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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.

William Glasser

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William Glasser
Age: 88 †
Born: 1925
Born: May 11
Died: 2013
Died: August 23
Psychiatrist
Psychologist
Cleveland
Ohio
School
Acquiring
Much
Application
Thinking
Schools
Educational
Requires
Focus
Knowledge
Facts

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If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.
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Today much of what we call education is merely knowledge gathering and remembering. Problem solving and thinking, never strong parts of our educational system, have been downgraded in all but a few scientific subjects.
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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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To counter the avoidance of intellectual challenge and responsibility, we must reduce the domination of certainty in education.
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There is no real reason to fail a child, Once children start failing, they begin to believe that they can't do anything. They give up.
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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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The ultimate use of power is to empower others.
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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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Effective teaching may be the hardest job there is.
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There are only two places in the world where time takes precedence over the job to be done. School and prison.
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There is plenty of competition in a Glasser Quality School in that there is winning but no losing.
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Every single major push in education has made it worse and right now it's really bad because everything we've done is de-humanizing education. It's destroying the possibility of the teacher and the student having a warm, friendly, intellectual relationship.
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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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Prior to being allowed to enter the profession, prospective teachers should be asked to talk with a group of friendly students for at least half an hour and be able to engage them in an interesting conversation about any subject the prospective teacher wants to talk about.
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When we label anyone 'bad', we will have more trouble dealing with him than if we could have settled for a lesser label.
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If we had in this room a hundred teachers, good teachers from good schools, and asked them to define the word education, there would be very little general agreement.
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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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Without pay, no human being will work up to their ability if he or she is not cared for and respected.
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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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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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