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To counter the avoidance of intellectual challenge and responsibility, we must reduce the domination of certainty in education.

William Glasser

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William Glasser
Age: 88 †
Born: 1925
Born: May 11
Died: 2013
Died: August 23
Psychiatrist
Psychologist
Cleveland
Ohio
Responsibility
Avoidance
Education
Counter
Must
Domination
Reduce
Certainty
Challenge
Intellectual
Challenges

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We learn... 10% of what we read 20% of what we hear 30% of what we see 50% of what we both hear and see 70% of what is discussed 80% of what we experience personally 95% of what we teach to someone else
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Running a school where the students all succeed, even if some students have to help others to make the grade, is good preparation for democracy.
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We can pay teachers a hundred thousand dollars a year, and we'll do nothing to improve our schools as long as we keep the A, B, C, D, F grading system.
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They have this big book called the 'DSM-IV,' you know, that is supposedly written about crazy people, but I think it is a book that is written by crazy people!
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We almost always have choices, and the better the choice, the more we will be in control of our lives.
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To be depressed or neurotic is passive. It happened to us we are its victim, and we have no control over it.
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I think education is both using and improving knowledge and that changes the whole picture.
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Told that the passing grade is a B or competence and that we will help you to get there, students do competent work. The lowest passing grade in the real world is competence. Why do schools accept so much less?
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We can teach a lot of things, but if the teacher can't relate by talking to a group of friendly students, he'll never be a competent teacher.
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What we get, and all we ever get, from the outside is information how we choose to act on this information is up to us.
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We are driven by five genetic needs: survival, love and belonging, power, freedom, and fun.
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No human being will work hard at anything unless they believe that they are working for competence.
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We don't focus as much in schools on educational knowledge which requires thinking and application, as we do on acquiring facts.
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When we depress, we believe we are the victims of a feeling over which we have no control.
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To focus on discipline is to ignore the real problem: We will never be able to get students (or anyone else) to be in good order if, day after day, we try to force them to do what they do not find satisfying.
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A friend of mine, a dedicated golfer, shot a hole in one playing by himself. Disaster.
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This is at the heart of all good education, where the teacher asks students to think and engages them in encouraging dialogues, constantly checking for understanding and growth.
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Since there will be no one left to talk peace after the next war, it makes good sense to break with tradition and hold the peace conference first.
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Too many of us fail to fulfill our needs because we say no rather than yes, yes when we should say no.
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What happened in the past that was painful has a great deal to do with what we are today, but revisiting this painful past can contribute little or nothing to what we need to do now.
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