and create charts, tables, and diagrams. The spatialized

In the Vassar study, there was a group of students who, in Senior year, neither suffered conflict to the point of breakdown, nor stopped their own growth to flee into marriage. These were students who were preparing for a profession. They gained in college interests deep enough to commit themselves to a career. The study revealed that virtually all such students with professional ambitions plan to marry, but marriage is for them an activity in which they will voluntarily choose to participate, rather than something that is necessary for any sense of personal identity. Such students have a clear sense of direction, a greater degree of independence and self-confidence than most. They maybe be engaged or deeply in-love, but they do not feel they must sacrifice their own individualities or their career ambitions if they wish to marry. With these girls, the psychologists did not get the impression --as they did with so many-- that interest in men and in marriage is a kind of defense against intellectual development. Their interest in a particular man was real.

According to the Southern Poverty Law Center, the school-to-prison pipeline is a set of seemingly unconnected school policies and teacher instructional decisions that over time result in students of color not receiving adequate literacy and content instruction while being disproportionately disciplined for nonspecific, subjective offenses such as “defiance.” Students of color, especially African American and Latino boys, end up spending valuable instructional time in the office rather than in the classroom. Consequently, they fall further and further behind in reading achievement just as reading is becoming the primary tool they will need for taking in new content. Student frustration and shame at being labeled “a slow reader” and having low comprehension lead to more off-task behavior, which the teacher responds to by sending the student out of the classroom. Over time, many students of color are pushed out of school because they cannot keep up academically because of poor reading skills and a lack of social-emotional support to deal with their increasing frustration.

For half the young men, that was it. They were the control group. For the other half, there was a catch. As they walked down the hallway with their questionnaire, a man—a confederate of the experimenters—walked past them and pulled out a drawer in one of the filing cabinets. The already narrow hallway now became even narrower. As the young men tried to squeeze by, the confederate looked up, annoyed. He slammed the filing cabinet drawer shut, jostled the young men with his shoulder, and, in a low but audible voice, said the trigger word: “Asshole.” Cohen and Nisbett wanted to measure, as precisely as possible, what being called that word meant. They looked at the faces of their subjects and rated how much anger they saw. They shook the young men’s hands to see if their grip was firmer than usual. They took saliva samples from the students, both before and after the insult, to see if being called an asshole caused their levels of testosterone and cortisol—the hormones that drive arousal and aggression—to go up. Finally they asked the students to read the following story and supply a conclusion: It had only been about twenty minutes since they had arrived at the party when Jill pulled Steve aside, obviously bothered about something. “What’s wrong?” asked Steve. “It’s Larry. I mean, he knows that you and I are engaged, but he’s already made two passes at me tonight.” Jill walked back into the crowd, and Steve decided to keep his eye on Larry. Sure enough, within five minutes, Larry was reaching over and trying to kiss Jill. If you’ve been insulted, are you more likely to imagine Steve doing something violent to Larry?

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists—although heavy on the wonder side and light on skepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a “dumb question.” But when I talk to high school seniors, I find something different. They memorize “facts.” By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little skepticism. They’re worried about asking “dumb” questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade, and it’s not just puberty. I’d guess that it’s partly peer pressure not to excel (except in sports); partly that the society teaches short-term gratification; partly the impression that science or mathematics won’t buy you a sports car; partly that so little is expected of students; and partly that there are few rewards or role models for intelligent discussion of science and technology—or even for learning for its own sake. Those few who remain interested are vilified as “nerds” or “geeks” or “grinds.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

