Student Leadership Quotes

The Paradoxical Commandments People are illogical, unreasonable, and self-centered. Love them anyway. If you do good, people will accuse you of selfish ulterior motives. Do good anyway. If you are successful, you will win false friends and true enemies. Succeed anyway. The good you do today will be forgotten tomorrow. Do good anyway. Honesty and frankness make you vulnerable. Be honest and frank anyway. The biggest men and women with the biggest ideas can be shot down by the smallest men and women with the smallest minds. Think big anyway. People favor underdogs but follow only top dogs. Fight for a few underdogs anyway. What you spend years building may be destroyed overnight. Build anyway. People really need help but may attack you if you do help them. Help people anyway. Give the world the best you have and you'll get kicked in the teeth. Give the world the best you have anyway.

Rejection is an opportunity for your selection.

It is not until you change your identity to match your life blueprint that you will understand why everything in the past never worked.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

Great teachers have high expectations for their students, but even higher expectations for themselves.

Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators.

Be a great student of life, so you can be an outstanding teacher of living.

Jerry Laws, former smokejumper and now high school district superintendent: “We’re making changes in this district. Teachers teaching, not proselytizing, preparing students for life. No social promotions. Good order in every classroom. They must earn what they seek.

Back in business grad school at USC when I was a student, I took the Briggs Meyers test. I took the test again at my first job. Both time it tested the same: That I have the personality of a CEO and an Inventor. Guess it was pretty accurate. - Kailin Gow on Briggs Meyers Tests

It is the tendency of deep feeling to subdue the manner rather than to render it too energetic.

School does not make people, it is learning that makes people great, that is why you see first class students fail and poor. The world is not ruled by those who went to school, it is ruled by those who learn everyday.

This teacher was kind and well-intentioned, but I wonder whether students like the young safety officer would be better off if we appreciated that not everyone aspires to be a leader in the conventional sense of the word—that some people wish to fit harmoniously into the group, and others to be independent of it.

If education were the same as information, the encyclopedias would be the greatest sages in the world.

a large body of empirical research conducted over decades suggests that student evaluations are more than unhelpful; instead, they are likely to change the behaviors of presenters in ways that make learning and personal growth less likely. That is one reason why Armstrong concluded that “teacher ratings are detrimental to students.

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

The reality for teachers is we don’t know if we’ve been successful or not. It takes years to see how a kid turns out, and it’s impossible to know what role we’ve played, for better or worse. It’s why so many teachers burn out—our successes are limited and rarely celebrated, but our failures are always out there for everyone to see and judge.

Without apology, the Christian leader is a devoted student and a lifelong learner.

Ask for a fish, and you only get one; ask for a net, and you can catch dozens.

No U.S. president can “fix” education, no law can systematize inspiration, and no amount of funding, policy or resources can structure passion.

You care deeply about big important things. You also care deeply about small important things. Keep caring.

It’s not a lesson learned until it’s a behavior changed.

An individual school can handle a resident idiot from time to time, but an entire school system is only as good as its weakest leader.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

How many have been persuaded that they needed to make it their life’s purpose to find a job, follow a career, be normal, fit in, or seek security, prestige, power or possessions? What great blessings has the world missed out on because of these choices?

I discovered that night (in his college's student politics) that an audience has a feel to it, and, in the parlance of the theater, that audience and I were together.

Don't downgrade your dreams to upgrade your relationships.

An ambitious amateur will rise above a complacent master.

...the best in any profession is first a teacher

A quiet room, or a room led by a teacher, doesn’t promote student leadership, but an active, collaborative classroom does!

King told the student leaders not to forget that the struggle was justice versus injustice, not black versus white, and reminded them always to be open to compromise with local whites.

If schools continue to follow an outdated educational model focusing on preparation for an industrialized workforce, they run the risk of becoming irrelevant to our students and communities.

It’s not that I had more important things to do or that I didn’t want to help with whatever problems were interfering with her students being successful—rather, it’s this horrible truth that life has taught me: misplaced hope is the most devastatingly painful thing you can give someone.

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.

The system that aims at educating our boys and girls in the same manner as in the circus where the trainer teaches the lion to sit on a stool, has not understood the true meaning of education itself. Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.

