To feel controlled is to lose interest.

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

In a word, learning is decontextualized. We break ideas down into tiny pieces that bear no relation to the whole. We give students a brick of information, followed by another brick, followed by another brick, until they are graduated, at which point we assume they have a house. What they have is a pile of bricks, and they don't have it for long.

We can't value only what is easy to measure; measurable outcomes may be the least important results of learning.

If a child is off-task...mayb e the problem is not the child...maybe it's the task.

How we feel about our kids isn't as important as how they experience those feelings and how they regard the way we treat them.

When test scores go up, we should worry, because of how poor a measure they are of what matters, and what you typically sacrifice in a desperate effort to raise scores.