When I first began teaching Religion 101, students would sometimes tell me they were scared to study other religions for fear of losing their own faith. It was an odd concern, on the face of it. Would studying Spanish make them lose their English? Would traveling to Turkey cost them their US passport? I had a stock response to their concern: engaging the faith of others is the best way to grow your own. Now, years down the road, I have greater respect for their unease. To discover that your faith is one among many - that there are hundreds of others that have sustained millions of people for thousands of years, and that some of them make a great deal of sense - that can rock your boat, especially if you thought yours was the only one on the sea. If your faith depends on being God's only child, then the discovery that there are others can lead you to decide that someone must be wrong - or that everybody belongs, which means that no religion, including yours, is the entire ocean. The next time I teach the course I will try to be more honest. 'Engaging the faith of others will almost certainly cause you to lose faith in the old box you kept God in,' I will say. 'The truths you glimpse in other religions are going to crowd up against some of your own. Holy envy may lead you to borrow some things, and you will need a place to put them. You may find spiritual guides outside your box whom you want to make room for, or some neighbors from other faith who have stopped by for a visit. However it happens, your old box will turn out to be too small for who you have become. You will need a bigger one with more windows in it - something more like a home than a box, perhaps - where you can open the door to all kinds of people without fearing their faith will cancel yours out if you let them in. If things go well, they may invite you to visit them in their homes as well, so that your children can make friends.

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

Abundance and scarcity In a society where value is created by the manufacture of goods or the allocation of limited resources, it’s not a surprise that organizations seek scarcity. We hesitate to share, because if I give you this, then I don’t have it any more. We erect barriers and create rules to make it difficult for some people to have access to these limited resources. While we don’t set out to become miserly, it’s an economic instinct, because what’s yours is no long mine. Even though we give lip service to sharing when kids show up for kindergarten classes, most of school is organized around the same ideas. We rank students, we cut players from the roster, we grade on a curve. Success, we teach, is scarce. Our new economy, though, is based on abundance, the abundance that comes from ideas and access. If I benefit when everyone knows my idea, then the more people I give the idea to, the better we all do. If I benefit when I earn a reputation leading, connecting and creating positive change, then I’ll benefit if I can offer these insights to anyone who can benefit from them. With an abundance mindset, we intentionally create goods that can be shared. It’s not based on our traditional factory-based economy, but it works now (in fact, it’s just about all that works)… engaging with the mesh, building communities that benefit from sharing resources instead of destroying them is a strategy that scales. With an abundance mindset, we create ideas and services that do better when people share.

A wealth of research confirms the importance of face-to-face contact. One experiment performed by two researchers at the University of Michigan challenged groups of six students to play a game in which everyone could earn money by cooperating. One set of groups met for ten minutes face-to-face to discuss strategy before playing. Another set of groups had thirty minutes for electronic interaction. The groups that met in person cooperated well and earned more money. The groups that had only connected electronically fell apart, as members put their personal gains ahead of the group’s needs. This finding resonates well with many other experiments, which have shown that face-to-face contact leads to more trust, generosity, and cooperation than any other sort of interaction. The very first experiment in social psychology was conducted by a University of Indiana psychologist who was also an avid bicyclist. He noted that “racing men” believe that “the value of a pace,” or competitor, shaves twenty to thirty seconds off the time of a mile. To rigorously test the value of human proximity, he got forty children to compete at spinning fishing reels to pull a cable. In all cases, the kids were supposed to go as fast as they could, but most of them, especially the slower ones, were much quicker when they were paired with another child. Modern statistical evidence finds that young professionals today work longer hours if they live in a metropolitan area with plenty of competitors in their own occupational niche. Supermarket checkouts provide a particularly striking example of the power of proximity. As anyone who has been to a grocery store knows, checkout clerks differ wildly in their speed and competence. In one major chain, clerks with differing abilities are more or less randomly shuffled across shifts, which enabled two economists to look at the impact of productive peers. It turns out that the productivity of average clerks rises substantially when there is a star clerk working on their shift, and those same average clerks get worse when their shift is filled with below-average clerks. Statistical evidence also suggests that electronic interactions and face-to-face interactions support one another; in the language of economics, they’re complements rather than substitutes. Telephone calls are disproportionately made among people who are geographically close, presumably because face-to-face relationships increase the demand for talking over the phone. And when countries become more urban, they engage in more electronic communications.