Sow the seeds of weakness and inferiority in the kids and they’ll grow up to be inferior, crawling, insignificant insects. Sow the seeds of courage and they’ll become brave-heart leaders who will one day change the course of human history.

One day in my pharmacology class, we were discussing the possibility of legalizing marijuana. The class was pretty evenly divided between those that advocated legalizing marijuana and those that did not. The professor said he wanted to hear from a few people on both sides of the argument. A couple students had the opportunity to stand in front of the class and present their arguments. One student got up and spoke about how any kind of marijuana use was morally wrong and how nobody in the class could give him any example of someone who needed marijuana. A small girl in the back of the classroom raised her hand and said that she didn’t want to get up, but just wanted to comment that there are SOME situations in which people might need marijuana. The same boy from before spoke up and said that she needed to back up her statements and that he still stood by the fact that there wasn’t anyone who truly needed marijuana. The same girl in the back of the classroom slowly stood up. As she raised her head to look at the boy, I could physically see her calling on every drop of confidence in her body. She told us that her husband had cancer. She started to tear up, as she related how he couldn’t take any of the painkillers to deal with the radiation and chemotherapy treatments. His body was allergic and would have violent reactions to them. She told us how he had finally given in and tried marijuana. Not only did it help him to feel better, but it allowed him to have enough of an appetite to get the nutrients he so desperately needed. She started to sob as she told us that for the past month she had to meet with drug dealers to buy her husband the only medicine that would take the pain away. She struggled every day because according to society, she was a criminal, but she was willing to do anything she could to help her sick husband. Sobbing uncontrollably now, she ran out of the classroom. The whole classroom sat there in silence for a few minutes. Eventually, my professor asked, “Is there anyone that thinks this girl is doing something wrong?” Not one person raised their hand.

Walt Disney’s brother tells an amusing story about Walt’s budding genius as a fifth grader. The teacher assigned the students to color a flower garden. As she walked among the rows examining the student’s work she stopped by young Walt’s desk. Noting that his drawing was quite unusual, she remarked, “Walt, that’s not right. Flowers don’t have faces on them.” Confidently he replied, “Mine do!” and continued his work. And they still do; flowers at Disneyland and Disney World all have faces. An

There’s an article about Chicago closing dozens of schools and I should probably read it because it seems important and relevant—but to be honest, the headline about the professor in Florida telling students to 'stomp on Jesus' has really got my attention.

Vision without implementation is counterproductive.

A good teacher is like a candle—it consumes itself to light the way for others.

Flattening the walls of your school entails eliminating the communication barriers so everyone feels like they are part of the school community.

Students who are only good at test-taking don’t always make the grade.

Students recognise their teachers. Teachers recognise their students.

The best way to overcome your weaknesses is to turn them into strengths.

There will be no fear of your becoming lethargic if you are continually familiar with internal realities.

A graceless pastor is a blind man elected to a professorship of optics.

May we be thunder in our doctrine and lighten in out conversations.

Leadership is not a solo act; it’s a team performance. 

Never embarrass a student in front of others. Embarrass yourself often to relieve the tension, but do not paint them into a corner.

I did not know of any single soul who succeed in life without a mentorship.

An educator will teach the students. An Educarer will reach the students.

Education enables the humans to achieve their fullest mental and physical potential in both personal and social life.

Seeing the way leadership works in the real world is a tad more enlightening than reading case studies as an MBA student at Harvard Business School.

You are destiny to be; Rebuilder of great home. Restorer of mighty nation.

Great education defies structure because it is always (always!) individualized, personalized, interactive, nimble, responsive and inspired.

Roses do not bloom the same time as daisies.

What is new in your fight is the fact that it was initiated, fed, and sustained by students.

Become a student of success, rather than a student of how to make money. Success, true success, spreads over the whole spectrum of life -- not just our finances.

It was radicals like you and your father that hijacked your faith, hijacked a few planes, and made thousands of children orphans in a single day. You pretend my country beats you because you are poor, but you ignore that it was people of your faith that made this war. People like your father made this war. People like your father called for jihad. Well now you got it. You don’t like it? Tell the Imam that his ignorance made his people poor. You don’t understand Americans at all. We don’t beat you because you’re poor. You pissed us off. We’d beat your ass rich or poor.

