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

The value of a book about dealing with children is inversely proportional to the number of times it contains the word behavior.

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

There are different kinds of motivation, and the kind matters more than the amount.

The difference between a good educator and a great educator is that the former figures out how to work within the constraints of traditional policies and accepted assumptions, whereas the latter figures out how to change whatever gets in the way of doing right by kids. 'But we've always...', 'But the parents will never...', 'But we can't be the only school in the area to...' - all such protestations are unpersuasive to great educators. If research and common sense argue for doing things differently, then the question isn't whether to change course but how to make it happen.

If I offered you a thousand dollars to take off your shoes, you'd very likely accept--and then I could triumphantly announce that 'rewards work.' But as with punishments, they can never help someone develop a *commitment* to a task or action, a reason to keep doing it when there's no longer a payoff.

Learning is something students do, NOT something done to students.