If one foot is in a bucket of steam, and the other is in a bucket of ice, you are not, on average, comfortable.
We learn more from people who are different from us than ones who are the same.
High performance leaders capitalize on crises to galvanize the motivation and actions of people in the organization.
Without optimism & self-belief among teachers, classrooms become wastelands of boredom & routine and schools deserts of lost opportunity.
The rules of the world are changing. It is time for the rules of teaching and teachers' work to change with them.
Pompous asses knows how to put the moan in sanctimonious.
Teaching is an emotional practice: it activates, colors & expresses people's feelings.
We disagree with the assertion that great teachers can be replaced by online alternatives. The futuristic claim that technology will triumph over teachers ignores all the social and relational dimensions of teaching and learning.
Although everyone wants to change the teacher, it's time for the agents of educational reform to change themselves.
Standardized personalization=universal right to meaningful learning. Personalized standardization=flexible access to mandated learning.
Students become good learners when they are in the classes of teachers who are good learners.
Teaching is not the oldest profession. But it is certainly among the loneliest.
Service to others should be one of the most basic purposes of family life and schooling.
Implementation of technological change must involve critics as well as advocates.
In collaborative cultures, failure and uncertainty are not protected but shared and discussed to gain support.
The most important emotion in classrooms is surprise.
Teachers are always emotional: by default if they bore us, and by design when they excite us.
We will not achieve high performance in education if we replace teachers with machines or turn teachers into machines.
In high performing countries, principals are working with highly qualified teachers who come from the top tiers of the graduation range, who have been rigorously prepared in universities and through supervised practice in schools, and who remain in education for all of their careers.
In Finland, within very broad government guidelines, teachers create their own curricula together across schools in every community and district. They don't confine collaboration to their own individual schools and to just implementing other people's ideas.
Every learner has special needs.
Sustainable leadership does no harm to and actively improves the surrounding environment.
Alberta funds almost all its schools and districts to design and evaluate their own innovations. Teachers are the drivers of change, not the driven.
Adolescence is about digging out the iron inside irony.
On being: Arrogance is not the prerogative of the gifted.
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