We obviously don’t live in a perfect world. If we did, then my dad would never have volunteered for Vietnam so he could use the GI Bill to pay for college, Uncle Google would have more important things to do than searching for eight hundred million reasons why our schools suck, and I wouldn’t be at an education leadership conference in Jakarta because there’d be no need for it … right?

Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about ‘making students happy’ or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective.

Chris Salamone has create and develop educational and leadership development programs for our nation's youth and young adults that have provided many opportunities for students to grow and develop.

I’m sure the driver was a great guy and all he wanted was to drive me to my hotel—but he was a complete stranger to me and the truth is that being vigilant isn’t a part-time job, it’s not about being nice to people, it’s about reality. I made a terrible mistake once, believing the monsters that want to hurt us are easily labeled and identified, rather than walking and hiding amongst us. That’s my reality.

This one thing is great mentoring. Great mentors understand what the students are seeking, what they deeply and completely want, and how they can get it. Great mentors understand this even when the students don’t.

Model yourself after great men and women, but never imitate. Aspire to be and do like them, but never desire to be them. Be a student, not a follower. Achieve your own greatness through your own uniqueness. Be a leader.

If you have a million fans and no talent, you’re still not a success. a million students and no lesson, you’re still not a teacher. a million sermons and no compassion, you’re still not a priest. a million children and no affection, you’re still not a father. a million anniversaries and no devotion, you’re still not a husband. If you have a million sheep and no courage, you’re still not a shepherd. a million seeds and no harvest, you’re still not a farmer. a million titles and no integrity, you’re still not a champion. a million thoughts and no insights, you’re still not a philosopher. a million predictions and no prophecy, you’re still not a prophet. If you have a million soldiers and no unity, you’re still not an army. a million monks and no camaraderie, you’re still not a monastery. a million cities and no borders, you’re still not a country. a million musicians and no harmony, you’re still not an orchestra. a million armies and no strategy, you’re still not a general. If you have a million titles, and no influence, you’re still not a leader; a million ideas and no creations, you’re still not an artist. a million theories, and no facts, you’re still not a scholar; a million books, and no wisdom, you’re still not a sage; a million virtues, and no love, you’re still not a saint.

Advice? Fail constantly. Because the word doesn't mean what you think it means, especially when you're an artist. I use the word artist to mean everything from songwriting to writing a novel to even writing video games. Anything that tells a story, which is almost any medium. Gotta take risks, you gotta go through multiple drafts which means you have to FAIL, a lot. So you won't always get the reaction you always want from every single person, so when you lose that fear of failure, when you stop even thinking of it as failure, and you push yourself farther, you'll take bigger risks, and eventually, after about six or seven hundred rejections, you'll find success. And you'll find a way of conveying what you really want to say, in the best manner.

When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone. My rapture was widely shared. Like many of my countrymen, I went out to buy the best liquors for a celebration with my family and friends, only to find the shops out of stock there was so much spontaneous rejoicing. There were official celebrations as well exactly the same kinds of rallies as during the Cultural Revolution, which infuriated me. I was particularly angered by the fact that in my department, the political supervisors and the student officials were now arranging the whole show, with unperturbed self-righteousness. The new leadership was headed by Mao's chosen successor, Hua Guofeng, whose only qualification, I believed, was his mediocrity. One of his first acts was to announce the construction of a huge mausoleum for Mao on Tiananmen Square. I was outraged: hundreds of thousands of people were still homeless after the earthquake in Tangshan, living in temporary shacks on the pavements. With her experience, my mother had immediately seen that a new era was beginning. On the day after Mao's death she had reported for work at her depas'uuent. She had been at home for five years, and now she wanted to put her energy to use again. She was given a job as the number seven deputy director in her department, of which she had been the director before the Cultural Revolution. But she did not mind. To me in my impatient mood, things seemed to go on as before. In January 1977, my university course came to an end. We were given neither examinations nor degrees. Although Mao and the Gang of Four were gone, Mao's rule that we had to return to where we had come from still applied. For me, this meant the machinery factory. The idea that a university education should make a difference to one's job had been condemned by Mao as 'training spiritual aristocrats.

Lee believed in the value of emulation, of learning from great men. As a soldier, he was a student of Napoleon. As an American, his hero was George Washington. And if we find Lee’s perfection daunting, we should remember that Lee himself attempted—as indeed every sincere Christian attempts—‘the imitation of Christ.

