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.

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

If faculty would relax their emphasis on grades, this might serve not to lower standards but to encourage an orientation toward learning.

We learn most readily, most naturally, most effectively, when we start with the big picture - precisely when the basics don't come first.

Very few things are as dangerous as a bunch of incentive-driven individuals trying to play it safe.

To be well-educated is to have the desire as well as the means to make sure that learning never ends.

People will typically be more enthusiastic where they feel a sense of belonging and see themselves as part of a community than they will in a workplace in which each person is left to his own devices