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"親から何かを与える代わりに、子どもが自己決定できる機会を作ってみてください。小さな自己決定を繰り返させていくことが大切です。その時に使えるのが「どうした？」「どうしたいの？」「私は何を支援したらいい？」という3つの言葉です。......授業を抜け出す生徒を追いかけて注意するのではなく、この3つの言葉をかけます。もし生徒が「勉強したくない」と言うならばそれを認め、「授業に戻るか、別室を用意できるけどどうする？」と、支援の提案をします。生徒が別室で過ごすことを決めて、そこで好きなことをやっていても構いません。これを繰り返しているうちに、授業にはでられなくても別室で勉強をするようになったりするんですよ。" (工藤勇一) [Asahi] "Standard school disciplinary practices don't work for the students to whom they are most frequently applied, and aren't needed for the students to whom they are never applied. In other words, the school discipline program isn't the reason well-behaved students behave well; they behave well because they can." (Ross Greene, The Explosive Child) "It’s especially important that kids get bored — and be allowed to stay bored — when they’re young. That is not be considered “a problem” to be avoided or eradicated by the higher-ups, but instead something kids grapple with on their own." (Pamela Paul) [NY Times] "The bad behaviors of adults in the current world must be the source of the bad behaviors of the current and future youth." "The best decision I ever made in a classroom was to start listening to my students." (Belle Chesler) [TomDispatch] "It feels like being punished ... It feels like jail, being checked every time we go to school." (Isabelle Robinson, when returned to the Parkland high school after the shooting) [NBCNews] "Our job is to deescalate, to protect, to listen, to love, care for our students ... [Achieving real safety is] not about having more security, or having more police or metal detectors ... It's more about having more staff to be able to have one-on-one conversations, licensed therapists … who can be there, who can listen. ... If we really want to stop the violence that's happening in our society, ... I think we need to deal with the trauma that a lot of our students are facing." (Rosie Frascella) "I think as educators we’re trained to nurture kids and foster kids, and our first instinct is to not shoot or harm them ... What we need is more caring adults in these kids’ lives, not more guns." (Jesse Wasmer) "It is dumb, shameful and internationally embarrassing that our country is having a serious discussion about why arming teachers is a bad idea." (Kali Holloway) "Are schools safer because we have more police officers? There are big questions about that ... And we don’t talk enough about the downsides of having more police officers in schools, such as more school-based arrests for matters that should be handled in other ways." (Jason Nance) [Rebecca Klein's comment: "Marjory Stoneman Douglas High School in Parkland, Florida ... employed an armed guard. However, the officer never encountered the shooter"] "As for school shooting, more police/security officers in schools cannot be an answer. Of course, we have to control guns more effectively. But the most important antidote must be adults' respect and trust for each and every student." "I think it is time that we say it out loud. School is prison." (Peter Gray) "The World Might Be Better Off Without College for Everyone" (Bryan Caplan) "Educators teach what they know—and most have as little firsthand knowledge of the modern workplace ... The labor market doesn’t pay you for the useless subjects you master; it pays you for the preexisting traits you signal by mastering them. ... Trying to spread success with education spreads education but not success." (Bryan Caplan) "[T]elling kids they're smart causes them to fear doing anything that might disprove this praise. That leads them to avoid pushing themselves and making mistakes, just the sort of striving that drives learning. ... it might also make them prone to cheating as well." (Jessica Stillman citing Carol Dweck and other researchers) "The primary requirement for students in our conventional schools is obedience. It’s almost impossible to fail in school if you do what you are told to do; it’s almost impossible to pass if you consistently choose not to do what you are told to do. And for the most part, you must obey unquestioningly. Children who continuously question the assignments, or the teachers’ judgments, or the textbooks’ or teachers’ answers to questions, are in trouble. The great majority of children learn not to question." (Peter Gray) "It is practically enough if adults don't destroy the child; the rest is the child's to discover." (Steven Harrison) "A man who has never gone to school may steal from a freight car, but if he has a university education, he may steal the whole railroad." (Theodore Roosevelt) "The pressure to perform--and its shadow, the fear of failure--represented a silent epidemic. Our competitive, high-stakes culture was the culprit. Our children were the victims." (Vicki Abeles) "[W]e as a nation are not only making our kids miserable in the moment; we may actually be building a ticking time bomb of illness that will someday turn this generation of overstressed children into a generation of unhealthy adults." (Vicki Abeles) "By 2005, parents surveyed by the Lucile Packard Foundation for Children's Health named homework as the greatest cause of their kids' stress, far more frequently even than divorce or family financial troubles." (Vicki Abeles) "For parents who think they're giving their kids a leg up by having every moment of their day structured, it's having the opposite effect." (Murphy Paul) "Don't mistake that we're doing something great just by giving everybody an iPad." (Travis Hamby) "[W]e call into our lives the teachers we most need to learn from, and these teachers will reappear in person after person until we finally absorb the necessary lessons." (James Mooney) "The only important questions are those without a unique answer." "[W]e prefer feeling secure to feeling fear. But life is much bigger than the fixed, secure perspectives that make us comfortable, and so I want my student, without being frightened, to understand the vastness of reality and then to learn how to swim in that vastness--comfortably." (John Hunter) "[W]e have to come to terms with the limits of our own response. We have to accept that any action we take might promote an equal and opposite reaction that we do not want. We have to realize that even the most noble actions or most obviously correct course can have its dark side that we cannot control or reason our way out of. ... The pacifist who refuses all war must realize that his inaction might ... result in the deaths of the innocent. There are no actions without contradiction--and yet we must act, for not to act is also a contradictory action with both positive and negative effects." (John Hunter) "The best we can expect from a system of rewards and punishments is temporary control. We can never expect to change children's motivation in this way. ... if we try to teach children to want to be cooperative and prosocial by rewarding their good behavior and ignoring or punishing their unacceptable behavior, we only confirm their view of relationships as coercive and encourage their tendency to be self-focused." (Marilyn Watson) "If you take a test, don't take it seriously." (parent to child) "[C]onsequences don't teach kids the thinking skills they lack or solve the problems that set the stage for their challenging behavior." (Ross Greene) "Teaching is overrated. Good teachers don't teach." "Learning is possible only when there is no coercion of any kind. And coercion takes many forms, does it not? There is coercion through influence, through attachment or threat, through persuasive encouragement or subtle forms of reward. Most people think that learning is encouraged through comparison, whereas the contrary is the fact. Comparison brings about frustration and merely encourages envy, which is called competition. Like other forms of persuasion, comparison prevents learning and breeds fear. Ambition also breeds fear." (J. Krishnamurti) "The true test of intelligence is not how much we know how to do, but how we behave when we don't know what to do." (John Holt) "[T]here is no right education except growing up into a worthwhile world. Indeed, our excessive concern with problems of education at present simply means that the grown-ups do not have such a world." (Paul Goodman) "The task of the educator is to provide experience. ... The work of the teacher is like that of the artist; it is a shaping of something that is given, and no serious artist will say in advance that he knows what will be given. ... Education must be lived. It cannot be administered." (George Dennison) "Men had better be without education than be educated by their rulers." (Thomas Hodgskin?) "An educated nation cannot be created by force." (Vilho Hirvi) "Successful change and good educational performance often require improvements in social, employment, and economic sectors." (Pasi Sahlberg) "In educating the whole child, tests fail." (Steven Harrison) * End of List * |