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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.

William Glasser

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William Glasser
Age: 88 †
Born: 1925
Born: May 11
Died: 2013
Died: August 23
Psychiatrist
Psychologist
Cleveland
Ohio
Knowledge
Educational
Strong
Scientific
Remember
Parts
Problem
Merely
Today
Subjects
Downgraded
Much
System
Solving
Never
Education
Remembering
Thinking
Call
Gathering

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I think education is both using and improving knowledge and that changes the whole picture.
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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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Unlike the weak, the strong neither give up nor are driven by pain into rash or stupid behavior. They don't like pain any more than anyone else, but they are not willing to settle for short-term relief if it means reducing their options later. They don't rob Peter to pay Paul, they face reality now.
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Education is the process in which we discover that learning adds quality to our lives. Learning must be experienced.
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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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Good or bad, everything we do is our best choice at that moment.
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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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If you want to change attitudes, start with a change in behavior. In other words, begin to act the part, as well as you can, of the person you would rather be, the person you most want to become. Gradually, the old, fearful person will fade away.
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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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There is plenty of competition in a Glasser Quality School in that there is winning but no losing.
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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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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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The faster you go, the more students you leave behind. It doesn't matter how much or how fast you teach. The true measure is how much students have learned.
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It is almost impossible for anyone, even the most ineffective among us, to continue to choose misery after becoming aware that it is a choice.
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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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We almost always have choices, and the better the choice, the more we will be in control of our lives.
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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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The more a person perceives that he/she is loved, the less they will interfere with the lives of others.
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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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When we depress, we believe we are the victims of a feeling over which we have no control.
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