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?...

I regularly invite educators and leaders to send me their questions, and hundreds of them do so every month. The most common question, however, is one to which my response is probably most disappointing. The question is “How do I get better buy-in from my staff before I implement some critically needed changes?” The answer is “You don’t.

Although I play an important part in the facilitation of these lessons, the students take ownership of the problem-solving and reflection portions and display great leadership skills while collaborating with one another. Students rave about how much fun each experience is, and I’m meeting all of my objectives, Essential Questions, and Common Core standards along the way!

What distinguishes love-driven leaders from tyrants? "Great affection" coupled with the passion to see others "run at full speed towards perfection." Love-driven leadership is not urging others forward without concern for their aspirations, well-being, or personal needs. Nor is it being the nice-guy manager who overlooks underperformance that could damage a subordinate's long-term prospects. Instead, love-driven leaders hunger to see latent potential blossom and to help it happen. In more prosaic terms, when do children, students, athletes, or employees achieve their full potential? When they're parented, taught, coached, or managed by those who engender trust, provide support and encouragement, uncover potential, and set high standards.

If you find yourself in a leadership position in a Catholic organization on campus, you’ll need to accept that there are other ways of looking at the Faith apart from your own. If you try to force your views on everyone else, you will waste time and damage the community. Instead, try to appreciate the incredible diversity that comes from being part of the universal Church.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

Instead of being like a circus where the trainer uses his stick to make animals do stunts to serve the interest of the audience, the system of education should be like an Orchestra where the conductor waves his stick to orchestrate the music already within the musicians’ heart in the most beautiful manner. The teacher should be like the conductor in the orchestra, not the trainer in the circus.

It was only a couple of chickens. Real chickens. The kind that walk around clucking and pecking. Which is what they were doing. Only no one else seemed to care, or even notice. This is normal? Obviously I had a little hiccup reading my notecards. Understandable. I was talking to forty orphans who had to share a dirt floor with two chickens. No one in college had ever prepared me for this scenario.

Show vulnerability when assessing a difficult situation, but present a clear path forward. Become a student of the people you manage: avoid telling people what to feel, listen carefully, and manage individually. Prioritize yourself and seek support from other leaders to avoid emotional leaks that negatively affect your reports. Understand the challenges you and others may face in leadership positions and take steps to reduce them.

The point is, education in its truest form, is the foundation of all human endeavors. It is the most noble of all the civilized elements of human consciousness. Education enables the humans to achieve their fullest mental and physical potential in both personal and social life. The ability of being educated is what distinguishes humans from animals. You can teach a cockatoo to repeat a bunch of vocabularies, but you cannot teach it to construct a space shuttle and go to the moon.

After the killings there was a cleanup so perfect that the incident could be flatly denied. It never took place, except in the memory of José Arcadio Segundo, who saw it all. Against ruthlessness, remembering was the only defense. The Chinese leadership knew this: that memory was the enemy. It was not enough that the protesters be killed. They had to be falsely remembered as deviants and rogues, not as brave students who gave their lives for freedom. The Chinese authorities worked hard on this false version of the past and eventually it took root.

The only thing I knew for sure is I hadn’t slept in ten years. Not really. I’d been fighting my own monster since nine months after 9/11. I had regrets. I had pain that I still can’t find words to describe. But sooner or later you have to make a choice. Maybe fate or luck or God had a plan for me in Jakarta that was greater than an educational leadership conference, a few papers and a book deal. If Vietnam was for Dad, then maybe Jakarta was for me. Indira says I shouldn’t discount that it was Allah’s plan. The way I see it, Allah’s plan is what started my war.

Museum Work and Museum Problems” course, the first academic program specifically designed to cultivate and train men and women to become museum directors and curators. In addition to the connoisseurship of art, the “Museum Course” taught the financial and administrative aspects of running a museum, with a focus on eliciting donations. The students met regularly with major art collectors, bankers, and America’s social elite, often at elegant dinners where they were required to wear formal dress and observe the social protocol of high culture. By 1941, Sachs’s students had begun to fill the leadership positions of American museums, a field they would come to dominate in the postwar years.

