A preoccupation with achievement is not only different from, but often detrimental to, a focus on learning. Thoughts and emotions while performing an action are more important in determining subsequent engagement than the actual outcome of that action.

Students should not only be trained to live in a democracy when they grow up; they should have the chance to live in one today.

Saying you taught it but the student didn't learn it is like saying you sold it but the customer didn't buy it.

Children learn how to make good decisions by making decisions, not by following directions.

Whoever said there's no such thing as a stupid question never looked carefully at a standardized test.

What is wrong with encouraging students to put "how well they're doing" ahead of "what they're doing." An impressive and growing body of research suggests that this emphasis (1) undermines students' interest in learning, (2) makes failure seem overwhelming, (3) leads students to avoid challenging themselves, (4) reduces the quality of learning, and (5) invites students to think about how smart they are instead of how hard they tried.

To control students is to force them to accommodate to a preestablished curriculum.