In a normal education everything is designed to suppress spontaneity, but I wanted to develop it.

Trying to do better is trying to be better than you actually are, and I don't think you can do that.

Many teachers think of children as immature adults. It might lead to better and more 'respectful' teaching, if we thought of adults as atrophied children.

I don't even think you should tell the audience you're improvising. It's like an apology in case it's bad : 'we're just making it up' If the improv isn't better than the rehearsed stuff, then you should just rehearse it.

If you have a good idea, open your mouth and say something else.

The problem's always been to deal with the fear.Cos the fear is pretty . . . it ruins everybody really.

Many teachers think of children as immature adults. It might lead to better and more 'respectful' teaching, if we thought of adults as atrophied children. Many 'well-adjusted' adults are bitter, uncreative, frightened, unimaginative, and rather hostile people. Instead of assuming they were born that way, or that that's what being an adult entails, we might consider them as people damaged by their education and upbringing.