Storytelling, Johnson taught his students, was the key to successful debating. In contrast to the previous public speaking teacher who came from the “old school,” and trained his debaters to “be bombastic and loud,” Lyndon urged a conversational style that illustrated points with concrete stories. “Act like you’re talking to those folks,” he counseled his students. “Look one of them in the eye and then move on and look another one in the eye.” During competitions, he utilized all his supple array of gestures and facial expressions to cue and prompt—now frowning, narrowing his eyes, creasing his brow, shaking his head, gaping in wonder—creating a silent movie to steer and goad his charges to victory.

Black newspapers and their readers wasted no time in making the link between America’s inadequacy in space and the dreadful conditions facing many black students in the South. “While we were forming mobs to drive an Autherine Lucy [the black woman who integrated the University of Alabama in 1956] from an Alabama campus, the Russians were compelling ALL children to attend the best possible schools,” opined the Chicago Defender. Until the United States cured its “Mississippiitis”—that disease of segregation, violence, and oppression that plagued America like a chronic bout of consumption—the paper declared, it would never merit the position of world leadership. An editorial in the Cleveland Call and Post

Indira was surrounded by people who had given up hope, who blamed their own misery on the influence of Christianity and western cultures, and yet, literally in the midst of squalor, her family had created a place of real beauty. It really makes you stop and think. Uncle Google should be spitting out eight hundred million things American schools have done right. The fact things are so screwed up makes no sense. If you believe Uncle Google, then we’ve done the exact opposite from Indira’s family—in the land of hope and plenty we’ve created a place that’s ugly. We have so much. Can things really be so bad? Maybe we can’t fix our schools because as individuals we’ve never truly been broken. Or maybe Chinese lanterns make everyone wax philosophical.

If Fascism concerns itself less with specific policies than with finding a pathway to power, what about the tactics of leadership? My students remarked that the Fascist chiefs we remember best were charismatic. Through one method or another, each established an emotional link to the crowd and, like the central figure in a cult, brought deep and often ugly feelings to the surface. This is how the tentacles of Fascism spread inside a democracy. Unlike a monarchy or a military dictatorship imposed on society from above, Fascism draws energy from men and women who are upset because of a lost war, a lost job, a memory of humiliation, or a sense that their country is in steep decline. The more painful the grounds for resentment, the easier it is for a Fascist leader to gain followers by dangling the prospect of renewal or by vowing to take back what has been stolen.

One study comparing eight- to ten-year-old children in Shanghai and southern Ontario, Canada, for example, found that shy and sensitive children are shunned by their peers in Canada but make sought-after playmates in China, where they are also more likely than other children to be considered for leadership roles. Chinese children who are sensitive and reticent are said to be dongshi (understanding), a common term of praise. Similarly, Chinese high school students tell researchers that they prefer friends who are “humble” and “altruistic,” “honest” and “hardworking,” while American high school students seek out the “cheerful,” “enthusiastic,” and “sociable.” “The contrast is striking,” writes Michael Harris Bond, a cross-cultural psychologist who focuses on China. “The Americans emphasize sociability and prize those attributes that make for easy, cheerful association. The Chinese emphasize deeper attributes, focusing on moral virtues and achievement.

We can open a window on a world where all is sound, our creative powers are formidable, and unseen threads connect us all. Leadership is a relationship that brings this possibility to others and to the world, from any chair, in any role. This kind of leader is not necessarily the strongest member of the pack—the one best suited to fend off the enemy and gather in resources—as our old definitions of leadership sometimes had it. The “leader of possibility” invigorates the lines of affiliation and compassion from person to person in the face of the tyranny of fear. Any one of us can exercise this kind of leadership, whether we stand in the position of CEO or employee, citizen or elected official, teacher or student, friend or lover. This new leader carries the distinction that it is the framework of fear and scarcity, not scarcity itself, that promotes divisions between people. He asserts that we can create the conditions for the emergence of anything that is missing. We are living in the land of our dreams. This leader calls upon our passion rather than our fear. She is the relentless architect of the possibility that human beings can be.

in my name to train young women for global leadership. Wellesley’s twelfth and thirteenth presidents, Diana Chapman Walsh and Kim Bottomly, embraced the idea and, over several years, helped put the pieces together. In January 2010, I traveled to Massachusetts for the inaugural session. The Albright Institute was founded on the belief that a student doesn’t have to major in international relations to have a global mind-set. By giving young women the chance to work in partnership with peers from a variety of disciplines and countries, we encourage them to see differences of perspective as a strength and even as a tool to help solve complex problems. To that end, we provide an intense course of study over a three-week period between the fall and spring semesters, complemented by summer internships. Of the hundreds of Wellesley juniors and seniors who apply annually, forty are selected. In the first two weeks of each session, we offer classes run by professors, former government officials, nonprofit leaders, and businesspeople. During the final seven days, the fellows work in teams to analyze and make recommendations regarding a thorny international problem. At the end, they present their findings, which we pick apart and discuss.