Dennis Tueller, a Salt Lake City police officer and firearms instructor (since retired), asked just this question.  Uniformed officers are routinely faced with impact weapon bearing suspects.  So it’s natural for Tueller to wonder how far away a suspect can be and still use an impact weapon against an officer before he could defend himself. To answer his question, Tueller ran a bunch of empirical studies.  Which is just a fancy way of saying he ran a bunch of students through the exercise that would later become the Tueller Drill. Tueller learned that most officers can get a service pistol out of a holster and engage a threat with center-mass hits within 1.5 seconds.  So the question then becomes, how much distance can a bad guy cross in 1.5 seconds?  Timing a great many students running from a standing start, Tueller learned that someone can go about 21 feet in 1.5 seconds.  So 21 feet became the “Tueller distance,” or the maximum distance from a police officer a person can use an impact weapon against the officer before the officer can shoot them.  The Tueller Drill is often referred to as the “21 foot rule,” or the “7 yard rule.”  This really obscures the real take-home message of the Tueller Drill.  The value is not some particular distance.  What matters is your “Tueller distance.” People’s draw speeds vary.  Your Tueller distance will be greater or less than 21 feet depending on your ability to get the gun unholstered and pointed center-mass. The real lesson of the Tueller Drill is that someone armed with an impact weapon has the opportunity to use it at a far greater distance than most think—and certainly much greater distances than a juror might have otherwise thought.  If you imagine the length of typical American parking space, and add another three paces, you’ll be right about at 21 feet.

Some of my friends in concerned and committed activist organizations think that psychological analysis is actually the enemy of finding solutions. They think anyone with deep interest in psychology must be a total “navel gazer,” trying more to get away from the world's problems than to solve them. Some of these people believe that the world's problems would disappear if they could just translate all religious categories into Marxist terms and get everyone to be socialists. They assume, for example, that Marxists would never engage in cocaine trafficking, that a Marxist country would never have to shoot its generals for smuggling in cocaine, and that Marxists would never execute people who were longing for freedom. Did you know that? We would not have to execute students, or shoot them in the streets, if we were Marxists. You can go on and on with that, and it makes me sick, because it shows such an incredible naiveté about the realities of life. They need to read Reinhold Niebuhr's classic works on the dynamics of human pride that afflict all ideologies left and right (Niebuhr 1941–1943). The human predicament does not result from having the wrong ideology.

More than anything, we have lost the cultural customs and traditions that bring extended families together, linking adults and children in caring relationships, that give the adult friends of parents a place in their children's lives. It is the role of culture to cultivate connections between the dependent and the dependable and to prevent attachment voids from occurring. Among the many reasons that culture is failing us, two bear mentioning. The first is the jarringly rapid rate of change in twentieth-century industrial societies. It requires time to develop customs and traditions that serve attachment needs, hundreds of years to create a working culture that serves a particular social and geographical environment. Our society has been changing much too rapidly for culture to evolve accordingly. There is now more change in a decade than previously in a century. When circumstances change more quickly than our culture can adapt to, customs and traditions disintegrate. It is not surprising that today's culture is failing its traditional function of supporting adult-child attachments. Part of the rapid change has been the electronic transmission of culture, allowing commercially blended and packaged culture to be broadcast into our homes and into the very minds of our children. Instant culture has replaced what used to be passed down through custom and tradition and from one generation to another. “Almost every day I find myself fighting the bubble-gum culture my children are exposed to,” said a frustrated father interviewed for this book. Not only is the content often alien to the culture of the parents but the process of transmission has taken grandparents out of the loop and made them seem sadly out of touch. Games, too, have become electronic. They have always been an instrument of culture to connect people to people, especially children to adults. Now games have become a solitary activity, watched in parallel on television sports-casts or engaged in in isolation on the computer. The most significant change in recent times has been the technology of communication — first the phone and then the Internet through e-mail and instant messaging. We are enamored of communication technology without being aware that one of its primary functions is to facilitate attachments. We have unwittingly put it into the hands of children who, of course, are using it to connect with their peers. Because of their strong attachment needs, the contact is highly addictive, often becoming a major preoccupation. Our culture has not been able to evolve the customs and traditions to contain this development, and so again we are all left to our own devices. This wonderful new technology would be a powerfully positive instrument if used to facilitate child-adult connections — as it does, for example, when it enables easy communication between students living away from home, and their parents. Left unchecked, it promotes peer orientation.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005