Educational success should be measured by how strong your desire is to keep learning.

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.

When was the last time you spent the entire day with only 42 year olds?

Maximum difficulty isn't the same as optimal difficulty.

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

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 unconditional love and genuine enthusiasm are present, praise isn't necessary. If they're absent, praise won't help.