The biggest fear for homeschooled children is that they will be unable to relate to their peers, will not have friends, or that they will otherwise be unable to interact with people in a normal way. Consider this: How many of your daily interactions with people are solely with people of your own birth year?  We’re not considering interactions with people who are a year or two older or a year or two younger, but specifically people who were born within a few months of your birthday. In society, it would be very odd to section people at work by their birth year and allow you to interact only with persons your same age. This artificial constraint would limit your understanding of people and society across a broader range of ages. In traditional schools, children are placed in grades artificially constrained by the child’s birth date and an arbitrary cut-off day on a school calendar. Every student is taught the same thing as everyone else of the same age primarily because it is a convenient way to manage a large number of students. Students are not grouped that way because there is any inherent special socialization that occurs when grouping children in such a manner. Sectioning off children into narrow bands of same-age peers does not make them better able to interact with society at large. In fact, sectioning off children in this way does just the opposite—it restricts their ability to practice interacting with a wide variety of people. So why do we worry about homeschooled children’s socialization?  The erroneous assumption is that the child will be homeschooled and will be at home, schooling in the house, all day every day, with no interactions with other people. Unless a family is remotely located in a desolate place away from any form of civilization, social isolation is highly unlikely. Every homeschooling family I know involves their children in daily life—going to the grocery store or the bank, running errands, volunteering in the community, or participating in sports, arts, or community classes. Within the homeschooled community, sports, arts, drama, co-op classes, etc., are usually sectioned by elementary, pre-teen, and teen groupings. This allows students to interact with a wider range of children, and the interactions usually enhance a child’s ability to interact well with a wider age-range of students. Additionally, being out in the community provides many opportunities for children to interact with people of all ages. When homeschooling groups plan field trips, there are sometimes constraints on the age range, depending upon the destination, but many times the trip is open to children of all ages. As an example, when our group went on a field trip to the Federal Reserve Bank, all ages of children attended. The tour and information were of interest to all of the children in one way or another. After the tour, our group dined at a nearby food court. The parents sat together to chat and the children all sat with each other, with kids of all ages talking and having fun with each other. When interacting with society, exposure to a wider variety of people makes for better overall socialization. Many homeschooling groups also have park days, game days, or play days that allow all of the children in the homeschooled community to come together and play. Usually such social opportunities last for two, three, or four hours. Our group used to have Friday afternoon “Park Day.”  After our morning studies, we would pack a picnic lunch, drive to the park, and spend the rest of the afternoon letting the kids run and play. Older kids would organize games and play with younger kids, which let them practice great leadership skills. The younger kids truly looked up to and enjoyed being included in games with the older kids.

You might think lunchtime at Willing would be different from other high schools. That everyone would be welcome at any table, united by the knowledge that we, at Willing, are the Elite, the Chosen, stellar across the board. Um.No.Of course not.High school is high school, regardless of how much it costs or how many kids springboard into the Ivies. And nowhere is social status more evident than in the dining room (freshman and sophomores at noon; upperclassmen at one). Because, of course, Willing doesn't have a cafeteria, or even a lunch hall. It has a dining room, complete with oak tables and paneled walls that are covered with plaques going all the way back to 1869, the year Edith Willing Castoe (Edward's aunt) founded the school to "prepare Philadelphia's finest young ladies for Marriage,for Leadership, and for Service to the World." Really. Until the sixties, the school's boastful slogan was "She's a Willing Girl." Almost 150 years, three first ladies, and one attorney general-not to mention the arrival of boys-later, female members of the student body are still called Willing Girls. You'd think someone in the seventies would have objected to that and changed it. But Willing has survived the seventies of two different centuries. They'll probably still be calling us Willing Girls in 2075. It's a school that believes in Tradition, sometimes regardless of how stupid that Tradition is.

