Quote

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

Alfie Kohn

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Alfie Kohn
Age: 67
Born: 1957
Born: October 15
Author
Teacher
Writer
Miami Beach
Florida
Children
Behavior
Number
Value
Numbers
Word
Inversely
Values
Proportional
Times
Contains
Book
Dealing

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Grades dilute the pleasure that a student experiences on successfully completing a task.
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Punishments and rewards are two sides of the same coin and that coin doesn't buy you much.
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If a child is off-task...mayb e the problem is not the child...maybe it's the task.
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Very few things are as dangerous as a bunch of incentive-driven individuals trying to play it safe.
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Sometimes we have to put our foot down, ... but before we deliberately make children unhappy in order to get them to get into the car, or to do their homework or whatever, we need to weigh whether what we're doing to make it happen is worth the possible strain on our relationship with them.
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Children learn how to make good decisions by making decisions, not by following directions.
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Standardized testing has swelled and mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole.
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Whoever said there's no such thing as a stupid question never looked carefully at a standardized test.
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Don't let anyone tell you that standardized tests are not accurate measures. The truth of the matter is they offer a remarkably precise method for gauging the size of the houses near the school where the test was administered.
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What can we surmise about the likelihood of someone's being caring and generous, loving and helpful, just from knowing that they are a believer? Virtually nothing, say psychologists, sociologists, and others who have studied that question for decade
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Grades are a subjective rating masquerading as an objective evaluation.
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Independence is useful, but caring attitudes and behaviors shrivel up in a culture where each person is responsible only for himself.
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There are different kinds of motivation, and the kind matters more than the amount.
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Trying to be number one and trying to do a task well are two different things.
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In outstanding classrooms, teachers do more listening than talking, and students do more talking than listening. Terrific teachers often have teeth marks on their tongues.
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Educators remind us that what counts in a classroom is not what the teacher teaches it’s what the learner learns.
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People will typically be more enthusiastic where they feel a sense of belonging and see themselves as part of a community than they will in a workplace in which each person is left to his own devices
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The late W. Edwards Deming, guru of Quality management, once declared, 'The most important things we need to manage can't be measured.' If that’s true of what we need to manage, it should be even more obvious that it’s true of what we need to teach.
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Learning is something students do, NOT something done to students.
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Maximum difficulty isn't the same as optimal difficulty.
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