The fascist leaders were outsiders of a new type. New people had forced their way into national leadership before. There had long been hard-bitten soldiers who fought better than aristocratic officers and became indispensable to kings. A later form of political recruitment came from young men of modest background who made good when electoral politics broadened in the late nineteenth century. One thinks of the aforementioned French politician Léon Gambetta, the grocer’s son, or the beer wholesaler’s son Gustav Stresemann, who became the preeminent statesman of Weimar Germany. A third kind of successful outsider in modern times has been clever mechanics in new industries (consider those entrepreneurial bicycle makers Henry Ford, William Morris, and the Wrights). But many of the fascist leaders were marginal in a new way. They did not resemble the interlopers of earlier eras: the soldiers of fortune, the first upwardly mobile parliamentary politicians, or the clever mechanics. Some were bohemians, lumpen-intellectuals, dilettantes, experts in nothing except the manipulation of crowds and the fanning of resentments: Hitler, the failed art student; Mussolini, a schoolteacher by trade but mostly a restless revolutionary, expelled for subversion from Switzerland and the Trentino; Joseph Goebbels, the jobless college graduate with literary ambitions; Hermann Goering, the drifting World War I fighter ace; Heinrich Himmler, the agronomy student who failed at selling fertilizer and raising chickens. Yet the early fascist cadres were far too diverse in social origins and education to fit the common label of marginal outsiders. Alongside street-brawlers with criminal records like Amerigo Dumini or Martin Bormann one could find a professor of philosophy like Giovanni Gentile or even, briefly, a musician like Arturo Toscanini. What united them was, after all, values rather than a social profile: scorn for tired bourgeois politics, opposition to the Left, fervent nationalism, a tolerance for violence when needed.

Are you an influencer? Are you in media? Do you run a conference? A business? A podcast? Are you a mom in the PTA? Are you a teller at the local bank? Are you a volunteer for Sunday school at church? Are you a high school student? Are you a grandma of seven? Great! I need you. We need you! We need you to live into your purpose. We need you to create and inspire and build and dream. We need you to blaze a trail and then turn around and light the way with your magic so other women can follow behind you. We need you to believe in the idea that every kind of woman deserves a chance to be who she was meant to be, and she may never realize it if you—yes, you—don’t speak that truth into her life. You’ll be able to do that if you first practice the idea of being made for more in your own life. After all, if you don’t see it, how do you know you can be it? If women in your community or your network marketing group or your Zumba class don’t ever see an example of a confident woman, how will they find the courage to be confident? If our daughters don’t see a daily practice of us feeling not only comfortable but truly fulfilled by the choice to be utterly ourselves, how will they learn that behavior? Pursuing your goals for yourself is so important, and I’d argue that it’s an essential factor in living a happy and fulfilled existence—but it’s not enough simply to give you permission to make your dream manifest. I want to challenge you to love the pursuit and openly celebrate who you become along the journey. When your light shines brighter, others won’t be harmed by the glare; they’ll be encouraged to become a more luminescent version of themselves. That’s what leadership looks like. Leaders are encouraging. Leaders share information. Leaders hold up a light to show you the way. Leaders hold your hand when it gets hard. True leaders are just as excited for your success as they are for their own, because they know that when one of us does well, all of us come up. When one of us succeeds, all of us succeed. You’ll be able to lead other women to that place if you truly believe that every woman is worthy and called to something sacred.

If you are a great warrior, you are supposed to be prepared to humble yourself before the lowest opponent. If you are a great general, you are supposed to be prepared to humble yourself before the lowest soldier. If you are a great politician, you are supposed to be prepared to humble yourself before for the lowest constituent. If you are a great governor, you are supposed to be prepared to humble yourself before for the lowest peasant. If you are a great president, you are supposed to be prepared to humble yourself before the lowest citizen. If you are a great leader, you are supposed to be prepared to humble yourself before for the lowest servant. If you are a great pastor, you are supposed to be prepared to humble yourself before the lowest parishioner. If you are a great prophet, you are supposed to be prepared to humble yourself before the lowest seer. If you are a great pope, you are supposed to be prepared to humble yourself before the lowest priest. If you are a great teacher, you are supposed to be prepared to humble yourself before for the lowest student. If you are a great guru, you are supposed to be prepared to humble yourself before for the lowest disciple. If you are a great architect, you are supposed to be prepared to humble yourself before the lowest mason. If you are a great engineer, you are supposed to be prepared to humble yourself before the lowest mechanic. If you are a great inventor, you are supposed to be prepared to humble yourself before for the lowest scientist. If you are a great doctor, you are supposed to be prepared to humble yourself before for the lowest nurse. If you are a great judge, you are supposed to be prepared to humble yourself before the lowest lawyer. If you are a great artist, you are supposed to be prepared to humble yourself before the lowest apprentice. If you are a great coach, you are supposed to be prepared to humble yourself before for the lowest athlete. If you are a great genius, you are supposed to be prepared to humble yourself before for the lowest talent. If you are a great philanthropist, you are supposed to be prepared to humble yourself before for the lowest beggar. In the school of patience, it is the long suffering who graduate. In the school of generosity, it is the kind who graduate. In the school of activism, it is the devoted who graduate. In the school of honor, it is the noble who graduate. In the school of wisdom, it is the prudent who graduate. In the school of knowledge, it is the curious who graduate. In the school of insight, it is the observant who graduate. In the school of understanding, it is the intelligent who graduate. In the school of success, it is the excellent who graduate. In the school of eminence, it is the influential who graduate. In the school of conquest, it is the fearless who graduate. In the school of enlightenment, it is the humble who graduate. In the school of courage, it is the hopeful who graduate. In the school of fortitude, it is the determined who graduate. In the school of leadership, it is servants who graduate. In the school of talent, it is the skilled who graduate. In the school of genius, it is the brilliant who graduate. In the school of greatness, it is the persevering who graduate. In the school of transcendence, it is the fearless who graduate. In the school of innovation, it is the creative who graduate.

In New York the curriculum guide for 11th-grade American history tells students that there were three "foundations" for the Constitution: the European Enlightenment, the "Haudenosaunee political system", and the antecedent colonial experience. Only the Haudenosaunee political system receives explanatory subheadings: "a. Influence upon colonial leadership and European intellectuals (Locke, Montesquieu, Voltaire, Rousseau); b. Impact on Albany Plan of Union, Articles of Confederation, and U.S. Constitution". How many experts on the American Constitution would endorse this stirring tribute to the "Haudenosaunee political system"? How many have heard of that system? Whatever influence the Iroquois confederation may have had on the framers of the Constitution was marginal; on European intellectuals it was marginal to the point of invisibility. No other state curriculum offers this analysis of the making of the Constitution. But then no other state has so effective an Iroquois lobby.

Collaborative professionalism is about how teachers and other educators transform teaching and learning together to work with all students to develop fulfilling lives of meaning, purpose, and success.

What is Heifetz doing? Launching a course on leadership by showing students what happens when you abdicate leadership. You don’t eradicate power. You just hand the opportunity to take charge to someone else—in this case, the students. You are not easing their way or setting them free. You are pumping them full of confusion and anxiety.

Many people believed that it was Julio Antonio Mella’s oversized ego that motivated him, but others said that he really was sincere and believed that he could bring about significant changes by his demands. There were also a number of female students known for being political radicals, who played an important part in shaping Julio’s life at that time. Rosario Guillauma (Charito) and Sarah Pascual were both close friends of Julio, as well as being fellow travelers. The overt communist cell at the University of Havana continued to grow dramatically under his leadership and many of the university students became active members of the party. Although, during the time he was at the university he was linked to women radicals and was married to Oliva Zaldivar Freyre. However, following his marriage, it was Tina Modotti, a movie star, model, notorious spy and renowned photographer who became the love of his life!

means seeing how changes such as these fit into the big picture, too. Are all staff members and, indeed, students engaged in developing the vision and mission of the school? Do leaders constantly explain how specific changes or team tasks fit into this larger vision? Can teachers and students articulate that connection as well? When asked what kind of school they are involved with, will you get the same sort of answer from teachers, students, bus drivers, janitors, parents, and administrative assistants, as well as the principal?

countries that are implementing technology most rapidly are showing the least gains in student achievement.10 But this does not repudiate the benefits of technology per se. It is more a commentary on the indecent haste and spread of implementation that is often fueled by the massive financial investments made by technology companies in climates of austerity, where other funding for public education is otherwise in short supply.